001All right. Good evening everybody. I'll call this meeting to order. It's the September 25th, 2025 meeting of the Oangi Board of Education. Uh Mr. Jens, please call the role. >> Mr. Lester here. >> Dr. Dabberco here. >> Dr. Wallak >> here. >> Miss Shriber >> here. >> All right. Thank you. Please join me in the pledge of allegiance. I pledge algiance 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. >> I'll just note that Mr. O'Brien fortunately had a work commitment tonight, so is unable to be here, but we'll miss him uh in our meeting. Uh I don't believe that we have any amendments to the agenda. Hearing none. Can I have a motion to approve?
002>> Second. >> Any discussion? All right. Hearing none. Mr. Jenkins. >> Mr. Lester. >> Yes. >> Dr. Dabberco. >> Yes. >> Dr. Wallik. >> Yes. >> Miss Shriber. >> Yes. >> All right. For the board president's report, we have a lot of things on the agenda, so I'll move relatively quickly. Uh, just a couple things I wanted to highlight. First of all, as we've been talking, we have a bond issue on the ballot. uh we've been doing a lot of work to try to engage the community about that, talk about different aspects of it. We know that things around school funding are are complex sometimes. So, it's it's always helpful to try to answer as many questions as we have and and be as open as we can be. Um we, you know, we encourage
003people to go to the website, go to the social media, you know, look at everything that we can, but sometimes we hear questions that we address here at board meetings as well. So, uh a question I recently received was, "All right, well, you're taking on a lot of debt. Is that a good idea? What are the what are the issues that might come with taking on a lot of debt? Um, and in fact, a bond issue does take on debt because we're financing the construction of new school buildings. And school buildings are expensive. You know, anybody that's bought a house knows the houses are expensive. School buildings are really expensive. Uh, this bond issue, excuse me, would be about $235 million between the construction of a new high school and a new elementary school and
004the associated construction projects. So, the question is, is taking on debt, you know, something that the district should entertain? Um, I'm not going to speak for all the other board members. We all sort of have our own reasons for why we voted to put it on the ballot. But I I think personally what I look for is there are times when it makes sense to take on debt and there are times where it doesn't make sense to take on debt. Just like in your personal finances, you don't want to run up your credit cards with things that you you can't really afford, but sometimes you buy a house and that's a good form of debt and it makes sense. Here in the district, we are experiencing really rapid, you know, uh, tremendous growth of 500
005new students every single year. We know that we need capacity to be able to educate those students and do it at at a level that the community has come to expect in Tangi. And so we look at how we go about doing that. And this particular measure is a no new millillage measure. Um, which allows us to do that without increasing the millillage level on the community. So we know that we have that capacity that the that that's something that the community has been accustomed to. We know that it's a response to the growth that we have and it's not taking on some of those additional costs. So you know that personally for me as as I went through the calculus of this realizing that even though we could collect additional millage for this, we
006don't have to because of how we've we've managed it and because of how we've been able to manage some of our, you know, refinancing and the good rates and all of that. To me, it made sense to put it on the ballot. But I appreciate the question because we always do want to be sensitive to debt um as as we're going about that. So happy to have other questions. If people have other questions, certainly let us know. Um I know turning to the next topic. I know Mr. Meyer will talk about this briefly in his report, but I wanted to um note Dr. Wallik and I were both at the bridging the future event the other day. Um our bridgeed program is really extraordinary, right? It's it's an example of the amazing things that this
007district does and is able to do to not just serve students and families, but to serve the entire community. Um it was a great thrill to have uh Lieutenant Governor Jim Trestle there. And he he made a note in his presentation that that I I noted um in a post I did on my board social media page, but he said this is exactly what Ohio needs. This is exactly the sort of thing that is promoting that level of workforce development that's connecting those dots that goes above and beyond what we are required to do as a school district. It is us serving the community more broadly, serving the interests of the state more broadly and we're able to do it without spending more than even the average school district in the state. Um it's an
008extraordinary sort of thing and it's part of just our broader service to the community. So I was really glad to see he was there. a number of other elected officials were there. Um, and it's work that we're going to continue to do because it's the right thing to do for our students. It's the right thing to do for our families and it's the right thing to do for the broader community. Um, but it it's just something that I think people need to to realize that not every school district is doing this. This is us as a district being proactive to solve the issues that are facing our state, our nation more broadly. It it's it was really a great event. I know Mr. Meyer will speak of it more broadly. Um the last thing I'll
009do is just uh committee updates. We had the mental health committee meeting uh last week. It was our first meeting of the year. We welcomed some new members including some new students. Um it is always great to to welcome new students to that to get their perspective. That committee was really formed as a way to try to make sure that we're getting the perspectives of everybody who is a user of our mental health services, which is really everybody in the community, all the students and families and staff and and administrators, and make sure that we're tailoring things to work the right way. Um, I continue to be incredibly impressed by the thoughtfulness of our students, our parents, um, in talking openly, honestly, about some very difficult subjects and helping us move forward as a district.
010So, I'm so thankful for them. and we're going to continue that work um every month. So um so it's great. Any other committee updates? Don't think so. >> No committee updates. Just um Mr. Gully from people services invited me to some of the presentations he's been doing around the district for the seal of biiteracy which is um really awesome to learn about while I was in those meetings. Um, students have to show proficiency in their English language and then one other language and it can be either the subject that they're taking in school or one of their home languages and they get get that seal on their on their diploma. Um, opens them up to scholarships from the district as well as from the schools that they're planning on attending. Um, and the district, I've
011learned, can also pay for these students to get their certification to be a translator and interpreter and get hired by the district. So, there's an orange student that this summer was hired on um after she graduated to interpret for things like technology night and things like that. So, that's awesome. And I don't think you'll find any other job right out of high school that'll pay $45 an hour. But that's great. >> So, it was great to see be in the buildings and see some of that education being brought out and the kids are really excited and Mr. Gully did a great job getting them um interested and and excited about the opportunities. So, tomorrow is the last day to sign up for the October um Avant test for the seal of literacy. I just wanted
012to note that for anybody who's listening. >> Yeah, that's great. >> And there's one more in the spring, but for the fall, um, tomorrow's the deadline. >> Awesome. Great. All right. Well, with that, we'll move straight into our first presentation. So, we have Miss Brunswick here to talk about the state report cards. >> Good evening. Uh, thanks so much for having me tonight. I'm once again honored to be able to be the one to share the incredibly great news um on the Ohio School report cards that were released on September 15th. So just a little over about almost two weeks ago. Um and while there is always a lot of great news to share on our report card, we always do want to strive to get better and know that we have the mindset of
013continuous improvement. Um and so the incredible also the incredible opportunities that our students have in the arts and athletics and extracurriculars and um all of those things aren't necessarily captured on this report card. So this is a snapshot of some of the success that our students have. We know it's not that full picture. Um, we also know that the report card can look very simple on the surface with just looking at star ratings. Um, but it's important to really dig into that information to see what are the real specific successes and areas for growth. And that is something that we did at a principal meeting this week, looking really into making sure we have a deep understanding of what it's measuring and then looking at the building specific data to kind of identify some of
014those things. So tonight I'm going to be going through each component and highlighting some of the results and um for both the district and the building. So to begin, this is a snapshot of our district report card. We're going to spend the next few minutes going through each of the different six components that are measured on the report card. You can see them up here. Achievement, progress, gap closing, graduation, early literacy, and then rated for the first time the college career workforce and military readiness measure. So we're going to talk a little bit about how these things are measured and then how our district did. So to start off with the overall rating, this is calculated from those six components that the district has. Um the ratings can fall anywhere between one and five stars
015and this is the only component um that can be given a half-star rating. Um so the district, as you can see up there, is a fivestar district for the third year in a row. So since we've had overall ratings, we've earned that fivestar. Um, we are one of only 47 districts in the state to earn five stars overall, which means only 7.7% of the districts have achieved this. We are also the only district that has over 10,000 students to be a five-star overall district. Um, there were six other in central Ohio um, who have anywhere between,00 students and 6,600 students. So, being a district of our magnitude and being able to achieve that as a five-star overall is is incredible. Our overall ratings for our schools. You can see the distribution up here on the
016graph to the right. All of our schools are at least meeting state standards with 10 schools exceeding state standards and 16 of our schools significantly exceeding state standards on this overall measure. We also want to highlight uh three of our schools and they have achieved the incredible accomplishment of not only earning five stars overall but they earn five stars on all of their components. So Shale Meadows Elementary and Tyler Run were two of only seven elementary schools in the state to accomplish this and Berlin Middle School was one of only five middle schools in the state to accomplish five-star ratings across the board. So now to dig into some of the measures. The achievement measure is going to be measuring the academic achievement of all students. And this is going to include results on the
017Ohio State test, the alternate assessment, as well as some select AP assessments. Our performance index is going to be calculated using the performance levels that our students achieved. And then we divide that by what the uh state calculates to be the max performance index um in the state. And that number does change slightly each year because they calculate it by averaging the top 2% of districts across the state. So the state maximum was a 109.8 and we exceeded that 90% threshold with a 94.6 of that max score which earned us that five-star rating. Um couple of highlights with this. This was an increase of 0.8 from our performance index last year. So Mr. Meyer talks a lot about how we are very high achieving district and sometimes it's hard to continue to get better and
018better. Um and our students, teachers and community helped us do that. Um, our performance index is also ranked 32nd in the state, which is seven up seven spots from last year. So, we're in the top 5.3%. We are the only district over 10,000 students to have a five-star in achievement. And the other uh districts within that over 10,000, we um outscored their performance index by over six points. When we look at central Ohio districts, because we do kind of like to compare similar districts that perform like us, um we did have the fourth highest performance index in central Ohio behind Granville that has about 24,000 or 2400, excuse me, 2400 students. Grand View with about,00 students and New Albany with about 4,900 students. >> Was there one more? You said four. >> We were fourth.
019>> Okay. Thank you. >> Yep. We were fourth. You can see the distribution for our schools here. Um, all of our schools are exceeding the state standards and 24 of our 27 are significantly exceeding state standards in achievement. Um, we do like to rank our elementaryaries or all of our schools um with other schools around the state who have similar grade bands tested. So for our elementaryaries, all of them were in the top 26.6% 6% of the state with 11 of our schools in the top 10%. Middle schools, all of them were in the top 12.5% with three in the top 5%. And then all of our high schools were in the top 6.9% of high schools with three of them in the top 5% as well. The second component that we wanted to talk
020about is progress. And achievement and progress are the two measures that are weighted the most heavily to contribute to that overall rating. Progress is going to measure the student growth from one year to the next on different state tests. It is a comparative measure that looks how looks at how students are performing to similar students like them or average students across the state. So we like to conceptually think about it with the question did our students maintain their place in the distribution across the state and that would be meeting expected growth. Did they increase their position in the distribution, which would be exceeding expected growth, or did they fall back in that distribution a little bit, which would be falling short or not meeting that expected growth? The way that the state's going to measure
021this is a three star is going to be, and we'll look at what some of these numbers mean, but if they have a growth index of between negative -2 and two, that would mean students are meeting expected growth, which is what the state would expect. Anything with a growth index of two or higher is going to bump you up to that four stars. And when you get to that fourstar, they're also going to look at not only how statistically certain are they that students exceeded growth, but at what magnitude. And if you have a high enough magnitude, that's what would bump us up to that five star. But both four and five stars, there is significant evidence that students are exceeding that expected growth. So our district progress rating this year was a four-star, which
022does mean that our students there is significant evidence that they are exceeding expected growth. Our effect size, which is that second piece that the state looks at, was a 0.09. And in order to get to that five star, you have to have a 0.1. So again, just like last year, we are just 01 away from getting to that five star. You can also see the rating distributions for all of our schools here. Um, this is a measure that we have some limited information for right now. um in mid-occtober a system called EVOS will open and at that point we'll be able to dig deeper into the growth data to look at not only what subjects and grade levels um have maybe strong growth or areas that we want to continue to look at but we
023can look more closely at subgroups of students and different types of students with um diagnostic information. So, this is a measure that we can kind of get a sneak peek, but mid-occtober is when we'll really start to dig into this with our schools to look and make kind of some action plans on on how we can continue to improve. The third measure is gap closing. And this is going to this measure um is intended to measure academic achievement and growth of specific subgroups of students. And there are a lot of different pieces that are included in gap closing. So, this next one will be a couple of slides. Um, districts need at least 60% or more of their possible points in order to be rated five stars. We had 90.3% of our possible points. So,
024we blew that out of the water, which was an increase of almost 10% from last year as well. And this is the fourth highest gap closing in the entire state and the second highest in central Ohio, just behind Grand View. So to look at this data a little bit more, um on this slide we're going to be looking at our ELA data. So on the left hand side you're going to see the English language arts achievement data and the yellow dot is going to be what that state goal was. So you can see all of our bars, they're calculating a performance index for each of those individual subgroups. All of our bars far exceed what that state goal was. And when you really start to dig into it, not only the goal for this year,
025but many of those groups have far exceeded the long-term goal, which is the 203031 school year. And then on the right hand side, there is also a uh gain index or growth index calculated for um each of those subgroups as well. The goal in order to receive points in gap closing for growth is to have that growth index of two or higher. So the expectation is that students are exceeding expected growth, not just meeting. We had seven of our nine subgroups um meet that goal of exceeding expected growth this year. We had five last year. Um so to bump that up to seven shows some improvement and the two that aren't quite there to exceeding expected growth both did have an increase in their gain index. So continue continue working on those. This next slide
026is going to show you the math data. And again, very similar to ELA. Um, on the left hand side, all of our students are far exceeding what that state performance index is. And on the right hand side is going to be our math growth. You can see that yellow bar, which is the two, is kind of that goal. And you can see how far many of the those bars exceed that growth index of two. So, we're not there's a lot of statistical certainty that those students are exceeding that growth. You don't often see gain indexes in the double digits like we're seeing here. And this is the third year in a row, third year in a row that all of our subgroups in math have met both of these pieces. Uh, graduation is also included
027in gap closing. We can see that all of our subgroups are exceeding that goal as well. And then the measure to the right is um our English learners. And so English learners are included in each of the graphs before as a subgroup looking at their um achievement and growth. What this measure is looking at is how well are those students also doing acquiring the English language on their yearly test which is called the OALPA. And so again, they're either going to look at students becoming proficient on the Oalpa or meeting a growth goal from one year to the next. So the the state goal right now is a little over 50% and we are close to about 71% of our EL students meeting that. So I think an incredible thing again to shout out to
028Mr. Gully, our students are not only acquiring the English language but they're achieving highly in math and ELA and they're growing beyond expected growth. So they've got a great program. Uh gifted is another piece that's measured within the gap closing and there are three pieces to um the gifted. So there are up to 15 points that we can earn here. One of those is looking at the value added. So the gifted um students, how are they growing, which sometimes we hear a misconception that it's really hard to grow gifted students. Um our gifted students earned a fivestar, which means significant evidence that they are exceeding expected growth at a high magnitude. Um the goal from the state is to get a three star. So making sure that our gifted students are meeting expected growth. So
029we clearly got that with our five-star. Uh the second piece is a performance index. So it's going to count the scores for the students who have those gifted identifications. Um a max gifted performance index is calculated similar to the uh school and district ones. And in this case, you have to have 97.5% of that max gifted PI. And so last year, we were just shy of that. And this year, we're excited that we did meet that piece as well. And then the third part to um this piece of the measure is looking at the identification and service for our gifted students. And this is a measure that is a struggle for not only us but a lot of districts to meet. Uh but with our high gifted percentage, we have a lot of students who
030are identified but because of the capacity of our staff, not all of those students are receiving direct service. And so that's why um we're not getting you know as many points. Um, what we internally have a lot of conversations about though is if our students are achieving incredibly high, we're getting over 97.5% of the performance index, their achievement is high and they're also exceeding expected growth at a large magnitude. What that tells us is that our service model is working that the the work that our gifted specialists, our gifted department, teachers, community are doing, these students are not only achieving, but they're growing to their max potential as well. Oopsies. Uh, so here you can see the um distribution for our schools and all of our schools in that gap closing measure are exceeding or
031significantly exceeding state expectations. And this was one of the measures at the principal meeting that we really started to dig into so they could look at those specific subgroups um and make some action plans as well. Next is the early literacy measure. So, this is only going to apply to our elementary schools and this is measuring our reading improvement and proficiency for kindergarten through third grade. Um, we did earn four stars in this measure this year and our district percentage ranks in the top 18% of the state and the sixth in central Ohio. Uh, there are three different pieces that go into this measure. So, again, this is another one on the surface seems simple, but there's a lot of data that goes behind it. Uh, one of the pieces is looking at what percentage
032of our students have become proficient on the ELA or the reading portion of that ELA test. So, it's looking at their reading subcore. The second piece right now is looking at how many of our students were promoted to the fourth grade. And then the third piece is what they call improving K3 literacy. So, it's looking at how many of our students who started not on track in, let's say, kindergarten, how many of them moved to on track in first grade, first grade to second grade, and so on. That third piece of the measure is only included when you have more than 10% of your kindergarteners not on track. So that is one that tends to kind of eb and flow whether it's part of the calculation or not. Um this year was one of the
033years that it was part of that calculation for us um and for about half of our school buildings. Um we were again the only district over 10,000 to earn even four stars. Um and no district over 5,700 earn that five star. Um, but that is something that we're always continuing to look at. Even the thing that we can impact the most really is that proficiency on the reading portion. Here's the distribution for our schools. Uh, we had six schools who significantly exceeded state standards. Uh, six that exceeded state standards. Um, but overall all of our schools are at least meeting state standards in that early literacy measure. graduation, which is probably the most straightforward of all of the components, is looking at both the four-year and the five-year graduation rate. And all of this data
034is lagged. So, the four-year graduation rate is based on our class of 2024, and then our five years based on our class of 2023. Um, and they are weighted a little bit heavier, 60% for the four-year, 40% for the 5-year. Um, our district had a weighted graduation rate of 98.9% and all of our schools were at 98.4% or higher. Actually, our four-year graduation rate for the class of 2024 was 99%. Which is incredible. And then the final component um and another relatively complicated one and the first time that this one is rated uh but this the intention of this measure is to look at how well prepared our students are for future opportunities. And there are 11 different ways that students can uh demonstrate readiness. And you can see those. I know it's a little
035bit small here, but the blue bars or any of those measures that have the asterisks on them, um, but they include being remediation free on an ACT SAT, earning an honors diploma, uh, scoring three or higher on at least three AP tests, earning 12 or more industry credentials in a single career field, earning 12 or more credits through CCP, enlisting in the military, completing a pre-apprenticeship, being accepted into an apprenticeship post high school, completing an apprenticeship, achieving prof proficiency on three or more technical assessments, or earning the Ohio Means Jobs Readiness Seal, and completing 250 hours of work-based learning. So, as long as students fall into one of these categories, they will fall into the numerator of this calculation. Students can only be counted once. So, if a student meets four of those, they're still
036only going to count one time in the numerator. So then we divide by the four-year graduation class and that's where we got our 71.3%. Which was an increase of 1.5% from last year. Um a couple things to note. This is a pretty complicated measure. Um that includes a lot of different reporting elements. Some are more straightforward with the credits, um honors diplomas, those types of thing, but a lot of them also are very closely related to some specific EMIs reporting that is still kind of being ironed out across the state. Um, I was actually on a webinar that was over two hours the other day that everyone's really trying to grasp to make sure that we're capturing all of the things that our students are doing. Um, we do expect to see this continue to
037grow. Um, and it's something that we're looking at to make sure that we are not only reporting correctly all of the opportunities that our students are participating in, but then also identifying those students who might not fall into one of those buckets and are there additional opportunities that we can provide for them. Um, so for example, our teacher academy program is now considered a pre-apprenticeship. So we're going to start to see some students who are going to fall into that pre-apprenticeship bucket that we never have before. Um, also our marketing program at the um, high schools, they are participating in work-based learning. So we're probably going to see start to see some of those students with the Ohio Means Jobs Readiness Seal and 250 hours of work-based learning. So we do have access to files
038right now for the class of 2025. So, we're starting to dig into those to make sure everything's reported correctly and identifying any future opportunities. And then the school information, um, we can see that one of our schools exceeded state standards in post-secary readiness, but all of our student all of our schools at least met that measure. So, that is what I have. I'd be happy to answer any questions. >> Great. Any questions? [Music] You look like >> he wants to start. Yeah. >> Did Did you um I I didn't catch this with the uh the college career workforce and military readiness um in comparison to uh similar districts and size or neighboring districts in central Ohio. Do we have >> there? I would say three. There's a couple who have creeped into the fourstar, but
039most are right around that three star kind of in the 70 or like early 70%. in order to get to four stars, it's 75%. So, we're not too far from that. Um, I can look at those rankings specifically, but >> um I know that you said you would get more data in October, but do you have a sense of the big leap in the math growth? I think that's something that's really stood out to me because I think people have been, you know, very concerned about the math stagnation or or going back due to the COVID um learning loss, I suppose, is the best way to put it. But um so I know that was it's been a concern sort of generally and in our district specifically. Um I know that's why we converted some
040teachers to math specialists to help coach and things like that. So how much do you think like what do you think all played into that necessarily that big growth this year? >> Yeah, I think math has been a strong growth point for us in general, but I think that you know we had implementation of bridges that were really looking at how we can measure the effectiveness effectiveness of that. But I also think that having those dedicated professionals um as math specialists in the building are really helping to, you know, we've had the literacy for a while, but it's helping um identify what really are those best practices and making sure that they're more consistent um and allowing us to really dig into that individual student and differentiation. Mhm. >> Well, people have told me I
041need to keep it brief tonight, so I'm going to save most of my stuff for the treasure, but um I'm looking at over time the PI trend, and I know we were just coming out of COVID and everything took a hit and I think one year we didn't even have numbers, right? We didn't even have a performance index. But I'm looking at a 5-year trend that's going up um 15 18% over the five years. Um that's really hard to do. >> Mhm. >> So I applaud the district just for that. Um under your leadership to do that, but it's just like the Yankees or the Patriots. Sometimes you don't win a Super Bowl by enough or we went to six games to win the World Series. So we have an added responsibility of of like
042you said of of growing kids that are achieving on the highest ends of the spectrum of of what we're doing. So the thing that overwhelms me and I I just want people to understand this that we have more kids scoring at advanced and accelerated than we do proficient. That's unbelievable. That's all I want to say. Well, and I I'll just piggyback on that a little bit that I I looked at the the number and you've hit on this a little bit, but I looked at the numbers of the the 47 schools that were in that were five-star districts and 26 of them, the entire district is about the size of one of our high schools or smaller, >> right? More than half of them are basically one of our high schools. Um, and of those
04347, only five had more than 5,000 students. And we're the only one over 10. and we're 20, you know, 24,000, right? It I don't think people realize how incredibly difficult this is to do it at scale, >> right? It it is very te. It's not that there are bad districts, you know, in these I mean, we're looking at some of our neighbors, Dublin, you know, great school system, right? A big school system and, you know, they're not there. There's, you know, other ones around there that are really good schools that are not there. um that doing this getting these results and doing it at that level with that many students is not easy to do. Um it t it's not just because parents are involved here, right? There are a lot of parents involved at
044a lot of other school districts. It takes a lot of intentional effort. So it's it's the work of this team every single day um to get there. It's just incredible. >> I think the key question is that that that um we ask Mr. Meer all the time, what more can we do to support your efforts? And and that's that's the question. And um I feel like we're providing everything we can to Mr. Meyer to do what we've hired him to do, which is just simply be the best for our kids. No one's moved here to um to just be average, >> right? >> I mean, you tell me. What else can we give you? I mean, is there something you your wish list? I mean, >> yeah. Uh, you know, and I I say >>
045how much time we have. >> Yeah. Now, I say this all the time. I mean, uh, the support that we have from the board level in supporting the mission of the district goes a long long way. We have all five board members sitting in the seats for the right reason and that's to support the organization. So, we are providing the best student experience that we can provide in our school environments. And Mr. Lester's right. Uh, this does not happen by accident. We have really, really good people in the district. And I say it all the time. We're very intentional and thoughtful on our approach uh to instruction and how we instruct and what we instruct. um you know so I'm just extremely proud of the results that we continue to get and uh Mrs. Brunswick
046said at the beginning um one of our core values we can always get better and people really believe that here and because they believe that they want to show up every day and be present um for our kids. Um so that shows in the results. Um and it's uh you know obviously I'm extremely proud and we have a lot of really really good people in the organization. So it does start at the board level. Um and so you know for me extremely grateful for the support that you do provide um and the advocacy that you provide for public education um and you know going back to the the bond issue and and um what we need uh facilitywise to continue to accommodate the growth to ensure that we continue to provide that type of experience
047is extremely important for us. >> Yeah. >> Great. You know, I talked to my daughter's teach my my her math teacher this morning, and this is what every teacher that I've ever experienced has done. He said, "I always stay after if kids have questions, >> and you don't find that everywhere." He said, "I always have time to give to the child that needs has extra questions." And that's that's not an outlier, and that's what makes a difference. So, thank you for leading that team. >> Great. All right. Thank you so much. Appreciate it. All right. Mr. Meyer, superintendent report. >> All right. Well, so I get to follow that great news and I I do have to tell a story. We've had principal meetings last week and um I for sure hugged Mr. golly. Uh
048or I I I don't know if I don't know if I hit him or you know just I I've really recognized him th this week and uh Miss Ryver talked about um EL at the beginning. It's just again going back to just when you you when you drill down to subgroups, right? And um uh with our EL students and the growth that we're seeing with uh the EL students, but you know, Mr. goalie is an educator who is in education for the right reasons and he shows up here every single day and he and believe me he doesn't want recognition. He does not want the recognition but he does a really really good job and I can go on and on and go our students with disabilities and how uh um well they achieve and
049again how intentional we are with how we support uh students with disabilities and their families. It's unbelievable. And again, I always say we're not perfect, right? We're not perfect. And um you know, but we have that continuous improvement mindset where we can get better. And um again, people were here for the right reasons. So academically, we knocked it out of the park. Absolutely. So I'm going to recognize a few other things uh quickly in my superintendent report, but uh first I want to recognize this is our first professional development uh day. And you've heard me say this uh a few times. You show me a school, a district where the adults are learning and I'll show you a school, a district where students are learning. And it's so true. So this is part of our
050intentionality within our district in our alignment. Uh we have three focused uh professional development days uh each year. Um and we just don't just you know one day create what we're doing. I mean it is again intentional, thoughtful. our curriculum department is the best around. We we get a lot of feedback on uh what we're going to do. So, uh first one September 15th, uh great success. So, you can just see uh and again, one thing we we always collect feedback because we always want to get better. So, from our staff implementation, 91% of the staff agreed or strongly agreed uh they left with at least one strategy or tool to apply immediately. And again, in action, right? not just sitting there all day but inaction they can take away collaboration 96% agreed or strongly
051agreed collaboration was effectively supported that again I I don't want that to go unnoticed because that's probably sometimes the best professional development um as far as conditions that we can provide for our staff where they can sit down with colleagues and collaborate uh relevance 88% agreed that today's learning aligned with the teaching needs and building goals again us as a district supporting what you need as a uh uh teacher in the classroom. So, uh again, great job with our curriculum uh team, our principles um and staff who executed uh the first day of professional development. Mr. >> Mayor, can I ask a quick quick question on that? Uh last one. Those numbers look great. Do we how what about response rate? How are we in >> Oh, yeah. I have response rate. >> I'm just
052curious if we to ensure that we're getting >> 1,125 staff members provided feedback. So, that's a lot. So response response rate is really really good. Thank you. Yeah. So I forgot to mention that. They put that in my notes and I forgot to mention that but great question. >> I soon as you said it I said it's right here. >> Um >> also want to recognize again this is outside of academics because we talk about uh the school experience and um so last week on Tangi students celebrated start with hello week. So spreading kindness, building connections, and ensuring everyone feels included. So here's just some pictures, and I I love uh the p I mean, basically the smiles, they say it all to me. But um there's just a lot of meaningful activities that go
053on uh in our schools on a daily basis to uh promote kindness for sure and to uh create inclusive environments. Uh Mr. Lester mentioned this bridging the future uh great success and this continues to build momentum and um Miss Preston said it the best. We're just scratching the surface here in Tangi with our bridgeed program and the opportunities that we're providing for students and and families. So initially 716 students, families and staff staff and community members RSVPd for the uh for the event. We had 12 partners who um participated. You know, I probably I want to say probably 500 plus showed up that night. Um but you you think about uh access, awareness, and understanding. So, I don't know 10 years ago, we used to always hear about access uh from business and industry into
054the K12 space. So we've opened up that access and provided access for students and staff to the businesses industries but also business and industry into our schools. So we're going to continue uh to do that and and really uh a big goal is to create awareness for students and parents of opportunities that are out there um as far as the different pathways and to to understand those different pathways. So extremely proud of uh the work that uh Miss Preston's doing with um Bridgeed and and and our curriculum team. Uh and we're going to continue to uh fine-tune and again at the end of the day provide opportunities for um students and families. One thing I want to mention from that night because uh Lieutenant Governor was great uh Lieutenant Governor Trestle, he's always really really
055good, but One Columbus was there also. Um and we talk about this in our district as far as the growth, but when you look at the macro level and again uh one Columbus talked about the economic region in central Ohio is really really strong and because the economic region is really strong, businesses want to come here or uh businesses want to expand. So when that happens, families move here and when they move to central Ohio, they go to communities that have good schools, hence tangi. So you know, we're we're we're very um a lot of families move here because of the schools. So that's at the macro level. Um and it's part of the uh the growth that we experience uh here in Tangani. >> What I would just note is, you know, we had
056some of our local representatives, whether it's from other local entities or state representatives that are there. I I think it's a um it's a moment for the state to take note of what we're doing. >> Absolutely. >> Because we are, as you just said, we are a driver economically for this area. Not just for, you know, just people moving here, but for we're helping out employers by doing this sort of thing. We're providing these services well above and beyond what school districts are are expected to do. And it's important for the state to recognize that and support us with funding. And we made that point to, you know, to the the representatives that were there um that this is exactly why you invest in public schools and especially on Tangi. >> Absolutely. And and um
057I heard this at I'll say preK12 is the pipeline for workforce development, public education. Um, and I was, yeah, Representative Loren was at the event and I was right in his ear and connected it right back to school funding because again, I'll remind every additional dollar we get from the state is one less dollar we have to ask from our local uh, property um, owner. So, uh, absolutely every chance that I get that we get um, we're having conversations about that. Um, also want to highlight this is a first ever. So, um, a few years ago uh, we created our alumni association. So in collaboration with the Tangi education foundation, this was our inaugural legends of Tangi um uh awards night. So, we had three honores and these honores were all nominated by community members.
058And we looked at the uh applications and these three uh community service award winner was Beverly McDaniel, a 1984 OS graduate and who also works uh in food service at Alam Creek. How many years at Alen Creek? 30 years. But um a lot just it was a it was a great honor. uh Young Alumni Achievement Award winner, uh Alli Ritter, um 2015 OS grad graduate who works for Elfford and really does a lot with advocating for uh women in engineering. Um so, uh got to honor her that night. And then distinguished alumni award winner Jerry Klene, 1965 school graduate and also served on the board of education for eight or nine years, right? >> Eight years. Yeah. And so he and I'll remember this because he and I are going to have coffee because we're
059going to go back way way back in history because he's seen all the growth. But when he sat on the board back in 1989, they just started getting into the enrollment projections at that time. So back then they projected in 2020 and Tangi to have 20,000 students and I think we were right about there. And back then they were like you're crazy, >> right? and and again almost spot on. Uh so it was just a great night. Uh very intimate in the On Tangi High School uh theater um with her family and friends there to celebrate um the recognition. So uh that was fun. That was neat. So looking forward to many many more years of doing that. Um, also then I got to leave that night, uh, on Tangi High School and I went
060to, uh, community event, Berlin High School, where Orange, uh, played Berlin. But halftime was phenomenal. And the reason why is because we had the Orange Band and Berlin band combined to play on the field together. And I think they played uh, two uh, song. Do you call them songs in the March Ming? two two two >> uh two tunes >> but so that was great. So that was great. Um and then >> I don't know >> they included the Berkshire and Berlin Middle School 8th grade band members to join them for two more songs. Right. So I think it 500 Yeah students on the field. Great community event, great environment. Uh weather was perfect. They had a lot of fun. Stands were packed. parents were taking a lot of pictures. They sounded great. It was
061awesome. So, it it's it's uh it was just a good uh uh a great experience. And just want to thank um uh directors Ber and Reeves. Uh so, Ber's at um Orange High School and then uh Reeves is at uh Berlin High School anyways for coordinating coordinate coordinating that and putting that together. So, that was really really cool. So with that, um, superintendent action items. Uh, so we have four retirements. Uh, we have a couple student clubs that I'm recommending. And then in the business management facility items, uh, declare transportation as impractical. And, uh, as promised at the last meeting, uh, we're asking the board to approve, um, 12 new buses. So 971 passenger buses and then three lift buses. And again, uh, for 1.7 million, this is part of our capital plan and part
062of our replacement cycle for, uh, school buses, um, that we purchase every year. Uh, I do want to say retirements because I say this all the time. So, collectively, the four retirees, 90 years of service, 90 total years of service for uh, on Tangi Schools students and families. So, um, for sure want to thank them for their service. uh new this year. What we're going to do is we're going to recognize our retirees at a board meeting two times during the year. So, uh end of first semester, beginning of second semester, and again at the uh end of the school year. Um so, with that, uh one more slide. Important dates coming up. We talked a lot about uh community conversations. So, you can see uh we still have quite a few um here in
063the next couple weeks. And then uh we will be back we will be at Tangi Liberty High School on October 16th. Um so we're going to do a student recognition that night. So we will be um at 6:30 at Tangi Liberty uh on the 16th. So any questions? >> All right. >> Are you going to save him for Ryan? Mr. Jenkins. Yes. >> All right. Thank you, Mr. M. >> All right. Thank you. >> Thank you. >> All right. Mr. Jenkins, you've been forewarned that it's coming. >> Heard Mr. Meyer say great success several times and I kept looking around for Borat. Um, oh man, >> what' you say? >> Great success. Look it up. >> Or don't. >> Not on the school computers. >> Exactly. >> Oh my gosh. >> So, this evening I
064wanted to present the Oh. How terrible. That says May of 2025. That should obviously say October of 2025. The financial forecast presentation. U no longer called fiveyear. Um because with the House Bill 96 bianium budget, recall that what we're going to be forecasting is the current fiscal year that we're in. So 2526 and three subsequent fiscal years. So we're technically cutting one year uh off of it. Um what we are going to continue to focus on here at Tangi though is the way it's always been done. We're going to look out the 5 years all the way to 2930. Um what'll happen is when I submit it a couple that last year will obviously be truncated and cut off. So what I'm trying to do is provide as high level view as possible. So what
065I want to look at tonight um are the forecast at a glance a summary view uh right from the start. the general fund revenues which for our district are almost all um predominantly made up of real estate funding and then uh state funding would be the second source even though it's not nearly as large as our real estate funding and then finally the uh salaries and benefits make up the largest of our expenditures and we always concentrate and look at our staffing growth. The forecast at a glance shows some challenges for sure. Um, this fiscal year, uh, we're going to deficit spend. Right now, the forecast is by about $24.5 million. Now, we had a deficit forecasted last year, but it was a deficit of of between three to$4 million, which on a $500 million
066uh budget, technically our general fund is a $380 million budget. a swing of a couple million dollars is, you know, not that much. I bring that up because a swing of $25 million is probably not likely. We could see it get better. Um, you know, maybe it becomes instead of a $25 million deficit, it's a 10 to15 million deficit, but my sense tells me that we've truly now crossed that threshold of I just don't see the forecast getting 24.5 million better between now and the end of the fiscal year. when deficits begin uh they kind of grow exponentially. So you can see that next year's deficit of 42.9 million and a subsequent year um 71.9 million round it to 72 and any year where your deficit exceeds or beg pardon your expenditures exceed your revenue
067you're eroding your cash balance. So the cash balance then is line 7.020 and then the handy bar graph at the bottom shows how much cash we have on hand right now. how we would be forecasting to end the 2627 school year with 77 days cash. Um, we would end the 2728 school year with 14 days cash. That's not really tenable. Um, so by process of elimination, you can kind of figure that if I was a uh a betting man and I was told to put my stakes on when it would be, you're talking somewhere in the 2728 time frame uh for when we would have to seek operations. And we'll talk about that uh in a subsequent slide. So a different viewpoint shows that um where you're kind of in the shades of green uh
068you have revenue surplus and 23 24 we had surpluses. 2025 is a bit of an anomaly. Um remember at the end of last year we transferred $50 million because of the clawback. Uh but for that $50 million $50 million transfer last year, we pretty much would have broken even about a $3 million surplus. Uh but then you can see we're in the kind of warning zone where our shortfall uh is greater than 2%. Next year we kind of start to stray into the red areas where the shortfall exceeds 8% and then by the time we get to 2728 the shortfall is pretty significant. So now let's switch to revenue. um our revenue is not in a situation where it's not growing. So when we do a financial forecast, I don't want to be so conservative
069that you just flatline revenue. That is not realistic. What we'll see is it doesn't grow as fast as expenses. Um our uh proportion of funding is 69% as you can see local taxes and I like to say the five point I believe that is uh 8% that is the state share of local property taxes. Remember the state of Ohio kicks in 12 a.5% uh of our residential uh real estate bills. Um, our residents get a 12.5% credit that is picked up by the state of Ohio. That became law in the late7s when Ohio began assessing an income tax. Um, that's part of a offset that was a part of that deal. Um, unfortunately though, that 12 and a half% no longer applies to any levy passed after November of 2013. So, you can see the
070uh other uh more nominal features. Our state sources obviously including that 5.8 8% that is a credit to our local community. And then finally, all other revenues, the biggest proportion of all of the revenues, we will book most of our uh pilots, our tiff payments, our CRA payments uh in that area. In some ways, that's a type of local real estate revenue. Uh in order to keep track of it though, we bill it uh or sorry, book it to all of the revenues. >> Can we stay on revenue for a second? looks a little light on the state end. Um few years ago we were talking about what could our revenue models look like if the state held to its promise of fair school funding fully implemented. So we get through the first two budgets.
071We love where the train is going and then they pull the rug out and we don't have fair school funding and we don't have cost sets. What would we get from the state if they would have kept their promise to fully implement fair school funding? Or in other words, how much did it cost our community? Because if you make that blue a little bit bigger, that green gets smaller. Right. >> Correct. >> Um so every penny that we get from the state is tax relief for our our neighbors that we've already paid to the state. what what did it cost us when they voted to eliminate fair school funding? >> So, I believe I ran a scenario in the spring um and if they had funded fair school funding, updated the cost sets, which was
072the biggest piece of that. uh in this bianium budget alone I want to say it was going to add no this bianium budget plus if you assume that level of funding moving forward it was going to add close to $50 million to the forecast by the 2930 school year >> so seven or eight mills >> correct >> that they cut out from us now so they use they used old cost sets what what was it 22 or 21 >> 2022 >> so I I just want consistency and intellectual honesty. Do we know Mr. Gordon, sorry, what cost sets do they use for school facilities? Do they use 21 cost sets? >> No, they updated manually 25 this year. >> So, they use it to build buildings, but they don't use it to fund the buildings
073that they're Okay, >> that's correct. >> More to come. >> Yeah. The law um codified 2022 EMIS data as the cost of a a teacher, a principal, the cost of extracurricular programming. All of the inputs that go into computing based cost are at this point in time uh close to uh four years old and by the end of the bianium you'll be about five or six years old. And and the effect of that, that's a good question, is when you use the old cost sets for every school, not just Tangi, but for every school in the state, it shifts more of the burden locally because at the same time that the formula holds the cost sets constant, it renews and updates every year the local property wealth factors. So, not trying to be uh terribly
074critical, but just simply stating a fact that the school funding formula has frozen the cost of the state's inputs to values that are four or five years old. While for every community across the state of Ohio, it assumes the growth in property valuation and local incomes are current. I find that a little bit ironic uh given our recent uh reports that we've seen from the Ohio Education Policy Institute that show in the last 30 to 40 years uh the split between residential and commercial property taxes were pretty close to 50/50 and they're now much much closer to 7030 70% being tilted towards residential. And this is an example of a policy decision that certainly is one that that uh probably ought to be discussed a little bit more deeply. If you're going to continue to
075say that the local wealth factors are going to be um current at the same time you're holding the cost factors to five and six years old. Uh you are tilting uh every single year that the formula's in existence more and more cost towards local communities. It's hard to crawl out of that hole cuz once you once you continue to compound that then you see fiveyear forecast stand corrected three-year forecast. So I guess the idea would be then if we close the window of how far we look ahead the problem's not that bad anymore right it's like if we only if we only maybe look a week or two ahead we really don't even have any problems. It it certainly felt like in some respects that um you know when when we made the assertion that
076as we look at five-year models, we have deep concerns. Um I'm not sure that many treasuries around the state asked for the five-year model to be turned into a three or a four-year model. So, I'm not sure what the um motivation for that was, but you know, I heard some people say, "Hey, by the time you get four and five years out, it's all a guess anyway." Well, I hope not. It's not a guess. Um there's a there's a method to it. Is there fluctuation? You know, are there variances? Well, of course. Uh but it's not like when you're trying to forecast four and five years out that you just kind of stick your finger to the wind to see which way it's blowing. So, our revenue changes, as you can see, if you want
077to just go to the bottom, it's not as if we're not forecasting revenues to grow. Our total average annual change will be about 2.11% per year, about $8.2 million. It's about $17 million less though than the historical 5-year run. Well, what caused the historical 5-year run to be that high? We passed an operating levy in 2020. By the time this financial forecast cycle is done, we will not have have passed a levy since um you know May of 2020 when it comes to operational levies and we will have gone you know potentially 7 8 n years uh without new operational dollars. So it's reflective in the fact that your real estate average annual change is $13 million. That's because you were still in that historical 5-year period of time experiencing the residual changes that came
078with that additional levy. So, at no point uh across this particular uh forecast cycle have I yet ventured into calculating operating levies, but I'm going to explain in just a few minutes uh why that's probably inevitable. So, real estate revenue, it's important to point out. I know that we spend a lot of time explaining to our community as values increase, voted tax rates decrease. So, I included this chart so that you can see. Now, you'll notice in 25, 27, and 28, there's nominal, absolutely nominal decreases in millillage. But then you'll see a much bigger chunk in 26 and in 29. And that matches exactly what we're going to talk about later in this presentation. You have a trienal update coming up in 2026. That's where the auditor will use data and computer analytics. Won't actually
079go out and visit each house physically, but will use market data to do some updates. Then three years later in 2029, the auditor will do just what they did in 2023. it will physically go out and literally inspect every property in the county. I I don't have any idea how they get that done, but they do it. So, what you see with property valuation are stair steps. And in the two years in between a trienal update and a reappraisal, home values don't change. The only way they change is if someone files a board of revision complaint where they uh ask to have their property uh revalued and reassessed by what's called the board of revision. It's a three panel or three member panel that is the auditor, county treasurer, and the county prosecutor. So real
080estate revenue again uh historically was at about 13 million. It reflected the levy that we passed in 2020 because it takes two fiscal years for that to ramp up. But at this point in time, uh those average increases are going to taper off. Uh and the 6.7 u million per year is going to be due mainly to the new properties and the small amount of inside millage. Remember inside millillage does not decrease with value. So then is our state funding revenue. This slide, I realize there's a lot of words, but the biggest piece that I want you to look at is right in the middle, uh, where it talks about calculates payments of a district's current enrolled ADM. This is our biggest supplement that we're getting in the current funding formula, and we're thankful for
081it, but I'm going to show you why we're we're thankful for this. So, we're getting about um 200 I $250 per pupil. I think I'm using actually the um House bill version here. Here, I need to update this slide because the Senate actually landed a little bit different. Even though the premise is the same, the numbers are a little bit different. I want to say we're at $250 uh per pupil. So, because of our growth, we get that extra bonus. Then, we also get um a uh per pupil funding supplement and then we also get an amount of money uh added for our performance on the report card. It's critical that those things were thrown in though because of this next slide. If it weren't for those supplements, our base cost is going to stay
082right around $8,000 per pupil, but the state's contribution towards that base cost has gone down to the statutory minimum, and that's about 10%. So this particular uh bianium budget absolutely has those supplements. Uh we get a supplement for performance on a grade card. We get a supplement for growth and then there's just a flat supplement that they're given of $27 I think per pupil to every pupil in the state. Without those supplements, uh we would have the lowest per pupil funding that we've had historically in the district. when you consider inflationary factors. >> Are those are those um supplements guaranteed year-over-year? I I know the two-year budget, but I'm talking about in the next budget. Can we count on that? Can we >> So, they're not in the law currently. Um I have to assume
083and make some assumptions. Uh so, my assumptions in future funding beyond these two years would be that something is there. um because if not then our funding would drop, you know, at $800 per pupil. Uh that would be a pretty catastrophic change to the forecast. >> But we've been there before. >> We we have we have. >> So when you put it all together, um it causes our funding in fiscal year 26 to be relatively stable. Um would like to have seen it increase a little more than that. Uh but then as we move forward again as as noted by Dr. Dabberco I am keeping uh a type of uh funding per pupil at our current level of around 15 to600. It will be critical absolutely critical that we stay there. If the state um
084abandons the supplements and goes back to 800 uh that that will be a pretty pretty bad development for us as a district. Questions on revenue? I I just I don't think that people we were talking about this earlier relative to operating levies. I don't think people really understand that there's the millage reduction factor that goes along with it. They think more people moving in therefore we get more money. So why do we need more money? And and it's that challenge of that House Bill 920 that reduces the the effective millage so that we are you know we're capped at whatever level that was and yet our expenses are going up and up and up and we'll continue to see this. It is just an incredible challenge when the state doesn't recognize that that our exp,
085you know, you've got it's great that we get these small little amounts of money. They help keep us from completely drowning, but it's not sustainable over time as we've seen here when it's not that we're spending extravagantly. We're spending less than the average school district. We're doing our part in this. It's just that we are capped at how much we can get from these operating less and the state isn't chipping in. That's correct. And that's the way the law was written almost 50 years ago in the late 70s. Um, some of the I guess uh fuss if you you lack of a better word around the state, there are a lot of schools that have hit the 20 mil floor. And so what you just noted, Mr. Lester, for those schools isn't quite as true.
086But for districts like Olan Tangi, um increases in valuation only serve to drive down the tax rate, which is is exactly how the law was intended to work so that there's not a bunch of unfunded tax increases. Um but it put it puts limitations certainly uh on your uh revenues being able to keep up with expenses. That's for sure. So on the expense side, it's a pretty straightforward story. Our salaries and benefits are 81% of what we do. We're a people business. It's that simple. Um, you know, there's a lot of things we can do and we do to gain efficiencies in places like what we purchase on supplies and capital. Uh, you know, we're talking today about how we do everything we can to minimize our uh energy use footprint, but when it all
087boils down to it as a district, we are a district of people. And that is our primary thing is is obviously service uh to students and our community. So when you look at our expense changes historical and projected um the anomaly is other uses. I'm going to point that out. Remember at the end of the year last year, I'll point this out one more time. We transferred $50 million as a one-time transfer. That is skewing that average. But what I want you to think of is if you look at the other numbers kind of don't look at other uses but look at the other numbers they give you a better idea that historically we've gone about 14.6 million per year changes in salaries. We're obviously forecasting closer to 18 now. Benefits on average about five
088uh million increase per year and now it's closer to eight. And those are the two principal sources uh of our expenses as we continue to forecast the growth we have in students and the staff that we're going to need to add uh to keep up with it. So before you move on, um would it make sense to balance the books to use this notion called zerobased budgeting? Could we just scrap the whole system and just start over and use the model of zerobased budgeting to just cut bazillions of dollars and then the budget would balance? The budget might balance, but at what cost? Um, zerobased budgeting starts from the premise that everything you do must have a detailed justification before you add a single thing. And that sounds really really good and it is something
089uh you know that that we do to a point. But to say every year to a building your staffing starts at zero and you have to now justify every staff member that you have to teach the you know 625 kids that are in in your building. So no uh zerobased budgeting is generally uh not a long-term sustainable uh type of of budgeting technique. Um it it it's real. It exists. Um, but it doesn't, in my opinion, it it values dollars and cents to such an extreme that you could reach absurd conclusions about what's best for kids. >> Do they usually scrap systems that are high performing? >> I I wouldn't know. I wouldn't know why you would take a district that performs as well as we do, that's as efficient with what um as we
090are with our resources, and reach the conclusion that a massive overhaul uh needs made. We can always get better. Mr. Meyer always notes that. We always strive to get better. Uh but we like to say that we are um public education in many ways done right. >> To that end though, sometimes when there are efficiencies, we take advantage of that, right? Like I've heard of people retiring and not backfilling certain positions because you know those could be absorbed by other people and things like that. So I I to say that we don't do any sort of assessment I think would also be inaccurate. >> Yeah. Since 2020 um we've saved about $50.2 million. But as I've said standing here probably within the last meeting or two, I want to be clear that that doesn't mean
091our expenses have gone backwards. When you grow like we grow, >> our expenses won't go backwards. Nobody in life. I mean, whose expenses go backwards? It's not normal. What we're saying is is that we're doing everything we can to keep that rate of growth as low as we can. And that $50.2 million represents additional expenses that our community would have incurred but for our efforts. So absolutely uh we are stringently watching everything that we do to try to become more and more efficient and we'll talk more about that later. >> And I I think um to your point uh in our staffing detail we look at that every single year um multiple times but for sure uh two times a year and we're not filling positions just to fill them. We're filling them because we
092need them. And I think in that 51 million I think cost avoidance a little over five million in personnel. >> Yep. >> Of avoided cost because we didn't fill >> um position. So >> certainly that we we we definitely look at that. >> Yeah. But I think to the overarching point as we grow as a district, >> we need more teachers, lunch staff, bus drivers, all that stuff to serve all our students. We're not going to have 60 kids in one classroom or you know correct >> four kids to a seat on a school bus kind of thing. Like we just have to adjust and and adapt to the growth that we have. >> Yeah. And what's in the forecast is district growth. Uh we'll talk in a minute. I'll get to a slide. We
093we've gotten a question along the lines of for your uh bond issue. Are you going to build these buildings and then not have the money to operate them? And the answer to that is an emphatic no. Uh it we know as a district that the growth that we have, we will ultimately have to come back to uh our our residents to fund the district. But it's not like somehow these two buildings uh weren't thought out and oh wow, we never thought about that. We're not going to be able to operate them. That that that is not at all how it works. We've got built into this model whether the two buildings are built or not. We have to keep up and make sure that we have adequate uh space for our kids, uh adequate teachers
094to put in front of them. All of those things have to keep happening. And this isn't just because we love hiring people. This is state law. There's state law that requires x amount of teachers per child. So, we're not making this up as we go. Personnel expenses. I want to flesh this out a little bit more. Um student teacher ratios. People talk a lot a lot about I'll never forget a few years ago someone was pushing back about our student ratios and they were from somewhere a different country and they said well I don't know why you just don't put them up to about 40 students per kid because I grew up in X country and we had 40 and I'm like 40 kids a classroom. Let's talk more personnel expenses with administration because you
095have to say it over and over again. Our numbers and we have two metrics that we can go off of. We have one for central office and one for total. Am I saying it right? Correct. What do those look like? >> Central office were below 6%. Uh the state >> What was the Sorry, go ahead. >> Yeah. The state recently passed a law that said um your central office administrative expenses must be less than 15%. We're at 5.7. >> Yeah. a little over five. >> If you look at our all-in admin cost, everything that's administrative, it's nine and a half percent. So, our total administrative cost is almost 5 percentage points, a little more than that, five and a half percentage points below what the state targets just for central office. >> So, when you
096say 5 percentage points, I take issue with that because it's not 5%, it's like 30% less, right? It's it's and so 5% seems like ah I mean maybe I can get my carpet for 5% less but when you talk about 30% that's a lot of people if you hired to fill that up and went from 5.7 to 8.7 to you're talking about doubling >> yes >> uh almost so yeah that's that's huge >> and we actually reduced by a percent from last year to this year administratively so I think it was 10 and a half to 9 and a half or 10.6 six to >> and that's why you get your 75 point whatever percent >> it was almost a mirror um you know inverse of each other. We went up nearly a percentage point
097in instructional expenditures. We went down an uh a percentage point in administrative. >> There's a formula there. >> I I do I I really caution people once we started talking about this because numbers look massive, right? We're a big district. the numbers. Our budget is bigger than New Alby's, right? Because we're a much bigger school district. This is why I really like to look at the per student expenditures because it really shows apples to apples of how much you're spending. And that's where, you know, these cost avoidance strategies. We look at them and it's like, okay, you know, again, not to pick on doubling here, but double's like 18,56,000, right? I mean, that's a massive amount of money when you multiply it out. $2,500 times 24,000 students. It's a massive, massive amount of money. So,
098I hope that people don't just sort of look at these numbers, go, "Oh my gosh, there's all this expenses." When you look at what other people are spending proportionately, if they were as big as us, these numbers would be off the charts. >> Yes. >> So, >> yeah. Um, our expenditure per pupil, and this is 2324 data because 2425 data is still being honed. Um, you know, we're even less than the state average, >> right? >> Yeah. I think it was $16,19 per pupil and the state average was closer to 16,500. And then if you look at us compared to the biggest schools in in the state, uh you know, your Columbus, your Cleveland, your Cincinnati, they're well in excess of 22 $23,000 per pupil. >> Right. >> Yeah. Without the outcomes that Right. that
099we have. And I mean, aren't we the second largest employer in Delaware County? >> Yes. I mean, only Chase is bigger than us. >> Yeah. So on the I guess um you can see here projected increases by about 18 million which we covered just a minute ago. On the benefit side um projected increases of about 8 million. This is another area where we try to be very very diligent. Uh we work exceptionally hard with our insurance committee. Um our premiums for our health care, for our dental, uh we work exceptionally hard uh to try to keep those things in line. Right now, a lot of public schools are having a rough year when it comes to renewals. We'll talk about our renewal at our October October board meeting. Uh we met with our insurance committee.
100We know what those are. I'll be bringing those forward. Uh but that's a pretty big big expense. I mean, I think people would be stunned to know that we are spending close to $50 million a year just on healthcare claims. Uh that's our self-insured um healthcare fund. Um, what's also in this benefit expense are salarydriven fringes like Medicare and STRS. What do I mean by salarydriven fringe? Well, for every additional dollar you're going to have a fringe benefit that's also driven, 14% of that dollar is going to go to retirement. An additional 1.45% goes to Medicare. These are the assumptions driving the forecast moving forward. Um the 2526 school year is at 2 and a.5%. Uh this is all part of the agreement that we have with all of our uh major associations. 3% uh
101for the next two school years. And then in the outyear um you know I don't have an exact number but right now I'm forecasting two and a half. Uh that is a number that obviously can change. It is a number that I would say needs to be there because pretending like wage inflation is going to be zero is not realistic. Um so I start with a number so that if need be we can talk about okay fine if we want to talk about a raise being different than two and a half% where will it come from because that's what's baked into the budget. That's what we're planning for. So that's why I think it's critical uh to not do uh zerobased budgeting. Uh speaking to what you were talking about earlier, Dr. Dabbero, you know,
102saying that there will be 0%. Um I've been in this business now for close to 30 years, uh 20 to 21 of that as a treasurer, and I can count on my hand the zero times I've ever been in a school district where there hasn't been at least a nominal 1 to 2% increase. Um, I think maybe when Senate Bill Five was a big deal back in 2012, there were a few districts that led with a a 0%. I'm not saying it's not possible. I'm just saying it's not real probable. And so, this kind of wraps up what we're expecting. Um, the left hand vertical axis is the staffing numbers. The right hand uh vertical axis goes with the green line and that's enrollment. Uh you can see it is a stacked column. Um so
103your orange are forecasted FTEES for certified teachers. Gray uh would be classified staff and then the mustard colored uh part of the bar would be administrative. We clip right along. I mean look at the enrollment at the bottom. Um there's just a constant steady flow of between three, four, 500 students a year uh into the foreseeable future. And it I mean it's been that way what for 25 years. So the final thing I'll wrap up with the five-year forecast sorry financial forecast. Um we've gotten a lot of questions that basically say what I alluded to earlier. I'll bet that you're not thinking ahead and because there's no operating levy with the bond issue, you're going to end up in a position to where you can't open the buildings. We're going to open the buildings. What
104I'm trying to show here is that if I were to take out and make adjustments to staffing. So, first of all, when we open a new building, that does not mean we need from head to toe an a new employee in every role. Uh a high school would have in in our district between probably 160 to 200 staff members. We don't have to hire 200 brand new staff members at a high school. A lot of teachers move around or shift. a lot of other roles move around and shift. You do have to hire a new administrator, new administrative team. You typically have to hire uh some intervention specialists, a new custodial staff. So, you're not hiring from head to toe a brand new set of of employees. I would put that estimate at probably 20
105to 25% of a building would be new based on what I just covered, those types of of employment areas where you do actually have to go out and get some new people. Let's say I I back those folks out. You can see it makes a difference in our forecast, but the difference is nominal. Nominal to the point of essentially immaterial and irrelevant. Right now, as a district, I would target in order for our district to continue to operate effectively, in order for us to continue to meet the needs of all students, not just to open two buildings. We know in the 27 calendar year 2027 calendar year 2028 uh operational uh funding is going to be needed by that point in time. Uh if that timing is exactly true, it will have been 7 to
106eight years since we had our last operating levy pass. >> That's a pretty long period of time. >> If the state changed course and and decided to fully fund this, would that revenue line help us a little there? If the state were to change course and do some different things, it could help immensely. It sure could. It absolutely. >> So, the more we get from the state could keep us off the ballot longer. >> That will stay true forever. Absolutely. >> Yep. Yeah. The more that we're able to get increased state funding, uh, the better it is for our local residents. Questions about the forecast? I I just have an announcement. So, we don't typically do this, but if anybody has a gray Subaru, lights are on in the parking lot. I guess we we've
107been here for a while, so I don't know if anybody has a gray Subaru. I just got a I just got a message. Lights are on. >> I thought you were going to say your pizza's here. >> That's That sounds good. >> No one's getting up. >> Pizza. >> No, nobody's getting up. So, >> there's a parent training upstairs. I used to do that when I was high school principal. Sometimes you have to get on the PA. But anyways, >> we did our best. >> Yeah, we did. >> So, I've got some slides on know the facts. Um, there have been several questions that have come up that I'm going to try to address today. Um, it's it's the best way I know to try uh at this point in time every way that I
108can think of to help the community understand what a no additional millage bond issue is. Um, so the no new millillage bond approach, uh, we're going to make the case that it's the least expensive option to our taxpayers, but we're also going to answer the question because it keeps coming up. Okay, but fine. Um, so the tax rate is not going to increase. Well, what happens if property values increase? And the best answer is it depends. We're going to cover why we say that today. We're not trying to be uh elusive. Uh we're not trying to in any way, shape, or form obfuscate. We are instead uh answering that question as honestly as we can and we have some graphics today to make that case. So first point, the no new millillage approach is the
109least expensive option for our taxpayers. Right now everyone is interested as they should be in trying to keep our taxpayers burdens low. Uh recent quotes from Rep. Dave Thomas, um from Speaker Matt Huffman, uh from Rep. Brian Stewart are saying, "Hey, we're asking, we're imploring all governments in Ohio to do everything you can to keep our constituents tax rates low." Uh, our um representatives and uh House Bill 96 and our bienium budget bill uh cut the tax rates for personal income taxes. And we're going to use that today to kind of draw a parallel to what we're talking about with the no additional bond millage strategy. Um, you know, what I want to focus on is one of the first quotes is Representative Dave Thomas, who had a good conversation with Rep. Thomas or three
110weeks ago, and he is imploring for all schools uh and local government entities to cut their costs or to look for ways to cut their revenue sources. Well, in making that plea or or that statement, know that the state of Ohio uh did in the House Bill create a cut in the Ohio personal income tax rate. So, basically what this chart shows is that for tax year 2025 uh on incomes greater than $100,000, there's a 2394.32 cent initial charge. And if you're wondering where that comes from, that's exactly what you would get if you do the layer above. And then a 3.125 uh% income tax on anything over $100,000. But starting next year, the new baseline is 26,050. And it is a true about as flat as you can get, meaning it's a $332 initial
111payment for everyone. And then a flat 2.75% on incomes over 2650. Doesn't matter what your income is over 2605, flat 2.75%. So our state legislators have crafted and are trying to cut taxes. Well, as a district, we've done the same. We've done everything we can to keep the tax rate where uh we can say that we're only increasing it if we absolutely have to. What I thought I would do is look at 25 years of and sorry I I'm I'm I'm sickened by my spelling of unprecedented. I put an extra N in it. Um 25 years of unprecedented growth as a district. You can watch as we go all the way from 2000 to 2024. Along the way, where you see the tax rate increase, it is because we passed additional bond issues that were
112not no additional mills. There were some times in the past where we couldn't do the no additional mills but if you look at the boxes even in those years we didn't collect oftentimes what we had the authority to collect. So for example we passed a no additional bond issue a no additional mill bond issue in 2001 and at that point in time the millage rate was 6.2. We were building fast and furious back then because in two 2002 we had to have another bond issue. It was a one mil bond issue. We only collected an additional 76. You can see that the millage rate dropped then nominally to 6.9. But once again in 2004 we had a 1.79 mil bond issue. that it's what could have been collected, but we did it. No additional mills.
113We had to unfortunately turn right around in 2005 and have another bond issue, 2.13 mills, only collected one mill. And then you can see in 2008, we had our last uh bond issue where we had to collect anything new, 1.8 mil bond issue, and we only needed.82 82 mills. So let's go from 2008 forward. By 2008, the total millage is 8.72. Take a look at that uh line from that point forward. It has not gone up since. Now agreed. It plateaued for a while. But we then actively passed a bond issue in 2011. You can see it was for a half a mill. We collected nothing. And you can see since then no more increases. We in 2016 had a 1 point I believe that says 3 mil bond issue collected nothing. No additional uh
114bond issue. No additional mill bond issue. Believe it or not in 2017 the millage rate dropped uh to 8.64 and then the year later it dropped to 72. In 2020, we passed another bond issue. Did not need to collect a single mill. And twice in the last two years, we've proactively worked with our auditor to drop it another mill and a half. So, we've been asked by our state legislators to do everything we can to cut the tax rate. And I believe that this is a graphic representation of how we've tried to do exactly that for our our community and our constituents everywhere we can. We're not always able to do it in every single area, but we're very conscientious about what we're trying to do as a district. >> So six mills is the
115lowest in a quarter century. And we don't I don't even know if before 2000 if there's even I mean do we even have data on that? >> I Yeah, you could go all the way back on the high department taxation. I probably get to about 1990. They had spreadsheets, I think, back that far. >> So, it's never been lower. >> It's as low as it's been in 30 years. >> And we So, 38% of our district's been built uh with no new millage. Uh I believe it's 13 buildings. >> Mr. Jenkins, a quick question for you too on that last slide. Um we go back into the early 2000s. those times where for example uh one mill bond issue passed in 2002 the district only collected 76 or the 2.13 but only collected one in
116those instances I know this is before ending of our time on the board here and also before your time but do we have any historical knowledge did the board at that time pass a resolution saying we will not collect millillage and then sneaky sneaky did collect the millillage >> no >> so okay thank you. >> Nope. No. In fact, uh the no additional bond uh issues in the past, I'm not even sure the board took the proactive statement like we have of saying we mean it so much that we're putting it in writing. We're not going to increase it. I mean, this shows our track record is just as solid, but yeah, we've gone even a step above in in making that uh a a stated vow. If you put it all together, what this
117means is that in going from 8.72 ms to 6 mills, that's a 2.72 mil reduction. So if you think about what we've just done since 2023, that's a 1.50 mil reduction. So 1.5 of that 2.72 has been Within the last two calendar years, we've accounted for more than half of that decrease. So, I believe that when we tell our constituents we're about doing everything we can to keep their tax bills down, it's what we're trying to do. If that 1.5 mills was still being assessed, the owner of a $500,000 home would pay another $230 in taxes right now. Now, I'm not saying their tax bill went down by 230. I'm saying they would be paying an additional 230 on what they're paying. That 2.72 mills is a $417 savings when you compare what they would
118be paying versus what they are. Those are real dollars. In my mind, those are real dollars. If you knew that you would be paying right now $500 more than you're otherwise paying, I would take that all day long. That's the same kind of concept with no additional mills. We'll see that in a minute. >> And to be clear, that's every year. >> Every year, >> right? >> Every year. So, our November 4th no additional bond millage is to construct high school 5 elementary 18. It's a $235 million bond issue. Explosive growth is our biggest challenge, but our no additional bond issue allows us to build these facilities for the cheapest approach possible while also providing for instructional facilities for all students. We're a highly successful public school district. We educate more students than all but
119three districts in this state. I I think we're education on a public scale done right. So then we get this question, the no new millillage approach is the least expensive option, but what's going to happen when values increase? And the answer is it depends. The way we get there though is to remember as our values go up, tax rates go down. I mentioned earlier that in 2025, I know we're in 2025, but we're not going to pay the tax bills on that until 2026. That's a very stable year. There's not a trial update. There's not a reappraisal. So, the value that your home had in 2024, unless you sought a BOR, a boarded revision complaint, is going to be the same. So, if the tax rate stays the same, when your value stays the same,
120the tax bill stays the same. So, that's at least the 2025 year. But then someone might say, okay, but I know 2026 is a trienal update and when I pay my tax bills in 2027, you can say all you want and tangi schools that the tax rate is going to be the same, but if the value of my home goes up, I'm going to get a bigger bill, right? It depends. And here's why. If our values go up an assumed 10%. You'll notice that our 2025 effective mills for inside mills is five. For the 2026 pay 2027, it would stay five. Inside mills don't change. But look what happens to your voted mills. Your voted mills actually drop about 9.1%. And then remember this whole concept of no additional bond mills it's going to stay
121six. Okay. The aggregate effective millage will drop from 43.74 to 40 roughly 77. That's a 6.8% decrease in tax rates even though our debt service millage would be constant. Make sense? So, what does that mean? Here's a hypothetical, but it's hypothetical that's based in solid math. We have three homes in our district. Let's say home A, home B, and home C. Home A, we're going to say, is the average valued $500,000 home. Home B uh in 2025 is a little bit more than that. And then home C is is a really nice, comfortable home in our district at $800,000. Home A undergoes a 5% change in value from 25 to 26 going from a half a million to 525. Home B experiences a 10% change exactly equal to the rest of the community. Remember our
122hypothetical 10% and that's about what I have forecasted for 26 anyway. So it's going to go to 715,000. And then home C, let's say really, you know, had a had a nice year and it went up by 15% to 920,000. Look how the tax bills change. The home that actually increases in value by 5%. Didn't increase in value at the same rate as the rest of the community, its tax bill will fall. And that blows people's minds. But that's how it works. When you're above the 20 mil floor and the tax rates are reducing, the home that goes up exactly the same as the rest of the community, 10%. Most people would probably say, "What's going to happen to your tax bill? It's going to go up 10%." No, 2.44%. I get it. That's still
123up, but it's not what most people think. And in a home that increases in value by 15%. Imagine adding 15% equity in your home in one year. The biggest investment most people have. Your tax bill wouldn't go up 15%. It would go up about 7.1%. So the concept of no additional mills when values are increasing in a lot of ways is no different than what our state legislators just did in cutting our income taxes. Well, what do you mean, Ryan? I'm going to explain it. If you have a taxable income in 2024 of $95,000 and in 2025 your taxable income goes to 102,000 and in 2026 it goes to 1075. Your income is increasing. It's increasing by 7.3% and then 5.39%. Our legislators just gave us a tax cut. Correct. you're going to pay more
124Ohio income tax even though the rate's lower because you made more money. I don't think anybody would think of that as a bad deal. You still pay less when you think about the alternative. But if you just went, well, year overyear, man, I went up 8.86%. And the year after that, I went up 4.68%. I don't think that's the right lens to me. The right lens is if the law hadn't changed then your taxes would have been even more. So the same scenario only if you look at your 2025 taxes, notice that line's the same as the previous one. uh 225682 245682 257188. But if the law hadn't changed, your tax bills would be higher so that you're actually saving what would have been but for the change in the law. So it's the same
125concept when you think about no additional millage. If the rate doesn't change on our bond mills, you are paying less than you otherwise would have if we added the 1.77 mills into the mix. Will your overall tax bill go up or down? It depends on your value and how it appreciates or depreciates compared to the district average. But here's what I know. No matter what your value is or what it becomes, you're paying less than you would have simply by fact that we're not adding 1.77 mills to your tax bill. >> So, I I appreciate um the comparison to what that could look like, you know, these these different things. I think people also need to keep in mind that there is no solution to all of this where we don't have to do anything,
126right? There are kids moving in and so we're either building schools or paying for trailers that cost a lot of money and eat down our operating costs which are going to force us to go back to the ballot sooner because we have to pay those costs. We can't just, you know, do something imaginary for the kids. So the the challenge to us as a board, to us as a district, is what can we do to make this the lowest impact possible on the community. So really the I mean there's probably more options, but the three biggest ones are just continue to use temporary measures that just eat up money, cost a ton of money, that we get no return on investment, and we're going to just kicking the can down line and in the meantime,
127our construction costs are going skyhigh, and we've got to pay those later. or we, you know, start collecting a whole bunch of mills to be able to do this. We collect the 1.77. We're going to pay it off faster, but you're going to pay more in the short term. >> Correct? >> Or we do something like this where we are keeping the rate steady. Now, you know, there are fluctuations in property values. All of this, it would affect you no matter what. If we had 1.77 mills on here where we pay it down quicker, those are going to go up if your property value goes up, too. That's right. Right. So there's none of these are a costfree option. We have to be realistic about what this looks like. This is the least impactful and
128it draws it out for a longer period of time. Yes, we are going to have to pay this $235 million. We can't just wave it away, but we are paying it at a rate that is steady and keeping it there and then we're stretching it out over a longer period of time so that you know we hear from senior citizens saying I can't afford more taxes added on to this. this is a way to address that. Now, again, I I appreciate that we you people have to decide for themselves what this looks like, but you have to decide it within the context of reality of the reality of the situation that we're dealing with. And they all cost money. >> That's right. The reality is we have 5,000 kids coming. They're in the pipeline over
129the next 7 to 10 years. Um your your point is is well made, Mr. Lester. doing nothing will actually be more expensive in the long run than what we're proposing. Is what we're proposing free? Nothing in life is free. But what we're trying to do is we're trying to say that of all the options available, this is the most viable and takes into consideration what we're hearing from our taxpayers, just like I think our state legislators did. you know, you make a flat tax to try to simply get to the point of, you know, easier understandability. Uh trying to keep the tax burden from from being too high. Uh but ultimately, everyone knows you're still going to be paying taxes. It it didn't go away. Um that's kind of the same position that we're in
130as we try to address and have the same highquality schools for all the new people that we're going to get as we did for everyone who's been here all along. So, if you're doing a victory lap with a state income tax rate cut, the same logic follows with what we've done with bond rates. And the two frameworks put side to side. You can't say, "Well, I'm happy about the state tax rate because it's going to save me income taxes, maybe." And then say, "Well, wait a minute. I know my bond because of the no new millage I'm still going to go up maybe. But the bottom line is when we continue to attack the rates, we can we can do the best we can in the context of we do have a service to provide.
131So if you really want to cut it, you can just scrap the whole system, but that's not what we're here for. We're here for giving kids an opportunity to maximize their learning. And um I think we're doing it for the least possible financial inputs pos uh within the context of what we're supposed to be doing. >> We have control in that equation. If you think about it, taxes are computed by taking a rate times a value. The part we can control, if you think about any school across the state of Ohio, is the rate. We're doing everything we can to control the rate. We're keeping it as low as we possibly can. That's right. And in a lot of ways, it's what the state of Ohio has has had to do. They got to have
132taxes in order to serve Ohio citizens. So, at the end of the day, um what House Bill 96 did was it addressed the rate, but it didn't, you know, completely make everyone's tax bill go away. That >> Yeah, >> that's right. >> I think to further dig in the weeds and then we're done here. If you look at what you pay for your bond millage, which means if you look for a per student what they're paying to go to physically be able to have the school there, um I think people will be surprised how low that number is. It's it's it's about a quarter of what you could pay to go for a bounce house for an hour. And my numbers when I'm doing our average price of a home at 08.85, 85 you're paying
133a couple dollars a day to in your bond millage property tax rate. >> Yeah. >> Price bounce house was recently, but I'll take your word for this. >> All right. >> So, if there are no more questions about that, then um the items on the agenda tonight for the treasur action items are the meeting meeting minutes, excuse me, from September 11th. Uh we have uh some donations. Julie Lather is here and I don't know um if he was able to make it. No. Yes. >> I don't think so. >> So, Julie has been working with me and Why can't I remember the gentleman's name? I feel terrible. >> Yeah, I did the same thing to you, didn't I? Okay. >> Um the Beck Foundation though uh provided an $8,000 uh donation for classroom supplies to
134Oak Creek. Um so, we're asking the board of education to accept that tonight. That'll come in very very handy for the Oak Creek students. Um, the Greater Columbus Surgery and Dental Implants donated $800, as you can see, uh, to Olangi Liberty Middle School. And then Sherk Orthodontics uh, t-shirts to Orange Middle School. The permanent uh, appropriation uh, resolution is there. That is the official budget for the uh, fiscal year 2526 school year. It has to be passed prior to October 1. And then finally, the second read in the approval of the completely finished and uh polished uh FY26 booster manual. Any questions for me? I did not have any public participation either. >> All right. Good. All right. Thank you, Mr. Jenkins. So, we will then move to the treasurer consent action items and we'll
135wait for you to get back and then if you want to present those uh those action items. >> Well done. Thank you. [Music] So board members tonight um I'm going to ask you to consider with one single uh motion and ultimate action item A approval of donations item B uh the board meeting minutes from September 11th item C uh the approval of the uh permanent appropriations for fiscal year 26 and then item D the second read and adoption of the booster uh uh support organization manual. Again, all of these I'm asking by one single motion uh and vote unless you'd like to pull any one item or items out separately to discuss. >> Would anyone like to pull any of these out separately? Hearing none, I'll entertain a motion to approve them as a single
136slate of consent action items. >> So moved. >> A second. >> Second. >> Any discussion? Right. Hearing none. Mr. Jenkins. >> Mr. Lester. >> Yes. >> Dr. Dabberco. >> Yes. >> Dr. Wallik. >> Yes. >> Miss Shriber. >> Yes. >> All right. Mr. Mr. Jenkins, the financial forecast item. >> So, the financial forecast is a standalone item. I'm looking for a motion and an approval of the financial forecast. >> So moved. >> Second. >> Any discussion? Right. Hearing none, Mr. Jenkins. >> Dr. Dabberco. >> Yes. >> Dr. Wallak. >> Yes. >> Miss Shriber, >> yes. >> Mr. Lester, >> yes. Uh, Mr. Meyer, the superintendent consent action items. >> Thank you, Mr. Lester. Uh, board members, I recommend approval of the following superintendent consent action items A through G. A. Specific human resource items administrative.
137B. Specific human resource items certified. C. Specific human resource item supplementals. D. Specific human resource items classified. E. Specific human resource items classified substitutes. F. Uh recommend to approve student clubs. G. Approve business and management items. 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 these separately? All right. Hearing none. May I entertain a motion to approve them as a single slate of consent action items? >> So moved. >> A second. >> Second. >> Any discussion? All right. Hearing none. Mr. Jenkins. >> Dr. Wallik. >> Yes. >> M. Shriber. >> Yes. >> Mr. Lester. >> Yes. >> Dr. Dero. >> Yes. >> All right. I will now entertain a motion to adjurnn. >> So moved.
138>> Second. >> Any discussion? All right. >> Happy birthday, Terry. >> Great birthday. >> Thank you. and M. Shriber. >> Yes. >> Mr. Lester, >> yes. >> Dr. Dabberco, >> yes. Dr. Wallik, >> yes. >> All right, we are ajourned.