Superintendent Asks for Community Support

A Letter from District 202 Superintendent Dr. Eric Witherspoon

Evanston Township High School has a distinguished tradition of providing remarkable opportunities for students in the core subjects, in electives, in the fine and performing arts, in athletics and in an array of outstanding extracurricular clubs and activities.

Student talent abounds at ETHS, and there are myriad ways for each student to explore new opportunities and focus on individual interests. Whether it's our recognition for being the best math and science high school in Illinois, being selected by SchoolSearch as one of the finest school districts in the state, or being a leader in the number of National Merit Finalists and Advanced Placement Scholars we produce, ETHS ranks as one of the premiere high schools in the nation.

Even with our tradition of excellence, there is room for significant improvement. We are striving to increase personalization at ETHS. We know there are students who struggle mightily, who rarely experience academic success. They need more support. We also know there are students "in the middle" and students who excel who also need more support. So this year, we will launch our System of Supports (SOS), striving to provide more timely support for all our students.On most days school will begin at 8:35 a.m. and classes will be 42 minutes long just one minute less than last year. From 8 to 8:30 a.m., all teachers will be assisting students who are getting Ds and Fs in their classes.

Research confirms that some students need more time to be academically successful, and "A.M. Support" will provide required time for those students. All classes should benefit when struggling students are getting the extra support they need during a designated time.

In addition to A.M. Support, all students will benefit from the extra resources available to them during the school day. From 8 to 8:30 a.m., students who are not in A.M. Support may choose to arrive early and study in the computer center, the media center, the main library, or in a designated cafeteria. Plus, during every period of the school day, departmental study centers will be offered in English, history, math, science, and world languages. Students will be able to use the departmental resource centers during their study hall periods, free periods and lunch periods to seek assistance from teachers who will be on hand.

All this support has been designed by teachers so that all ETHS students struggling students, students in the middle, students who excel can get more personalized help. But personalized help about education must begin at home. Parents and teachers working together can make a meaningful difference in the life of a young person.

Before the 2007-08 school year begins, I encourage parents and extended family and community members to have meaningful discussions with our school-aged children.

Talk with them about the importance of an education, how the quality of their education will have a lifelong impact.

Talk with them about how much you value education and why they must place a high value on getting a great education. Talk with them about school and all the opportunities they can explore at ETHS.

Talk with them about being a leader at school and modeling for their friends and classmates the importance of learning.

Talk with them about school safety and the importance of telling an adult if they know about anything that could endanger any other ETHS student.

Talk with them about how much their teachers care about them and how hard their teachers are working to provide more support for each student. Talk with them.

Soon, the hallways, classrooms, labs, gyms, theaters and music rooms at ETHS will be filled with students. Our seniors The Class of 2008 will lead the way.

Our freshmen, the Class of 2011, will begin their high-school journey and will become an important part of this community.

We are a community of learners, a community focused on students and their growth.

With your help, we can make this a successful learning year for every ETHS student.

Welcome Back to District 65 Schools

Letter from Dr. Hardy Murphy, District 65 Superintendent

We celebrate a continuing trend of improved student achievement as we open this school year. This trend of improved achievement is supported by District programs and resources that prepare our students to be productive, responsible, healthy, caring youngsters who are ready to address the challenges of a rapidly changing world.

I'd like to share last year's achievement results and our plans for this school year.

First, the District met the federal Adequate Yearly Progress (AYP) achievement goals for the second consecutive year. State assessment results show a trend in reducing the gap between those who traditionally do well and those who traditionally struggle.

Additionally, more students exceeded state standards in 2007 than the prior year as we ensure that our students have a stimulating instructional experience that goes beyond the basics. Also, students are doing better as they leave early childhood and primary grade programs and enter intermediate and middle school years.

This indicates that our early childhood and elementary programs and supports are preparing students effectively for success, so that they may address the challenges of middle and high school. Detailed student achievement information is in the narrative and accompanying charts, tables and graphs in the District's 2007 accountability report on the District 65 website www.district65.net.

Our students benefit from a system that affirms cultural backgrounds, builds confidence for future accomplishments, supports challenges and inspires all students to learn. This year students also will have an opportunity to experience higher levels of school spirit and pride as we reinstitute competitive sports in our middle schools.

We believe this new programmatic opportunity will help provide a more well-rounded school experience for the all-important middle-school years.

We understand that children live in a complex world that requires problem-solving skills and critical thinking. Our classrooms offer nurturing and stimulating environments where teachers differentiate and enrich instruction so that all students are challenged to learn.

In order to better prepare our teachers, summer professional development included technology training, curriculum revision and development, and workshops on instruction in reading/language arts, math and science.

Also this summer, many teachers received computers with tools and softward necessary for classroom instruction, for planning and to enhance home-to-school communications. Instructional technology was installed that allows more teachers the ability to use these tools for teaching and learning.

Technology creates opportunities for exciting learning experiences. However, we understand it does not replace the knowledge or expertise of a teacher nor does it replace face-to-face interactions with families.

The Internet is a tool for enriching teaching and learning experiences and provides another way to communicate with our families. Our teachers and staff have telephone and e-mail access. The District has an automatic voice calling system to reach out to parents with important information. The District's web site is updated regularly.

Also, the district recently created a sign-up for families who wish to receive electronic newsletters and information. We are continuing our efforts to reach out to our families and appreciate input and feedback from our school community.

We are fortunate to live in a vibrant community and believe that District 65 benefits immeasurably from the support that comes in a variety of ways including organizational and institutional partnerships, volunteer services and parental involvement, and committed leadership from our board and other elected officials.

As a member of this very special community, we know that it is our challenge and responsibility to meet the expectation of providing excellence in education.

I believe that you will see a demonstration of this commitment as you review the accomplishments of our students, teachers, administrators and support staff.

Family participation in education is an important link in the success our students are achieving. Family support for the wellness initiatives that promote healthy food and snack choices, better understanding about nutrition, and the need for physical activity are also important.

Parent and community input in our upcoming studies regarding enrichment and differentiation and technology will also be helpful.

And the community of Evanston, as well as Distrcit 65, supports participation in the Million Father Back-to-School March, an initiative that encourages fathers to take their children to school on the first day.

We know that research shows that children whose fathers take active roles in their educational lives are more likely to earn better grades, reach higher levels of academic achievement, enjoy school more and are more likely to graduate from high school and attend college. I hope that many of you can join this initiative and help your child see that school and education are important to you and them.

Welcome back to all our families. I look forward to a successful and exciting school year.

School District 65 Shows Gains on 2007 ISATs

By Larry Gavin

School District 65 students showed gains in reading and math on the 2007 Illinois Standard Achievement Tests, ISATs, according to preliminary results reported to the Board at its Aug. 20 meeting. On a combined basis, the percent of students who met or exceeded standards in reading on the 2007 ISATs was 82.9%, up from 79.2% in the prior year. The percentage of students who met or exceeded standards in math was 89.4%, compared to 87.6% in the prior year.

The greatest gains in the meet/exceeds category were made by black and Hispanic students.

"We're seeing strong trends for these students," said Paul Brinson, chief information officer. "The gap between white and black students and white and Hispanic students continues to decline." He added that the gap was not being closed at the expense of white students, in that white students also showed gains in their already high achievement levels.

The percentage of students in the highest category, the exceeds category, also increased in both reading and math. Mr. Brinson said the percent of students who exceeded standards in reading increased from 32.0 percent on the 2006 ISATs to 34.9 percent on the 2007 ISATs. In math the percentage increased from 43.6 percent to 50 percent.

Data showing results for students across the state is not yet available, so it is not possible to compare the progress of students in District 65 with statewide results.

Reading scores
Black and Hispanic students showed substantial gains in reading scores, on top of huge gains last year. On a composite basis, the percentage of black students who met or exceeded standards in reading increased from 64% in 2006 to 69% in 2007, an increase of 5 percentage points. The percentage of Hispanic students meeting or exceeding standards increased from 70% in 2006 to 78% in 2007, an increase of 8 percentage points.

The scores of Limited English Proficient (LEP) students also showed substantial gains. The percentage of LEP students meeting standards in reading jumped from 64% in 2006 to 71% in 2007, an increase of 7 percentage points.

Board member Mary Rita Luecke said, "I think we have to attribute these gains [for the LEP students] directly to the Two-Way Immersion program. We're seeing the results, and it has to reinforce our commitment to that program."

Students with an Individual Education Program (IEP) also showed an increase. The percent of IEP students meeting or exceeding standards in reading increased from 44% in 2005 to 49% in 2006.

The District has focused on improving services to IEP students in the last several years and is continuing the implementation of a unified system of delivery of instruction in the 2008-09 school year, under which students will be instructed in the general education classroom to the maximum extent possible.

Asian and white students continued to do well on the ISATs, with 93% of Asian students meeting standards in reading, up from 91% last year, and 97% of white students meeting standards, up from 95% last year.

The long-term trends are more dramatic. Between 1999 and 2003, students' progress on the ISATs in reading was generally flat, but between 2003 and 2007 there have been substantial gains.

Mr. Brinson said, "There has been a strong upward trend for every group over the five-year period." For example, the percentage of black students meeting or exceeding standards in reading increased from 43% in 2003 to 69% in 2007.

The percentage of LEP students meeting or exceeding standards in reading increased from 31% in 2003 to 71% in 2007. The accompanying table shows the percentage of students, by subgroup, who met or exceeded standards in reading on 2003-2007 ISATs.
"There has been a multi-year increase in student achievement for each of the NCLB subgroups," said Superintendent Hardy Murphy. "Our instructional program has been increasingly more robust. None of this would have been possible without the hard work of our teachers and the leadership of our principals and staff. This represents a team effort at all levels."

Board president Mary Erickson said, "We are really, really pleased with the results. ... We understand how much planning and work has gone into this and we really appreciate everybody's hard work."

Math scores
The District adopted the "Everyday Mathematics" curriculum in 1998-99. Since then the percent of students that has met standards has steadily increased. On the 1999 ISATs, 62% of the District's students met standards in math; the percentage grew to 89% on the 2005 ISATs or an increase of 27 percentage points over nine years.

The long-term trend for black students has been more dramatic. For example, the percentage of black students meeting standards in math increased from 38% on the 1999 ISATs to 81% on the 2006 ISATs, an increase of 43 percentage points over eight years.

On the 2007 ISATs, the percent of the District's students that met State standards on math by subgroup were as follows: black - 81%, up 4 percentage points from the prior year; Hispanic - 83%, up 3 points; Asian - 95%, same; white - 98%; same; IEP - 63%, up 5 points; LEP - 72%, up 3 points.

The accompanying table shows the percentage of students who met or exceeded standards in math on the 2003-2007 ISATs.

Meeting AYP/School data
All but one of the District's schools met the NCLB Annual Yearly Progress ( AYP) goals on the 2007 ISATs. At Oakton School only 46% of the black students met or exceeded standards in reading; the AYP target was 55%. The AYP target increases to 62.5% for the 2008 ISATs.

The reported data shows that test results at the schools varied. At Willard 93% of the students met or exceeded standards in reading, at Oakton, the percentage was 65%. For black students, 80% met or exceeded standards in reading at Dr. Bessie Rhodes School; at Oakton the percentage was 46%. Data for black students was not reported at three schools for AYP purposes because those schools did not have the minimum number of black students to be subject to the accountability standards of NCLB. Detailed test results for each school will be available when the State releases the report cards for each school later this year.

More detailed reports coming
Last spring, the 2007 ISATs were given in reading and math to students in grades three through eight, in science to students in grades four and seven, and in writing to students in fifth and eight grade.

At this stage, the District has released data only for reading and math, which are subject to the accountablility system under the No Child Left Behind Act. Mr. Brinson said the State had not yet provided all of the test data and as a result some detailed analyses regarding specific programs will have to come at a later date.

Board member Katie Bailey asked the administration to provide data breaking dow the percentage of students who met and who exceeded standards in reading and math between third and eighth grades for the last five years.

"I want to see what's going on between third and eighth grades in terms of how students are doing in the ‘meets' and ‘exceeds' categories broken down," she said. Ms. Bailey also asked the administration to provide data showing how students did on the social science part of the ISATs.

Evanston Youth Initiative Supports Million Father March

On Sept., the first day of public school in Evanston, the Evanston Youth Initiative and the Black Star Project will host the Evanston part of the Million Father March 2007.

This march calls for fathers to take their children to the first day back to school. More than 200 cities across the United States will take part in the Million Father March 2007. Evanston is the 131st city to sign on to the march.

All fathers and care givers of Evanston students attending Districts 65 and 202 are urged to participate in this nationwide celebration.

Studies show that girls and boys who have nurturing fathers earn better grades, higher test scores, have better attendance and have higher graduation rates from high school.

This march is intended to provide a good start to the school year. The hope is that fathers and care-givers will be actively involved with the education of their children throughout the year.

Evanston schools will welcome fathers and children who participate in this epoch event.

Elected officials will be on hand to greet fathers and students at the front entrance of schools. There will also be a brief reception for parents at most schools.

Start times vary with individual schools.

District 65 Adopts Tentative Budget: Operating Expenses Pegged at $88.5 Million

By Larry Gavin

The District 65 School Board unanimously approved a tentative budget for 2007-08 at its Aug. 20 meeting. The Board's Finance Committee discussed the budget at meetings in June, July and August before it was presented to the Board. Finance Committee Chair Keith Terry said, "The budget for 2007-08 appears to be fairly solid."

Operating revenues are projected to grow at a slower pace than operating expenses, but the budget is balanced. Operating revenues are projected at $88.9 million, up $2.3 million, or 2.7 percent over the prior year.

Operating expenses are projected at $88.5 million, up $4.1 million or 4.9 percent over the prior year. The tentative budget shows a surplus of about $390,000.

The Board will hold a public hearing on the tentative budget on Sept. 24, and it is scheduled to adopt a final budget that same evening.

The budget was presented by Dr. Mary Brown, chief financial officer, and Kathy Zaleswki, controller. Ms. Zalewski said the numbers may be firmed up in the next few weeks as the District obtains additional information from the County and State.

Key budget assumptions
On the revenue side, property tax revenues earmarked for operations are expected to increase by 5.4 percent. The increase exceeds the tax cap percent, in part, because the District anticipates receiving about $600,000 in taxes on new property which is not subject to the tax cap when it is added to the tax rolls.

Property taxes make up about 75 percent of the District's operating revenues. State and federal grants, which account for 16 percent of the District's operating revenues, are expected to be about 2.7 percent less than last year.

On the expense side, salaries are pegged at $60.8 million, up 4.3 percent over last year.

Employee benefits are projected to increase to $10.3 million, a 9-percent increase. Salaries and benefits account for 79 percent of the District's operating expenses.

The budget builds in the cost of six new staff positions and several initiatives totaling $595,000, including:
• Two bilingual teachers for the middle school bilingual program, previously approved by the Board - $120,000
• Two additional classroom teachers, if needed to maintain class sizes - $110,000
• Two technology facilitators, who would support classroom teachers in using technology for instruction, such as how to make a power point presentation or how to use promethean boards - $100,000
• Instructional improvement - $75,000
• Bilingual translation services, for communications with parents, etc. - $50,000
• Establishing a competitive inter-mural sports program at the middle schools -- $79,000
• Other initiatives including, enhancing communications with parents and the community, securing actuarial services, instructional leadership, stipends for test coordinators, "grow your own pilot program" - $61,000
The budget also takes into account the elimination of the Community Child Care program and the expiration of the Even Start Grant. The District has applied for a new preschool grant; if the grant is approved the District will expand its pre-K program.
Dr. Murphy said Northwestern University agreed to contribute $25,000 toward purchasing uniforms for the middle school sports program, which will offset the District's cost of implementing the program.

Expenditures by function
Under the tentative budget, the District's total expenses for 2007-08, including both operating and capital expenses, are projected to be $103 million. A little less that one-half of that amount is devoted to instruction. A budget summary prepared by Ms. Zalewski states that the $103 million will be spent as follows:
• $47.2 million, or 46%, will be spent on instruction, which includes general K-8 instruction, special education, bilingual education and remedial education.
• $16.3 million, or 16%, will be spent on support services, which includes social work, psychological and speech services, food and transportation services, staff development, curriculum improvement and education media services.
• $9.4 million, or 9%, will be spent on administration, which includes administrators, principals, assistant principals, secretaries, business services, human resource services, research and data processing.
• $10.7 million, or 10%, will be spent on facilities services, which includes building operation and maintenance services.
• $9.1 million, or 9%, will be spent on debt service.
• $2.5 million, or 2%, will be spent on community services, which includes community childcare and before- and after-school childcare services.
• $7.6 million will be spent on other miscellaneous items.
Cash position

The District is reporting on an unaudited basis that it finished the 2006-07 year with an operating surplus of about $2.2 million, or about $500,000 over budget. At fiscal year ending June 30, 2007, the District had a cash balance of about $20.8 million in its operating funds (which includes $11.5 million in the working cash fund). The cash reserves in the District's operating funds are equivalent to about 85 days operating expenses.

Projections
Dr. Brown presented projections prepared by the District's consultants for fiscal years ending 2009-2012. The projections show deficits of $1.2 million, $1.7 million and $1.4 million for fiscal years ending 2009, 2010 and 2012 respectively and a surplus of $781,123 for fiscal year ending 2011. On a cumulative basis, the District is projecting it will operate at a deficit of about $3.5 million over this four year period.

The teacher's contract expires at the end of the 2007-08 school year, so future increases in teacher salaries are uncertain.

Other uncertainties affecting the projections include the level of the property tax caps, potential changes in state and federal funding, whether the City will continue to make voluntary TIF payments to the school districts, and other factors.

Mr. Terry said the Finance Committee would start looking at the philosophy and assumptions for future budgets at its next meeting and address the projected deficits on an aggressive basis. Dr. Murphy said the administration would present strategies to manage the projected deficits at that meeting.

ETHS OKs Athletic Practice for Students Without Academic Eligibility

By Jennie Berkson

Some Evanston Township High School students who do not meet academic eligibility standards will be allowed to attend athletic practices but not to participate in competition, according to a new policy approved by the School Board.

"Some students who participate in extra-curricular activities at ETHS fail to meet the academic requirements and lose the one positive connection they have to the school. Oftentimes, without this strong motivator to encourage and inspire them, they lose complete interest in the offerings of ETHS and look elsewhere to feel that connection and sense of belonging," added Chris Livatino, athletic director, in his proposal to the School Board.

In the late 1990s, ETHS raised its eligibility standards to require a 2.0 GPA for participation in extracurricular activities.

The Illinois High School Association (IHSA) requires only a passing grade in at least four courses in the previous semester.

In 2004 the ETHS policy was changed to include a provision that allowed students whose GPA fell between 1.7 and 1.99 to qualify for participation one time in their high school career, provided that they enroll in a special program emphasizing academic support and monitoring.

After a two-year trial period this Extracurricular Academic Program (EAP) was extended through spring 2008. At most, a dozen students per semester have taken advantage of this option.

Athletic Director Chris Livatino said the message to the community is, "We are not lowering our standards... Academic success is the priority at ETHS."

Mr. Livatino emphasized that, although the new proposal might send a message to students and the community that "we are lowering our standards, we are not [doing so]....

"... Academic success is the priority at ETHS. If a student does not meet our requirements, which are among the toughest in the state of Illinois, that student will not represent our high school in a competition ...," Mr. Livatino added.

As with the EAP, students lacking eligibility but wanting to participate in practice will have weekly grade checks, required study table and study hall and will be monitored by a special adviser.

In addition, ineligible students with a GPA lower than 1.7 will most likely be required, under the new System of Supports (SOS) program, to obtain extra classroom help from 8 to 8:30 a.m. SOS requires students with less than a C- in any class to attend morning study sessions with their classroom teacher.

The EAP applies to both athletic and other extracurricular activities such as plays, debate and chess.

The new proposal only applies to athletics, as administrators admitted that it would be impossible to allow someone to practice for a play and then not perform in it.

However, it was suggested that if the sponsors of extracurricular activities with eligibility requirements could find a way to include academically ineligible students, that would be allowed.

Administrators emphasized that each coach will decide whether or not he or she wants to include students who fall into the category covered under the new policy.

Mr. Livatino estimated that no more than 12-15 students per semester would likely opt to participate in athletics under the provisions of the policy.

"Now that we have the activities fee to support a much better staffing level of coaches, each coach will be able to assess the number of students participating in a sport," Superintendent Eric Witherspoon told the RoundTable.

"Coaches will have to make sure the ratio of coaches to athletes is appropriate to keep kids safe and develop their expertise during practice. Some coaches will probably decide they cannot include any additional athletes.

"This approach to practice-eligibility is one more way to try to personalize ETHS and include identified students who will likely benefit academically by being able to continue with their team while they pull up their grades.

"But we will only be able to include a limited number of students, based on our commitment to keeping kids who are participating in each sport safe while developing their skills during practice," Dr. Witherspoon added.

"It may seem like a lot of trouble to create a policy for so few kids," Mr. Livatino told the RoundTable, "but for some of the students that take advantage of it, this connection could change their entire lives."

Some Board members expressed a similar attitude. Mary Wilkerson, who was one of the Board members who initiated and supported the original EAP program, emphasized the value of outreach to at-risk students.

"We need to use whatever hook we can to motivate students to stay in high school. We can't teach them if they're not here," she said.

Jane Colleton, who originally opposed the EAP program when it was instituted in 2004, voiced ongoing reservations. "It seems shortsighted to me," she said, although she did vote to support the new policy.

Omar Khuri and Missy Fleming emphasized the importance of the SOS program in supporting students who might take advantage of the new policy.

"I would be more ambivalent (without the SOS program)," said Ms. Fleming.

"This is just another way that we as adults can take a vested interest in the students," said Mr. Khuri. "We're not going to abandon you."

Despite their unanimous support for the program, Board members expressed concern about an open-ended approval. As a result, they voted to support it for one year and then review the results.

Fire, Police Curriculum at ETHS

Starting this fall, Evanston Township High School (ETHS) will institute the Public Safety Career Program, a life safety addition to its human services practicum.

Students with junior standing or above can explore fire, police and emergency medical services through courses offered in partnership with the Evanston fire and police departments, Oakton Community College (OCC) and the ETHS Department of Safety. OCC offers degrees in both fire science and law enforcement.

The Public Safety Career Program, the first of its kind in the area, offers students the opportunity for hands-on exposure to these careers while receiving both high school and college credit simultaneously.

"Our School Board has been concerned with increasing career opportunities for our students. We want to find ways to connect what they're doing in high school to their careers in the future," said ETHS Assistant Public Chair Shelley Gates.

"I think that high school students no longer have public service jobs on their career radar. We want to introduce them to the public service field and better prepare them for these jobs," Fire Chief Alan Berkowsky said.

ETHS 2007-08 Sports Year Promising

By Perry Toor

Preparations for Evanston Township High School sports are under way, and the 2007-08 year promises to offer something for everyone. Largely in part to the newly administered $85 activity fee, this year ETHS will offer an after-school Intramural Sports Program where students will have the opportunity sign up for basketball, flag football, badminton, volleyball, hockey and soccer leagues among many others.

"This will give every single kid in school the opportunity to play sports after school," said Athletic Director Chris Livatino.

An activity fee approved by the School Board for the upcoming year allowed the school to rehire coaches for 20 different positions spanning 20 different sports. It also will provide funding to other organizations such as the chess club, jazz club and other fine-arts projects at the school.
"Ultimately the response in favor of the fee was pretty overwhelming from the community," Livatino said. "I'm really hoping that our kids take advantage of it."

Livatino, an ETHS graduate and former coach of the boys and girls volleyball teams there, is entering his second year as athletic director and continues to make amendments to the already strong varsity athletics program.

On Aug. 13, the District 202 School Board passed the Practice Eligibility Program (PEP). It attempts to bridge the gap between the state standard for academic eligibility and ETHS's standard, which is stiffer. ETHS students must maintain a grade point average of 2.0, which correlates to about a C-average, a standard significantly higher than the state requirements to participate in athletics.

The PEP would allow ineligible players to practice but not play with their teams. Students deemed academically eligible according to Illinois state standards to participate in athletics - passing at least four of five classes - will be able to practice with the team.

"The idea is to give the kids a chance to maintain a connection with something they love - a hook to keep them connected," Livatino said.

"There are always kids that aren't eligible. Last year there was one student who wasn't eligible from one semester to the next ... [and] ... had to watch from the sideline," Livatino added. "It's a problem for them but it's intended to motivate them to work hard as they can throughout the semester."

Looking ahead, Livatino cites this year's re-vamping of the middle school athletics program at District 65 as a way to "make a big impact to kids staying connected in school and getting some basic fundamentals as well." (See the Aug. 8 issue of the RoundTable.)

"Two goals that really jump to mind right away is to continue working on community and student spirit programs. Last year we started Blue Crew student section. It was very successful in the beginning," Livatino said. "We want to create more community-based events before games. We're looking to try to one or two cookouts before a couple football games which could bring the community together and cheer our football team on for a win."

Through community involvement and student participation, Livatino hopes to "make a really large high school feel like a small-knit family."