001recording >> call to order. >> Mr. Bennington >> here. >> Mr. Anderson >> here. >> Miss Minky. >> Miss Lmer >> here. >> Miss Roland Miller >> here. Stand 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. >> Sorry, guys. >> We have some guests with us today. I'd like to just remind us of some of the safety um things that are in the building and how to get out. Uh we do have exits here and behind us. There is an AED right out the hallway up on the wall if that's needed and we need the for emergency 140 East Indiana Avenue. Um like to adopt the proposed agenda. There was the addition in 5.1
002that we need to consider based on some timing issues. >> So moveton Mr. Sorry, I was trying to figure out what else to use. Um, we can do roll call, please. >> Roll call, please. Mr. >> Yes, >> Mr. Anderson. >> Yes, Miss Lmer. >> Sure. >> Miss Roland Miller. >> Yes. Um, now before we move into 3.1, I think take some time to step back and celebrate a little bit. Um it's just a relief to have yesterday behind us and have approval from the voters that so many people I really thank for the volunteers who really did stand up and walk around and talk to people over the last couple months. Dr. Thank you for all your work as well as the staff's work to get out the correct information about just really thankful
003that the community shuc I don't know anything else but really >> I mean really really grateful everyone and as I said to some people for the first time since I've been on the board Um we won't be talking about we have um today we had to make a change in the agendas formed based on some availability of staff and so we've switched some things around to do the normal envir and I will turn it over to Mrs. Price. We're going to give you a preliminary enrollment update. This is kind of our October. This is our how we're doing, what we're doing, who's growing, where we're growing, kind of an interesting look. We continuously look at so it's not a stag number. So, Mrs. Price has a great presentation for us this morning. I'll turn it
004over to her. >> Um, first I want a special thanks to Kathy Kilman, our EMIS director, and then also Rachel Zicker. They put some work into updating this. So, we first did this presentation, I believe, in 2022. And so, this is kind of an update of information about how enrollment works, all the different enrollment numbers that are out there, and what they mean. Um, and kind of we updated the numbers then to 2025 levels with where we are now. So, unpacking enrollment. This is the updated 2025 version. So, enrollment sounds like a simple question, but we want to take this time to share really how different entities count student enrollment to shed some light on why numbers are different. I know there was a lot of narrative during the the levy campaign about different enrollment
005numbers. And there are different numbers out there and they mean different things. So, this is a little example. We have Jackie and James Jacket. They've been here for a while. Well, they've been here since 2022. Um, but there students, let's say they're students at PG PJ, PHS, they spend their entire day at the high school. So, what you see is two full-time students, two full-time equivalent students who walk the halls from the first bell to the dismissal. However, when we report these students through EMIS, through the educational management system, the the Ohio Department of Education counts them a little differently. So, it does matter how and when you count. when comparing with other school districts, it's we have to use figures from the same report to ensure they're computed the same way. So, we use
006a monthly headcount report and we use September to September when kind of comparing year-toear. Um, that way you kind of have a full look back because enrollment does fluctuate. It's not a stagnant thing. And it also matters what you're using enrollment for. So, obviously, you know, we need a per pupil classroom teaching expenses. how many chairs, desks, you know, how many teachers do we need? Um, and then we also need those numbers for overall planning of of operations. So, Jackie Jacket, let's say she comes and enrolls in a new student as December, we get 50% of the FTE for her. And so, because she hasn't been here the whole year, it's adjusted for when she moves in when it's in terms of how OD counts a student. And then let's take James Jacket. So he's
007a student that enrolled at the start of the year. Let's say he takes one penta penta career satellite course taught at the high school and let's say he takes two CCP courses. The way that formula works is that he would count even though he's been here since the start of the year and he never leaves the high school. He would count as 58% for us as an FTE. And so looking at them again, we see two full-time students. They're in the high school all day. Why don't they count as full-time students? Well, there's a lot of different ways that um some for enrollment counts. And so, this is just kind of a sample of the different types of enrollment counts that are available and the different locations that you can source them or find them.
008And then we're going to go in the next slides and kind of show what they mean. So, we'll start with our average daily membership or ADM. And so, this is in the district profile in the cup report. So ADM is the full-time equivalent number of public school students who are in our district within the district boundaries or non-residents who are for whatever reason eligible to attend the district. Um which we do not have open enrollment. So that is is typically not um a very large number for us at all. Um the the thing where this might come into play is for example some students that may be under senior privilege. So, they move during their senior year, but they're permitted to stay under board policy to finish out their senior year. That's just one example.
009Um because again, we do not have open enrollment. Want to clarify that. Um this number includes so all of our students in K12, including our special needs and career teched students as well as students that we don't necessarily get funding for, but we're required to track. And so, the FTE of public schools is really extracted throughout most of the school year, but it's finalized at the end. and it's then uses the basis for that funding calculation. So right now we have 5,154.03 um and this is you know this kind of explains why you end up with a decimal point of a student um enrolled ADM as of October 14th. And so this is in the detailed school funding payment payment report. So you've probably seen the acronym SFPR and um basically there's kind of two
010payments we get Randy correct for this and so um this would be our second payment um in October. So we get two payments each month and each month it's based on a snapshot of that ADM. So the SFPR doesn't include our preschool and it also does not include about 290 students listed as 0%. And so our 0% students would be students for example such as that are on the John Peterson um special needs scholarship, the autism scholarship, full-time penta students, and you can see the numbers accordingly on here. Um students open enrolled out to other districts, full-time CCP students, and then our St. Rose students who basically we attend IEPs for because they are students identified with disabilities, but they're full-time at St. Rose. Go ahead. on John Peterson autism our special ed department still
011has to mod their >> so they >> we're not funed for those students but we're still responsibility for their Byron I think Byron handles that >> yes >> well really other than our open enroll to other school districts we have some touch with all of these kids even if they're full-time college credit they're going to graduate from high school. So there's still counselors, there's still other things. So I think it's that 290 they're listed at zero, but we do have responsibility. >> So what does this mean? So the the Ohio Department of Educational Workforce funds classrooms teaching with dollars delivered through the SFPR. They count that way because they they need to in order to accomplish those payments. Our headcount report tells us not only all the students who need to be educated in our
012classroom, but also those whose records we maintain, as well as students not in our classroom, but like to Randy and and Katie's point, students that we still are required to make sure that they're getting their services. And so we count that way in order to accomplish that task. So how many students never leave the high school on a typical school day, but are considered less than 100% of the time according to ODU's ADM? because they're either at Penta or they're taking Penta courses or CCP classes that are taught within our high school buildings. So, right now we have 265 students that are enrolled in one or more Penta satellite classes at the high school. So, they're in our high school all day, but they're less than 100% on Ohio Department of Education and Workforce counts.
013Um, but they never leave our building. We have about 200 well we have 221 students as of October um that are enrolled in CCP classes at the high school with our our teachers that are teaching those courses. In addition, none of the preschool students are included in that SFPR but they're obvious they're obviously in our classrooms at our preschool. So even when students aren't calculated in the state's ADM, there are many occasions where we still have to have seats and chairs and teachers for them. >> So if so the penta if a child is enrolled in one the teaching professionals >> they are not >> not counted as a full 100%. >> Yeah. It's an important distinction to why you want to do that because then we get their academics right. So we get we're
014academics and we have more control graduation rates they go for everything we lose control over you know that kind of thing. So it's students market but they do want to get that experience >> and you know one of the changes we made all the kindergarten free all those count we're charging tition only count even if they were full day kindergarten right so that's so that helped our our funding situation Can you just provide a couple other examples? I mean, are there core academic classes that are considered satellite classes? >> There's not core academic classes at the high school. Um, >> yeah. >> And then the CBI with Mattel. >> So, this slide you've seen in other presentations before. where we've updated it to add this year's kindergarten enrollment, but this is kind of that snowball
015effect. So, you can see the incoming kindergarten classes and at the different years and then what their current enrollment now and what grade they're in. So, this year our our kindergarten enrollment is 355. Last year at this time we were 346. So, you know, somewhat somewhat similar there. Um, but you can see in 2425 when we were at 346. Now, by the time these kids are in first grade this year, they're at 357. And that trend continues. If you look at 2013-14, there were 347 incoming kindergarten students. When that class graduated, there were 424. So you can see that that snowball effect repeats kind of year after year. We pick up students along the way along their educational career. So that class is is bigger by the time that they graduate. >> There's never a
016case when we don't do that. >> Every single situation's there's nobody that's holding steady. There wasn't a certain year where gosh when they came in in you know class in 1920 they didn't grow they class still grows. >> Um >> so this is a graph showing the initial kindergarten enrollment and then our current enrollment of those classes. You can see that trend tends to repeat itself um for the past several years. Um, so this is our September, this is our September headcount. So you can see back from 2016 till now and what that headcount is. So this is kind of the noses and seats. So currently we're at 5,645, but if you look back to 2016 where we were at 500 or 5,129, we've grown about 10% since 2016. So it's 516 students. So again,
017to put that in perspective, that's about the not quite the number of students at Fort Makes Elementary. Fort Makes is currently at 547. And so you can see this current year there is a dip. And if you look back on this slide too, you can see last year 5 5,817, this year 5,645. Um, so you can see this is kind of a graphically showing what our enrollment's done since 2016. Um, some other things that go into that that headcount are our other special services. So, again, these are students that aren't necessarily in our buildings all day like John Peterson or autism scholarship wood, but they are students who are required to basically ensure that they have IEPs written, they have evaluations done, and they have um they're getting this, you know, their services are are
018um being written so that they're receiving what they need to close those gaps. And so you can see the other services enrollment headc count over the years. Um obviously there has been an increase. 2021 we were at 106. We're up to 159. >> Where does homechool? >> So you'll we'll we'll see that in a different slide. So this does not include homeschool or penta. So the other services does not include that but it does include students who essentially we we are required to ensure that their their services are being written and um our special education department really does a great job of making sure all of that's managed um because essentially you know you're looking at this case load it's 100 over 150 kids so it's it's a lot of kids to manage >> J
019are JDC kids in that number >> JDC would be I believe in that number too so any court placed that are um >> and it's important to know because like Wood Lane and JDC who paid for that >> they're not in the district but we are we pay for those students >> I just I just saw I just saw the other day we had >> five kids in JC right right now $10,000 >> total total but for that that invoice over that period. >> So this next slide, >> this next slide is our homeschool numbers and you can seen how those have changed over the years. And so we're currently at 176. It's about 10 up from last year at this time, but you can see that trend um over the past, you know, a
020little over the past decade that there has been an increase in that. So back in 2016, we were at 69 And now we're at 176. >> And >> I was say we're required to essentially um ensure that there are intent to homeschool um declarations essentially made. Um we no longer with some of the homeschool ruling changes. Our curricular department no longer um reviews what someone might be doing for a homechool curriculum. Um, basically someone just has to tell us they are declaring their intent to homeschool and we send them a letter acknowledging that and then we document that accordingly. If someone doesn't, we do have to track them down. We have to do home visits. We have to send registered mail. We have to make sure we find those students and see where they are.
021So, um, Hannah and and Patty have done a great job of kind of coming up with a system. Um and then Chris Harper and I um kind of tag team to help to kind of track down any students that haven't submitted that intent to homeschool. So I'm happy to report we're down to one um one we are still looking for. So um but that's 176 kids to to ensure that you're finding and making sure you know where they are and that their um intent to homeschool has been completed. >> Those kids if they want to participate extracurriculars in the district, >> yes, they're they're able to included number >> the number was the one that necessarily >> the home school I do not believe counts in that in that total >> one time at one
022time well before recent changes remember they look at your ADM how many students lived in the district >> right Right? 7,000 students and a thousand went out. Dollars came into the district and dollars went out with those students. Right? So we get let's say Harrisburg got $1,500 for students and then $6,500 would go out. So negative open enrollment out essentially when they change the fair school funding formula. You get you get fun for students in your buildings, not the ones who have left. And that goes directly. So, you know, the students open road to Eastwood, the money doesn't pass through us anymore, goes directly to Eastwood. So, they're not counted as in our residential numbers anymore. So, we're just counting students who are that we should be educated. >> And then these are the uh
023appent career center numbers. So, you can see that we're up there as well. also 145 students. Um there's been some fluctuation over the years, but back in 2016, we're at 108. >> You know, it strikes me though is our student population growth is that's not really any change over the last five or six years. >> What does it look like if you're looking at breaken? >> I'd have to pull that up. Um your your your juniors and seniors obviously are are there's much more. That's the bulk of them. There's there's I don't believe any freshmen. There's a few students in the sophomore exploratory program, but that's not a super high number. So, the majority is our junior and seniors of that number. Um, and then these are ed choice vouchers. So, you can see that
024that has been a significant increase um basically kind of with the timing for universal vouchers. So, back in 2018, we had 13 um students receiving vouchers to attend private schools, and currently we're at 531. Um, but you can see it's not we're not up significantly from the the previous um fiscal year at Choice Voucher. So, last year we're at 519. Um, we're working to kind of parse this out. um it's a little hard to track kind of where where they're all going because all the payments go essentially directly to the families and the the schools of those students. It used to in the old system we would see what I go into SFP report and I can see exactly what schools get what we don't get that visibility anymore >> and I think we are
025fairly confident that does not reflect a change in the number of students leaving the number of >> that's what I want to make sure I understood 614 it's not >> available every private school student qualifies for about the number of kids we have. >> That's when the state changed the guidelines that opened up vouchers to more. >> You can tell the year exactly that happened. >> Going with students that were already >> and you can there's a report available to us pay with Kathy that shows of those 531 students how much are essentially economic disadvantage high income and it's almost for us all high income. I mean, and that's a that's a statewide trend, >> right? >> There's a report available that shows exactly the breakdown by um um ethnicity and um and then income.
026So, we have an idea who's leaving and you know, >> these payments are going to families and not to school. >> They go to number of families everybody get something >> well vouchers increased every year so vouchers have they since the inception they kept the number of availability and the rules for them. So initially charters right so they might be charged could be to the school of the arts could be right could be some of that and then there were more available and so that that dial who was eligible every year also and the number of them are >> this is separate >> so enrollment trends Um we're continuing like Dr. Anstat mentioned at the start to study student population growth over time, the impact um again such as issues like we were just talking
027about the ventures, homeschooling trend or vouchers, homeschooling trends, really looking at how this involves long-term growth there. Uh we kind of saw that recent fluctuation. Um we are trying to look at if we can pinpoint what are the causes. I would caution trying to determine any trends based on one year of data at this point. Um, but we're really working to update our strategic plan regularly and we'll we'll keep looking at this. We'll keep analyzing this and continue to really report these findings to the board and the community. >> So, we yes, we do look at that and what we've what we found and Randy and Katie um you can correct me if I'm wrong, but they use um like the Wood County birth rates, but that's not necessarily what what happens in terms of
028the growth in Parisburg. So we have a lot of people in Parisburg that when they start school in Parisburg, they weren't necessarily born in Wood County. So we have, you know, a lot of students that are here, their families are here, but they weren't counted in the birth rates because they weren't here when they were born. >> Census block is not has not worked. Chris has done a lot of work for us on that. when we're doing the um facility planning and and the trends Chris was really involved in on that the birth rate data is not helpful and in fact you look at our birth rate data we would assume we have a decrease in not >> I believe we're the only area in county that's actually increases >> well even if you just
029look at that snowball slide. >> Yeah. >> You know, you look at when they start kindergarten and then how many kids we pick up along the way. People are coming here after their kids start school. So, >> could you go back to the slide? I think it was 10. >> I don't know what the numbers are. Which >> 16? >> I I don't have the numbers on here. So, >> there we go. >> Oh, here. Yeah. Yeah. >> So, I think one of the things when you talk about not just looking because I do think there is conversation in our community about our enrollments down this year, >> but if you look, the last time we had a dip in enrollment was the last time we had financial levy challenges. >> Um, in 2019 is
030when things got very tight and tense and people kind of held off. I mean, again, I think there's a lot of reasons that that dip is there, but I would expect with the passage of the levy that people will have confidence in our community again. I think they're celebrating right along with everyone else today. So, >> and we >> we did have a large graduating class last year, too. It's about 40 45 kids larger than an average class. So, I mean, you just like I said, I would think we got to keep an eye on it. But >> what's the net on incoming incoming students first graduating class? >> Um we're it's not we're still we still lost more than we gained because we're about 10 up from where we were in kindergarten last year
031and so maybe like 30 might be a 30 net difference. 30 down. >> Okay. Yeah. >> Yeah. But of your but of your drop there right 30 out of >> 200. Yeah. Yeah. That's what I'm saying. >> 15 15% by graduating class versus in class. >> Last year's class was around 450. It >> was a 462 maybe. >> Yeah, I have to look up. >> 355. >> I mean, I realize that's >> Yeah, they're always smaller. So, yeah. So, it's >> But I think we we do we have to keep an eye on it, right? We have to keep an eye on it and look at it. It's just caution not to look at a trend yet with it being >> you'd expect questions would be what's going on what's going on and really none
032of those are question that moved the baseline up and resetting to baseline forward. >> If I look at that, I read financial challenges 2019 co back up for two years of growth because otherwise you could draw a straight line from the one bump to the next. Yeah, that's the question. >> The other thing >> um the other thing I'll point out, we talked about this at student services meeting is that there is this again is anecdotal and we don't have all details on it but there was a significant drop in our number of ELLL students, English language learner students. Um, and there is a sense that with some of the immigration policies that some of those families may no longer live here that um that there may be some choices that are being made there
033because it was a almost 30% 35% drop in our number of English language. So that can also you know some of that I think it's about things that probably make up that dip. Um the other thing I just want to so the trends I think of this are interesting. I think the other thing that um comes out is for me is once again the the number of requirements that we have. I'm going to call them state mandates because we like to use that language that we have that cost us administrative time, staff time, counselor time um that we're not funed for. I mean whether it's uh you know some of the pent students that are in our buildings that we're responsible for while we're there but we're not being funded for them. Um all of
034the tracking we have to do students that are not actually in our buildings. Um again we're happy to serve all of our students but it would be nice if we were funded for that work as well. So that's I didn't realize how many different spots you could say that this presentation. So stay tuned. We will, like I said, kind of keep Yep. keep looking at it and keep keep track of it. But I do think it's just important to clarify. There are there are different numbers out there, but there's a reason why those numbers different numbers are out there and they're used for different things. So it's not um no one's trying to like it is and it is confusing. It is those formulas used are confusing and there's a lot of information out there.
035Um, but there's there's a reason why some of those numbers look different. So good things from a facility standpoint. >> Yes. >> Yeah. We one example Chris is >> we use the the monthly enrollment report in in the spring basically starting in February Mr. Christie and I we do a projected enrollment where we roll that up to the next year and we use that to figure out how many teachers we'll need for how many sections or how many sections of a grade level that we'll need. So that's you know one way we use it. James with operations we use it to figure out do we need more furniture? Do we have to move furniture from one building to another building? You know all of those ways. transportation, you know, how many routes are we going
036to need? So, that's one of the ways we we use more of the for operational aspects and and staffing aspects, more of the noses and seats >> report for that piece of it. But the the funding piece of it is where Randy uses more of the other numbers >> you don't want to conflate the two because the wrong number, right? I think that's helping the community understand, okay, you use this number for these types of things, this number for these types of things, >> and it can kind of demystify all the different numbers out there. >> Well, >> because they have different focuses. >> Yeah. And I can see why people get confused and say, you you're saying you have a lot more students, but we pull up this report and you're only it only
037looks like you have this many students. You're only funded. Well, we only funded for that many students, but there are actually this many students. Um, and but we serve them in different ways, too. the methodology ends up being important, you know, trying to compare apples and apples with counts done the same same way, right? Like if I do a generate report, I'm going to use a cup report. I may not like the way it does it, but it's it's been consistent >> over years. >> Yeah. So from trend standpoint and and plus like when we talk about our cost per student it's based on our funded enrollment not backs >> enrollment comes important also and I have to every year find file financial disclosures because we're a bond issue and enrollment is one of that
038pieces I have to reject our enrollment literally have by grade and um what I did this year looking at the big change from last year this year it wasn't obviously a big graduating class but it was then just a little bit for all grades so it wasn't like you know one single layer you know you know, all those other things away. >> Um, we've moved into 4.1 for discussion topics like one another aware of today. We have a lot of things coming up. So, we do have special meeting scheduled for next Thursday at 5:45 as we know it. on the other side. Uh and we are I'm just going to put out there for we will need um probably another special meeting between our regular meeting this month and the work session in order to
039meet with the firms that we select so that we can keep based on their timelines. So um when we kind of get everything We'll be sending out a couple ideas probably on a Monday, but we'll see what works for everybody. Um, other topics orbody cheat through through the app or the app or and you can get the app and I highly recommend having the app if you don't have it. Um, but you can start jotting down what sessions you want. And for us oldtimes get used to it Sunday afternoon. >> Good sessions right away. Right off the >> Yeah, really good session. >> Yeah, there's some really good stuff available. I'm a little busy. So, I looked at it totally, but I would really encourage you guys to I think three of us are >>
040I don't know I don't know what you're doing on Sunday. >> We'll reach out to >> Yeah, we'll reach out to we reserved five slots two not not going. So we'll see if they're able to attend. If not James um wants to attend him registered down there and As soon as we have them finalized, I will send an email with your hotel confirmation information and a couple of reminders. just not fully yet unless there's something else. 5.1. We do have one business item that we need to address. Motion to approve unpaid >> seconderson or discussion I'm sorry. >> Yeah. That's the requirement. >> Mr. Dur call, please. >> Uh, Mr. Anderson, >> yes. >> Mr. Ben, >> yes. Missy, >> yes. >> Miss Lar, >> yes. Any other business? No objections. I'll meet