001All right. Good evening everybody. Uh it is April 23rd. It's the right on board of education. I'll call this meeting to order. Uh Mr. Jenkins, please call the role. >> Mr. Lester here. >> Dr. Dabberco here. Dr. Wallick >> here. >> Miss Shriber >> here. >> Mr. Iner here I please join me in the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. >> All right. I don't believe we have any amendments to the agenda. I hear none. Can I have a motion to approve the agenda? So moved. A second. >> Second. Any discussion? I hear none. Mr. Jenkins. >> Mr. Lester. >> Yes. >> Dr. Dabberco. >> Yes. >> Dr.
002Wallik. >> Yes. >> Miss Shriber. >> Yes. >> Mr. Ringer. >> Yes. >> Okay. Uh, our last board meeting was really, really long. So, I'm going to keep our uh the president's report kind of short tonight as we jump into our agenda. Uh, just a couple things I want to uh want to get through. Uh first of all uh so uh last Friday I was at work and I got a text message that I did not expect that I would see which was uh that we had a deer in one of our schools. I was not prepared for that. Uh but it was actually it was a pretty serious event. It was uh a deer jumped through a window into a class that was going on. It disrupted things. It was a very scary um
003uh a very scary thing. And you know it's not really the sort of thing that I'm assuming that we train on. uh you don't expect that that's going to happen. Um but it really speaks to the efforts of a lot of people across the team from you know Superintendent Meyer all the way down through all the district leadership to the school level to the teachers to Delaware County Sheriff's Office that they were able to respond so quickly and effectively to support the needs of our students um and our families. We got it's it happened to be the school that my daughter goes to. So, I can attest to the communication that we got from the principal relatively quickly. Um, and just the the level of thoughtfulness and care for a crisis that nobody could really
004have predicted. Um, to that end, I got an email from a parent um last night that I would just like to read briefly because I think it really speaks to um some of these issues uh really well. So, I'll omit the names from it, but uh dear members of the school board and principal, I'm writing to express my sincere appreciation and gratitude for the exceptional way Mrs. Ellis and the staff at Liberty High School handled the frightening incident on April 17th, 2026 when a deer broke through a classroom window. My teenage daughter was in her third period biology class when a sudden loud crash sent glass flying into the room. Understandably, panic began to send in among the students. However, my daughter shared that Mrs. Ellis remained calm, composed, and focused on ensuring the safety
005of every student. My daughter told me she was the last one out. She made sure we were all okay. She kept me calm. It could have been much worse. Those words speak volumes about Mrs. Ellis's character and leadership in a moment of crisis. Students in nearby classrooms were also understandably frightened. The sounds of breaking glass, screams, and students running in the hallways created a situation that for many mirrored their worst fears of a much more dangerous event. Despite this, the teachers and staff responded with professionalism, urgency, and care, effectively managing what was truly a freaking chaotic accident. I was also very appreciative of the communication during and after the incident, allowing my daughter to call me while she was scared, made a significant difference. Additionally, the thoughtful effort to safely sort through and return her
006belongings, many of which were covered in blood and glass, did not go unnoticed. I am incredibly thankful and proud of Liberty High School. Mrs. Zealus deserves special recognition not only for her teaching abilities, but for the compassion, composure, and protective care she showed our students in a moment that could have been far worse. Please extend my deepest gratitude to Mrs. Ellis and the entire staff for their outstanding response. Um, so just really incredibly thoughtful response and you know, Mr. admire and everybody in this room, everyone that worked on this, everybody at Liberty High School, really we just want to extend our sincere thanks for the the thoughtfulness and professionalism and responding to all of that. Um, second, as we've been doing throughout uh this year, I've set up uh board office hours. So, I'm going
007to do that again this Saturday uh uh from 10 to 11:00 at the Liberty Branch Library uh on Stites Road in Liberty Study Room 4. I'll be available for anybody in the community that wants to come and ask questions, concerns, anything like that. We really welcome anyone to come out and and just um speak what's on their mind and we'll we'll have a good discussion. So, please come out. Uh we'll be there from 10 to 11. All right. A couple of committee things. Uh the mental health committee met uh last Wednesday. We talked about the accreditation efforts that I know we'll be talking about more in a future board meeting, but uh working with some national accredititors. And it's always really nice when accredititors who have toured all over the the country and internationally say,
008"I really wish my kids went to school here." That's a really nice feeling. Um and uh but we also talked about some parent support group ideas that we've talked about in partnering with some local organizations and some other options that we might have um to get parents um support for, you know, questions about mental health or concerns or things like that. So, we're continuing to work on that. Um looking forward to some of that. Um, as part of our board efforts as we get a seat on the the DACC board, uh, Dr. Dabrico is serving on the board and there's some exciting things happening with DACC. So, would you like to to speak to some of that? >> Thank you for your very endearing report. >> One of the things as public educators that we
009um, we have the great privilege of welcoming every kid. The problem in Delaware County is we're growing faster than we can we can handle for capacity. Delaware area career center is turning away hundreds of kids from different programs. So, we've got to build more and we broke ground and I've never seen more confetti blown up in the air than at that groundbreaking. It was great and um it's exciting because we can meet the needs of not just now but in the future and and um during the discussion from the from the team they talked about the flexibility in the new facilities that this can go in a lot of different directions to meet the needs of growth. But I'll tell you, we're not done. We're going to have to do more to make sure that
010we don't turn kids away because you imagine you move to Delaware County, you hear about this great program at the career center. just, you know, we had kids um presenting from I think they called it zoo school last time, but then all a sudden you find out you can't get in because you don't have the capacity. That's horrible. And public schools don't turn kids away and um so we've got to >> really accelerate the growth in the building that we're doing there. So great event and look forward to them getting that done quickly. >> Yeah, the DACC is such an amazing resource to stop. I mean, if you've never been in there, go in. It's a really I mean, get clearance first. Oh, break it. But but it but it's a great facility. A lot
011lot of amazing stuff happening there. Uh Dr. W, do you have add anything about OSBA? >> Yeah, it's been kind of a busy OSBA week. Um let's see. So yesterday, uh region presidents, so I'm the central region president of OSBA this this year. Uh regional presidents met with CEO Tom Hustler um and and Mark Bobo. And anyway, we we had a really great discussion last night about some very exciting initiatives that are coming forward. I can't really divulge too much at this point in time, but um it was a really good conversation that I think um it's got me excited about some things that'll be coming out of OSBA uh in the near future. So, put a little pin in that. Um and then a couple of nights ago, I think it was uh Tuesday
012night, um Mary'sville High School uh in conjunction with OSBA hosted like a a community conversation. Um, so I was invited to be part of this panel along with a few other schoolboard members. Um, Mary Cleveland, who is the current president of the Ohio School Boards Association, she's from the southwest part of the state. She's really wanting to kind of do a a tour of the state and invite community members into schools to to have these conversations and to be able to openly and authentically have dialogue and ask questions about property taxes, property tax reform, vouchers, the impact on public education. uh curriculum, mandates from the state, uh you know, uh proposed bills, all of these things. Um and so it was really nice to have a a diverse panel representing very different school districts, um
013being able to answer community questions. I just think anytime, right, that we can foster more of that open dialogue with community members and speak to what's going on in public education is a it's a really great thing. So, a thank you to to Mary'sville for hosting um and for OSBA coordinating the that event. >> Yeah, that's great. And that it just goes to really our approach of trying to get as much information out to the community about these things and and have a true dialogue. So, that that's wonderful. Um I don't think we've had a facilities committee meeting in April. So, >> okay, good. Any other >> I'm sure there'll be plenty of things to discuss in the future with facilities. Yes. >> Uh okay, good. And so I do just want to highlight, we'll
014talk about this a little bit later. We do have two board of education action items. These are uh with Mr. Reinger uh who has joined the board. We have to appoint him to commit uh committees and the OSBA board of trustees because we have an extra seat there. So those will be board action items that will be coming up uh a little later in the presentation. So with all of that, we will now move to our first official presentation item uh which is the seeds of change event. So, uh, Jen, I'm looking forward to having you, uh, present. >> We did bring some items. Thanks. >> Yeah. All right. Good evening and thank you for the opportunity to come and speak uh to you about seeds of change. I know many of you are familiar
015with seeds of change, but I want to take a moment to ground us in our purpose and why this type of work is so important. And then we're going to transition to the most important part of this presentation, which is hearing from two of our educators who um have been working on their project throughout this year. So at its core, seeds of change is about teacher agency in professional learning. Moving from learning that is done at the teachers to learning that is driven by the teachers. And that part is so important. Participants identify a problem of practice in their own classroom. So something that they're um they want to fix, something they want to try, something they want to test, and their learning becomes immediately relevant and applied. They test strategies, they do research, they
016trial things, they come back at it, they reflect, they collaborate with their colleagues, and um ultimately it's becoming an ongoing embedded process that um really drives their work. It's not a one-time event. The sh uh this shift leads to strong ownership, deeper reflection, and ultimately greater impact on the students. So, Seeds of Change is a cohort-based experience where teachers design and implement a classroombased project focused on a specific goal or a challenge. So, again, something that they've been wanting to try in their classroom or a problem that they've identified that they want to work through. And throughout the process, they test new approaches, uh, gather evidence of student learning, and refine their work through collaboration. The experience culminates in a showcase event which we were able to host tonight um where we had about 25
017individuals who were able to share their projects, what they worked on throughout the year. And we really focus in the showcase event um about their driving question, what led them to get to this point and then where are they going to go from here? Because it really doesn't just stop after tonight's showcase event. It's about what comes next with these projects. And when I turn it over to uh the two individuals here to speak with you, you'll hear more about how they're taking their project and implementing it uh districtwide. So tonight you're going to hear from two of our participants who have been exploring a program called Brainball and it's in within the physical education classroom. Their work has focused not only on implementing the program but also developing lessons and resources to support other
018teachers across the district. And this right here is one of the many great examples of how teacherdriven learning can uh go beyond just one classroom and support our district approach. So I'm going to turn it over. >> Hi, I am Kristen Richardson and I am the PE teacher at Sciota Ridge Elementary >> and Ryan Vogle and I teach at Tyleron Elementary School PE as well. Um, so Brain Ball uh was something that uh came to our uh I guess I would say our department chairs first and then they brought it to us in a professional development uh chance that we had I think it was maybe a couple years ago cuz we did it again this fall and then that was when we had uh received the the new brain balls to use with each
019building. So each building has their own set of those that you see there, the yellow and the green uh brain balls. And then these blue and and red go along with the math kind of uh setup uh for each school. Um and then during that uh orientation as well, there was the smaller balls that uh we kind of had a chance to see and we're like, "Wait a second, we have these giant ones which are great, but these smaller ones are like even better." So, uh, they were able to get six sets to kind of go around through the travelers from building to building. That'll make it a little bit easier, uh, for future use. So, uh, those are the sets. And if you wanted to talk about the set, >> um, so our, uh,
020goal of taking seeds of change, we, uh, received these sets of brain balls, the large ones and then some of the smaller ones. and Ryan and I kind of just wanted to take uh this year with Seeds of Change to kind of dive into the curriculum and just kind of see what best practices might be to be able to use them um in the gym and then as well as throughout our school building. So, we were able to try some little 10-minute activities with some different classes and a lot of different grade levels and then we also use some for an entire class. So we're just uh took the year to figure out maybe some best practices um in physical education. So that was our goal with seeds of change and I think we got
021a lot of good information this year and are able to share a lot with our colleagues as well. >> And then uh so we can do with the balls they have uh letters and numbers also on them. So there's letters on one side, numbers to go along with. So they're very versatile there. So you can do math as well as literacy things. So, some spelling things, uh come up with words, various things. Uh the example in the video is going to be a first grade uh example there and the pointer. >> That's Dustin. Dustin will get it. He'll get it moving. >> Okay. So, anyways, and you've probably seen the video. So, this is my one of my first grade classes scooters. So I wanted to kind of introduce them to the brain. So they're
022they're uh working together. So we're working on teamwork here, cooperation, and they're just trying to get the letters of all the alphabet, put them in order. So they're working together, switching out, getting a chance to help each other get down, grab the ball, bring it back, and then figure out where's the Yeah, they're all doing the same thing. So, it's a whole class and they're whole they're all just kind of bringing the letters down and then trying to figure out where they go and you notice in the video some kind of take that leadership role and just be like, "Okay, this is letter here. This needs to go here." And so, they're trying to help each other that way. And others, which one is that letter? Is that a Q or is that an L?
023>> No, that's a sign. >> Yeah. So, we want to make sure we got the Q in the right place rather than the L. Where's the letters go? put the Q in the right place rather than the L. >> Now he has an idea. So he's he becomes one of the leaders. He's like thinking about Okay, we got to go through the alphabet. A B C D E I don't know how these letters. I don't know how to be fair. Yeah. >> Where did Q come by arm? Wait, go back over here. Try again. >> Go, go, go. Get on. Get on. Okay, get on. >> And then the excitement. So, just being able to kind of get to the end. And I believe this was one class that actually had all the letters of
024the alpha before we had ran out of time. Other ones we just ran out of time and didn't get there. But they were they were super excited once they saw it was A through Z, all the letters. So, it was really nice. and a future. >> So, our future hopes with brain ball is that we took this year to kind of figure out all the different equipment and the different um types of the brain balls and activities we can do. Um we would like to share them with our staff in our building with the teachers, with the math coaches and literacy coaches. Um so, we can show them that these resources are available. Please take them in your classrooms, take some kids outside, throw some, you know, letters around, work on some site words, work
025on some math, and get kids moving uh more during the school day because that's good for everyone. So, that's our brain ball presentation. So, thank you. >> Any questions? >> Yes, Dr. Walker. >> Well, it's a few things. So, first of all, on behalf of Flannry, Sloan, and Catherine, thank you for all that you do at Cedar Ridge. Um, I think that might be a favorite class of theirs. Um, I also, yay, seeds of change because I think the best teachers are those that are committed to ongoing learning, right? Um, professional learning is where it's at. Um, it keeps things fresh and, um, and again, I think we're the best teachers when we're modeling how we also continue our learning. So big fan of Seeds of Change. I was able to get up there earlier.
026Um Mr. Reinger was up there with me also. So we were kind of walking around the room and seeing a lot of those um great displays of what our teachers are doing. So yay seeds of change. And now for both of you teachers, if either can speak to this at all, can can you talk to me about any interdisciplinary um co-planning or or anything that's informing how these are utilized within the fizzad classroom? >> Yeah. So, that was one thing with the the curriculum that they sent. It didn't have really I mean, it had a bunch of games, which is great, and that's what we do. We do games, but it didn't have like, okay, so which grade is this going to be appropriate for? What's grade? what uh what activity can we use with
027fifth graders as opposed to third graders and stuff. So, one of the parts that I took was to take their activity book and then give it to literacy and what what what levels kind of level it out. So, I made kind of a a index, I guess you would say, of different activities for different grades. So, that way it's going to make it more relevant, easier for us to just grab and say, "Okay, this is kindergarten appropriate. We're going to do this activity today and we're teachers looking at doing rhyming words. Well, there's a rhyming one and it looks like it's good for my class, so I can use that one. So, make it a little bit quicker and easier to to go there. And same thing with math. So, it went to the math
028teacher as well. So, >> awesome. Thank you. >> I'll just add so I I'm I'm I'm new to this, right? So, this first time I saw the the showcase and and sort of the whole idea around the the seeds of change and I took a lot of notes, but I'll boil them down. Um, some of the things I saw in the room were just incredible, including this. And it's the the notes I took away is the the amount of conversation around building agency and independence in students was really impressive. They're they're not just thinking about um, you know, a lesson. They're thinking about how we we creating that learning how to learn mentality. Um, learning how to be uncomfortable in the learning process, which I thought was really cool. um the kids came up with
029a question, they had to go through the process on how to find the answer to that. And you get in this period where nobody knows where to go. Um I saw, you know, teachers giving up their planning periods and coming in early to find ways to connect with kids. Uh finding finding a way to reach students in a non-traditional way and those non-traditional learners and and pulling them out and and finding a new way to teach a lesson. Um and I also heard that they they have an administration here that trusts them. they trust them to take chances. They have the freedom to try things. And you know, as a as a parent, a lot of times you always ask my I used to ask my kids, "What did you do in school today?" And
030the answer is nothing. Um then it turned into would you did you do anything new today? And that's that worked for a while and now it's no. Um and then it's the next question is always, "What do you have for homework and when's your next test?" And sometimes as a parent it can feel that way and you forget all the really cool things they're doing that are actually fun that they won't tell you. and I got to see some of that today from some of these lessons. So, just kudos to you guys to to put the thought and the effort and the time behind that and and the program obviously is is doing what's it's intended to do given the example you gave here today. So, thank you. Just to pick up on one of
031those points, it's, you know, I been at some events recently. We're talking about students with different um different learning styles and how they pick up things. And you never know what's going to click or like you guys probably have a much better sense of what's going to click, but you know, from my perspective, there's there's always going to be something different that's going to be clicking with a different student. And if you can reinforce math to a student that doesn't like sitting in class and learning it, but then that spark hits them in in, you know, in PE and then that makes them more excited to move on, that's a really cool thing, right? And when we talk to the community about how we go above and beyond the sorts of things that we're doing
032to inspire students, it's it can be something as straightforward as running down and grabbing a ball that will inspire them to love math, right? That's an amazing thing, right? So, um, really kudos for thinking about it creatively and and trying to find all of those ways that we can we can help build learning in students. That's amazing. So, really, really good. >> Yeah. Well, and vice versa, too. Not just um integrating the math and literacy into PE, but some of that movement into the classroom, too, that I know a lot of kids need more than just, you know, their specials period. They they need to move around and and being able to go back and forth, I think, is really inspiring. So, thank you. >> Yeah. So when you can teach math outside of the
033math classroom, you've already won the game because kids begin to program and there's even research that says what you sometimes when you teach kids, they they perform better if they only do it where they've learned it. So we, you know, like you don't want to take a kid out of a room that they learned it in because there's so many connections. But this allows connections to be broader. And then you, somebody said it when they were presenting about motion and movement. So all these things are together and this is all great from the adult perspective, but I'm going to tell you from the kid perspective, they don't care anything about what we're talking about. All they know is this is fun. So I'm going to school today because I'm doing this and this is awesome.
034So if I'm good at reading and not so good at the scooter, I'm still going because this is cool. So you're tapping into every kid's ability. Um, and this is cool. There's no way I'm going to be late on this day, right? So, thank you for making this really cool for our kids because it's not bad if learning is fun. Um, so thank you. >> Great. Well, thank you all so much. Really appreciate it. >> Thank you. >> All right, Mr. Meyer, we need some movement built into the board, you know, >> don't give Mr. Dabbero those uh Dr. driving, excuse me, those before you go, Kristen, thank you for >> just see that they're going to showing up tonight. We really appreciate it and >> thank you for what you do for our kids.
035>> So, I I would echo um again just, you know, upstairs walking around and seeing the different uh presentations from the teachers. Uh you know, and student agency is so important because it it allows for student voice. uh it it empowers uh students um obviously engages and then through collaboration and the continued learning and you brought it up right there at the end fun uh you know when you can tie that into uh learning obviously kids are going to learn a lot better. Um also want to echo Mr. uh Lester's comments um and his board president's report on the incident that happened at Liberty High School with the deer. um you know just so proud of our staff and again we don't train for that exact type of uh incident. However uh we do a
036lot of things so when when when things happen the amount of people in the district and the different departments who come together and collaborate and then obviously act um and and in this case making sure that the uh students and staff are cared for obviously and then how we work through that situation. So um you know so proud of the staff and so many people uh were involved from the school level but also from the district level from the county level. Um so you know just just always proud of uh how we work together. So um few uh highlights here. So again um end of the year is one of my favorite times because we get to honor and recognize so many uh wonderful things that happen. So here's congratulations to Orange High School uh
037computer programming team. So for the first time ever earned first place at the annual Balden Wallace University computer programming contest. So you can see there they competed against 39 other teams. So they took home um uh first place for the first time. But uh Devon's in that picture somewhere. So he's the president of the group and and again this is a a studentled group. So Devin uh and I'm reading what he does. He's first of all he's a school valadictorian. extremely bright but he's also giving back and creating something in the school. Um so he has uh been teaching lessons on computer science um at each of their sessions when they have club meetings. So he actually teaches lessons and has um uh uh participated in a lot of graduate level computer science work at
038uh the Ohio State University and worked with Ohio State Advisor. So um it's paying off and they did a good job with their competition. So congratulations to the Orange High School uh computer science team. Also um end of the year a lot of awards in the theater department across our high school. So you can see there um the Kappa marquee award nominations um from Berlin High School publicity crew um got the top award there backstage for backstage excellence for Disney's Frozen Tangi Liberty High School. Um the costume crew won the top um recognition there for backstage excellence uh for the uh Adams family musical and you can see Tori was a semi finalist for best actress and then on Tangi Orange High School um outstanding student orchestra for Mean Girls. So took the top uh
039honor there. Um and then uh Samuel will be recognized as a semi- finalist for best actor uh in a leading role for Mean Girls. So congratulations and again if if uh you've had you you have the opportunity or if not if you have the opportunity in the future just some a lot of talent uh in our schools. Um also I got a couple bridgeed um highlights here. So as part of the district's bridgeed initiative uh Intel um future skills for tomorrow workforce program. So they visited Shale Meadows Elementary for the third consecutive year. So, um I I like this as part of their uh um steam they call it. So, they're adding the arts in STEM uh because as far as how important creativity is and the problem solving and working through um their different
040challenges, but I I like this how they define success here. Success equals try, fail, and try again. Um and I love that because you know obviously it's a great life lesson and um you learn a lot from uh failing the first time and trying again. So uh so wanted to highlight that and again part of the initiative with Bridge is to uh create opportunities for students at an earlier age. So you can see this is all the way down um there in the elementary school. Also want to highlight this uh as part of the bridgeed program and um as you all know uh 84% of our students go on to post-secary education whether it's two-year or four-year um however we have other opportunities for students and we want to highlight those opportunities. So we've created
041a partnership um you can see with Bond Industries so they hire approximately 100 new apprentices per year with over 300 applications. So of the over 300 and within the hundred you can see we have uh five students who have been accepted um into the uh um apprenticeship program there at Von Industries and you can see uh from Tangi Orange Liberty and uh one from Berlin a couple others from Orange and you can see the um the uh programs and Vaughn has uh apprentice programs electrical sheet metal worker pipe fitting and uh substation electrician. So that's a 4-year apprenticeship program which is paid and then also a three-year apprenticeship program in high voltage power uh alignment. So uh congratulations um to those students as well as you can see there we also have a partnership with
042Warthingington Steel. So the pre-apprenticeship program um you can see King and Anna participated in that program from Warthingington Steel. So, um, we're excited about that and I know Molly talks a lot about, um, our bridge ed program and the opportunities we provide for kids. So, wanted to highlight that. >> I'm glad you you you did highlight this because, you know, I think sometimes people look at a district like this and say all we're doing is preaching one path and and that's really not the case if you get into our schools, especially if you look at all the different options, the teacher academy, the different, you know, all the the stuff like that. But this is where like the DAC programs and some of these other things, not everything is the same for everyone. There are
043going to be different um pathways for people and they're all valid. They're all, you know, equally valued in society. And what we're really building for is true citizenship, the range of the community. So these these things are amazing opportunities to get kids uh the ability to see them up close early on and and build off it. So I this is something that I really appreciate about Bridgette and and the work that's being done there. >> Absolutely. And it just it aligns to our mission to facilitate maximum learning for all students. So um you know that's important. So that's right. Thank you. Uh superintendent action items this evening. You can see we have uh quite a few um we have two employment administrative employment recommendations. So, George Brown uh is being recommended as the uh Berkshire
044Middle School assistant principal and then Todd Silverthornne, director of transportation, who is here to over here. So, I introduced him to everyone. Uh Miss Ryber uh before you walked in. So, >> yeah, she she's she can't see you behind the >> There we go. >> This is so we're excited. Uh um and again a very uh extensive um interview process and uh Todd rose to the top. So 14 years of experience in school transportation uh currently with the Ketering City Schools. So he's us from uh Ketaring City Schools. Um so we're excited to uh bring him on and to be a part of the team. Um you know uh it's it's and we talk about transportation a lot. very complex part of our operation, but extremely important part of the operation. Um, and we're going
045to bring him on board to start May 11th, which will help him transition with uh, Miss Carter Evans, who will be retiring July 31st. But, you know, he'll get to see us close up shop, so to speak, as far as the school transportation goes at the end of the school year, and then ramp up, which there's a lot lot going on in the summer to ramp up for next year, um, as we start school. So uh um those are two recommendations, administrative recommendations and then you can see uh many retirements up there. So this might be this might top the list. So obviously we want to thank for sure all of these individuals for their uh years of service servicing um on Tangi students as well as our families. Uh 218 collective years uh on
046that list of service um to tangi school. So obviously again want to thank them for their service and wish them the best um as they move on in retirement. Also uh we have one student for early graduation. I'm recommending uh recommend approval of student overnight and out of state trips. Again there's a long list and we're trying to do this twice a year. So this is the second uh time here in April to approve uh overnight and out of state trips. Um we have a memorandum of understanding with the entangi teacher association that we've worked through to uh just um a lot of technical changes from uh in the contract of things that were outdated really relative to supplementals and some title changes as well as the addition of two supplementals uh DECA advisor and
047HOSA advisor that I've talked to all of you about. Um and then business and manage business management facility items which Mr. Gordon. He's back from uh North Carolina, so he'll be up here in a few minutes to discuss these items. But we have uh approval recommending approval for an easement with Columbia Gas uh on Deer Haven Elementary site um formerly known as Elementary 18. Uh and then um an acceptance uh there's a quote there for a little under 100,000 for the resurfacing of the track at Liberty High School. And then a resolution authorizing um a contract for uh scoreboards and video boards at our high schools. Um and again that's part of the bond issue um that we went out to voters for. So this will be a replacement at uh our four high schools
048and then including high school 5 with the exception I just want to uh note and and I talked to all of you about it. Berlin High School because of the tornado replaced uh their scoreboard. So they have a new scoreboard. So, we'll just be updating that with the video board as well as Tangi High School this past fall um purchased a new scoreboard. So, again, that'll just be an update with the video board. Um so, uh and then upcoming important dates. Um senior awards and scholarship night, that's May 4th. Um so, here shortly. Uh last day of school to our elementary early release. Can you believe we're saying the last day of school already? Uh Thursday, May 28th, uh teacher work day the 29th. Uh and uh again a great day, commencement um 2026 commencement
049Saturday, Saturday May 30th at uh the shot. And then um uh another milestone for us, high school 5 groundbreaking ceremony will be Monday, June 1st at 5:00 p.m. So that's a change from June 11th. We moved it up uh because we changed the board meeting date to June 1st. Um and then the next regular board of education meeting uh Thursday, May 7th at Orange High School. So that is at Orange High School. And I'll make sure I remind everyone um as we approach the 7th. >> Good. Any questions? >> Good. >> All right. Thank you, Mr. Meyer. >> All right, Mr. Jenkins. >> Good evening, board members. Um, often times you can say something that is 100% true, uh, but without supporting facts and taken out of context, it doesn't tell the whole story. So
050tonight what I want to do is explore the statement that I think a lot of people u say and think which is will the Ohio lottery and profits from you know gambling and casinos fund public schools and the implication uh seems to be that that is the primary source and really what takes care of public schools in the state of Ohio. Um, so I wanted to start with putting uh a pin in that particular argument, only this time I mean like a pin in a balloon to to let that air out that this is from the Legislative Service Commission. And if you take all sources of what I'll just call uh lottery or gambling uh type of proceeds in fiscal year 2024, it covered just a shade under 12% of education funding. Uh I want
051to say it was around $1.7 billion. Now $ 1.7 billion is certainly not chump change uh but it is uh only uh one you know 11.5% of the total education budget. So how uh you know I guess we're going to go back in time and understand how all of this came to be. So some terminology is that uh lottery includes traditional and uh video uh lottery terminals at racing casinos. um just passed one last night. I had to make a trip down to Waverly, Ohio, and I went by Sciota Downs. Uh as it stands there proudly on Route 23, which you can't get to because you're stuck in traffic. Um but in FY24, VLTS contributed uh you can see about $460 million to lottery profits and all lottery profits are put into the lottery profits
052education fund, which is aptly named. It does. It funds education. Stay tuned. Now, casinos u are a little bit different uh in that this is something that we can directly see, but take a look at the formula. First of all, casinos have 33% of their gross revenue taxed. Well, gross revenue um would be essentially their um total amount that comes in and then take out any winnings. Then 34% of that is allocated to schools. So about 11.22% when you take the 33 of the 34% of casino profits flow to K12 public education. And then finally, sports betting uh rounds that out because we've had sports betting now uh since about July of 2023. It's taxed at 20%. 98% of that tax revenue is directed to education related purposes and these revenues have increased annually uh
053since it was legalized in 2023. So how does it all work? Well, lottery profits are combined with the state's general revenue fund, but they're done in such a way that it is first dollar funding. What what do we mean by first dollar funding? Well, I'll juxtapose that. Most people assume it's probably lastd dollar funding. What last dollar funding would mean is is the Ohio legislator legislature determines all of the funding they're going to provide to education upfront with first dollars coming from the general fund. Then they supplement and add on top of it lottery funding. And that is exactly the opposite of what happens. Lottery funding goes first, which generally allows the state to then figure out what they might want to do to reduce the otherwise um funding that comes from the general fund
054uh contributions. So why is that important? I think most people carry this notion that lottery was icing on the cake uh or you know whipped cream with a cherry on top that you got all this commitment from the state of Ohio and then we throw it in as extra and that is not what happens. Lottery funds are used generally to offset uh state spending rather than expand it. Now, we have to be careful how we phrase that uh because it is 100% accurate to say that those lottery funds go to state education. But this is the the key to remember is that it is not going to uh dollar for dollar increase what the state does year-over-year. It is a source that they consider, but it does not it's not always completely additive. So again,
055lottery growth does not guarantee increased dollar for-dollar funding for school districts. So if you want to walk through time, uh from fiscal year 1988 to fiscal year 2024, total state K12 funding has increased by $9.1 billion and lottery funding contributed about a billion of that. So lottery revenues have grown in recent years uh about 5.6%. 6% since FY2020. And that's driven in part we've expanded gambling. I mean VLTS have been expanded. Other gaming options um have continued to be added. >> Just a quick question. Is that 9.1 billion adjusted for inflation? >> I don't believe so. Uh that's a good question and I probably should have disclosed that. I think that's just gross. Um despite the growth, it's still a secondary funding source. State and local funding makes up the majority of education funding. You
056know, we saw the slide at the beginning when something is about 11.2% of the state's overall contribution. It's even going to be less when you consider the whole portfolio of what funds schools knowing that a school like Tangi for example is, you know, predominantly funded by local property taxes. So, um, state funding does not fully cover the cost of education and local revenue sources, uh, aren't just essential. Uh, they're they're critically vital, especially in the case of a school like Tangi. So, what does it all mean? It's consistent, but it's limited. Lottery funding. It's about one in every eight to nine uh state education dollars. um and has remained rel relatively stable as a share over time. Again, the increases in lottery funding do not get added on top. Um in in my world, we
057we call that supplanting. Um it's perfectly acceptable to use it uh to replace another dollar that you might otherwise have to contribute from the state's coffers. It does not equal increased funding uh for districts. It just simply doesn't. It functions oftentimes as a replacement or supplanting funding source um and doesn't independently drive in increases in in school funding. So policy decisions matter more than lottery performance. Our legislative decisions that determine total funding levels, allocating the formulas, you know, we talk a lot uh as a board of education, we've talked a lot in the past about things like base cost and state share. All of that is still vitally critical. uh far more critical than lottery funding. Uh use of gaming related revenues um you know remains a a piece of the puzzle but it is
058not the driving force. And then finally uh we know that local funding remains crucial. Districts still rely on local taxpayers and will into the foreseeable future. questions about lottery funding and kind of what we were trying to cover this evening. >> I I have a question just to make sure I what what I heard and correct me if I'm wrong. So if I think public education Ohio should have more funding. I shouldn't go to Sciota Downs and bet my paycheck on a horse because that doesn't necessarily mean that additional revenue will flood back to public education. A better avenue may be talking to the representatives and the legislature about who create the actual budget that determines the money that goes to schools. >> That is exactly right. >> Okay. >> Thank you. >> If you
059run into a mets, you can have that conversation. >> Do you happen to know um we've seen I feel like I constantly am seeing ads for online draft kings, that kind of stuff. Um does that factor into this? >> So it it does. Um and that would be back on this slide. that is the sports betting that started since July 2023. That is why there is such a proliferation of those commercials. Um there's some more detailed revenue. Obviously, we're trying to present the high points that if you're interested, Miss Shriber, I could send to you that breaks down >> what and and we're not trying to cast stones, but it's a reality. A lot of the increases that have happened because of sports betting have been gobbled up by the expansion of the Ed Choice
060voucher. >> Well, he said it's about a billion dollars, which is how much goes to the voucher program. >> You did your math well. >> Yeah. So, the we have that uh bullet point. I can find it. And and all of this uh even though this first slide came from the legislative service commission uh the rest of this came uh from on the money uh which is what Gangwar publishes uh as it writes articles about different things going on around the state house. Uh certainly some people may feel that Gangwar has a certain slant others may not. Regardless, um they usually provide pretty pretty solid information. And so, yes, the point that you're making about the increase in sports betting, the vast majority of that has been used to expand uh the um ed choice
061vouchers and voucher programs in general. >> Curious about your algorithm. >> I just have no idea, but I mean, you see the billboards, you see Yeah. Yeah. >> Wasn't on my children, I guess. I don't know. They're the ones who are on the iPad all the time. >> That's exactly where it went. >> Yeah. Yeah. >> So, it's interesting. Um, next month is 53 years since the Ohio Lottery was approved by statewide ballot initiative. One of the biggest opponents of the lottery was an OOU professor who debated Ron Model from Cleveland uh about this notion that the lottery is going to come and rescue school funding. So remember what's going on in the early 1970s. So this is for Mr. Lester for his trivia night. Um lottery first started selling tickets on the exact day
062that Richard Nixon resigned in 1974. That was when they first started selling tickets. 20 almost 20 something years later the research started coming in about the first quarter century of lottery um revenues. One of the biggest studies was a was a um a Fed member from St. Louis, Dr. um Garrett, and he basically said that the empirical findings provide evidence that earmarked net lottery revenues for education in Ohio have not led to an increase in expenditures. So really what we see is just another in a long line of um shell games. Sorry for the gambling pun, but just the shell game. People generally think that the lottery benefits education. It really does not. Even worse, if it was neutral, then you can say, well, but the worst part of the lottery is it targets working
063poor. So, there's zip codes like um we have in our school district do not really engage in lottery play like the areas that receive much more attention. And um it's really a regressive tax on on working poor. Now up here, people don't participate in lottery play except for one game which we play up here. Can you guess which game we play in our district more than any other game? >> Kino. >> Yeah, that one. >> I'll bet you don't know. Nope. What is the game that people play? They will play higher dollar games when it gets to be $48 trillion. They will play and they will typically play what's called syndicate play, which means they're going to go together with people they work with. And the reason they do that is because that money will
064change their life. But $100 tickets, it's not worth stopping at the gas station cuz there's too long of a line. The point is, I'm glad you bring this up because this is just another example of how the legislature, you're a nicer person, I feel like, than than maybe this issue deserves because when you read the newspapers from a half century ago, they promised this in conjunction with the income tax that this would solve the problem and it hasn't. And the it's key that people take away from this. The legislature has an opportunity to give tax relief to people across the state by fully funding fair school funding. And Mr. Rafe said it, I don't know, six years ago, seven years ago when it first started, and Mr. Meyer said it, fully funding fair school funding
065will give us tax relief. And we're going to say it one more time. How much did we lose when they bailed on fair school funding in our district? We did a cumulative um record that if they would have uh fully funded it and use the cost sets that technically should be used, it was around $50 million. >> So, Mr. Meyer, you either have to decide where you're going to cut $50 million or you have to decide to tax the people in our in our school district more. And those are the real decisions. So, I'm glad you brought up the library or library lottery because it allows us to reinforce that the state legislature has hurt public school funding statewide. And um >> yeah, and I think this is part of the bigger conversation that we're
066hearing that maybe Dr. Wall heard as well last night about property tax relief. um you know there's been a big push at least um from what we've seen on social media for people who are trying to say let's abolish all property taxes right because we're there people are tired of levies and things like that but when you supplant um some of our funds with lottery funds when you cap income tax um completely no regardless of the income you know the progressive uh levels and things like that that that's where it ultimately falls down on the property owners and I've sincerely wanted to try to research maybe what are the alternatives here and I have failed to hear anything that would actually get us to the level that we actually need to fund our schools. Um
067as you've indicated here even though taken on its own the lottery money is not nearly enough to um you know keep the lights on let alone actually pay our teachers and those sorts of things. So, um, you know, I'm all for wanting to give ourselves myself as a property owner in the district, you know, some some property tax relief, but, um, we have to look at the cost of that to our district. And it we had a model that we started going down that track for fair school funding, easing it in, and then it just kind of disappeared in the last couple years. >> Right. And that's when you Oh, go ahead. the formula is still intact but the fidelity of what was intended got interrupted by the legislative process. um you know no no
068parameter is uh bigger than the base cost and it's currently frozen at 2022 levels and that at the same time that the cost inputs are frozen at 2022 the local inputs like local property value and local wealth roll right along at current values that is dramatically shifting dramatically shifting the burden to the local community. >> And and remind me again, where do we look like we'll land most likely at this point? Best information um next budget's going to be a a windfall for us. We won't know what to do with all that money. Where are we going to be on the state as as people because this is election season, so it's kind of good to have information. We don't advocate for a specific candidate, of course, but we can discuss what the budget could
069have as as an impact on um options that people have. I mean, we talk about the classes that kids have access to. Where do we look like we may end up on the next budget or where are we guaranteed right now to be? So the only thing I can say is uh without a couple of the supplements that were added which we are thankful for um the growth supplement and the performance supplement. Were it not for those the basic uh fair school funding formula as currently written we would be uh essentially at the minimum threshold of 10% uh of the base cost from the state of Ohio. It's about $800 per pupil, which would be after inflation. Um, probably lower than the 600 we used to get back in about 2018 or 19. >> So,
070is that more or less than what the typical taxpayer would pay in Tangi in sales taxes and income taxes? I >> I would have to believe that that would be far less um than what someone would pay if the sales tax went to 20%. I couldn't imagine buying a car in Ohio if the sales tax went to 20%. >> Well, yeah. I mean, people are going to go uh they're going to take a two-hour drive, and it's it's not illegal to >> uh it might be illegal to go there for a football game, but it's not illegal to buy a car there. So, you could go buy a car and save thousands of dollars. So, that's not going to work. And, you know, I I agree with you. I'm I'm all for if you somehow
071got rid of property taxes, I'm all for it. But I I tell my children, you do not quit a job before you have your next one lined up just cuz you're mad at your boss. We're always mad. I guarantee it. So, make sure you have your next boss in place before you start playing country music songs out the door, right? The point is we've got to have a model in place to pay for public education before we say let's scrap the whole system and let everybody else figure it out. >> We've got concepts of a plan. >> Yeah. >> And you're it expands beyond that. I know a lot of people think they think property tax, they think schools. Um we're usually 60 to 70%. So, but that other 30% is you want someone to
072show up if your house catches on fire or you want hopefully law enforcement to be there if you have a wreck at the local intersection. >> Um, a deer jumps through your window. All of that um you know, it's it's not totally fair to just simply say schools schools. all of those local services will be um impacted delletteriously >> and this entire conversation and I know we talk about the same things but people have to hear stuff especially me more than once before it sinks in all of this stuff that the state house does hurts credit ratings for 600 plus school districts because outside people who are going to buy school debt or any debt are saying what are these people doing we don't even know if they're going to be able to pay us
073back in a year. So, I appreciate you bringing up the scam of the month and I look forward to your future discussions of plans that have failed because really all it's done is muddy the waters, pretend like lottery stuff is helping public education. It does not. It has not gone up. It's just kept pace. And what they've done is decided, well, now that we got this from the lottery, we can spend this money on much more pressing matters like stadiums, >> right? And and I think that's a you know the the people in this room have heard this you know every two weeks for the past seven years. Um and hopefully there's people at home looking at this but but it's a really important point and and I think your slide your last bullets on
074the last slide. You know, I I would add a couple of of words to the last part of regrettably local funding remains the critical part of it and we have to continue to rely disproportionately on local taxpayers because of some of these decisions. I think I think you're right to sort of refer to it as a shiny object because it distracts from the ultimate issue here which is state funding and local funding are both important parts. It is important that we have some local control so the districts like all Tangi communities could say we're willing to pay to help have these services, but the burden cannot be entirely on the local community. And we're pretty darn close to it being entirely on the local community. That's that's a problem. And getting rid of property taxes
075is not going to solve that problem. adding more things like lottery is not going to solve that problem until we reckon with the actual true root causes of it and and sort of take that seriously at at the you know the state level at the federal level we're going to continue to have these issues so this is where I tell people you know I' I've had people ask what can I do to get involved how can I do this get educated about this truly understand what these some of these things are that they're just not fine if we get funding and we we supplant fine but that doesn't solve the issue. So, understand that and actually have conversations with legislators about it. And again, I I want to echo the point that Dr. Dav made.
076We don't endorse specific candidates as a board. You know, we're not coming out and say, "Vote for this person, vote for that person." But we do endorse the idea of talking to your legislators and your candidates for the legislature about these issues. Try to get them to understand your perspective on it because it's it's vital. >> That was a huge part of the conversation in Mary'sville the other night and and the same sentiments were echoed. Again, no one's endorsing who you should or shouldn't vote for. Uh but please do your homework and it's not just the mailers or the door hangers, you know, if there's an issue that's important to you. If you care about, you know, school funding, it's not just when there's a levy on the ballot that we're talking about school funding.
077It's who you are voting into office and looking into a person's track record of voting and how they've voted on things like vouchers and and the budget and >> stadiums and you know that's that's where you're going to get a good idea of where someone stands and how they really will or will not um support us. So >> I just want to emphasize Mr. Lester, you asked, you know, you said what community members ask what what can we do and and talking to legislators is is great. Researching candidates is great, but talk to your neighbors. Like, I know this isn't a popular conversation when you're sitting around having a beer, watching a football game, but if somebody brings up property taxes or, hey, they I got asked to sign something to put something on the
078ballot and things like that. Bring it up. It's like, okay, how are we going to fund those things? I I get the property tax things. I pay as well, but how are we going to fund the things that those things pay for? because I think it opens a conversation to understand at depth how schools are funded, which is a hard concept to understand. So, um, talk to your neighbors, talk to your peers. A lot of us go into the voting booth and do our thing and we never have a conversation with anybody about it. But these topics are important for a community. Having a fire department is pretty important to me. My house has never been on fire, but I really like to have them down the road just in case. So, I think it's
079a good community conversation as well. Yeah, there's a lot of minutes between the draft picks tonight. So, like it's a great opportunity. >> All right. >> Don't tell me you're not going to get a DraftKings tomorrow. >> So, I always used to uh like to show students in my math class the expected value of buying a lottery ticket. Um so, I I like to say that buying lottery is a is a tax on somebody who doesn't like probability and statistics. um treasure action item >> savings rate. >> Pardon? >> Basically, it's a negative savings rate. >> So, if you're looking to invest and lose money, do the lottery >> cuz you will. But remember, you can't win if you don't play. So, um the action items this evening, uh the minutes from March 9th, March,
080how about April? Um that >> either way. >> Yeah, I'm losing my mind. Uh I was looking at the one below it. acceptance of the March 2026 uh monthly financials and then finally um the 2026 amended permanent appropriation resolution uh which just modifies uh the budget slightly and gets sent on to the county auditor. Uh there were no requests uh for public participation. >> Okay, sounds good. We will then move on. Thank you, Mr. Jenkins. We will move to our first discussion item uh which is the first reading of the fourth set of board policy updates. Dr. F. >> Good evening. The uh policy committee met on April 7th to review uh the policies that are presented tonight as uh FY26 number four policy updates. These will return at the next board meeting and the
081board will be asked to uh adopt them on May 7th. Couple policies to point out for the board and the public. Uh there is a new policy on name, image, and likeness. So HSAA adopted a resolution in November for name, image, and likeness. This sets rules for that if there were uh students to pursue that opportunity. Um there are also a number of policies related to spending uh due to updated guidance from the ethics commission that we actually brought in our last policy update. So this is just finishing up some of that work. um as well as a a couple grading and class rank policies that are ensuring our compliance with Ohio's guaranteed admissions uh programs. And we have also policy 5112 which uh House Bill 114 dictated. Um so that's why we did that
082one. And then lastly, there is an AI policy, artificial intelligence policy 7475409. House Bill 96 uh requires school districts to adopt an AI policy by July. Uh the Ohio Department of Educational Workforce uh published a model policy. So what you see is a version is informed by the model policy from ODO and we're going to have a presentation for you on how we are handling and teaching and responding to artificial intelligence at our next board meetings that presentation. >> So if you have any questions between now and the next meeting feel free to reach out um and they'll be back next uh meeting for adoption. And I'm also happy to answer any questions right now if you have any. >> And we do encourage the community to take a look at these. We said we
083have these reading structures so people can give us comments. we we get um some comments, but it's always um impressive to me that we have um teacher and staff comments about these too. So, I really encourage that we you know people that actually going to have to live under them and and work under them. Um you know, take a look. So >> yeah, we do have a staff liaison who is on the policy committee who has that lens as he's looking over these things, but we certainly, you know, as we've said, this is why we publish them and have a time period for comment so that other people can give their um thoughts and and maybe help us see things from a lens that we didn't think about during the policy committee. Um how can
084people get in touch or >> my information is on the website if anyone wanted to email me, it would be an easy directly. >> Perfect. And most importantly because just thinking about reviewing policy um could be a daunting task and many I will just say for me when it's daunting I'm not going to do it. So the you make it easy because all of the changes are highlighted. So you can read the change, say, "Well, why why are they doing that change?" And then send off an email and say, "Hey, can you explain that?" And I'm guessing more times than not, it's coming from the people we pay for policy, which is probably what percent of our policy? 90 plus% of our policy is >> higher than that. >> Is the same as every other
085district >> on the planet Earth. So, but they can see the proposed changes so we don't have to hold both drafts together and say >> what are they doing different? Yeah. >> Yeah. And I can expand a little bit on that too. Um because I think there's been some criticism um even when I first heard I I thought like why do we have all these policies that are kind of fed to us from someone else? And it turns out it's not that they're pushing a certain agenda or anything like that. The vast majority of these are changes in the law. And the nice thing about these proposed um changes or the policy updates is that they put the specific law down at the bottom. So you can look it up and see here's what the
086law says we have to do. So now we're going to update our policies or implement a new one as a result. Um there's model um policies as well from other organizations like you said the name imi name image and likeness one comes from the high school athletics association that they recommend hey this is language that's going to comply with the law and it's going to be fair to the student athlete and you know everyone can kind of understand it that way. So, um, a lot of it is coming into compliance with the law as it changes because it's it's either changed through legislation, through court cases that change the law, um, through executive orders sometimes, things like that. Um, but at the same time, sometimes there's options that we as a committee get a chance
087to look at it and decide. For instance, the cell phone policy, we had to determine what constitutes instruction time. Do we want it to be bell-tobell? Do we want to let kids use it during lunchtime? How do we interpret that? The law is a little bit ambiguous. So, that's where some of the discussion amongst the policy committee and the comments from the public, our staff, um you know, teachers, that's where that really comes into those particular um discussions and decisions for policy committee. >> Yeah. Which is great because that's local control. So, um, and you know, and I I thinking several months back, um, I remember seeing on social media there were some policy changes and someone, you know, kind of threw up a red flag. Hey, why would we be changing this? That doesn't
088sound good. And it was an opportunity then to educate and be like, well, it's still there. It's it's here now, not there. You know, things like that. So, I appreciate when people are paying attention and asking questions. Um, and that the district can provide those explanations as to as to the changes. And if you want to go down a rabbit hole, look at the policy and then look at the law was passed, then go to Ohio Revised Code and read through it. And it it is interesting in how this all comes together. And House Bill 96 was passed as part of the budget bill, right? So you start to see how things are tied together. Um you know, things that maybe were put into House Bill 96 around cyber security had really good intentions to
089put funding with it, but then that got stripped out as part of the budget part. And you can kind of see how these things start to come together. So again, if you're talking to your legislator about public school funding and things that you feel are important for local control and school districts, this is the same conversation because they are really tied closely together. >> I, as many of you know, I have a student policy intern from Tangi High School working with me and he's having dental work tonight, so he couldn't be here. So you just summarized his uh year-long internship right there. So when he watches the video, shout out to Soph. And the one other piece of this that you know people might say well why don't you write your own policies why actually
090give to other people. >> So as someone who actually I do write some policies you spend dozens of hours on one policy by contracting with a third party who keeps up on all these laws and then has some indemnification requirements if they're if it's not correct. We are saving the district lots of money lots and lots and lots of money rather than trying to write all these and having the legal support in house. I mean, it would be a crazy amount of money. That's why school districts do it. So, >> and and Mr. Lester, let's be fully transparent. >> The not so hidden agenda with policy many times is this nefarious idea of risk management. Um, we don't want to screw it up. And they by by following because you can only know what you
091know. And and >> by having someone else do it when you say indemnification. >> Yeah. >> That's the key. >> That's helpful. Yep. >> Uh, all right. Thank you, Dr. Fetty. See you next next >> policy. >> Mr. Gordon, >> policy. >> You're on the clock, Mr. Gordon. >> That may be the most robust policy discussion we've had in my 20 years at Owen. >> That's true. That's true. So, all right. I will quickly go through the few items that uh >> Are you not entertained? I was very entertained by that actually. I I appreciate the dialogue and the board members weighing in. It actually is really good. Too often you see those that don't weigh in or don't aren't engaged. So, we appreciate your engagement. Uh the first item recommend the approval of the
092easement with Columbia Gas of Ohio. Uh we see these all the time with different um utilities whether it's a gas company or or Delco Water. So, we would like to have the easements to be able to get in and do work on their lines. If we didn't uh pass these or approve these easements, it'd be very deletarious to our project. So, we we need to make sure we pass that owed to Mr. Jenkins over here. It's the word of the day. >> We all scream that. >> Uh the second one is a quote uh authorization and these last two were done through a purchasing consortium, but for our our track at Liberty High School, we had a track on a couple weeks ago and we went with that particular company because they had done work
093previously with us and that was partnered with some warranty work that they were required to come in and do. We weren't we haven't been o overly excited about the product that we've gotten with that company the last couple of times. So, uh, we're we decided to go with this other company. So, that's why you saw the track bid split. Usually, we'll try to do these together and get a better price, but we really want to go another direction, but we needed to get the warranty work done as well. So, that's why those two were in two separate approvals, two separate board meetings. The last one on there is, as Mr. Meyer mentioned, it's uh scoreboards and video boards as part of the bond issue uh that we passed last fall was to upgrade stadiums, upgrade
094theaters, um other projects throughout the district. And this is part of that stadium upgrade. We we approved uh LED lighting uh several board meetings ago. Uh this is the next step in those stadium improvements and that's to replace scoreboards. The scoreboards at uh all up until last fall at all three high schools other than Berlin were original. So Liberty High School that means 2020 or 2003 and Tangi High School was done at the same time. Both stadiums were built together. Uh so getting those so on Tangi High School could not wait and we replaced that scoreboard last fall. So we'll have with this we're also included to get better pricing as a whole uh for the high school 5. So we're going to be purchasing the stadium scoreboard and video board for high school 5
095along with this. Uh we may negotiate in some other boards and and purchase those as well separately. We normally would do that through the construction project, but since we have bulk pricing here and very good pricing, we went ahead and included high school 5 in that to try to get the best pricing that we could. A note on the video boards, these will be a little bit bigger, bigger video boards than we've had, which will allow us to have advertising on it, and we will enter into a contract uh with company to sell the advertising, given a portion of the advertising back to the athletic department. The district share would be split between the athletic department and our PI fund. So, while we're funding those video boards out of the bond money, the funding coming
096back in, the revenue, part of the revenue generated from the advertising will go towards replacing other scoreboards in the district and keep that keep helping fund that as that builds up. >> This is not a question. This is a comment. It would be curious to see any sort of projections you have on a revenue stream. That's it. just curious to see what what the company that we're hiring what they kind of what they're what they anticipate can come out of that to get back to the district. >> Yeah. The advantage of um and I have those numbers not here tonight but I do have this we can share but we haven't signed a contract so we haven't said there's several companies that do that. We haven't signed a contract with a company for the advertising
097yet and by us buying the boards ourselves separately a lot of times contracts for the advertising is they'll provide the board to you and then they sell the advertising. They've got you with the board. They've got the advertising. In this case, we're buying the board, then working with them to do the advertising. And and just speak in general about partnering with somebody to do it. Our athletic directors and boosters, they don't necessarily have time to go out and sell the advertising and work it the way. So, we leave revenue on the table a lot of times when we're relying on our athletic directors or some of our boosters. Some booster programs are more um able have time to go out more than others, but generally speaking, we we're able to get more revenue through partnering
098with a company that that's what they do. So, but this allows us to not be tied to a company that's providing the board. It allows us to really shop and negotiate a little more when we get to that contract point for the advertising. So, I I have estimates, but it's not the final because we haven't settled on which company >> to see what they what they anticipate because those are great audiences. every Friday night, five home games um could be close to 10,000 people. >> Sure. >> Um that spend money. >> Yeah. >> Y >> All right. Any other questions? Right. Thank you, Mr. >> Thank you. >> All right. We have two board action items. Uh as I mentioned, uh with Mr. Reinger uh joining the board, we have uh we're putting him on
099uh committees and uh we also have an OSBA rep, so we have an additional seat there. So that's what two board action items are. We'll take these uh one by one. So first I'll entertain a motion to appoint Mr. Ringer uh to serve on the OSBA board of trustees effective April 23rd, 2026 today to uh December 31st, 2026. May I have a motion? >> So moved. >> A second. >> Second. >> All right. Any discussion? All right. Hearing none, Mr. Jenkins. >> Dr. Dabberco. >> Yes. >> Dr. Wallak. >> Yes. >> Miss Shriber, >> yes. >> Mr. Reinger. >> Yes. >> And Mr. Lester. >> Yes. All right. Second to appoint Mr. Reinger as a board representative to the finance and audit committee. May I have a motion uh for that? >> So moved. >>
100A second. >> I will second it. Any discussion? All right. Hearing none. Mr. Jenkins. >> Dr. Wall. >> Yes. >> Miss Shriber. >> Yes. >> Mr. Reinger? >> Yes. >> Mr. Lester? >> Yes. >> Dr. Dabberco? >> Yes. >> All right. Mr. Jenkins. The treasurer consent action items. Uh board members, as usual, um tonight's items are being presented as one single slate of agenda items. Uh recommend rending that they be uh approved with one single motion and vote. Uh unless someone would like to take an item and pull it out and deliberate and consider it separately. Item A is the minutes from the uh April 9th meeting. Item B, the March, excuse me, 2026 month of the financials. Item C, uh, the revised amended permanent, uh, appropriate appropriation resolution. And then item D would be
101the vote on all of those as one single slate of items. >> Uh, would anyone like to pull any of those out for separate discussion vote? Hearing no interest in that, I will entertain a motion to uh, approve them as a single slate of consent action items. >> So moved. >> Second. >> Any discussion? Right. Hearing none, Mr. Jenkins. Mr. Shriber, >> yes. >> Mr. Reinger, >> yes. >> Mr. Lester, >> yes. >> Dr. Dabberco, >> yes. >> Dr. Wallik, >> yes. >> All right, Mr. Meyer, the superintendent consent action items. >> Thank you, Mr. Lester. Board members, I recommend approval of the following superintendent consent action items A through I. A. Specific human resource items administrative. B, specific human resource items certified staff. C. Specific human resource items classified staff. D. Specific human resource
102items classified substitutes. E. Specific human resource items supplementals. F. Approve students for early graduation. G. Approval of student overnight out ofstate field trips. H. Approve a memorandum of understanding with the Onangi Teachers Association. And I approve business management and facility items that Mr. Gordon just discussed. I'm asking you to approve these items by one single action and vote unless you'd like to discuss any of these items separately. >> Would anyone like to discuss any of these items separately? Right. Hearing uh no one. May I have a motion to approve them as a single slate of consent action items? >> So moved. >> A second. >> Second. >> All right. Any discussion? Right. Hearing none. Mr. Jenkins. >> Mr. Fber. >> Yes. >> Mr. Reinger? >> Yes. >> Mr. Lester? >> Yes. >> Dr. Dabberco? >>
103Yes. >> Dr. Wallik? >> Yes. >> All right. I will now entertain a motion to adjurnn. >> So moved. A second. >> Second. >> Give me a second to say it. Give me a second. >> All right. Any discussion right here? Not Mr. Jenkins. >> Did the Browns pick >> the Browns pick? Did the Browns pick yet? >> Brad. >> Yes. Yes. >> Mr. Lester. >> Yes. >> Dr. Dabberco. >> Yes. >> Dr. Wall. >> Yes. >> M Shriber. >> Yes. >> All right. We're German. Thank you. Browns.