001like to call to order this uh regular board meeting September 22nd, 2025. Um, Mr. Dur, roll call, please. >> Mr. Bennington, >> here. >> Mr. Anderson, >> here. >> Miss Minky. >> Miss Lmer, >> here. >> Miss Roland Miller, >> here. Uh, let us all stand to say the pledge of allegiance together. I pledge allegiance 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 want to welcome everyone to the meeting this evening. Uh, thank you for coming and I also want to offer a safety briefing because we certainly want everyone to feel safe and to be safe while they're here. Uh, please note that there are exits on both the east and west sides
002of this room in the cafeteria. In case of emergency, there is an AED located right outside the doors that's hanging on the wall. And in case emergency personnel are needed to be called, you are located at 140 East Indiana Avenue. Before us is our agenda as proposed. Um I would take a motion to adopt the agenda. >> So moved. >> Second. >> Mr. Bennington. Miss Larur. Mr. Dur. Roll call, please. >> Mr. Bennington. >> Yes. >> Miss Larur. >> Yes. >> Mr. Anderson. >> Yes. >> Miss Roland Miller. >> Yes. And with that, we will move um into our agenda. And number three, superintendence report. I'd like to we've kind of welcomed you to a work session, but we'll welcome you to your first first official regular board meeting. Um, and I'd like to turn
003it over to you, Dr. Anstead. >> Why, thank you very much. Good evening, everyone. It's good to be here. It's good to be back here. Never in this seat exactly before, but still back here. It's so great to be here. It's good to see familiar faces in the crowd tonight. I start every board meeting with just reminding us of why we're here. Our mission is ensuring all students achieve their greatest potential. Our vision where passion drives exemplary education. We like to remember that we are preparing future ready jackets who are thoughtful problem solvers, purposeful communicators, respectful collaborators, persistent innovators, lifelong learners, and empathetic citizens. Our core values, we value students as individuals. We inspire students to discover their passion. We challenge our students and ourselves. We provide a safe and inclusive environment. We manage resources
004efficiently. We enrich our community. And we are trailblazers. In July, the board of education met to discuss what their purpose was and what their responsibilities are. The board's purpose. The board of education represents the community's values and aspirations for public education in order to build a solid foundation of lifelong learning for every student by establishing the school's district vision and mission, setting strategic objectives for student achievement and ensuring necessary resources are available. The sport the board's responsibilities are planning for the future, clarifying the strategic direction and priorities of the district, engaging the community, listening and learning while informing, monitoring student achievement by identifying key metrics, providing and stewarding achieve strategic goals within available funds and resources. Hiring, supporting, supervising a superintendent and treasurer. Advising, setting goals, and evaluating. setting policy, defining expectations and parameters, and
005educating the community to advocate for public education. This evening, I would like to start by celebrating the overall rating on the 2025 report card. Uh, Mr. Sports Miller, Mr. Sarns are going to come up in just a minute um after my report and they're going to go into a little more depth, but I think it definitely merits a pause. Uh, five out of five stars on the state report card. One of 47 districts statewide to earn an overall five-star rating. Last year there were 68. This year only 47. We are in the top 25 in all of Ohio for overall points earned and ranking 25th out of 607 districts in I'm sure Mr. Schwarz Miller and Mr. Sarns will tell you that's an improvement. The highest performing performance index this decade at 103.5. We're ranking
00637 out of 607 schools, five stars in gap closing. Again, reflecting continued progress in meeting the needs of all students and our progress and student growth measure among the best in the state of Ohio. The state indicates significant evidence that the district exceeded growth expectations by a larger magnitude. We ranked sixth out of 607 districts. And I've asked Mr. Schwarz Miller this evening to spike the ball a little. I think we deserve that. You deserve that. These beauties are some just a collection that uh Rachel Zicker has been putting together of our first day of school pictures. Aren't they gorgeous? Uh they'll be on the website if you want to look to see if maybe someone you know is in there. Uh we took a bus tour this year for new employees. Uh no new
007positions there. Just to point out, Mr. Mapus is not new, but he did ride the bus. um making sure you know what he knows all the routes. He knows how to get around. So, he's the guy you want on your bus. Mr. Mapus, did you drive the bus? >> I did drive. >> Okay. I figured you might have. There you go. Mr. Mapas drove the bus as well. Uh reminding all of you pep rallies that bring jacket spirit to all of our elementary schools with our cheerleaders and football players. And this year's PHS marching band performed at TOE as a part of their rotating tradition. A huge thanks to Abundant Life of Parisburg uh and Directions Credit Union, Credit Union and Neighborhood Bridges Parisburg for their generosity in contributing school supplies. Shout out to Mrs.
008Boros. Some of you may have seen this in our social media. If you go to my office, you'll see this gigantic poster on the wall. So, I have great big pictures of kids on my wall, but I also wanted to represent our staff. And so, I just love this picture so much. It just represents what being on top of the world is. And Mrs. Boros, a longtime uh compassionate science teacher who just boy, if anybody exemplifies lifelong learning, I think it's Mrs. Boros. Parisburg High School, once again named among the best high schools in US News. Lexi Pets, class of 21, is studying engineering at Cincinnati. And she also got to be a feature twirler when uh Taylor Swift and Jason or Travis Kelce were there. Probably not Jason, Travis. Our PHS job connection students
009gave school supply donations from the Perryburg Heights Community Center to the Toledo Public Schools. So, Jacket's giving back there. Chuck Jacob, man, I'm going to tell you what, I'm not reading all of that clearly, but this guy is earning accolades all over the state. We're so proud of you, Chuck. Thank you for all the many accolades that you've won and for how you represent not only Parisburg, but our students and what a great role model and example that you set for our athletes. Parisburg Auto Mall made a $50,000 commitment. Uh we are thrilled to announce that Prairies uh Parisburg Auto Mall partnership jacket moments that matter. I hope that uh you'll continue to share those with us. Uh yes, that's me. I don't know exactly what I was saying there. I think it was how
010many minutes of patience I have when threading a needle or something. I'm not really sure. But I was talking to the class there, Mr. Kitson's class about the superintendency and giving them some information on that. And we are doing a podcast with Mr. Kitson's students. Uh we'll be recording our second one this week. We'll be traveling over to Hall Prairie to talk to students about the prairie over there. Uh and just continue to share those stories with us. Uh she's in the crowd tonight. Miss Mary Beth Connor. Um she Yeah. Yeah. You're in the crowd. Sorry about that. Yeah. I got to have You're in the crowd because I was in the crowd. So, I got to walk over last week. Um, Miss Connor's class already filled their incentive jar and so they got to
011walk to O Dear Diner for some ice cream and a sweet reward for their jacket way behavior. We're so proud of that class. That's really fast to get that jar filled. My goodness. And then I think probably most of you have seen this sweet class of 1950 graduate Betty um there with her clarinet. Uh if you haven't seen that picture, they're just she was just so excited to be there. It was such a great night for jacket football and for our alumni band. Julie Gerkin's second grade class at Toth showed their jacket spirit with Buzz coloring sheets for the football team. They did a great job and coach Connor said it was awesome. Uh I haven't seen this yet, but I will make it a point to go. Uh the Greenwing at HPI celebrates students
012birthdays every month. Band director Jason Jordan leads everyone in the singing If I Had a Million Dollars, but he's fed the lyrics and he changes the song along the way to match whatever the kids are telling them. So, it's like improv on on the spot. So, I'm definitely going to tune in to Mr. Jordan. Uh I will be busy this week after tonight. I've got something going on every night so or every day. So tonight, obviously, we are here to talk about many things, many celebrations, and also some more serious matters. Tomorrow night from 6:00 to 7:00, I'll be at Sidelines. Come over and have a Coke with me. I'm going to talk about the levy and also give you some facts or answer your questions. I will be at Mattiey's. If you're not an
013evening person and you want to have coffee, I'll be at Mattie and Bella's in the morning at 7 a.m. the next morning. So, I'm here 12 hours later. Uh probably need that coffee by the next morning. I'll be at the way library on Thursday and we're going to try a Facebook live event on Friday as well as I'll be at the football game and I think I told the staff this morning you can always find me kind of in front of the hack that's kind of where I there or I'm in the end zone somewhere there. So come and see me and that's my report for now. I'm going to spill right into uh something that uh we've been talking about since I arrived and I'm sure it was talked about long before I was
014arrived as well. Uh we the district uh a few months ago as a part of a reporting system put together a uh what was called the school district reporting system and it was set up for a specific purpose. It was meant to be a I think I think all good intentions the a transparent way for someone to report uh incidents that might have happened. Uh almost immediately uh when I arrived I kind of questioned a little bit of this because it's again it's not something I'm used to. I find it to be although maybe transparent for some I find it to be rather dangerous. Um when we submit in this manner we create a public record and the very people that are reporting are want to report confidentially and I know that often times we
015hear calls for transparency transparency. We need more transparency but when someone's being harmed they might want to report confidentially. Gratefully, Ohio and the safe school and the um safe Ohio school tip line is a free safety resource that's available to all Ohio schools. Doesn't cost anything. It's anonymous. It's anonymous reporting system that you can call, you can text, there's a web app, there's a mobile app, anyone can download the safer Ohio school tip line and use the web form that comes directly to several of us in the district to report immediately. and we have accountability to Ohio to immediately to respond that we've responded to that tip. So it's although it's not maybe as transparent, I think the people that are reporting there for bullying incidents for maybe students that you see that are withdrawing
016and you're worried about them um verbal and written threats observed towards students, faculty or schools for hazing for weapons, suspicious devices on or near school grounds, gang related activities, unusual suspicious behavior, self harm or suicidal sentiments and other school related concerns. This is a very transparent way for the state to hold us accountable to make sure that we're following up on tips like this. I will say to you that on a couple of those instances, if you see suspic spec suspicious behavior, um I would call 911 as well. So, but if there's a better if there's feedback that you'd like to give, I just think that the purpose for which it was put up is not the purpose for which it's being used. we're getting a lot of reporting that is completely unrelated to that
017purpose and we have other ways to handle that. We have a chain of command, we have other we have email, we have a hundred other ways to do that or if it's really a safety issue and someone wants to remain confidential, they can do it through the safer schools tip line. So, I just wanted to bring that up >> and just I think this is a topic that yes, definitely predates you Dr. Anstead of how to handle um you know we want to we want to know but the Ohio Safe Line which is certainly one of the options we have listed and advertised uh to especially to students to report um was kind of like the third option. You know tell a trusted adult, tell a teacher, tell a parent, tell um someone from your
018faith community, a leader in your faith community to help you. Um, but the number two is needs to be the the Ohio Safe Line. And so we are going to be looking to um cease the use of the AT reports, the reports at and that voicemail system. Um, we have not received anything related to actual sexual misconduct or significant misconduct since we got the results in on uh the two educators that we uh kind of were addressing at that time. So, at this time, I mean, we literally have gotten attendance calls on that line. we've um and things I I would uh I think one of the things we've talked a lot about is um how do we really point people more towards an appropriate chain of command for concerns that they have um you
019know a lot of things start at the teacher and then go to the principal what happens from the principal and that's available online but we also are going to be working on trying to roll out uh clear communication around really how to there are real concerns being shared through those ways, but they're not actually the most efficient way to get those addressed. And so, we're going to be changing around a lot of that. >> And we won't just change, we'll communicate this in school newsletters, via our social media. We'll make sure that everybody knows. There'll be a very prominent place on the website so that someone can easily see where to do any kind of reporting. >> So, I guess I want to make sure because we've been talking about this for literally months if
020there's any questions or um concerns folks have. We we made those changes on the web page, right? That >> Yes. >> what you just said. Okay. And just so people understand the the the safer Now you got me doing it. >> The safer Ohio school tip line has always been available. >> It's always been there. It's I mean it's been there for what 20 years? >> A long time. >> It's it's nothing new. The thing that was new was our >> our internal reporting line which kind of went sideways a little bit. >> It was but it was it was valuable especially in the beginning. It was valuable. >> Um but it brought up what we brought up in in our conversations too was that we're very concerned about the anonymity of it >> which
021seemed very counterintuitive to the point of having a reporting line. So just so that people understand that safer Ohio has always been available. >> Yes. >> All right. Any other comments or questions? >> No. >> Yeah. I've been I've been a proponent of using the safer house school line for a couple months now after seeing how the internal report >> reporting system was being used. So So this is a good decision. It's going to provide an actually an extra layer of protection for our students for those who are reporting. So this is a case where less is actually going to be more. Okay. >> All right. Thank you. Um and we'll move then Dr. Anstead if you want to introduce >> I would love to. Mr. Schwarz Miller and Mr. Sarns are going to join
022us this evening to talk about the Parisburg schools state report card. Good evening. >> Good evening. >> Uh it's a great honor for Joe and I to be here and share um some of our report card results. I think this is um the eighth time that I've been able to share report card results with you. Um and I think this year, even more so than previous years, there's many, many things to highlight. And what we're going to highlight and what we have the priv privilege of sharing is a reflection of the hard work of our teachers and building leaders and all the professional staff in our buildings as well as the great accomplishments for our students. And so if you go on the Ohio uh Department of Ed and Workforce website and look up state
023report card, this dashboard pops up. Uh what I can share with you is this dashboard looks a lot different than previous years. In previous years, we have had five components to our report card. This year, a sixth component has been added uh with a very long title that I'll get into shortly. Um, but it has changed and I can tell you the focus of tonight is sort of an overview of district data. Uh, I might share what the building data is but not go further into it. Um, this is what we would call a glossy overview of our report card. And so we get an overall rating. And if you look at our six components, you will see there a waiting of our six components, a an award of points, and then weighted points. And
024so at the end of the day, our overall total score 4.375. Um, and then if you look at the overall rating scale, that would indicate that we are a fivecale district. So what does that mean? Um we have 47 school districts across the state that were ordered were awarded or earned a five-star. Parisburg exempted village schools uh rated 25th overall in the state. Uh in context, last year we were 30th overall and so this year we're 25th overall. If you look back over the course of the last three years, uh 87 school districts or about 14.3% have earned a five-star at one time, but 39 in total earned a five-star every year for the past three years. And we're lucky enough to be in that grouping. Um so looking at last year, um everybody has
025a yeah but friend. and we'll say, "Hey, I got we got a fivestar." And that person says, "Yeah, but you didn't get a five star in every component." So, in response to the yeah, but friend, because we all have that person, uh, last year, 18 districts across the state, 18 out of the 68 had five stars in everything. 18. That is like one out of every four over that 27.7% of every district that got a five-star last year was five across the board. This year that magic number is zero. Not a single district in the state of Ohio got fives across the board. Not one. And so what I wanted to do then is dig even deeper because similar to a great grade report card, not all classes are the same. In some classes, it's
026easier to get an A or a B or C or high score. Others are more of a challenge. And so, Katie, can you back up just one? Um, if you look, this is overtime and there is a typo there. In 2024, there were 68, not 65. Um, some of the easier components to get for this group, and I'm again, I'm just looking at the five stars are achievement, gap closing, and graduation. They're above 90%. So about above 90% of the time our five school district five star districts achieve in those three components. Now if you look at progress it's less than two out of every three of our high-erforming districts. It is a harder component to get. As a matter of fact, one of the fivear districts this year got a two in progress. If
027you look at early literacy, 40% 40.4 got a a a five. And this is just out of looking at these 47 five-star districts. So, they're not all easy gets. And the next slide will show you our new addition. Our new addition, um, again, college, career, workforce, and military readiness. um one out of every five districts basically got a five star in that. So I just like to highlight that because it's not all um they're not all the same. We need to look at them differently in terms of building ratings. Um every building we have basically three troughs in our district. The high school is rated on five components. You'll see to the to the right hand column. um the HPI and the junior high are only only rated on three components and then our elementaryaries
028on the lefthand column you'll see the four components. So it's hard to evaluate school to school to school because the calculation is different depending on the makeup and what components apply to that particular school. That being said, here's a look at our overall ratings across our seven buildings in Parisburg. The achievement component. The achievement component has been the most consistent over time for us, which is why we gravitate to us. We're most familiar with it. If you uh we had 8,467 possible test scores in Parisburg last year and what the performance index score really does is weight performance and we get this magical number called a performance index for this year it's 1035. Now what does that mean? To get our percentage to evaluate what star rating we get, what the state does is takes
029the top 5% the average of the top 5% and that is the ceiling and then we're divided into that top 5% to get a 94.3%. Our bars look pretty good over the last three years. You see we have gone up each of the last three couple years from 03 to 04 I'm sorry from 23 to 24 and then 24 to 25. So we took a look back and and and looked at how um typical is it to improve from one year to the next. So it's not a sure thing. Basically, less than a third of all school districts improved both years in their PI score. And every improvement in that PI score is a big thing. Here's a look at our building achievement scores. The progress component um takes a look at our value added
030scores. Essentially, it measures are students learning more or less than what they're expected to learn. So, basically what you see now is this nice little heat lamp. Um, it color codes in the various areas where students are growing and what that looks like. The unfortunate thing for progress is we can't look under the hood, so to speak, until next month. Next month, midocctober every year, we're able to look at teacher and student data. Right now, we just have the school over rate overall. But we can tell you that right now we're at plus 23.76. What does that mean? Right? Uh we went from 15.08 a couple years ago up to 20.74 and up to our current score. It means we're going up. In 23 2023, we're 11th in the state. Last year, we're 10th in
031the state. This year, we're sixth in the state. That means when kids are coming in our classrooms, we are seeing significantly above expectations year's growth. That's positive. I put this here just to show that the the rubric for school buildings is different than the school overall school district rubric. Um the effect size is plus.2. In districts it's plus one. That's just so when you look at the data and say, "Hey, that doesn't look right." It's because they have a different sort of guidelines. Here's a look at our building progress components. gap closing. Uh this looks at the educational gaps for student subgroups. And we got 53 out of a possible 67 points. So what does that mean? Over 60% earns you a fivestar, but our dashboard looks like this. Um, this shows you where we
032earned points and where we didn't. Uh, I find this to be the most convoluted or one of the most convoluted components because of the next slide. There are 49 different possible point scenarios. And by that I mean you you go back to that slide. 70 one district 74 Columbus City can earn up to 74 points for that gap closing score all the way down to 16 which by the way is Putin Bay district right we're at 67 and so to look closer at that 67 there there are 12 other districts with us 13 in total the next slide will show you where we are within our 13 in that 67 possible points Now the state um gives you your most your 20 most com similar districts um to you and we have a dashboard within
033the secure data center that will sort of highlight where you are with that similar 20. And so you'll see here that we are fourth fourth highest compared to our most similar 20 school districts. I highlight this because I just and I know um Mrs. Harper's going to do the same thing a little later. Um chronic absenteeism basically impacts one out of every four kids across the state on average. This is where we are compared to our similar 20. This is when you want to be on the right side, second lowest. And that's a reflection of course of our our homes and our families, but it's also a reflection of all the great things going on by our professionals making students feel included or having those meetings and making school a safe place for our students.
034Here's a look at our our school ratings. So the early literacy component is uh you want to get into a technical document that boggles your mind, go ahead and look at this one. um because there are many many components to go into this and um we're still trying to figure out exactly all of the students that are figured into this. So go to the next one. So basically what it does is it takes a look at six different components uh or six different scores. four of the six are based on grade three. Um, and then the other two are based on a kindergarten or going the the improvement going from kindergarten to first and improvement going from first to second. So we take a look at these and um when you look at the percentages
035the weights 40% 35% 25%. The interesting thing here is is that we ended up at 75.3 which is very close to the high end of the three stars. Last year we were four stars. So we started taking a look at this and okay what what is the factor here? So go to the next one. So if you look at this, there are different ways that you can weight this. So 40 40 35 25, you only have to count the improving K3 literacy, that 25% if more than 10% of your kindergarten students are not on track for reading. How is that where where does that number come from? That comes from having to test our kindergarten students, our 5-year-olds, in the first 20 days of instruction by giving them a test. Welcome to kindergarten. So, we
036take a look at that and our rating and and but if you don't, then it flips to 40 and 60%. Promoted to fourth grade. The state changed how they do that. Parents can now request for their child not to be retained. So in effect 100% of your kids are going to go on to fourth grade. Proficy in third grade reading is based on a subcore in the OST that the children take in third grade. And then the improving K literacy is based on their improvement going from our benchmark assessment in grade in kindergarten to their benchmark assessment in the following grade. So all this to say what we dropped down to three stars. The state changed the calculation last year. We counted students who are on what are called rimps, reading improvement monitoring plans. It
037was based on students who are below the 25th percentile based on our benchmark assessment. This year or last year it was changed because we're a year behind. Last year it was changed to the below 40th percentile. So if you start taking a look at those subgroups and as they went through this we've changed how many students are now qualifying for rimps. So that explains part of it. Um the other part of it is just looking at our student population and where we're going with that. So um overall we had a new curriculum that we were implementing and there anytime you implement a brand new curriculum there is a sense that there may be a slight dip in what you're doing until our teachers and the students understand the expectations behind that curriculum. It's a change.
038It's a change and the focus certainly changed on what we were looking at and what we were teaching with our students. So overall, three stars, yes. Are we do can we do better? Of course we can. And will we do better? Yes, we will. So if you take a look at there, there's our our ratings for the three uh or the four elementaryaries and where they ended up. And then we'll go to the graduation component. So, graduation is um really not something we've done an incredible deep dive in the past because it's one of those components we've typically gotten um and but I can share um if you look at um go ahead and click our dashboard we're about 98.1% and what does that mean? Well, if you look back over the past four years,
039another click, our percentage has improved every year. I mean, that that's what we want to see. Um, the next uh component is the new one. Um, and it is new for everyone. Um, if you click the next one, we got an 80.3%. Um and basically what this uh component does, it looks at the percent or the number of those that have demonstrated post-secary readiness. Um students have to demonstrate this. There's 11 different ways they can demonstrate this. That's why the hood is a little bit the engine's a little bit more complicated because you got to pick it apart. But if you look at us over time, this is our percentage from 22 to 23 to 24 to 25. We are consistently improving in this score. It wasn't rated, but every year we get the percentage
040and we get the calculation and this has been the last four years. So where are we at next to our similar 20? We are completely to the left side. People that look like us, feel like us in the same community, the same challenges, the same type of students, we are knocking it out of the park. So So this is a glossy overview. Um, we like digging deeper into the weeds and asking why in terms of trends and what it means and what did the score tell us. We're going to hold three different sessions in the next month and a half, two in October and one in November. Uh, looking at the overall report card and achievement, looking at early lit and CCWMR. And then we'll end with progress and gap closing. Why do we end
041with them? Because that data doesn't come out until October. So, we're going to need a little bit more time with that. So that's where we are. >> Thank you. Don't Is there questions or comments from the board? >> Are you on? >> Will we see, and I know you probably still have have to do some um gathering of the results that came in to average it out. Will we see an overall matrix over the years of um scores for each of the grade levels and and the subjects? >> Yeah, we haven't dug that granular granularly >> in the past. Um but we're always evolving. So yeah, if we get a breakout session and can go deep into it, absolutely. Okay, >> Miss Minky, would you like to see those scores by cohort or just how
042fourth grade does every year >> because obviously the fourth graders become fifth graders become sixth graders or would you like both? All of the above. >> All of All of the above because I would I would like to see at least a fiveyear span. >> Actually, I'd love to see it go back before COVID if possible. And I do know that some of that stuff changes and what they're asking for, but to see all those grades from your initial testing in >> is it fourth grade now? Is that the initial testing? Mhm. >> all the way through high school to see how we're we're fairing especially in our subject areas because I you know just looking at this and I know this is only um on the improvement or or your progress side but I
043have noticed before that there seems to be somewhat of an issue maybe that we need to take a look at at in the fifth and sixth grade with math. Mhm. >> I would like to see an improvement in that so that we don't see anything below >> right >> staying >> we can see how far back we can go progress I can tell you because of our COVID recess we'll call it >> it is based on previous years so there is a larger than a year bubble there with progress because it had to catch up and accumulate data we can go back as far as we can go with progress and share that I'm not worried as much as with pro progress. >> Achievement we have >> overall achievement. >> Yep. Yep. Achievement is much
044easier. >> And I understand that there's things that they put into progress and things that they pull back. And I don't I really don't feel like that's a fair way to sit there and judge what we're doing. >> Okay, >> Chris. Well, so first of all, nice job. Thank you all. >> Thank you. Um, so it'd be interesting on the early literacy since they change the calculation as you get into the data to look at if you looked at the prior year's data under the new calculation where we'd have been. So we're not maybe comparing a four to a three, but what is it a three to a three or maybe it's a five to a three? I I don't know. Just be good to know. >> So if we go back and we compare
045apples to apples. So if I if I do that comparison and look at those students not based on the 40th percentile but the 20th percent 25th percentile which we were doing before um we would be fourstar again this year. Um so yeah >> thank you >> other questions or comments? >> Yeah just a quick one. Um, when I was looking at this earlier, I was wondering what progress meant exactly because I was equating it to gap closing. And so now I'm I was feverishly writing down what you were saying and I I think I'm still a little fuzzy on the difference between prog maybe because I I came into this with a preconceived notion but but for people who don't who who don't live in in your world how how do I describe the difference
046between the meaning of progress and gap closing? So, gap closing looks specifically at subgroups. It could be um students with disability population. It could be economically disadvantaged. It could be a Hispanic population. Um they're very different. Um what um gap closing will do is look at the overall performance index of all students compared to the performance index of a select group of students and look at what that difference is. Are they achieving the same as their typical peers? And if not, what are the reasons why? Um value added is very different in that value added progress. I'm sorry I use them interchangeably. Um, in that they have a very specific formula that I wish I was smarter in the math world to really communicate with you, but they project where students should be based on
047previous growth and then they look at where they actually performed based on where they were projected. Um, essentially are they in the same place in line as they were? Did they advance or did they move back? Okay. >> Um, and that's a very like elementary way to explain and it's super complicated. >> Um, the there's two really scores. There's the growth index that looks at that student specifically their place in line and then there's effect size. And the effect size looks at how big of an improvement or how big of an impact a specific school or classroom had. >> Okay. >> So, >> thank you. >> Yep. I don't know that I have any questions that you know Dr. and said, "I'm sitting here hearing this and I'm reminded, you know, nine years ago when
048you were in um you were in teaching and learning and you presented it was this meeting in September was my first meeting and and the report the the results of the report card were being reported. I remember you saying, you know, Eric, you're about to drink from a fire hose and and this is difficult stuff and I don't know all these years later that I'm still all that clear on it despite your guys' best efforts and very good job to explain it very well." But what I do remember from that was you saying, "Let's be careful not to spike the ball because we can go backwards at any moment, right? The the the better you get, the harder it is to maintain it." >> So true. >> Particularly in gap closing and performance index. >>
049So true. you know, roll that forward nine years and and not only do we continue to improve, the performance index for this district continues to defy gravity by continuing to increase, we continue to keep pace with a increasingly smaller group of five school district uh public schools in the state of Ohio. So it's absolutely commendable work on the part of the students, their parents, their guardians, the teachers, the administrators, the community members, everybody that you showed in that that picture of the moments that matter. >> You know that is that is who gets credit for this work. It's it's outstanding >> and again commendable. So >> thank you. Congratulations. >> Thanks. >> Thank you. At this time we'll um move into a fivem minute break. I have 6:29 and so we'll be back. Please be
050back at 6:34. call us. Back to order. This time we're going to move into the public participation part of the meeting. As a reminder, I'll ask those who are going to speak to come forward and introduce themselves and also state their address. Um, we ask that all comments be addressed to the board. And we'll give you uh there's three minutes by policy to speak. And the first person listed is Aaron Oer. And I don't know if that mic's on, so check that first. >> You can move it too if you need. I was gonna say it's a little Oh, there we go. All right. Can you guys hear me? >> Okay. Hi, and thank you for allowing me to speak tonight. My name is Aaron Orier. I live at 4947 Preston Wood Road. I am
051the parent of two students at Toth Elementary and I serve as vice president of the Toath PTO. Last week, our PTO hosted the Donuts with Grown-Ups event. We invited the League of Women Voters to join us. The League is a nonpartisan organization dedicated to helping eligible adults register to vote and update their voter information. This was a great opportunity not just for parents, but also for our children. They were able to see adults engaging in the de democratic process and learn firsthand about the importance of registering to vote. The league's volunteers were very busy throughout the event. Many families took the time to update their addresses or confirm their information. Um, voting is one of the most important ways we can exercise exercise our freedom and take part in shaping our community. Yet, I recently
052heard that only about 20% of parents in our district are registered to vote. So, tonight I want to encourage all of our parent organizations, whether it be parents clubs, scout groups, or even the athletic boosters across the district to help spread the word. We want to make sure that our families know how and where to register. The deadline to register for the November 4th election is October 6th. Thank you for your time and for supporting efforts that help our parents and families be active participants in our community. >> Thank you. [Applause] >> And Ashley Sackett. >> Hello, I'm Ashley Sacket. I live at 14952 Readington Court. This community has been my home for most of my life. I grew up attending Fort Megs where I was blessed with some amazing teachers who invested in me
053at a very young age and still continue to do so today. I moved on to Parisburg Junior High where I participated in choir and the musical and formed friendships that have lasted to this day. At the high school, I added dance team to my list of musical arts participation. Being part of a team and something bigger than myself taught me lessons that I've carried with me into my adult life. Not to mention, I met my husband while learning to dance to gueston during a production of Beauty and the Beast. These experiences are what made my time at Parisburg schools special. One of the reasons we moved back was so that our children could have those same experiences. Seeing what has happened to our schools already, and the possibility of them being further gutted beyond recognition
054does not sit well with me. I used to be of the mindset that the district always asked for money and said things like, "Why don't they just balance their budget?" In all honesty, I made these comments without ever having been to a board meeting, looked at a financial report, or spoken with a district representative. I had no idea how school finance worked. There are dollars that are restricted and can't just be moved around. There's dwindling state funding. There's the constant barrage of new legislation that can have districts scrambling for compliance and trying to fund that compliance. So many things go into the decisions that the board has to make. And although I did previously campaign to be in one of your seats, I do not envy your position today. There are activities and services being
055cut that will affect every single student in our district. I also have compassion for the families whose students may lose critical supports that could affect their personal and academic success. I implore this community to come together and set aside the me to begin thinking about the Wii. We are a community. These are our schools, yours and mine. We have a diverse community with many different backgrounds, life experiences, and opinions. Progress can only happen when we choose not to take up arms and take sides, but lay down our swords, walk across the line, and commit to talking, listening, and learning from one another. I can guarantee that if we got out from behind our keyboards and walked across the street, we would find that we're more all more alike than we are different. We as a
056community truly are better together. Thank you for your time. [Applause] This time I'd like to move to the treasures report. U Mr. Sure. >> That's not the report though. >> No, >> if if you go down the administrative content, you'll see pull up the PowerPoint. >> Go down. Yeah. Yeah. Go down in board docs. and click on the financial report presentation the board >> on the right hand side >> in the actual item. >> Keep going down down to your right. >> Yep. >> There you go. >> All right. Though I think after those uh our last two community presentations, I could follow that and our great report card, but uh I'm going to follow that by trying to be as brief as possible. So, Hey, right right there. There you go. Open that up.
057We should be good to go. Click on your down arrow over here to the left to the right. Left of school. You you have it in your download folder, Katie. Just >> up right there. Click on that and click on right there. >> Is it >> Do you have PowerPoint? I'm sorry. >> You probably can't. So, open the PDF. Open the PDF. I forgot. I'm one of the oddballs that actually have PowerPoint in the district. >> All right. So, you're going to have to page through this for me, >> I think. So, thanks. Oh, all right. All right. So, we're two months into the year, so not a whole lot, you know, on that excitement, but let me just kind of hit a couple things I share every month. Here's our end of month cash
058balance. You know, two months in, we're right where we expect to be. You know, last year was um kind of our peak. And with the le levy not passing last November, we're seeing the full effect of those um levy dollars falling off. You know, the key again, I'm going to as we look at the decisions tonight, remind me that's our c this is our cash flow every year. You see that that trough in January and February, we go a long long time without any significant revenue. And that's why the cash balance is so important when we get too low. Um, I took it off here, but if you look back in like 2019, we're we're borrowing money to make payroll, even though there's money at the end of the year, we hit low points. So,
059that's why we look at cash balance and look at this time of year. Go, oh, we look good, but remember between now and um January, our our revenue flow is relatively relatively low. Oops. So, couple things on the where we are in the general fund I've got circled up there. Our revenue is down 19% year-over-year driven primarily by the levy that didn't pass in November. We're also seeing some our restricted funds down, but that's that's more of a timing and the type of funds there than an actual concern. Our expenses are up, you know, 1% year-over-year at this point. And again, I remind the board um our our contract year different for groups of employees. Our classified and exempt are July 1st. Our administrators are August 1st and our certified staff is September 1st. So
060we start seeing impact of movements on salary schedules for our certified staff which is our biggest set of payroll in September and we're 153 true cash days. Um we were 177 last year at this time. So I like that 153 but it obviously we know it's going to draw down the rest of the year. So two months in we're right you know obviously right where we expect unless questions on that I'm going to move on um talk about the forecast as you as as the board knows we talked about in the work session the state budget bill moved the forecast process the timing and and what we're what we're to share you know used to be you do the May would be the initial forecast we' update November and it was moved to November so
061districts could include levies and that results in their forecast. Well, the budget bill changed that and said August is your initial date and it's no longer a five-year forecast. It's a the current year appropriation plus three the next three years. So, it's a little bit different in philosophy and so I shared that the work session so since the work session nothing really significant has changed but let me hit on a few things I wanted to I did not highlight the work session I want to now. So, this is a lot of numbers here. This was my the forecast is November. This was the May forecast. And the red box was where we expected prior to any new revenue our spending. And if the the key box is the 2025, last fiscal year, we thought November
062we'd deficit spend 3 million. We end up then in May we revised that deficit spend a little under 400,000. We actually ended the year positive. Now when I say we ended positive from a finance standpoint, that's good. But remember, I don't want people to forget the pain that was associated with that. The custodial staff took the brunt of that. As custodians left, we didn't fill those positions. We had some other positions that left that we didn't fill. So, we some of the savings from the reductions we had planned for this year, we already started seeing last fiscal year. The second piece that remember with the particular with the custodial issue is not making our buildings available for outside folks. So these are tied together. So while financially we're certainly happier to end the year better
063than we expected, there was a cost that that may be hidden to some some folks. So that brings me to the present time and our current forecast. So right now in the forecast, we have the levy. Oops, I'm too far. We have the the levy built there below line. And right now we are projected to um deficit spend 6 million this year when the levy passes. And I'm being positive there. You know, obviously we look better. We end this this the year at 115 true cash days. So since the I presented this at the work session, nothing really significant has changed. It's actually just slightly better than what I had projected. A little bit more revenue than projected and a expenses as I look at them a little bit better. And so right now just
064a reminder is the levy will get us to through thou to through through 2029 and but fiscal year 30 2030 will be iffy. So I mean obviously there's a lot of work to be done in the next couple of years. The other thing I want to point out on this the revenue assumptions are particularly optimistic. I wouldn't have said they were optimistic in in May. They are optimistic now. They don't include any property tax reform, which we know something's going to happen. It assumes um um income tax growth at where we've been traditionally and we know there's some signs in in the overall economy, not necessarily locally, that that may be a challenge. So just but for the right. So I would say revenues a little bit optimistic. On the other hand, expenses are probably
065conservative way I tend to be. So, I think it's a it's a fair picture of where we expect to be this year. And obviously, as you look farther out, the farther out you get, the cloudier the crystal ball is, right? So, any questions on on the on the forecast, >> I guess on the what's your estimate on the level of optimism on the on the revenue side? Is that a 5% 10%? What's your feel? the the biggest impact I'm concerned about is um is going to be property tax reform, primarily the 20 mil floor. We have a update year in um next year, next calendar year is an update year for the county and and in that I I'm in working with the county auditor, you know, I'm estimating some revenue there based on the
066update. If they if if our update is capped, that's going to impact our revenue on on the property tax side. That's probably the biggest risk there. On the state budget side, it's who knows, right? We got a boost this this year and next year because we're a five-star district and we've had enrollment growth. I'm assuming that that goes away in the in next in the next bianium budget. So, but and then then the other question is right you know we've been averaging as a in a district income our our families in is averaging over 5% increases over over the last three or four years. I still have that trend in there and certainly if you look at the overall economy and if I was a a pessimistic economist I would say that's awfully over optimistic.
067We'll still see some growth but you know you know we'll we'll see. So, it's, you know, my crystal ball is is is cracked. I think it I read it the best I can, but I think the next two years obviously we we have a good feel for, right, is when you get farther out. And remind me I my memory without looking at notes is that in May of 25 we looked at a forecast and I thought that it was about two around 2 to three million that you had calculated toward the 20 mil floor if that goes away. >> It's about right. Yeah, because we're we have we're at the 20 mil floor except for well except for we have the one fixed sum levy that if they include that the 20 mil floor, we'll
068never get to the 20 mil floor in in any of our lifetime. So, and when this levy passes, it would it would also be included in that floor calculation. So, who knows what's going to happen with that, but something's going to happen. We I'm I'm with high level of confidence something's going to happen. I just don't know what it is. there's competing bills in the in the in there now. So, and you know, and we understand why. It's just unfortunate the the conversation is not on, you know, obviously as as all of us pay property tax. We all feel that burden. We understand that the reasons you want to reduce that burden, but there's no then what else or what else can you do? And and while I'm on the subject in my in your
069um in board docs in there, there there is a report from the Ohio Education Policy Institute about property tax shifting. I thought it would be interesting. I've included that it the public can pull that up. Since 2025, the shift in property taxes from business to residential is very significant. So it's not just property, it's a burden on us as property as property owners, right? And um Ohio is like 46th in overall taxation but toward the top in property tax. That's where we fund our schools and and and that's why. So it's an interesting challenge. Um and unfortunately I think people are looking for a silver bullet and there isn't there isn't one. So any questions on that? Good questions. >> Other questions or >> Okay. Last slide here real quick. I mentioned the the p
070property tax analysis. that's available to you. Please read it. If you got questions, I'll happy to sit down with you on that. On the agenda, I just want to remind you there's the August financial report, the forecast reapproval, FY26 permanent appro appropriations, and then the last item is a fund to fund transfer. It's part of our work to clean up account codes. I will just make a comment on that. The accounts that we're cleaning up there, those funds, um there's new guidance from the state. In order to use those funds, I have to have state approval. But we don't really use those funds anymore. We want to get them cleaned up and and put those funds where they can be used. And they're not none of it's general fund money, right? It's all was raised
071in the buildings for the most part. So, any other questions? >> And the permanent appropriations, I know we've been doing temporary. I assume that that's just now tied to the forecast. Uh no other significant changes. >> Yeah. So if you if you if you took the appropriations and if you compare it to this year's for forecast expenditures, they'll match. So that's one of the changes in the law forecast and budget do not necessarily have to match in in the because what you would do is not every not every treasury would do it this way, but some would. your budget might be greater than what you're forecast and spend in order to give you flexibility if something comes up. But what what with the with the changes in tax budget commission and stuff, one of the
072things is that they're going to look at is make sure that that current year in your forecast matches your appropriation or at least they're not looking to match with a dollar, but it's it's close. And I always would try to do that anyway, but it's just um it's an exercise I go to have to go to reconcile make sure those two numbers are are um materially the same. >> Thank you. Um then we move to agenda item 7.6 uh to approve 7.2 through 7.5. Is there a motion? >> So moved. >> Uh Mr. Mr. Anderson, Miss Lurmer, any other discussion, questions? Mr. Dur, roll call, please. >> Sorry, got to catch up here. >> Sorry, two hands. >> Where' it go? Mr. Anderson, >> yes. >> Miss Lmer, >> yes. >> Mr. Bennington, >> yes.
073>> Miss Minky, >> yes. >> Miss Roland Miller, >> yes. That moves us to 7.7 for the finance committee minutes. Um, other comments from your meeting to Mr. Bennington or Miss Mankey? >> No, I think uh, you know, most of it was focused on the the the reduction plan and talking about that. We did have an I'll call it an opening conversation on the 199 property. Um, had some questions about the the the underlying lease agreement that's in there. uh we tabled the discussion pending those questions for the October finance meeting >> and there are some extra slides if you haven't looked the presentation for that meeting is a little different than the presentation from today and has that 199 information in it. you know, finance and we we talked about what felt was important
074for the board meeting tonight and because we wanted to get some more information on the 199 and plus we got a full agenda tonight and this is there's not this is not timesensitive so we have time to make sure you have the information deliberate properly. >> Okay. Thanks. >> All right. Anything else? >> All right. We're going to move into agenda night item number eight, the main part of our meeting. Um I guess couple things. First is I want to thank the many administrators and staff members who are here today both to hear about the reductions and to present the reductions. I know that's been a significant amount of time taken at the beginning of the year to do this work at a point that we want to be excited and looking forward that we've
075been asking you to also um think through this exercise of what it would look like to cut up to $6 million more from our uh budget. Um, I also want to just state that I know that this is going to be spun by some people in our community as that we're trying to threaten everyone. I I just want to remind everyone um I'm a big fan and read a lot of Daniel Conorman. He was a behavioral economist that won a Nobel Prize and he does one of his um main contributions was in decisionmaking and how we rationally or sometimes not rationally um make decisions especially around economics. And one of his um main suggestions when you are looking at a strategic decision is to um do the exercise of both thinking about the success of
076that decision. So say if there is a levy on the ballot and you are deciding how to vote on it that you think about the success if that if that is uh passed what it looks like and that you also do what he calls a premortem that you look at what happens if it is rejected if you fail in that decision. Um and that's just general business practice. We are doing that business practice today. We are preparing everyone to make a very strategic decision when they go to vote. And in doing that, we're um we've asked uh Dr. Anad and Mr. Drewer and all the administrators to provide for us the picture of what it looks like if that levy is rejected. So, at this time, I'd like to turn it over to Dr. Anstad
077and Mr. Drewer um for this uh presentation and all the administrators who are here to share that with us. So, just to provide a little background for those who will watch this later, uh I just want to remind everyone that on November 4th, a ballot measure will be on the um for voters that include includes a proposed $7.83 mil operating levy. It would cost homeowners $274 per $100,000 in home valuation per year. There's also a PHS uh those of you we still call it the new school. Uh Parisburg High School bond will also be retiring at that time and that will be another $59.50 that will come off of per $100,000 that will come off tax bills. If approved, the fiveyear five-year levy would support school operations, including staffing, academics, and student programs. If rejected,
078reductions totaling approximately $6 million would be necessary. In the state auditor's opinion in 2023, he called it best practice for the board to adopt a statement well in advance of the levy vote detailing the likely cost savings the board would take if the levy fails. And tonight's goal is to provide the community with clear information about the potential impacts that would take place for the 2627 school year. This is referred to as fiscal year 27. I don't I want to make it simple because a lot of people see 27 and they think, "Oh, this is two years out." So, we are in fiscal year 26. It will be fiscal year 27. So, for those of you that don't live in the finance world every day, I think that's an important piece of information. I want
079to talk for just a moment about how this plan was built. We focused on essentials. We tried our best to preserve what was required by law or critical to operations. These reductions will take us very close to state minimums. Student safety was prioritized. Cuts were evaluated through the lens of protecting safety. We balanced the cuts across K12. We considered the impact at all grade levels and were not concentrated in one area, volume, and impact. We focused on the scale of reductions necessary to close a $6 million gap. This year there's no redistricting opportunity, so the savings from boundary changes can't be repeated. And this levy would prevent future cuts only. So the passage of the November 4th levy does not bring anything back that we're already experiencing as a cut. >> All right. So this
080this one is uh my my slide. Turn this on. So you take the forecast what I just presented, take out the levy and put in $6 million in reductions, you know, pretty much scale to what you're going to see tonight. And this is the the impact on our bottom line. Now, I'll also say this is fairly opt optimistic because all I did was do the cost reductions, we'd actually also lose some revenue because of things like um interest earnings and stuff like that because our cash balance wouldn't be so high. So you'd see if if what with with the reductions we get through this year, we get through next year and in in fiscal year 28, you'll end the year with a c a cash balance of 44 true cash days. What it doesn't show
081you is the touch and go will be in January and February as we hit our low point in in terms of um cash balance. And then if you do the math, if you look at fiscal year 29, just to stay at that level, you need about $13 million in reductions in 29. And so you and you can also look at the math. If you know, if you waited to ask for a levy to keep what we have, then you know the numbers are going to keep going up each year. So just this is kind of the reference point. $6 million in reductions gets us a year and squeaks us by a second year. Okay, with a completely different looking district and that's what the rest of the group is going to talk about. >> So,
082we're going to go ahead. >> Go right ahead. We're going to start with Miss Bryant, principal of Frank Elementary. She's going to speak on behalf of the elementary principles. We're going to take turns with building principles and directors coming up to talk through the impact if this levy were not to pass, what that impact would look like. so people have a clear picture. Um, again, keep in mind we've already cut six million heading into this year, so we would look drastically different in the event this doesn't pass. So, Miss Bryant, we'll start with you. Good evening, board members. Thank you for inviting us to speak here tonight. The decisions that you are faced with are challenging. First and foremost, this was not an easy task for anyone in our room. Last year was difficult, and
083the impact from last year's cuts were felt in every area. When elementary principles were tasked with making more cuts this year, we focused on student safety and state minimum requirements. In order to keep academic class sizes smaller, we are recommending STEM and library be cut back to two STEM teachers and two library staff to share among the four buildings. This will revert us back to our 2021 staffing levels. We worked hard as a team to push for full-time STEM in each building, but STEM is not a state requirement at the elementary level. It is often where our students find inspiration, creativity, and confidence. For many students, STEM and library are classes that they look most forward to each week. STEM classes will only be able to provide half of the content that they provide now
084due to only having students for half of the amount of time. Because these subjects will alternate weekly, we will have to double up our encore classes and they may increase to about 30 students at times, making it harder to provide that same level of engagement and support. Another reduction we're recommending is going to impact reading. We know that reading is the foundation of all learning and our reading specialists play a vital role in helping our students who are at risk. They provide intensive small groupoup instruction using research-based programs designed to help students catch up before the gaps widen. We recommend reducing reading specialists by one per building, which will mean fewer students can access these supports. The loss will be felt not just this year, but potentially for years to come as struggling readers fall
085further behind without the early intervention that makes such a difference. Parisburg has always gone above and beyond to service students in many ways, but we we will need to move to a compliance model where we provide what complies with state standards rather than serving servicing all students who would benefit. We also know how important it is for students to have opportunities beyond academics to discover their passions, connect with peers, and feel a sense of belonging. Several student clubs were eliminated from the elementarymentaries last year due to last year's cuts. With deeper cuts, unfortunately, we will no longer be able to provide supplemental activities for elementary students such as student council, running club, book club, buddy bees, and art club. While these are not required, these programs give our youngest learners a chance to lead, explore,
086and grow in ways that are just as critical as what happens in the classroom. Sometimes these are the things that get students to school, motivating them to attend and participate. Next, we will be eliminating the headteer position, which is a supplemental. And the loss of the headteer will mean less support in the areas of instruction, decision-m, scheduling, supervision, and teacher leadership within the building. Every cut listed above affects real children in meaningful ways. While none of these areas are required, each one is integral to providing the type of education our students deserve. These were incredibly difficult decisions and they come at the cost of experiences and interventions that directly shape student growth. >> Next, we have Mr. Schaefer. He's going to talk about reductions to technology. >> Um, good evening and thank you for this
087opportunity. Um, we are currently looking at $185,000 reduction from our general fund expenditures for technology. Uh, we currently provide laptops for fifth and 9th grade students. Um, with this reduction, we will be eliminating the fifth grade uh distribution and bumping that to seventh grade. So, it'll be a six-year carry for the Chromebooks is what we are planning. Um, for 12 for over 12 years, our fifth and sixth graders have been provided a district laptop for their instructional pursuits, ensuring that every child had the same opportunity to learn, create, and stay connected both during and beyond the school day. Next year, because of potential budget reductions, those devices may not be available for students for at home use. Inside the buildings, uh, students will still have the same have the tools they need for instruction, but
088at home, the picture may change. Some students will have access to a home device. Others will not. That means learning opportunities outside of school hours would no longer be equal, and teachers will face new challenges in assigning work that all students can access. These same reductions also affect our youngest learners. As Mrs. Bryant um suggested the dedicated computer carts for grades K2 will be reduced and those resources reallocated to sustain classroom equipment for grades five and six. As a result, our K2 students will now need to share devices with grades three and four for specific needs. This change represents not just a resource shift, but a three-year setback in the development of foundational computer skills that are critical for future success. This isn't just about technology. It's about cons consistency and keeping our students future
089ready. Losing the take-home program and reducing early access to technology means losing instructional bridges that we've built for more than a decade and represents a significant step backwards in our educational process. Thank you. >> So, um, thank you and we're going to keep it moving. So, we're going to call up Mr. Buer and Mr. Decker. Mr. Mr. Decker's principal of HPI. Mr. Buer, principal of the junior high. >> Before um let me just make sure no before they leave, did anyone have any specific questions they wanted clarified? >> Okay, before we lose people. I I'll try to do that, Miss Price, after before we switch. >> Are you able to access this report? Good evening. Thank you for having us up today. >> Uh before I begin, I would like to comment on the on
090the previous slide and the the Chromebooks elimination Chromebooks 56. Um they're they're a big part of our building. Um you know, when the student gets when the fifth grader gets their Chromebook the very first day, they're smiling. They have a device. It's exciting for them. they're they're feeling a little more, you know, grown up and it's it's great to see um they can access, you know, school outside of the school day. Um they have extra supports on them and we utilize them quite a bit within the school day for um IEP 504 accommodations. Um the computers are are used to read assessments to our students um and also help with various uh curricular activities. Um at HPI we are looking unfortunately to reduce about $510,000 out of the building. Um you can kind of see
091that we we're reducing the reading support um much like in elementary elimination of our performing arts uh student supervision and discipline uh recess monitors and then the student coordinators. Next slide. All right. Starting with our performing arts. Uh currently uh we have about 555 students that take a band, choir or orchestra in our building. uh the pride that our students have in performing uh every day and also to our community and our families. U that is something that they just have they're smiling on their face um every single day when they walk in and out of those those classrooms. It's a very very sad thing to see uh on on the slide. Um there there's a sense of belonging to our students and this is the foundation of all of our great performing arts moving
092forward uh into seventh and eighth grade and then ultimately you know in the high school stage where we bring so much uh crowd and pride to our performing arts. Um reduction to this program will increase um our numbers and our other electives u maxing maxing those out. Um so this is a a very detrimental to our building in many different ways. Um we'll also be um reducing a Wilson trained teacher or reading teacher uh like the elementary. Um these these teachers are an integral part of keeping our you know closing our gap. Um there's a small group of students. uh these students will will be into the general education classroom now uh where maybe they not may not receive the everyday support that they get in the small group. Um the the numbers will also
093increase in the sections that we do have. Um this is a big part of of helping our readers catch up. Um so this will this will definitely be a a challenge uh for our general general education teachers as well. um the elimination of our dean. Um I just have you know a few things here with this uh they're responsible for attendance plans, safety plans, the jacket way supervision uh in the morning and the afternoon at recess learning plans teach teacher support and how to uh help support students uh IEP 504 support and uh and safety checks in the morning. All of that and I didn't even mention discipline. they're also a very integral role in our discipline. Uh the the big issue or the big sad part about this is that our dean is a
094trusted adult for so many of our students and you know deans often get a a bad name because it's all discipline. not um they are such a huge role to support kids uh emotionally, behaviorally, and really that go-to person in our building. Um and is such a a challenge. It would be such a challenge to to have not have a dean um next year. Um last we um we would reduce four recess monitors. And um this one this one's the toughest one. Our students need recess. And um if you haven't experienced it, I I try to go outside before the students get outside because the joy and passion when they come out of those doors for recess is unmatchable. You the they're smiling. They're they're ready to get into their games, ready to get to
095the gaga pit, ready to get to the uh the swings. Uh it, you know, they need that time um to just be kids. There's no devices. They're creative in their play. Uh, and it's such such a joy to be out at recess and see that um, and them play. And last, uh, we're going to have the elimination of of our activity coordinator position. So, um, we're going to lose the running clubs, uh, the STEM club, and the wellness club. Again, it's just, uh, students being a part of something and being a part and representing their school, uh, which is which is challenging to see. >> Good evening. Hey, I'm Scott Buham. I'm the principal at the junior high. Um like Brandon had said, I just thank you for the opportunity to speak and kind of
096explain um the situation with the potential reductions um you know in the in the case of a levy failure in November. But for the junior high, we we cut approximately $650,000 in reduction. This includes staffing programs. Um the and the the the big one I'll talk a little bit about is reducing our foreign language opportunities for our students. Um, and then the ripple effect that that has on our whole student experience here at the at the junior high. Um, but similar to what Brandon said, the additional reading support, the reduction of secretarial support, uh, student specific student supervision and discipline, I'll go over that in details. Um, but also that last bullet point um, is is a little bit of an eye grabber there with elimination of all of our extracurricular activities and all of
097our athletics here at the junior high. Um, so in detail, you know, you see the detailed list right there. The the eliminate the librarian, we have an assistant librarian position at the junior high. Um, I think the board is aware of this, but we actually do have a fully operational library uh currently at the junior high. Um, the elimination of this position would essentially close our library. um which is a valuable resource uh for our students, not only for the selection of of books and their choice read and their independent choice book clubs that they do in their ELA classes. Um but it also is a trusted space for maker space. Um you know over the last several years with our previous librarian and our current one right now um they do activities for students
098to explore maker space during their lunch periods and things like that. Um so that sp that position will be eliminated. you essentially close our library, we would have to reallocate that space um you know potentially for probably more study halls, which I'll touch about touch on a little bit later with that. It would also eliminate with that space being used for study halls, it will eliminate that space as a resource for our teachers. So our teachers often check out that space to bring their students in to do research projects um to be able to to be taught the different uh uh you know primary sources, secondary sources, all those different things you within the library piece of it. So that piece of it would be eliminated and now no longer available as a resource to
099our students and staff. Um and the other kind of hidden you know hidden consequence is um the library also is a place for technology you know needs. um and to be able to troubleshoot problems and we have a we do have a uh tech support person in our building who does a tremendous job. Um however he is shared between our building to Fort Mags and I believe Union Preschool. So he is stretched very thin and with we we will continue to have one-on- ones uh technology with Chromebooks. Our assistant librarian has kind of helped troubleshoot some tech issues with with staff and students as well. So there a little bit of hidden effects, you know, with that too with with the elimination of that position. Uh the two monitor positions um are essential. The the
100first one, the three-hour cafeteria monitor is essential to student supervision. You know, with that um ultimately what h what's going to happen there is, you know, you still need to have adults in the cafeteria, right? I mean, we have lunch periods of 350 students in there. Um so those responsibilities are going to be allocated elsewhere. Um, what's nice about all of our cafeteria monitors is they all build relationships with kids because they have, you know, great instincts. They see the kids sitting all by themselves at the lunch table. They go talk to that student. Um, you know, find different places for them to sit. So that that's going to be a tremendous loss for us. Um, you know, it's one of those things where the the work still needs to be done and so that's
101just going to be reallocated to to different people, whether that's a teacher that's going to be assigned there as a duty, um, administratively, whatever it might be. Um, the 4-hour desk monitor up there at the front desk is a crucial part to our security in the building. uh they're the person who really sets the tone for when a parent comes in with a friendly face and a smile and the the positive start to the day or the positive start to the interaction at the junior high, you know, with that, but they're also checking the IDs when they're checking out students. They're answering phones for us. They're relaying student messages. You know, a lot of times students forgot their lunch or forgot their, you know, football pads, you know, things like that. and the parents are
102dropping off and this person sending notes and communicating with kids to get them down there um to make sure everything's there with that um once again a position that just doesn't go away right I mean so that work needs to be reallocated uh to different personnel where and anytime you reallocate the work um you know it takes away from other different things um this the secretarial support obviously obviously is a big one you know with this we currently have three secretaries you know at the junior I um all with extremely busy days, you know, with different um responsibilities. Um I'll just read some of these responsibilities and I'm going to be missing quite a few. Um you know, amongst three of them, they they divide and conquer school fees, finances, budgeting, athletic paperwork, student teaching,
103placement, ensuring all BCI, FBI backgrounds are in place. uh our parent teacher conference software, um certificates for programs, activities, uh inputting all of our student participation uh from clubs, athletics into EMIS, uh keeping track of volunteers, uh overseeing our Red Rover, which is our substitute program accounts, bank deposits, actually going to the bank to make the deposits, um weekly building updates, helping with morning announcements, uh finding class coverages for teachers if they have a sick child or they have to go home ill. uh special event organization, the full experience fund, power school reporting, uh schooly troubleshooting, special events, grade verification, uh working with uh custodial rights for our families and our parents, enrollments, withdrawals, attendance, safe arrivals, 504 scheduling, uh building keys, uh residency, pre-plan absences, and helping with truency and excessive absences with that.
104So that's quite a load there between three individuals. Um and obviously when you do that, you know, every everything gets added on and you know and so what ends up happening is our secretaries once again like our front desk monitor are oftent times like kind of like the frontline people with our families. So our families have good experiences because these these people do a tremendous job of being responsive and in tune and have a smile on their face and very pleasant. Um, not to say that they wouldn't be, but maybe the responsiveness will be a little bit lacking now, you know, with with uh with um, you know, a little bit more on their plate. Another kind of like unsung thing that the three of them kind of balance is um you know when the
105nurse is absent, busy or unavailable has a a child in the clinic, it's usually our our three secretaries that are working with those childs, supporting them, comforting them until the right position gets gets uh in time to to be able to see that nurse, too. So, um, moving down the list, uh, the the dean of students, you know, Brandon kind of touched on this, too. A trusted support person in the building. Um, you know, you know, it's one of those people that it's almost like a buffer between the assistant principal and the principal for students and and their sole role is to build relationships with kids. Um, you know, our dean has done a tremendous job this year with building support plans for kids, working with teachers and our teaming period to um, communicating home,
106trying to problem solve, build relationships, build communication, build trust, um, being responsive, educate on decision- making, educate on choices, educate on ramifications. And, you know, students um, you know, our dean also is in charge of of the jacket way program as well too. um attendance plans, you know, return to learn plans. Um and then like Brandon had said, I haven't even mentioned the the discipline piece of it, right? So once again, all those things will continue to exist just reallocated to different people. Um you know, at the junior high, we also had the the hit last year, we lost an administrator at the junior high, too. And so that definitely will be uh felt um you know, by our students. Like I said, our dean has become a trusted adult, you know, for some of
107our students who need those support people the most. Um, the elimination of French and Chinese. So, this is a huge one obviously for us. Um, you know, so obviously the reduced options for foreign language at the junior high. We currently offer French, Chinese, and Spanish. Uh, we would continue to offer Spanish. um you know Spanish is is our most in enrolled and registered foreign language and you know with that um so what happens is you know you know students can experience French and Chinese in two different ways um you know in seventh grade they could sign up for what's called the the phase wheel which is a culture class. I'll talk about that more in a second. Then in eighth grade they can take the Chinese one or the French one for high school credit.
108Um, so we offer three sections of French one and three sections of Chinese one for our eighth graders. Like I said, it's a high school credit class. Um, so that keeps those students usually engaged and interested in taking those languages when they get to the high school level. Um, so I would have some concerns um at the high school level. If you don't offer that in the junior high, what will your numbers in those two languages be moving forward if you don't if you're not able to have that in a junior high? Um the ripple effect is you know having those periods you know you got to take a look at seats and so with French and Chinese and eighth grade um essentially offer us around 85 seats for students for elective classes in eighth
109grade um so in eighth grade you have your four cores that you have to take your math your science your social studies and then there's and then that leaves three periods open in your schedule or six semesters Um, and so if if you don't take a music class, essentially if you're not a music student, our options for electives have just substantially become smaller. You know, for students, um, we've been really fortunate where uh, in seventh and eighth grade, if you wanted to take a certain elective, by and large, you were able to do that. Um, we're able to accommodate that. um particularly in the eighth grade moving forward um we will not be able to have the luxury of accommodating a lot of elective requests. It's going to turn into where do we have a
110seat for you? um you know and that affects eighth grade electives such as we have uh art one and art two a three-dimensional art class and a two-dimensional art class eighth grade fizzed um where over the years it's you know the the art classes might have 22 kids in there all 22 of them signed up for and wanted to be there. We're going to be in a situation moving forward where you're going to have an art class of 30 and half the class may not have signed up and wanted to be in art, but that's the only option we have, you know, to put kids into seats. Um, along with that, you're going to see the ramification of potentially students doubling up in study halls in their day two simply because we don't know if
111we will have enough seats in the elective world for for eighth grade. in seventh grade um you know with the elimination of the French and Chinese um with that that was a part of what we called the phase wheel and just to to to refresh some some memories with this um if you if a student in seventh grade signed up for the phase wheel they would have a quarter of foreign language a quarter of art a quarter of industrial tech and a quarter of STEM and so by eliminating the French and Chinese positions uh instead of having a quarter of four, they're only going to have three. They're going to have art, industrial tech, and STEM. And and with that, and then so within the current format of the schedule, we're able to get 300
112students in seventh grade enrolled into that phase wheel program. With the elimination of French and Chinese, we're going to be able to get 225 students registered, and we're going to have to switch from a quarter uh setup in those classes to a trimester setup for going from 9 to 12 weeks. um you know so that's going to adjust uh the teaching course curricular you know things like that with the students um you know and ultimately like I said that's 75 less students are going to be able to experience those elective options in seventh grade um with that so a tremendous a tremendous loss to that um you know I want to with the Wilson intervention uh teacher there um Brandon kind of talked about it on the two so Wilson is a incredibly researchbased program
113um specific specific to to reading needs. You know, I could be wrong. You know, Mr. Schwarz Miller or Mr. Sence might correct me on this. Um, but I believe the grouping size recommend no more than six in a group with that. And to uh to kind of paint the picture for you, there's there's 12 different levels in that Wilson program. And our goal is always to to to try to get the kids through all 12 levels before they get to high school. and but we group them so intentionally that they're working at the same levels uh with with the teacher um to to progress them the right way. So, by eliminating uh one full Wilson teacher at the junior high, um you know, it's either you're not we're not going to be able to get
114all the kids that we need or we're going to have to move those groups from that recommended size of six to to to to a little bit larger. Um probably nine or 10, which doesn't sound like a lot, but when you're working intensive reading intervention in a structured program uh with a variety of needs, that does become a lot for us. you know, with that, um, you know, the the other hidden message a little bit with some of these positions that are being cut is, um, you know, three three of the positions also have a duty in their schedule that covers study halls for us. And so I just mentioned we're going to double up in study halls. We still need to have seats for students at the junior high. Um, so that's definitely going
115to be a challenge that we're going to to face. Um but ultimately that student experience academically with the choice that these students are going to have in terms of the electives and a lot of people sitting in this room know that you know sometimes it is those elective classes are the ones that get the student to come to school because they love working with their hands and and um they love the different atmosphere and environments that may be created and and we're not going to be able to provide all those opportunities. Um, I wanted to touch a little bit on before I get to the extracurricular athletics on the musics. Um, although we're not experiencing any reductions in in musics beyond concerts, um, the reduction of music at HBI does have an impact on us.
116It's a it's a ripple effect a little bit. Um, obviously we have great music programs at Parisburg and I would be remiss not to mention the the effect of not starting that in HPI would have on us, you know. So, I worry about um how many, you know, beginning instrument learners are we going to get in seventh grade in orchestra and band specifically um that are going to start in seventh grade. Right now, we're in a position where when they start earlier that uh we can have specialized classes, a specialized like wind ensemble and a specialized percussion based on the experiences that these kids are coming to the junior high with thanks to their experiences at HBI for two years. um we would have to have conversations about whether or not we would be able
117to to offer those specialized music classes or would we have to go to a format of basically no experience experience, you know, within those music classes. Um so I could I could envision a situation where our music numbers uh start to drop considerably. You know, if kids don't sign up in music, like once again, it's a seat it's a seat challenge. Like what what do we what do we do with what do we do with the seats, right? And so that's a challenge um that we have to kind of talk through to make sure we're on the same page with. And then obviously the last two bullet points there um the extracurricular activities and the elimination of athletics. Um at the junior high over the last four years, we've had over 70% of our kids
118involved in at least one extracurricular activity or athletic that's involved on the roster participating, not necessarily going to a football game or going to a basketball game. Um, you know, so as I mentioned before with the elective classes, a lot of times those extra acrylic pieces are are the reason why kids come to school. You know, Brent talked earlier about our extremely low rate of absenteeism in the district and one of the reasons, you know, if not the one of the main reasons is, you know, kids have something to look forward to outside of the school day. Um, you look at all the extracurriculars up on the board right there that, you know, we no longer would be able to offer. And that's where kids create a sense of belonging. That's where they build a
119community. That's where they build friendship. That's where they build memories. Um that's where they are able to to find hobbies and explore curiosities and build relationships and mentorships with their with their adviserss and and their coaches and and everything like that. And it'd be a definitely a huge hit, you know, um to the overall student experience at Parisburg Junior High School, not being able to offer all of those different things. So, and um you know, and the same with the athletic department there. Um you know, our athletics aren't as as vast as the high school. Um but we do participate in the OSAA. We do have a Northern Lakes League uh that were members of and those are the the different sports that we participate in. Um you know, our track program has 250 kids
120every single year. I mean, that's 20 20% of our student body runs runs track in the spring. Um, and I to not we don't we don't have 250 track athletes. I'll tell you that too. But they do it for the social reasons because they like being outside. They like being with their friends. They like the engagement, you know, they're not on their phones. They're not playing video games. They're hanging out. It it is the the best mental health exercise you could possibly have, you know, or doing those things. So, and that would be a huge huge devastating blow to our to our students, our community at the junior high. Any questions for clarification? >> Not for the junior high, but for um HPI. Can we go back to the first slide? I just want to
121take a peek at something. >> The one the one that you had previously. >> There you go. Yeah. No questions. Okay. Thank you, Mr. Decker and Mr. Ber. >> Next, we'll have Dr. Folultz, um, principal of Parisburg High School, come up. [Music] >> And we'll wish him a happy birthday on his way up. >> Yeah. >> Happy birthday. What a way to celebrate. Thank you. All right. Good evening. Uh I'm Justin Folultz, principal of Parisburg High School. And I think I'd like to start by saying to those of our seventh and eighth grade students who have seen a sibling come through Parisburg High School and enjoy, you know, and have created a vision for themselves of what it's going to be like. I have to let them know that it will not be at all
122what they've grown accustomed to over the years. Uh we're looking at reductions in $1.5 million uh that cut across just about every program and content area within our school. So I'll begin by talking about larger class sizes in almost all areas. You know, a significant portion of the district's budget is obviously people. And so when you begin to this is this is enter enterprise resource planning. When you don't have people in order to provide the service then those that are receiving the service are going to be in larger groups serviced by less people. So you know when you think about a teacher they typically carry every year or every semester at any point in time about 125 to 150 students. So when you walk into a school and there's a classroom that used to have
12325 students, well, they had to go somewhere. And so maybe instead of first period English, now they had to be circulated into the remaining English teachers. And now, you know, in some of our content areas after this round of cuts, we would be averaging about 27 students uh a a a course section. And so on that's on average. And if you've ever been through the scheduling process at the high school, things never work out as cleanly as that. So, you'll have classes in the low 30s and maybe some classes in the, you know, lower to mid 20s, but yeah, definitely as you walk in the building as a student, you're going to notice that, you know, the rooms are a little bit tighter. Um, and your individual attention that you'll be able to get from
124teachers will just be a little bit uh different and more suspect. So that being said, when we're having to shift teachers within departments, you know, we have to take a look at what we actually have to get students in order to graduate first. That becomes the priority. I believe firmly that everything we have currently is essential. Uh but now we're talking about what is absolutely required. And so if you're a student and you know you need four years of English and four years of math in order to graduate. So that being said, uh when we have when we know we have to accommodate students in certain content areas and they have to have certain subjects, we have to be certain that um you know there's things that will get squeezed out. So when we have
125if we have fewer teachers, we're not able to offer some of the more advanced or maybe smaller courses that some of our students receive extension or or remediation through in order to provide, you know, something that everybody can at least take. So, you know, some of our, you know, more advanced level AP courses or even some perhaps even co-taught classes that we had the capacity to provide certain populations of students, we just don't have we would not have the capacity to provide any longer and we would, you know, just find them maybe more within a general ed setting. So, another example of how this might work is uh the financial literacy mandate, which at the state level asks or requires students to have a semester or half a credit of financial literacy. That's currently covered
126in our personal finance course. And one of the reductions we'll see will be with one of our business or vocational teachers, which would cause us to have to shift financial literacy out of that department and into one of a couple others. So, you know, by law, there's certain uh the license licenses that are able to teach that. A couple off the top of my head would be like social studies or math. So, we would see financial literacy have to be pushed into those departments who are also seeing less staff. So, you have to make room for that somehow. So that means again some of the other courses that we that have really provided the value and enriched our course offering and provided the uh sort of depth of experience for our students that allows them
127to be competitive candidates to selective schools. We just won't be able to provide because we have to teach what we have to teach bottom line. So less student attention, program development, implementation of ascension, a central college and career development activities. I sat down with the senior admissions counselor from MIT on Friday who came to Parisburg. It was the only public school in this region that they visited and they're very interested in our students and that was arranged by some of the people that we have on staff because they're able to provide establish get out and establish the type of relationships needed to bring those sorts of institutions to our district to expose our students and families to them. Um that being said, you know, we've also last week had two dozen organizations in that are
128nonprofit in the community to solicit participation from our students in different service and volunteer activities. We know that a lot of students are interested in providing giving back to the community. We've made a big point to emphasize that to our kids and you know we have really dedicated professionals who have established you know great relationships with all these organizations to bring them into our high school and you know organizations like Rotary and the business advisory council have all benefited from some of the uh programs that we've been able to have and they've also helped us uh by being a having a voice that and listening listening to the needs of our students and being innovative and really living out our mission in a lot of different ways. So that way we are able to plug
129kids in early on and and help them solidify the vision that they have for themselves moving forward. Uh reduce teacher support uh reduce student supervision and discipline support. You know, we have an administrative uh reduction. We've already um lost our dean of students with the last round of cuts. So there are many many many things that go into running a high school that are very nuanced and detail and fashion. You have to have good people and they're in order to execute them but at the same time a lot of them are pretty laborious meaning they take time and effort and so it becomes uh an issue of being able to spread yourself you know as far as you can and typically if you're having to complete a report that has to be done that has
130to come first. And if you have a teacher that has a concern they need to talk to you about or there's a student discipline issue even if it's you start to have to do a little triage and say okay I have this dedicated time to finish this or I can just push this back towards our staff and let them try to address it themselves. It you know it it it becomes a lot harder and for our staff to be able to teach kids and you know manage things that they otherwise wouldn't have to taking away from the student experience. uh elimination of all extracurricular opportunities and the elimination of athletics which I can elaborate on a little bit. Uh one of the things that you know Mr. Jacob and I you know reviewed was that
131maybe not known is that it costs about threequarters of a million dollars every year to run our athletic program and it's not all covered by outside or inside revenue sources. That probably accounts for maybe a little under 350,000 a year. So the big crowds that you see and the passes that we sell are not enough to cover it and our boosters are very generous but it's not enough to to cover the full array of opportunities that we provide for kids. So looking at some of the specific roles, uh career-based intervention is currently a program that services our most at risk students. And it is an opportunity for our students who have not been successful in the traditional classroom setting to have a chance to graduate. And in doing so, they're able to, you know, do
132credit recovery. they're able to stay on campus and be a part of our school while also being able to uh fulfill a 20-hour per week work experience. So, a lot of times we're helping these students uh with part-time jobs. We have a teacher that goes out on site and talks with their managers, look at their professional skills development and in some ways tries to help them find uh some connections to employment that is a little bit more meaningful than uh some of the other things that you kind of would think of as your first job in high school. Uh you can see that in each of the core content areas, we would see the reduction of a full-time staff member. Uh I mentioned earlier the business and vocational teacher which would cause really a ripple
133effect in some of our other core content areas because of things like uh some state mandates like a financial literacy mandate. Our our director of college advising who is instrumental again in sort of building connections and bridges with some uh of the universities that many people in the community uh really desire and want to see their kids aspire to. uh our director of careers and community service who has touch points throughout the region and has really been innovative over the last number of years in establishing pathways for all sorts of students to be able to figure out what it is that they want to do at their next step. And you know, to me, within education, not just our district, but helping students figure out what that is is a little bit of a systemic
134failure that we are on the cusp, I think, of doing some really innovative things for our kids because we've compelled kids over the last 10 years to make decisions about, you know, what college courses they want to take through college credit plus while really not adapting to how we're helping them understand the relevance of what it is we're asking them to take. So, you know, we have a team now that's been really focused on trying to do things very differently and to help our students take advantage of the opportunities while also giving them perspective on really what we're asking them to do, which is to decide what their next step is after high school and that's it and understand that their career is more iterative than it is a destination. Uh, I mentioned the elimination
135of an administrative position. Uh, executive assistant of secondary operations. This is a position that is heavy on compliance and reporting and we have a lot of outside entities including every institution that any of our students are enrolled in through college credit plus to ensure that grades are reported properly that uh you know we are appropriately reporting back to the state so funding can change hands in the way that it has to thousands and thousands of records of data. uh this person also uh has now makes you know stops for mail and all these odds and ends that that you know that we have sort of had to reinvent how we do things due to our previous round of uh of cuts. So elimination of supplementals and extracurriculars and we talked about athletics as well. So
136again these are just some of the programming. So when I say to, you know, that prospective junior high student who's been looking forward to, you know, being in the marching band, to participating in one of Mr. Minhart's productions, to being in the show choir, to play football for Coach Connor, whatever the case may be, to to it really, I can't envision a reality in which that exists because that's not high school. Uh, and it's not how we've all grown to experience high school. Uh, but that's sort of where we're at. We were looking at really just trying to find ways to get kids their diploma as best as possible. And so, you know, I think there isn't, again, a student or a a staff member within our our high school that wouldn't be touched by
137this. I think that, you know, what we have built here over the last number of decades, we're getting dangerously close to losing some things that would take a really, really long time, if ever, to rebuild. So, I will leave it at that. >> Any questions for Dr. Folultz? >> Thank you. >> I will have Mr. Schwarz Miller, Mr. Sarns come up to talk through teaching and learning. I don't know about you, But I'm sitting back there taking deep breaths and trying to um gather my thoughts. But the impact on the district would be unfathomable in my opinion. Um, but thank you for the time that you're devoting to this. The decision you have before you is one that I can't even begin to imagine. Um, from a teaching and learning standpoint, if the levy doesn't
138pass, our department and what we do quite frankly will be reduced to mandates. We'll have to be we will reduce by we got 4.4 24 positions, the equivalent of that, you're looking at five people in our in our department. It's going to leave us with one director and our executive assistant. We're going to see deep cuts in our curricular investments, technology, software investments, support positions that provide essential data, and instructional assistance. That's what we do. Our department is what education is. It's serving students. Just to give you a little bit of context, we work every day with 13 building administrators and over 450 teachers. They serve about 5,700 students across eight schools. Much what we consider educational success depends on teachers and had them having a clear vision of what they need to teach and
139what student mastery should look like. The consistency only comes from collaboration, curricular review, evaluating student performance, and planning together. Our department helps make that possible. We oversee what is taught, when it's taught, and with what resources. All with input from our teachers, our administrators, and in some cases, our students included. We coordinate the testing which is never ending both local and statemandated and ensure we are wisely using our federal funds that we get. We guide professional development, support intervention and enrichment and help lead school climate such as a jacket way or statemandated PBIS framework. We manage countless state required reports, applications, and asurances. We are also charged with evaluating both student and program performance. While continuously monitoring the ever growing demands that come from Columbus, we ensure that we define and then meet compliance while
140carrying out the the this work in the best interests of our students. I'd add that our department plays a central role in supporting teachers new to the district or new to the profession, helping them align with um helping align them with our expectations and equipping them with successful um to be successful in the classroom. It's difficult to have this conversation so soon after just sharing with you the state report card which reflected the dedication of our staff and accomplishments of our students. The proposed levy reductions would certainly challenge any momentum or positive momentum that we have. Um with fewer resources, it'll be harder to provide students with the same level of support, enriched curriculum, and access to programs to help them thrive. One of our major objectives uh of ensuring a common and consistent curricular
141approach so that every student no matter the teacher they are assigned has the same agreed upon high expectations and opportunities to for success. Uh reductions would make this more challenging and impact our ability to help every child reach their fullest potential which is and will continue to be our guiding principle and commitment. Any questions? Right. Thank you, Mr. Sarns and Mr. Schwarz Miller. >> I just I just honestly don't see how you're going to run your department. I really don't I don't know how how you can run your department that skimmed down. >> Next, we'll have Dr. Glesser and Miss Harper. Good evening. The pupil services department supports two key areas. The student services and well-being department and the special education side of it. I'll share briefly the impact from my perspective as a director
142of student services and well-being while Andrea will share her perspective regarding special ed and the impact it will have. Proposed reductions will also directly impact our most vulnerable students, those facing challenges with attendance, poverty, homelessness, language barriers, and disabilities. The value of these supports is clear and and we several people have shared the amount of supports that our students will lose if this levy fails. But I want to look at two different pieces that came from our report card tonight. Our graduation rate is 98.1% with many students reaching this milestone because of the additional layers of support such as they receive from our family engagement liaison and our pair professional support for English language learners. I can picture specific students who never believed graduation was possible yet walked the stage proud and hopeful for their
143future because of these layers layers of support. Our chronic absenteeism rate is steadily declining in the last four years. We've worked really hard to build layers of support for our students and this one particular area has definitely been impacted. We are sitting at 8.1% of for our chronic absenteeism rate and that compares to the state average of 25.1%. These are just two different areas that show that the um incomes that show when basic needs and social emotional needs are addressed, academic success follows. The work of pupil services does not stand alone and our supports strengthen every aspect of the district and ensure that all students have the opportunity to th to thrive. So, thank you. >> Thank you guys again for having us. I'm Andrea Glesser. I'm the director of special education. So, I've spent
144a lot of time reflecting on how a failed levy would affect our students with disabilities and their families. So tonight I want to share a few key areas of impact and help paint that picture. First off is compliance versus quality. So I want to be clear, our district will remain compliant with federal law under the Individuals with Disabilities Education Act. The services required per Student IEPs will still be provided. However, compliance is the floor, not the ceiling. It guarantees the minimum, but not the quality, consistency, and personalization our students with disabilities need to thrive. Cuts will force us down towards the floor of compliance instead of sustaining the level of services our students and families expect and deserve. The second area is rising case loads. Every staffing decision we have made has been intentional, designed
145to meet the true needs of our students so they can succeed and thrive. But fewer teachers, pair professionals, and related service providers will mean higher case loads for staff. And while our staff will always give their best, larger case loads inevitably mean less time, less flexibility, and fewer opportunities for individualized attention. This will have a direct impact on students, reducing access to meaningful inclusion, fewer sections of co-taught courses, limiting authentic engagement with grade level standards, increasing safety concerns, and greater disruptions in consistency. The third area I've given some thought to is protecting the quality of excellence. Purisburg has been consistently recognized for offering highquality special education services. Our ability to consider more than just the number of students on a case load by also looking at the severity of student needs, the complexity of services,
146and the level of support required has allowed us to build a strong model of inclusive special education for some of our most vulnerable learners. A levy failure would move us away from that model. It would force us to do only what is minimally required for compliance instead of what is best for kids. Our community has always valued high expectations and strong outcomes for all students. That standard is something I have been proud to stand behind and I know it is something our families and students count on. This levy is not about doing more than what's required. It's about continuing to do what is right for our students. They deserve more than the floor of compliance. They deserve the chance to achieve their greatest potential. >> Any questions for Chris or myself? >> Thank you guys.
147>> Thank you. >> So, I'll touch on some additional reductions for the that are districtwide. And while I'm doing that, if Mr. Mapis and um Miss Flitter can come up to the table because they'll be next. So, in addition to some of the things that we've heard, we'd also reduce our communications to budget, our communications budget. So, that would mean fewer um touches with the community, fewerformational newsletters and things that we've been able to send. Those would not be able to continue. Additionally, we would look at eliminating the annual giving and alumni relations coordinator. So, currently our development office has brought in $7 million over seven years. They manage P a lot of grants for PD, a lot of classroom grants. They processed over 6,400 gifts the past year and so certainly reducing a person
148in that department is going to eliminate the ability to pursue lead gifts because one person will then be doing all of that work. Um, if you see frequently we have fundraisers on every board agenda, there's someone that has to process those and manage that and collect that information and track where those funds go. So, it's quite a bit quite a bit of work. Um, but that position would be eliminated and then we would reduce our SRO's by one. So, currently we have three assigned to the district. We would go down to two. I know on that first slide we talked about looking through the lens of safety. Um, school resource officers, health aids, those are again not required positions for a district to have. We know they're valuable and we we we want we want
149all of those things in place, but when you're tasked with reducing by $6 million, there are some very hard decisions to make. So, next um speaking on that note. Oh, go ahead. Any questions? >> Is there a dollar figure attached to the >> I believe it's 164 for for the items just on this slide alone. So, if we add that in with the additional central office reductions with teaching and learning and pupil services, I believe that targets on a upcoming slide. >> Okay. So, um, talking about difficult decisions, this next one's very difficult. So, we'll move forward into transportation. >> Good evening and thank you for having us. Uh, so transportation, the savings would be 570,000. State minimum for transportation takes us to a two-mile self-transport zone K through 8, and that includes the non-public.
150So, all of our high school kids uh that are going to non-public would not receive busing. Uh, so no high school transportation. um also applies to secondary non-public a as I said before um you know through COVID and currently we've really been able to do a great job of keeping our buses on the road through a state and national school bus crisis um my fear with with this is with the elimination of 21 buses and drivers uh that are doing multiple routes some of those buses are doing two three routes in the morning two three routes in the afternoon so that is a lot of kids um and thinking about just in the nine years that I've been here at Parisburg, our high school kids, we've seen a a really the number really go up
151in the number of kids that we are transporting because they are not getting their driver's license like kids were in the future or in the in the past. Um, so that's something to keep in mind as well. But once those drivers are gone, they're gone. So, if we, you know, we're we're potentially looking in January. Right now, there's already right currently in the in our Northwest Ohio, there are 12 full-time bus driver positions that are not filled. So, in November, if this fails, those 12 positions will be filled. And unfortunately, we will fill the the the pinch of that instantly. Um, we know that. We know that once they're gone, they're gone. Um, so just to keep that in mind, that is something that we could see as early as December, January if the levy
152does fail in November is some cuts to busing. Do you have anything you like to add? >> Sure. >> Hi, I'm Stephanie Flitter. I am the new director of transportation. Um, so I wanted to talk a little bit about the further impact that has for families. So our drivers are the first point of contact and the last point of contact that our students see as they come through the district. Riding the bus fosters independence for them. It helps them learn whether to get to the bus stop, have good behaviors on the bus, getting off at the right bus stop, whether they're from kindergarten all the way up to 12th grade. Last year, we transported 6,000 students between public and non-public schools. That's about 3,000 in the morning and 3,000 in the PM. We're looking at
153reducing that by almost half. Busing provides extra time for parents to get to and from work. It gives that a little extra time that they can relax whether or not they need if they are staying home or that extra time they need to to transport to work. That is very important and we want to make sure that that is not taken away. We also support the clubs, the athletics, the bands and the families in this district. Um, in addition to that, we have 21 buses and drivers that we would no longer have in this district that have been driving for us some as long as 40 years. So, that is also something that it weighs heavily on us as well. >> I just have one more thing I I'd like to add. Um, so a
154lot of times we get, okay, so why are we cutting high school busing, but we're busing non-public because by law we have to bus non-public. If we do not bus non-public, we are fined every single day for every student that we have as a whole number of Parisburg schools. And there's a whole calculation. I won't get into that here. Um but but we would be fined. So we have to bust the non-public. There are districts in the state of Ohio currently that are busing more non-public kids than their own public kids because they don't want to be fined. Um, so that's why that's in there because we we would do get that question a lot is, well, why would you cut our busing to Parisburg but continue to do non non-public because we have to
155by law. >> Other questions or comments? >> I think I'm confused. Are you by what you're saying up there? Um, >> we'd still have to bus K to8 non-public. >> Oh, okay. Yeah, that I understood. But for the high school, we would not be busing. >> That's correct. >> On public. >> That's correct. Yes. >> Okay. >> Well, and to clarify, if in January we lost a number of bus drivers, >> we may not have the buses to get our own students to school. But what James and Stephanie would have to do is transport non-public students. So, our own if we don't have enough bus drivers, non-public students are served first. Just so you're aware. >> Okay. I think our big concern is that should this not pass, we will lose drivers immediately. There are
156a lot of jobs out there and people are willing to pay for a bus driver. So >> So to say that again, we could be in a position to make a decision midyear that's >> in this case. We wouldn't have a cho, right? We just wouldn't have a choice >> but continues >> but we would have to continue non-public transportation. >> Okay. >> Thank you. So, thank you to all the administrators tonight. I know this has been an extremely tough past couple of days. Um, one of the things that they've also been tasked with is informing staff whose positions are on these lists, um, that they're, you know, what would happen in the event that the levy wouldn't pass. And so, that's something that certainly weighs heavily on everyone as well. So, those conversations happened
157Friday um, and then a few of them remaining today so people weren't kind of caught off guard at this meeting tonight. So I will stop and um let Dr. Anstat and Dr. Mr. Jurer um wrap up. You want to take this one? Uh so one of the questions that's come up in many of our meetings is do we have to reduce $6 million? And so we we did look at a smaller target. Uh it impacts true cash days uh which would impact board policy. I'm concerned. I know board members are concerned as well with levy fatigue, we're going to have to go back sooner uh for more money than if we if we don't make the $6 million in reductions. So, if the board were to establish a $4.5 million target for reductions instead of
158$6 million, we would make the recommendation that we would remove the following from the reduction list. And that would make up that gap. And I'll show you a graph here um thanks to Mr. Anderson for that um in just a moment. Uh we would recommend returning reading teachers. It's the foundation for kids success for the rest of their careers. We would recommend reinstating state minimum transportation. Uh so the service would remain at the current levels, the 2526 levels, which I I know some parents are already struggling with and we would restore the SRO position for safety. >> So the question is um what's the impact of four and a half versus the $6 million reduction? And if you recall, the $4.5 billion number came up as that kept us at 60 true cash days or
159so at the end of next fiscal year. So that that was kind of like the 60-day true cash was kind of our our floor for where we want to be financially. So that's where the four and a half came from. And again, this is using the same assumptions that you saw in the $6 million reduction. And obviously with a with a less reduction when you look out at 2028 we are definitely going to borrow to make payroll during that fiscal year and the n then becomes bigger in the next fiscal year in 29. So obviously the a potential levy ask becomes bigger or the reductions become even bigger and the reduction side I can't imagine what that would be frankly you know if you saw you saw this and if you can picture further help
160me because I I I have a hard time picturing that's going to come from >> even know where it would come from. So anyway, that's I want to make sure the board understood, you know, there's a diff there is a difference and why we we felt, you know, we four and a half was kind of the minimum, but because of future potential future asks and the impact down the road, that's why we had the $6 million target. Any any is that hopefully that makes sense. >> Sorry, I had to keep clicking to get to the true days. I didn't realize how tricky your slide was. Uh this is just a graph to show you what would be in those initial reductions. Uh and then if we added back in to get to the $6 million
161target or just over that we would be adding back in the SRO, the reading teachers and state minimum transportation. That's a kind of a helpful graphic there to show where everything adds up to. Uh you'll see that in the elementary slide that number doesn't match this number and that's because we're moving the reading specialists out of that number and into this number this number here. So it won't match the slide exactly until unless you actually make the $6 million in reductions. So, I know there's been some talk, well, we could just fund raise to save some of these programs, but that takes bodies. That takes bodies. And I know there are many willing families here that would dedicate their hard-earned money to do that, but there's no bodies to manage that at this point. Um,
162and it's not sustainable. You just you really can't you can't continue to fund raise your way out of this problem. We can't raise $13.5 million for operations. There are legal and contractual requirements that keep us from hiring people. Uh you there's not like I can give them a side job because the state teacher retirement system requires that those salaries are paid and that there's retirement and taxes collected. Raising more funds in this climate poses a challenge. Every nonprofit board that I sit on is facing the same issue. funds are just difficult to raise right now because of an uncertain future. There's just a lot of competition with other efforts. So, by the numbers, we have an 11 million need a November 4th levy would generate that for school operations. And you saw what's at stake.
163If we lose the 2024 levy, it would be $6 million in cuts that are already made. And we're hearing about I know that we've done a good job of keeping this from your kids. I heard that last week in a meeting when I met with teachers and a parent was in that meeting and he told me we're not feeling it right now, but I can tell you kids are feeling it. Uh when I'm at Hall Prairie and they're talking about the things that they can't do, kids are feeling it. I know that parents that are sitting in long lines in the morning because of a onem walk zone, uh I know they're feeling it. We're doing the best we can to protect our students from this, but as the year goes on, you're going to
164feel it more and more. So, if this doesn't pass, obviously, we're just pushing those needs further out. It could trigger, it will trigger $6 million in additional cuts, beginning a multi-year financial crisis that will be very difficult to recover from. It's generational. This isn't hyperbole. This isn't we're making a threat that we can't keep. This is a generational setback to rebuild programs and athletics staffing opportunities would take many years. Our kids that are in theater, the opportunities that they would m be missing. The the amazing junior high marching band that um no don't even talk about how great the high school band is. The junior high band who's going there there won't be a marching band because those kids won't have gotten music in fifth and sixth grade. The community impact will be lower home
165values, a slower business growth, and reduced development. People chose to live here because it's an incredible community. It's a great place to raise our kids. And >> you know, there's there's other side, you know, impacts, too. We'll go into based on the forecast without the new revenue, even with the cuts, we go into fiscal caution. Um that state override will come in and we'll have to present a plan. And the second thing is, and it hit me today as I was thinking about it, if you look out at the negative the negative balances in future years, you need to we're going to need to hire a superintendent. Right now, I couldn't certify their contract past two years because we're negative cash balance. So, I can't put a 412 certificate and you're going to be in
166negotiations with Oopsy. Again, all those there's a ramification to these negative balances other than just the financial pain. >> Okay. What I'd um like to suggest that we do is in 8.2 there is would be a motion to approve this reduction plan as presented and then we can enter into a time of discussion. Um people want to make amendments, whatever. But I'd like to begin with having that motion be put on the floor. So moved. >> Second. >> Mr. Bennington and Mr. Anderson. Thank you. So I'd like to have discussion at this time. >> I guess I'll start since I made the motion and and talk about emotion. Um somebody asked me earlier today, you ready for tonight? And I said, you know, a year ago this time was was seeing a presentation similar to
167this where we talked about cutting the gifted program and closing the buildings to the community. Um custodial staff and and increased burden on what is going to happen in the classroom and what you know with all apologies to that person I was talking to this morning. What I just sat through right now feels nothing like what that felt like last year. So you know I'm I'm trying to get over this. know you I'm not you becoming numb to the cuts to the to the to the fact that last year's cuts did not impact you know we tried to keep it out of the administration the teachers kept it out of the classroom. um sit here and the theme that kept getting resonated with me over and over again was, you know, we're going to prioritize
168safety and state minimums. That that's great. I celebrate that if I was sitting on the board of trustees of a prison, and that's not fair. That's not fair. A former superintendent once told me, you know, our professional staff, teachers will do an absolutely the best job they can educating our children with the resources the community gives them. But oh my gosh, how big of a how big of a hole do we need to dig here to put that burden on those very same people that care so much? So, um yeah, I you know, four and a half million versus six million. You know, this is tough because I don't I don't agree with anything I saw there as a community member, as a product of public education, as an advocate, as a fan of public
169education. I don't agree with any of what I saw there. But like last year, this is the role and there's a $6 million gap that has to be made up. and I have a desire to provide as much altitude for this district financially in the event that that the community decides that that they don't value this this district and the work that's been done. So, you know, that's that's what takes me to as painful as this is, as as much as this changes the very fabric of public education in this community. You know, that this is this is um unfortunately makes sense from a financial standpoint. I guess I'll stop. I don't have any I don't have any amendments. I you know, I again, thank you for the presentations and the work and I've just
170been sitting here listening to this for an hour and a half and it's heavy. I can't imagine spending the last two days, the last week, all this time actually having to create this plan. So, thank you. And and I guess I'll just end with, you know, at least tomorrow morning get to get up and and and work with a levy campaign that is going to do everything they can to try and unwind the very decision that I'm going to make here tonight. So, I'll stop. >> Thank you, Mr. Anderson. >> Yeah. I mean, I, you know, sitting through this tonight has been tough, right? This is impacting every child no matter what. No matter what you're doing, this is going to impact every kid in the district. And as you look at it and you
171say six and a half or six versus four and a half, there's like no easy things to say, oh well, these are the things that could go and we could save these couple of other things because at the end of the day, these are all critical programs that we need to have and things that our kids have come to expect from their school district. You know, I I look at the difference between four and a half and six as four and a half keeps us solvent for another year and gives the opportunity for something else to come back in next year with the new board. Um but because six doesn't buy that much more time before something else has to be on the ballot, it's an extra maybe 12 months and that's assuming nothing changes
172at the state level and gets there. So I guess the question there is are there Are there things like reading, technology, etc. that we would like to keep in the classrooms and give some time for another levy to come on in the event that this one passes um before we cut those out because that gives the new board a chance to explore something in the spring or something in the next fall. But either way, if this one fails and we and we cut the six million, we're going to be in the same place in about 12 months where there's going to have to either be based on the cash flow statements massive cuts or a substantial levy. So that that's kind of where my my head's at is if we wanted to go between four
173and a half and six and keep you know technology reading within the classrooms especially reading was an area on the report card where we definitely needed to um be focused on those would be my thoughts but at the end of the day you know you said it well Eric at the end it's it's a financial problem right if we don't cut we run out of money if the levy doesn't pass so we've got to make cuts of at least four and a half to six million. And I'll stop there. >> Thank you. >> I'm overwhelmed. I don't have anything to say. I just >> But I will say I will thank you guys. the amount of work and the pain that you had to go through in order to come up with this presentation. I
174can't even imagine. Sorry, it's been a rough week. This Mickey um again, thank you everyone for doing a very good job of presenting this. Um, I've got a couple things on here that that since seeing this first th last Thursday at at finance and I've had time to think about it, there's some things that weigh heavily more than others. Um, and you know, and this is also speaking from somebody who's gone through this before, and all of you know that. I've shared that with you. Um, it's never easy and it's always the the lesser of the evils. unfortunately is what you what you have to look at it as. Um I know we talked about equity within the groups, but again I still believe in building a solid academic foundation. It's paramount for academic success
175and to me that always starts with reading and I think some of the cuts at the elementary level will be detrimental for the grades above that. Um so I have a hard time with cutting the re the reading specialist. um HPI, those are going to hurt. Um and especially, you know, as a parent having gone through and having kids who are successful, but knowing what outlets they need, um the teachers are going to have a handful at HPI and the junior high without some of those extra activities. um the 1.5 million at the high school, I think we're going to have a hard time achieving that because I think it's going to bounce back to us in a couple different ways. With all your advanced students, these are kids who are going to find their
176outlet in CCP and we have to pay for that no matter what. So, will we actually recognize and realize that 1.5? I think the answer is absolutely no. um and eliminating sports, then again there's another bounce back with that. That means we'll have to have a teacher or teachers to take care of the gym requirement that's necessary that we get away with with um two seasons of a sport. So, it's another thing where we have to weigh is are we going to get more benefit from doing that or less? And those are all numbers that Randy would have to work on. Um the other things are difficult and it's going to end up coming back on the teachers and on and administrators. Um there are some other areas too that I would consider taking a
177deeper look at because I have a harder time cutting teachers because that is what kids are here for is education. And I know the support staff not being here makes it harder for them, but we need the teachers in the classroom. Um, transportation, that's always one that gets parents, but if it's if it's a big savings, it's that's just what it is. So, I would say with all of this, I think it would be prudent for us to think about it for a while and address it again next month. And just like last time, do I feel that we need to vote on this? No. Does it need to be made a known list of of possibilities? Yes. Um because we have a an ongoing financial problem. It changes constantly. It has to be updated
178constantly. And we're going to have to pay attention to what our water level is with that financial problem. and it will go up and it will go down. >> I'm confused. When do you want to vote on this? >> It's the the list is the list, but what we're experiencing financially might be what we have to take more of or le or can take less of. Dr. Anson clearly pointed out early on in the in the first slide or two, the guidance in recent years from the auditor of state is that as a district, we cannot say these reductions would happen or could happen without board approval. And that's it's just a fact. That's the the guidance that was done at the state to try to reduce the ability of the district to advocate for
179itself. That's a fact. The reason they've, you know, tied the superintendent and the treasur's hands and advocating for the district is to make it harder to pass levies and to have put out a list out there. We would we would be potentially non-compliant. If we put a list out here, this is what we're thinking of that the because at this point it's just the you know Dr. Anets in my dream not the board it's not been approved by the elected members of this community and that's just the way the auditor state has interpreted things and that's why we've the last couple years you've seen this go in front of boards of education. So obviously the board has the option of delaying this till October, but it does limit what we can say about the potential
180impact of the levy. >> Well, and let me add that early voting starts October 7th and people want to know what they're voting for. Um I think it's difficult for people who will vote early and that's a lot of people to go to the polls wondering well will they really do it? Well, they won't. And that's why the auditor actually made that ruling uh that decision was because people didn't know. They you know they won't really do it. They won't I think you saw tonight you can see from the treasur slides that this we don't have a choice. There's not a choice here. The choice might be between the amount and how long it takes. But the difficult choice here is that if this levy does not pass, there will have to be significant reductions
181and our students will not have the experience that they've had here generationally. So I think my concern is with the early voting at this point. Uh people need to make a decision and right now we've got to they've got to know what decision to make. >> That's why I asked the question. So are you saying vote on this at the work session because that would be our last opportunity? I think at this point um >> well there's a motion on the floor so we have to deal with that but >> um at this point um I would support approving this list tonight so that we can can begin to communicate it. I support the six million um one because we are still going to be again as a reminder we rejected a 13.5 million and
182we only cut six. This would be an 11 million and we'd only be re cutting six. Um, and especially because the state funding, I believe that we're going to be losing probably that 20 mil floor and that one and a half million won't even make up that expected increase that we would have. So, I I think unfortunately if the levy is rejected, the six million is going to become the minimum number once we hear what the state's doing. um I'm not sure that we're going to really have the ability to pick and choose within this list what we do or don't. Now, having said that, I will say that if for some reason um the state decisions about our property taxes are not as negative as I'm expecting them to be, and I'm not a
183pessimist, but I am a realistic optimist. Um so I I feel the six million is needed right now. And I believe approving this list as presented in thanks I will add my thanks to all the administrators for this horrible work that you've been on for the last several weeks. Um we need to be able to communicate this clearly and without approving this we can't communicate that to the um voters clearly. So I'm I'm in support of the motion. other discussion. >> Is there anyone that wants to change the list, add to the list, detract from the list? Because I don't want to see the public coming back to us and say, "Well, you didn't take that off the list or you added that to the list." >> I've got a list that's been well vetted
184out by administrators, teachers, unions, >> um, over the past several weeks. Katie. Yeah, >> I agree. I don't feel qualified to make >> that deep dive. I mean, >> y'all have done just agonizing work. And I know that you've done a lot of if this, then what, and you've been battling, you've had to have battled that constantly. and knowing the people that are attached to every negative mark that you had to write down has got to be an excruciating exercise. I wouldn't even begin to challenge what you've >> I mean I would like to move things out of this list. I just don't think we are going to have the any wiggle room to move anything out of this list >> and I don't know what >> we were already at so many minimums and
185I I thought um I can't remember if it was Dr. Glasser who said um compliance versus what is best for students and we are at the compliance level not as what is best for students. Um, we've already said compliance versus the ceiling. >> Yeah. >> We've already pushed so much of the work with the, you know, the almost 60 positions that we cut uh this this school year that we're now just still beginning to experience. We've pushed so much onto the staff. We tried to keep it out of students. students certainly are feeling it in specific areas, but there is there's just nothing here that's not going to impact students. But I I believe that if this levy is rejected, we're going to need all six million at least, especially with not knowing what the
186state is going to do. they've got over a year that they could leave us floating around without knowing what to do and how that affects Ry's bottom line is it's totally unfair. It's totally unfair what that the state is allowed to do that and leave our families in in limbo like that. So, I guess we have to what what how's that phrase go? Plan for the worst and hope for the best. Yeah, I would agree. I mean, I I I think the the hope is we don't have to make any of these. There's certainly many things on the list that I would like to pull off. I mentioned reading and technology, but at the end of the day, if if we don't if the levy doesn't pass, we've got a financial problem that has to
187be solved, and we can't make payroll with a negative balance. Um, you know, and with everything else, you know, I think we got to go with what with what we have and, you know, hopefully we don't have to make any of them. That would be my hope. I >> mean, did did you want to make an amendment or >> I've got a motion on the floor? >> Well, there's an I I just want to be clear before we move on. You could make an amendment to that motion. >> I'd like to call to the question. Okay, Mr. Dur. Roll call, please. >> Mr. Bennington, >> yes. >> Mr. Anderson, >> yes. >> Miss Lmer, >> yes. >> Miss Mankey. >> Yes, >> Miss Roland Miller. >> Yes. Thank you for that work, the conversation, and
188the presentations. I'd like to move us into our board committee reports. Um, community engagement met uh back on the 9th. Um, and we discussed kind of these three ways that we're engaged in the community. One is how the district staff's engaged, especially our superintendent and treasurer, how we as board members are engaged, and then the things that we kind of engage together. Just want to remind everybody to um be reaching out to the booster groups. If again, if you want a different booster group, reach out to the board member. I just had to assign it to get it ready. So, if you're looking for a different booster group or P, you know, PTO to get involved with, please uh reach out to other board members. I don't know if any I was able to attend
189the um theater boosters last week and they are off and running. It was a full classroom um and just wonderful ways that they are volunteering their time and raising money to support our um theater students. I have a meeting in October with Frank. I know Sue, you've scheduled some. I think if you can >> I've got two of my three. I haven't heard back from the third one. >> Okay. So, if you're able to add those times to the spreadsheet, then the staff can be aware of if we can get Dr. An, you know, if Dr. Anstad wants to join us on that one. Um, so folks could be working on those. And then again, Dr. Anstead has some ways that she's going to be reaching out. I would say that if we um are
190going to attend those to let Dr. Anstead know so that we can control our numbers. Okay. Uh and moving on then to um student achievement. >> Yeah. Um it uh started with a conversation about the the data that student achievement or that the district has available to it. You know, kind of taking a a look at all that's out there and uh just appreciate, you know, how it's cut. Um, look at my notes here. You um they're going to kind of start to talk about we're going to start to talk about how that data now supports the strategic plan. Um, got a preview of the report card, state report card that we got a deeper dive in tonight. So, I won't go into that any further. And then, uh, the minutes are here. You can
191see some, uh, updates on the parent bill of rights, uh, OST. um swarm has start at the time was starting to happen. So you know people coming kids coming back into the classroom and update on the grading practices committee >> and that was a great report and I have nothing to add. Um we'll move into the board committees and discussion. Um I'm just going to start with uh business advisory council. Uh, speaking of the good work that the coordinator for careers and um, volunteers does, it's just been really exciting to watch the business advisory council and some of the work taking off. Um, one of the ways that we're looking, we reviewed the plan which is available. um folks want to see what the plan is that's being worked on. But we also talked about
192how the business community can support some of the conversations that are ongoing in the district around AI and how AI is being used in the workplace and how that can um help with some of the conversations that are happening about hey how AI is going to be used in the classroom and by the staff. Um I'm going to start from the bottom right now. policy committee. It sounds like um if you're interested in serving in the next round of policy committee uh know that's always big. It sounds like in the next month or so we'll need to form that. Um people and student services meets tomorrow something like next week. >> It's on my calendar. Um so we'll have a report next time. Development Mr. Bennington. >> Uh the meeting did was supposed to happen
193this morning but there were some personal issues that did not happen. So we will reschedu that. All right. Parisburg Schools Foundation, Mr. Anderson. >> Uh, yeah. So, we had our our meeting. Um, continue to do great work supporting teachers. Um, so approved some more funding funding for them. Their endowment continues to continues to grow nicely. So, great group of people. Um, they just changed over the leadership as well. So, Amy Luck will be the is the new president of the group. So, it's a good group. >> Thank you. um human resources back to this side of the table. >> Yeah, we had the meeting uh a week and a half ago and the this was pretty much the topic of the meeting was reviewing the prelim look at the uh at the reductions. So, >>
194yeah. Okay. And operations. >> Um well, our meeting's gone really long and I took one, two, three, three and a half pages of notes. So, yes, definite highlights. Um, you know, it there's always something going on. Denise is really confident. She's feeling really good about food service. It's doing super well. Um, they're approximately up another percent over what? Oh, no. Amit, that's wrong. They're offering a waffle station now. So, she says we're kind of like a restaurant within a school. And everybody is really liking that. We had a little bit of a discussion about um a legislative platform issue that's going to be coming up with OSBA about free lunches for all. And we kind of decided that that is maybe not something that we really agreed with um that that extra money really should
195be going to academic programs. For some schools, it's appropriate. For schools like Parisburg, it's not appropriate. And that's something I'm going to have to vote on at that wonderful Monday afternoon meeting that I go to. Um Stephanie had a lot of information about transportation. Um last year we did 160 trips but only 132 this year. Why did that happen? Because they redistrict and that's where the savings came in. So they were down 28 routes by doing that. Um, she said morale is super high in transportation and she's doing this cute little thing called a bboard where people if you've if you ever watched um Legally Blonde and the Snap Cup, it reminded me of the Snap Cup. Um, okay. So, relating it to movies. Um, and um, okay. and James let us know that all
196the summer projects have been completed at this point and he's things are looking good. That is the reader digest version of three pages. >> Is Mike anything to add? >> Um I will add that the um is the I believe it's correct me if I'm wrong the Google kiosk is going away. >> Is that correct? Okay. Which is important because this is something that's used during testing. So, I don't know. Did you finally come up with a way to solve that? Okay. >> They will they will be working on that. >> Of course you did. >> Um, >> other than that, um, >> Mr. Schaefer is always good for a good solution. >> Budget and Randy asked that they looked at budget and policy and make sure that it's up to date because of the
197fun stuff that we're doing right now. >> Okay. Thank you. Are there any other board reports or items for discussion? >> I'll leave the DC report until work session or some other time. >> All right. So, we move into our consent agenda items 13 through 17. There's a lot of kind of beginning of the year contracts. Um continued some uh HR. There's a lot of, you know, the supplementals, all that extra work that uh our educators and staff are willing to take on um with with money that never seems to represent the amount of time. I think the obvious one is homecoming chaperoons. I'm always so thankful for them. Um not worth the 90 bucks they get, but lots of ways that our our uh staff continues to kind of step up and help. Dr.
198Anstad, anything to add? >> I would just like to add that Robert Eert is on tonight's agenda. He's a 12-month custodian for us at Perryburg High School. He joined us as a bus driver in 2015 and then moved to the high school in 2016. Everybody that I talked to about him has such great things to say. We're going to miss him. We'll remind him that once a jacket, always a jacket. >> I have a couple questions about um items in 17. I don't know if we want to maybe section that out just to make the other part go faster. Well, if you want to I mean ask questions and if we want to discuss then we'll pull them. If you just want some clarification questions pretty much clarification. Sorry. Give me a second here. Okay.
199um 17.7 and in light of what we >> what it's grant funded. >> Grant funded. >> It is completely grant funded. >> Completely grant funded. Yeah. 100%. >> Okay. And then um 17.9 I know that's probably purely special ed services for three indivi three individuals. Okay. And then 1710. So Panorama is a system that we use here. It I also sought some clarification on that. It houses our student records. Many many it would be a very difficult piece of software to replace. So >> reporting thoroughly read over that. Was that a one-year contract or a two-year contract? Maybe even a three. >> It's one, right? It's one. It's just one. >> Yeah. >> Is that something that is going to be if we end up having to make cuts, is that something that we're going
200to be able to to use appropriately? >> It's going to be a very difficult decision. It houses a lot of data. >> Yeah, we've seen it in TNL and it's awfully foundational into a lot of the the one plan and the strategic work that is being done by the district. Y >> all the questions I had. Thank you. So, a motion to approve the consent agenda items 13 through 17. So, moved. >> Second. >> Miss Lmer, Mr. Bennington, Mr. Jur, roll call, please. >> Miss Lmer, >> yes. >> Mr. Bennington, >> yes. >> Miss Minky, >> yes. >> Mr. Anderson, >> yes. >> Miss Roland Miller, >> yes. Uh, we do have one person uh that signed up or that is interested in the public comment. Um, if Miss Carrie made it. Okay, good. >>
201Thanks, Kitty. >> Welcome to the microphone. >> Hello. >> Hi. >> Name and address. And then >> Yes. Um, okay. So, my name is Katie Kerry. I live at Oh my gosh, it's >> uh I'm like 1947 Ottawa. You made me nervous and I forgot my address. I'm new here. I just moved to Ohio. Um, I'm not new to teaching. This is my 12th year in special education. I've taught in four different states, which has given me a very unique perspective on special education and why I want to share with you. Um, I teach and love teaching students with moderate to severe disabilities. Um, my students are typically non-speaking or limitedly verbal and currently my entire classes uses uses communication devices. Um, they often require toileting support. They have medical needs that require constant adult
202uh support and uh they may alope and they may exhibit behaviors that are extremely dangerous to themselves and others. I'm speaking you to to you today because in my last district I taught in Beaverton, Oregon and it's quite similar to Parisburg in ways. It is a suburb of Portland, Oregon uh in ways comparable average income slightly lower and higher cost of living. So like you can imagine that but um they also experienced uh very quick population growth and that caused bud budget issues with zoning. So similar um and what I experienced there was extremely unsafe. Um so I want to speak to you about that because that was an instance of meeting compliance technically on paper though I was constantly flagging it for my administration and for the district all the ways that we were
203actually out of compliance due to staffing shortages. So, um, in Parisburg, I currently have just five students on my case load, and already we're seeing awesome growth both in my classroom and in my students inclusion experiences, which they haven't missed one yet. Um, they're going with Fidelity. Um, and I have been able to collaborate with those GenEd teachers and their Encore teachers quite regularly. In Beaverton, I taught in the exact same style of classrooms, but I had 9 to 11 students on my case load. Um, and uh, my students rarely went to inclusion opportunities because of our staffing shortages and our safety concerns. I am extens extensively trained in deescalation and preventative strategies, but my class was too big and I didn't have the staff for us to use those strategies consistently. So, um it
204would look like dominoes. Um one student's dysregulation would trigger another and it would rapidly escalate. Um I rarely could take a lunch or a prep because I was constantly being called back because I was one of the few people who could deescalate my students. My principal would cover, but she couldn't be effective. our social workers would cover, but they couldn't be effective because I have very specialized training and my students know me. Um, yeah, my parents lost one of my students once. Um, and after I left the next the next teacher, they lost a student. He was found a mile away before they realized he was missing. So, these are the types of things that happen when you're meeting compliance. Um, but it doesn't actually look like that. Um, I would leave school covered in
205bite mark bruises and bleeding scratches just trying to keep my students safe. Um, myself and every staff member in my room needed to seek medical attention from a doctor because of injuries we sustained in the years that I worked there. Um, and so the district did compensate for my large case load with PAR support, but we couldn't actually fill those positions. Our new hires quickly quit because it was unsafe and they were paid poorly. My room only had half of our par prof paraprofessional positions filled. Um, so we were out of compliance with the students IEPs because we didn't have one-on- ones. We didn't meet our basic because of that. Um, and this all caused a lot of teacher turnover at a district level. Me, I've worked in really difficult situations. I was an inner
206city educator before I moved to Beaverton. Um, I never thought I would leave, but I did because it was unsafe and I couldn't sleep at night knowing how unsafe it was for my students. It was on me. Um so um they would hire people without experience or credentials to fill these empty teacher positions and that led to emergency situations. In another instance, which is a horror story, um a student was emergency transferred into my room because um he was injured by his classroom staff who was using illegal physical interventions. And he had a first year teacher who was still in college. she didn't have a teaching license which was something that that state decided to do to fill the empty positions. So um by meeting compliance uh injuries for children, injuries for adults, staffing nightmares,
207a lot of legal troubles and very little learning could happen. >> Thank you for listening. >> Thank you for sharing that. >> Welcome to Ohio. >> I love it. Yeah. >> Oh, that's nice to hear. Thank you. >> At this time, I'd um like a motion to approve going into executive session to review the appointment, employment, dismissal, discipline, promotion, demotion, or compensation of an employee or official or the investigation of charges or complaints against an employee or official. Um, I'd like that motion. >> So moved. As long as I don't have to repeat it all. >> Mr. Anderson. Miss Mankey. >> Um, Mr. Drew, roll call, please. >> Mr. Anderson, >> yes. >> Miss Mankey, >> yes. >> Miss Lmer, >> yes. >> Mr. Bennington, >> yes. >> Miss Roland Miller, >> yes. Uh, there
208will be no business following that executive session. We will just be back to adjourn. So, thank you all for coming this evening.