Perrysburg BOE Meeting - 7/21/2025

001I'm >> going to call to order our um regular meeting today on July 21st, 2025. Mr. Jurer, uh roll call, please. >> Mr. Bennington, >> here. >> Mr. Anderson, >> here. Miss Minky. >> Miss Lmer, >> here. >> Miss Roland Miller, >> here. Uh if we could all rise to say the pledge of allegiance together. I >> pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Want to welcome everybody to the Commodore building this evening. It's always great to see um all the seats filled for at least the beginning part of the meeting. Um we care about the safety of our students and staff and families and guests. Please note that there are

002exits on um both the east and the west exits. Uh in case of emergency, an AED is located right outside the cafeteria doors. And if for some reason emergency personnel is needed to be called, we are at 140 East Indiana Avenue. In front of us we have our agenda for this evening. There is um one amendment to the agenda. We have added 16.2 which is first reading of a policy update. Uh we can either approve that for first reading or pull it from the consent agenda and refer it to policy committee. We can decide that later but that is in at 16.2. So I would entertain a motion to um approve the agenda as amended. >> So moved. >> Second. >> Miss Larur, Mr. Bennington, Mr. Dur. Roll call, please. >> Miss Lammer. >> Yes.

003>> Mr. Bennington. >> Yes. >> Mr. Anderson. >> Yes. >> Miss Roland Miller. >> Yes. We have an agenda. First thing on our agenda is to recognize the junior high track state qualifier. So I turn it over to Mr. Hustler. >> Yes. Thank you. Um it's certainly great to see everybody here and um it's good to to get the students out of bed at this hour. So we appreciate parents working on that. So um it's really uh a great Parisburg kind of problem that we have when we have a month where we want to do recognitions of uh significant accomplishments like state qualifying and uh we have so many that we need to get through that we have to break it up over two different uh meetings. So, um, graciously working with, uh, athletic director

004at the junior high, Andrea Mannheim, we were able to coordinate and have them come today. And I'll introduce Andrea, who will walk us through, um, these great, uh, student athletes and their tremendous uh, recognitions and accomplishments. And anyway, you all can hear me, right? Anyway, I am so happy to be here. So, thank you. I know that they wanted us to possibly come in and work with us because Murray Fergus really wanted to eth. [Laughter] Coach is up at the cross country high school cross country. So he is with a couple people that will be named here camp and coach Fergus. But we are so excited and proud. of our athletes because of coach Murray and coach I don't know if you know anything high school and it's all because it starts with their face

005they're such fantastic we are so lucky to have them in our school district so long we just don't have an athletic director I sit at those monthly meetings hearing them over and over again complaining that another junior high coach has quit and I just How many do you have on your team? 220. How many are we first join? All right. So to qualify for the the junior high um state is actually become very similar to the high school. They do have to qualify. They have to be in the top 25 and they also run it just like the high school. When I say top, that means they just ladies and First good qualifying in the long jump is [Applause] qualifying in the high jump. [Applause] in the 400 [Applause] also got a new school recorded

006Wilkins, Savannah, and Jackson. [Applause] And then for our team down there, Wilkins, Alexa, and Lana Jackson. [Applause] Our 4x8 consisted of Julia Emory Hudson [Applause] and our 4x8. Congratulations [Applause] Um, we'll we'll do um all of them together. Y >> embarrassing young man here. We have Jackson and the two dash and the long jump. [Applause] in the long jump and I don't know if you were if you were here last year I talked about how he wasn't even here I talked about we should have had this young and he also that was a brand new school record which happened to be his old school record he also ran 20.95 and that placed him also on the podium. So third and twoulations [Applause] record as I continue our high school coaches are drooling to get this

007class. Moving on, we had our 4x8 that qualified for the state that comprised of Nolan Bryson Nichols and Bowen. They were 20th in the state and they had a season of 907. Congratulations. [Applause] And last but not least, Grayson qualified in the 110 meter hurdles. He qualified for the state in his season best time as well in a time of 16.27. [Applause] Um yes, thank you. They wrote it in 149.8 and Marissa was actually [Applause] >> just taking pictures. Tom that are taller kind of get in the back row behind this slide downward. hurting cats. >> Did you do track in school? I was on the track. >> I uh great support here today by the parents and filling in great information. Uh thank you to all the parents for all your support to make

008this success possible. And um I've seen the cross country I think primarily but I know probably some of the runners here and some of the runners missing today that are out running every morning uh at the fort. So I know that the work continues year round. So thank thank you to all. Thanks for coming tonight that we could recognize you. Appreciate it. We do um we we do have a certificate for everybody that was here. So if you could catch uh Mrs. Mannheim before she leaves um we'll make sure everybody gets theirs during the break. >> Okay. We have a fivem minute break. So it is uh 5:57. We will be back at it at Let me do the math 602. just the opportunity for the public to have input into the decisions that we'll

009be making later in the meeting. We have um one person signed up. So, I would invite Nikki Clark forward. Um, same as before, name, address, um, and then we'll have three minutes for comments. >> Hi. Um, so I'm Nikki Clark. I live at 24930 Saddle Horn. Um, I wanted to discuss item 13.1. It includes a resignation from the high school counseling office, which is the third member of a student services team to step away in recent months. While staff transitions are a normal part of any school year, this level of turnover in such a short frame, especially in student support roles, warrants some deeper reflection. We've seen a number of resignations across the district this year, counselors, teachers, building principles, and others. And these are professionals who have made significant impacts. And as a community,

010we have to ask, are we doing everything we can to ensure that our staff feel supported, valued, and heard? More importantly, is the board looking at these resignations for patterns? Are they concentrated in one building, one department, one demographic group? If we're seeing resignations disproportionately from a specific gender, location, or role, we have to ask why. Because what we permit, we promote, and failing to acknowledge patterns could reinforce the very dynamics we should be working to correct. The counselor that's resigning tonight is someone whose contributions speak for themselves. She launched the district's facility dog program, securing $85,000 in donations to place a dog in every building. She led the district-wide SCUTA implementating implementation and training to strengthen data informed student support as the swim head coach brought in two Big 10 coaches to work with

011our students and raised funds to bring in two high-quality video analysis systems. She was also in 22 honored as an emergency emerging leader by the Ohio School Counselor Association and that's only given to five individuals. We we I mean we published that in 22. So when someone with this level of dedication and innovation chooses to leave, that's a moment we have to ask what can we learn and whether we're creating the kind of environment that retains exceptional staff. It is also worth noting that high the high staff turnover doesn't just impact morale. It carries a significant financial cost. Recruiting, hiring, onboarding, that all takes time and money. Is our board committed to analyzing those resignation trends so that we can help protect both our people and our resources? Finally, the appointment of a new high

012school principal with no outside posting or interviews does raise serious questions. We cited a staff survey, yet many of the concerns in that survey appear to have gone unressed. Has the board reviewed those survey results in full? Have the staff's concerns been heard? Many high school staff members are choosing to move from the high school to other buildings in the district following this decision. Is that a coincidence or is it a sign that something needs examined? Has this board done some history? you know, some looking to figure that out. Again, what we permit, we promote. I respectfully ask, how are we ensuring that staff voices are being meaningfully heard and that resignations are not signaling preventable issues within our system? Thank you. >> Thank you, Miss Clark. All right. This time I'd like to move

013to agenda six. Uh Mr. Hustler, we start with the annual capital project update. >> All right. Thank you very much. So um uh James Mayus is our executive director uh for of operations and um this is the time of year where we begin to talk through um just giving a a quick kind of overview of all the different uh projects and things that are planned and and are hopefully underway and completed. So >> a lot of these are last year's projects. So this year they're kind of different. But I just want to start off first off by thanking the community for passing our PI. Um, as you'll see, we really try to do a lot of great things for students and the money goes to roofing and things like that, which are high dollar amounts.

014So, we thank you for that. And also too, um, my staff, uh, administrators, our custodians and everyone, I have to say whenever they need a part or they look for anything, uh, they will come to me with three quotes and have to justify why one is 20 cents more and that's the one they want over something else. But they still have all the different quotes. And so it's definitely a team effort. So I don't want to stand up here tonight to say to just represent just me, but our whole group because everyone in operations really does a great job with that. So this year uh because of some grant funding that we got, we were able to purchase >> James, can you just clarify really fast? When you say this year, you mean >> this

015last school year? >> School calendar year. Yes. Yes. Okay. Uh that and that's actually a good question because PI money actually runs through the year. But yes, school calendar year. Um so we were able to purchase 16 new propane buses. Uh originally when we looked to buy new buses and I said to the group, "Hey, I found some way to get some new buses because some of our buses were 26 years old." And they're like, "Oh my god, that's great." And then I'm like, "Yeah, they're propane." They were like, "I don't know." Uh but they've embraced them. We now own 36 of them. the cost of ownership is a lot lower than a diesel. Uh, everyone's embraced them. So, with those 16 new buses coming in and that $400,000 in grant money, we did have

016a cost in our GPS systems, which is the mapping and routing software that goes live in the buses that the parents can see where their buses are and all that push push notification as well. So, that was 4,9340 uh for for those GPS units. Uh, one of the things that again we were talking about were roof repairs. Uh, this year we had an incident at Fort Megs, uh, where we had to to change some of the roof um, around the coupulas. They just weren't correct. So 6,93220 to change those. And then uh, we had an unexpected uh, thing happen at the junior high. We had our elevator go out and the insurance paid to have our elevator fixed. Um we were then having an all-star football game and lost power yet again. Uh and we

017couldn't figure it out. So we had a company come out and the main line um just from being years old was bad and so we replaced that. So that was 26,720 uh $727. Um one of the other expenses we had were with the fuel tank. So, obviously with we already owned one fuel tank like this for our our propane buses, but with the additional 16 buses, we wanted to bring another fuel tank on just to help uh fuel. Um, typically all the buses are in there within 15 to 20 minutes of each other. So, it just helps the process. So, they're spread out uh two bus lengths apart so that that way we're able to fuel two buses. And you can see that was 8,600. So, yes, >> clarify on the cost in the propane

018tank. What was our portion of it? So we actually pay only for the actual inspection, the permits, the hookup. Uh and that's it. Everything else is um through air gas. So we have no we have no other costs other than just our like the pipe ballards, anything that's structural to the property, electric lines, things like that. That's it. Uh we work out a really good deal with a maragas. They're really good to us. Um if we have a bus that travels really far away, if they have to, they'll wet hose us and send a bus over to us. Um, and the drivers are really good about letting us know like, hey, I think I'm going to go further than where I need gas. And we arrange it. Mayor Gas helps us out. So, we're thankful

019for that part partnership. >> Thanks. >> Sorry to interrupt. >> No, you're good. Good catch. >> So, music equipment, we had $70,000 uh that goes towards fixing instruments, buying new instruments. Um, so uh Mick and his crew and Scott always do a great job of letting us know what needs to be fixed. Um, and if it can't be repaired, they are very good about saying like, "Hey, we tried. We just don't think it's worth putting the money in. So, we will replace some of those instruments." So, there were 70,000 that went to that classroom furniture. We had $50,000 that went into to that this year. Um, with the growing needs, we just keep adding furniture. So, um, this is actually the in the four years that I've been doing this, I think the least amount

020that we've spent. So, uh, this winter we had that catch basin you see right there, uh, fall in, um, on itself with really no explanation as to why. So, we had to get that fixed. Um, and so, as we were getting that fixed, I struck up a deal with them to say like, "Hey, if you fix that now, will you come back and seal coat um, later for a different price?" And he was like, "Yeah, I can do that for you." So, they're really good working with us. So, they fixed that catch basin and then came back and sealed that parking lot. It looks really great. So, new roof. Uh last year we uh final cost was 500,000 exactly which the guy's like you should go play the lottery. That's never happened to me in

021my years. But um so we were able to get that fixed. Um every year we do another section of the roof. The problem with roofing is is cost of it. It's usually um you know half of our budget that goes into roofing projects. So um we're we're thankful to be able to get that done at the junior high this year. So, one of the things that you'll see here is HVAC parts and repairs. Um, and this is a little different from years past. So, our staff members, I believe it's in our teacher contract and our ops contract where if they go back for any kind of education, we pay up to a certain amount. And so, a lot of school districts, this last year at capital conference, a lot of school districts were saying they're

022bringing on electricians, they're bringing on different people inhouse to do their work. And so one of our things that we got rid of was our $120,000 contract with our HVAC company. And so we approached Steve um Ashenfeller, who's been with the district for a long time, and said, "Hey, what do you think about taking this class at Penta? By you taking this class, there's perks to us being able to purchase things direct without having to go through a third party. We can buy direct, get it wholesale. Um it's just smart for us and it would work better for you." And he's like, "Absolutely." He's knowledgeable. he knows our system. Um, so it was really no challenge for him. So he was able to go out and get all that software. Um, we've actually saved so

023far this year over $120,000 by buying different Jaces and different things that we need to replace where before we would have to actually go out and have another company buy it for us and then they would upcharge it and then sell it back to us. Um, so now we can buy direct. Um, but there were some costs just because we didn't have the software and some things like that, some tools to do diagnostics. So that was 45,420. Um so actual repairs and parts that we've had to purchase were the 25,858 which would have been significantly more if it would not have been for uh that that cost. So one of the things uh we also had to do is upgrade some of our camera systems. So, we did the uh the initial 16 new buses

024and then some of our older buses had cameras uh from the '9s that just were outdated and not working. So, we updated some of those. So, 47,273. And the great thing about these cameras is they're wide angle, so you don't have to have as many. And we see literally everything, even things we don't want to see. So, uh it was it's been great. A new aerial lift. Uh so, the lift cost us around $130,000 total. Um and then there was a grant that paid part of that. the portion that we had to pay was the 43,389. Um, and it replaced a lift that we've had in the district for over 20 years. So, this was not a fun um, and it was unexpected. Our fire pump went out at the high school and we had

025to do a fire watch. We had people in the building that would constantly had to walk halls. There was a whole chart we had to keep. You can see the clipboard still actually sitting up there. U,, so we had to replace that fire pump. Uh, it's crucial to the district. is crucial to the high school to to be able to get water out if there were to be an emergency. So, um again, it's something we had to do, but um weren't wasn't budgeted, but that was 55,4196 and that's that's it. >> I've been doing a running total and it's $1,380,000179. >> Yeah. And some people are going to say, well, you got more than that, so why? So, I I will justify why we have some money. So, I knew if the levy didn't pass,

026I needed to make sure that I had enough to cover our next bus payments. Um, and so that was built into that knowing that we would pull that money back to to be able to pay off those bus purchases. >> And to hit you with this cold, I like to do this every year, but so of those projects, which ones would you consider um like unexpected? The fire pump was >> like the fire pump was one of them. Uh the Fort Megs. Um the the roof one. Yeah. Um, and the insurance did help us out with some of that Fort Megs one as well. Yeah, >> I was trying to get a gauge of the cost, you know, how much >> Yeah, >> the over on how much is kind of unexpected year to year.

027The oh my gosh, can we cover this type of >> Well, then you had that electrical line thing too. >> Yeah, the electrical line was definitely one of them. >> The hits just kept coming. >> Yeah. >> You know, the catch bas this summer. >> Yeah. It's not fun when the one of your bus drivers come comes in and says, "My wheel is stuck in the parking lot." And we're like, "Stuck in the parking lot? What do you mean by that?" But um >> wasn't a big deal. She was able to to back out of it and we were okay. And you know, we really try hard to get grants. Uh one of the things this year that we did and um I am known as sometimes being cheap. I would correct them and say

028frugal. Um, but we didn't know if we were going to get a grant through workers comp to be able to buy some floor machines that were automated and you can either push them or automatically they will go on their own. And so the custodians were really excited about this and I told Jason, I'm like, let's go ahead and just purchase them. I think we're going to get the grant money. I feel comfortable with it. But either way, like it's time we treat oursel like everyone works really hard. We save money. Um, turns out we didn't treat oursel because the workers comp ended up paying for them, which was really nice, uh, that they paid for them, but we were able to introduce three new floor machines into our buildings. And for a group of people

029who have not complained at all, and some of them are cleaning six more classrooms a night, um, it definitely is a a great need for those those custodians and um, we're grateful for that as well. So, >> you guys hit the nail on the head. I mean, there there is a balance. James has his PI budget. That's what all this is. But there's other expenses that come out of general fund. But James manages the PI and we have a conversation back and forth where where the spending is going to come out. In general, if it's PI, we try to take it out of PI first. >> Yeah. >> Now, one of the changes for this coming fiscal year is we still have a new bus lease, but it's not coming out of PI. It's coming

030out of it's coming out of general fund. So, you know, we're kind of shifting. That's a predictable amount and it's easier to put that out of general fund and let him have let let the PI money do what it what it's been doing. >> And our custodians work really hard. Uh one of the things I did this year, I think most of them hate me for it. Uh they'll never say that probably to my face, but we used to do uh FRQ for all of our products all at once to go out for toilet paper cleaning supplies. And so this year when the last year I should say when the results came in, I was like, "Well, wait a minute. this toilet paper's cheaper. This soap's cheaper. So this year we bid it out all

031separate. And everyone was like, "That's crazy. Why would you do that?" And so when all of the quotes came in, I'm like, "We saved like $300 in toilet paper." And everyone was like, "Oh." But when you add it all up, I mean, it's significant. So, uh, they worked with me on it. I know that they were aggravated probably with me when I'm like, "We're bidding everything out separate." But they spent the time on it. They they work hard for it. And when I share with them like, "Hey, we saved a lot of money." you know, when you're buying 900 cases of that kind of soap, here's the the results. And then they're like, "Okay, well, I'm glad we did it then." But so definitely definitely our staff is great. So, um, you know, kudos to

032them as well. >> You year after year hearing this presentation. I've always appreciated how you stretch that dollar as far as you can, how your team, you works diligently keeping the buses on the road until they just can't anymore. You really add value. You and your team really add value to this district. Appreciate it. >> Thank you. Thanks. >> Is the bus you referenced, Mr. Drew, the bus that we're approving in 164? Is that No. >> No. The 16 buses we purchased. >> Okay. >> That they were that we had a $400,000 EPA clean air grant were were the lease purchases out of general fund. The last lease purchase we did was out of PI, >> obviously. >> Okay. The bus we're approving tonight is from PI, too. And that's and that's and that's a

033um c it's a cash deal. >> Yeah. Yeah. So uh what happened is um we've seen an influx in special needs students where they need to be in wheelchairs and um so it logistical it's getting really hard to to maneuver around and so we just need to bring another another bus on and so that will help alleviate some of that. So typically you see a bus around 120,000. The reason it's 151 is because it is a wheelchair bus. It has a lot of extra um safety devices, the wheelchair lift itself and things like that. So there is an extra cost, but um I'm sure we'll have it for 20 25 years. So >> other questions? Well, thank you very much as always. Thank you for all your work and for your team. >> Yeah, thank

034you. >> Thanks. Yeah, with buses that are 25 years old, they're eligible for historical plates. And then on Friday nights after we drop the kids off, we pull up on the lawn with the other classic cars. >> Are those for sale? >> There you go. As long as they don't get stuck. >> Actually, those those 16 buses that came out of service because we had a clean air grant essentially, they had to go back and they essentially spike the engine so they're not operable. The whole idea of the clean air grant is to make sure you don't put those polluting monstrosities back on the road. >> So, uh, just the July report. Um, Autumn just graduated from Parisburg High School. She was, uh, a member of the, uh, Penner C Center's teaching professions. She finished

035second nationally in, uh, teacher created materials. And, uh, I believe Mr. Christie is tracking her right now as we speak as she gets ready to head off to college. So, um this uh the Penna careers program, you might recall teacher um the uh the program with teaching professions was housed at uh Parisburg High School and they recently moved to Bowling Green State University. So, um so it's great to see our students continuing to pursue education as a career option and uh we're certainly encouraged and proud of Autumn and all that that she did. So this past uh summer we had uh five uh students to the national uh speech and debate nationals. You saw them at the state uh they were one of the groups that we recognized recently. So they did go on and

036um they ended up representing the district very very well. So we're we're proud of our students and you know the at the national level. Also we had uh Megan Coons who's a HPI teacher. Um you might remember Megan was also on uh the governor's panel for social studies uh this past year. Anyway, she was uh part of a exchange program uh for the National Consortium of Teachers About Asia uh the Freedom Foundation and the Center for East Asian Studies at the Ohio State University and they um uh were were uh immersed in in some of those topics uh where they visited. So, we're very grateful for for what she does and and this opportunity and being able to to bring this back to the classroom. Megan does an outstanding job. One of the reasons why

037she was selected to be part of the governor's uh review of social studies in the state of Ohio. And it's because of this dedication that uh certainly um sets her apart from many other teachers across the state and and country for that matter. Uh, speaking of teachers that that really separate themselves uh by going and doing so much outside the classroom, Megan Helman uh joined a Holocaust education seminar in Poland. So, um certainly an important conversation to continue and with the junior high and the Holocaust speakers that they have brought each year. Uh this is certainly very timely as that generation of survivors have are are are disappearing because of um you know the their ages. So keeping this conversation alive and bringing those kind of resources back to Parisburg is certainly significant. Flipping back

038to HPI the green flag award. So National Wildlife Federation's EOS school program. So, uh, going out and and doing what they can to recycle and and, uh, raise awareness is something that is very exciting. The jacket moments that matter. Congratulations, Debbie Ton. 20 years of morning smiles, uh, greeting students, protecting students, welcoming students. Those are one of those positions where, you know, you know, the the the Caroline volunteer is someone that really sets the tone and uh and is able to start the day off in in a great way. So, her dedication, warm presence have have really been a cherished uh part of that community and our community. So, we love it. School is out, but learning continues. And um and this is some of the activities that that are that you know, families are

039going out and taking their children to different locations and uh experiencing that um that history isn't something that just is in a book. It is something that is out there that they can see and put their hands on and experience and walk in those steps. Um, also the 911 memorial museum, Statue of Liberty, another family. Um, that learning continues, the Demar family. And of course, uh, learning comes in all shapes and sizes. So, we have a couple of examples here of students that are, you know, getting ready for second grade and and taking moments to spread their blanket out on the the grass and lawn and and do all different kinds of activities. And one of my favorite things is the uh Friday, September 25th is the Parisburg High School band alumni are are invited

040back to participate. To put it in perspective, we have more alumni show up for this event to participate than most of the schools that we compete against on Friday night have in their band. >> So, it is incredible. And it's nice to hear the banter among the folks who who point at each other and say you're really not playing and you're just faking it and others work on the music and and so there's a lot of camaraderie there. So, um something to let our alumni know that there's a sign up and uh we always look forward to September 5th um or we look forward to September 5th and getting our alumni back out there. So, >> August 29th. >> Oh, yeah. August. Please register before August 29th for the Friday, September. Yes. >> Oh, I'm

041sorry. September >> I was gonna tell my son the wrong day. >> Yeah, >> thank you for the correction. >> Hopefully he'll he'll come prepared to perform. So, >> or he'll double check his mother, which is smarter. >> So, that's it for a July uh superintendent uh report. So, >> okay, >> we move on to the calendar. Uh so we have a hearing that we have to hold to adopt the school calendar. So this school calendar is for the 2627 school year. Uh so we did have a process where we involved uh teachers and other staff members, administrators who came together to review the calendar and did come up with a recommendation that is attached and it follows um very closely to next year and this year's. Um, it's always interesting when you have somebody

042new join the committee because they have all different ideas as to how they would like to change and the schedule and it's it's really a very intricate process. Uh, and when you begin to lay some foundations and and base some decisions about our schedule around ending the semester, for example, you know, at at the break instead of having students in high school come back for two weeks and taking exams. So when you make that commitment, which we have, then that backs you up approximately 90 days from that start time and that puts you in August and not Labor Day. Um, and then when you look at state testing and when that occurs, having a floating spring break creates problems because we have a limited window for testing and so we have a fixed um spring

043break that that typically falls um where where it's outlined here. Uh so this is uh pretty um standard. Uh we did plug in uh some events here but when the board does approve the calendar it is the major date so that if we have to change the high school openhouse for example um for whatever reason we can do that without having to get the board approval. Uh so this is something that that that you know wanted to give you a peek at the whole school year and then um when we publish it and when the board votes it'll it'll be the you know the basic blocks that that we have um because sometimes for different reasons we have to shift um you know open houses and things of that nature. Um but at any rate,

044this gives you an idea of um the the orientations beginning, the inservice days, which is something that's there. Uh the jacket jump starts for elementary students and and then um and then where we end up um with uh Friday, May 21st. So we we were out a week before. And the calendar will flip depending on when that you know as as the calendar moves from year to year the starting date will rotate you know we'll slowly move as with it. So right now we're on that short kind of uh August uh early date but in another uh you know three years four years it'll start to move back up uh to where it begins. We do we in the past we've not included uh June and and July on the calendar. Um but uh we

045we did include that to reflect the holidays over the summer. Uh so that individuals can um can see where those occur. Uh we we didn't normally, you know, like I said, um we did have uh some sometimes June would peer because we would have staff there and people would see the the the Junth calendar and say, "Well, why aren't you recognizing the Fourth of July?" Well, we don't have any school activities in July, but we have reflected those those holidays so people can see that. So, we're not just reflecting one or the other kind of a thing. So >> I think the other thing to highlight is that this will be the first calendar that incorporates in the trimesters for the elementary versus the quarter system for fifth and up. So that was to align

046with some reporting that the elementary school requested. And you'll see those trimester dates uh prek4 November 6th and when when the teachers talked about it takes them some time to get to know their students to be able to capture that information to have those meaningful conversations with families and um some of those conferences were popping up pretty early as as they're collecting that data. So this they felt was really important to be able to to provide a better snapshot of where um those students were and relay that to their families. So >> yeah, there's you're right, there are a lot of parameters that you have to work within to put this together, but I know that that that team you referred to that doesn't diminish the amount of thoughtfulness they put into doing this calendar.

047Um I was talking to a parent just today, you know, he was what's on the agenda and I said 26 27 calendar and and he was appreciative. You know, they that people are planning time away that far out. So they they find that helpful to be that far out. >> The comment here is it's hard to believe looking at this and knowing that it aligns with the 25 26 calendar. August 4th right around the corner. So you know >> here we go again for another another school year is right around the corner. I had a conversation with one of the families be that was just here being recognized and they're saying, you know, next week summer's over because when you're in the junior high in high school, those activities begin in August and you already

048start getting back into the the school mode and uh elementaryaries have a little more breathing room, but uh for all extensive purposes, things uh start happening here very soon. Eric, yes, >> what we're here for, I suppose. >> All right. Any other comments or questions about the calendar? We'll move on to 6.4. >> Is there a there's an approval on the agenda? Oh, I don't I just forgot. >> It's a It's a hearing. It's a hearing. So, anyone who has concerns, we would note those and make adjustments and then we will bring it back the next meeting and hopefully the board will approve it. So, if there's feedback that you receive, feel free to to share. Uh, and certainly anybody who's watching this would like to make any suggestions. Um, >> we hear things like

049>> you might want like year- round school, but yeah, >> we don't hear that so much from families. Um, but uh, but we can't help that the lake water is warmer in August than it is in June. So, those kinds of suggestions and feedback certainly are welcome, but that doesn't drive our our calendar process. So >> July is pretty warm this year. So >> yeah. Uh so next on the agenda is um is this operational planning uh process la uh launch. So I wanted to talk through this a little bit. So why this process matters? Um in the event that on November 4th uh the levy is rejected, we will need to begin to work on uh coming up with a plan to address the loss of revenue for that entire next school year uh

050and and calendar year. So again, if the levy is rejected in November, we lose an entire calendar year's worth of the ability to collect funds. And so without those funds coming into the district and the rejection that we currently are working through, there needs to be a plan to address that that revenue shortfall. And so we wanted to begin that conversation now in anticipation of the board's decision about uh a levy. This is not something that uh is is a threat like oh no here they go they're putting a levy on and they're threatening what goes away. But we lost 13.5 million last year. The board is looking at a solution to to reclaim a portion of that. And if we're not successful with that and the community rejects that, then we need to keep

051our doors open and we need to continue to operate and there will be further reductions and that's just what has to happen. So one of the things that we hear is how do we arrive at these reductions? We always share these uh with the community usually late September, early October and say this is what happens if and we inevitably have people that say you know well how did you arrive at this and we have an internal staff and and external residents say these are things and questions about the process. So, we wanted to first of all um engage the board in a way that maybe publicly hasn't been done before. And that is as we begin to look at these reductions and the work that has to go into those, asking the board of education

052to identify their their values and the things that, you know, they prioritize as we look at having to make reductions. And so this will give our administration and the folks that we work with the ability to use that lens when beginning to look at having to make reductions. So we're going to do an exercise tonight. Uh we've never done this before, so we we'll we'll see how it goes. But I think it's very important that the community hears and sees the values that you're laying out that are important to you that we want to use to begin to help shape those reductions. You've heard me say over and over again that we really look at the bullseye, you know, as a as the classroom, the student, and then we look at those things that are

053outside that bullseye and that's where we begin to make those reductions. And so today we will begin to identify what those rings are. What is inside that bullseye from the board's perspective. We understand this is the first conversation. There might be further um you know considering we can't say well the last time we did this this is the process we used. So this time I think you know there there may be some followup that the board wants. Uh the other piece of this is I'll go through bringing in a group of folks um a few uh parents, teachers, and support staff. Um they are not in a position where if you're in a union, for example, you can't help make recommendations to cut another union position. And so that's not what this group is going

054to do. However, we want other people in the room looking at the development of our plan to provide feedback, to ask questions as we are shaping it. And I think that will go a long way to help us make sure that we're dialing it in correctly and we're thinking of all the different things that administrators sometimes overlook. And so this is uh one of the things that we're proposing to do with this process in addition to the board's role with this. Um and and then finally, we want people to understand that there isn't a dart board in someone's office and that's how we generate these recommendations. It is something that each building is charged, each department is charged, uh, whoever has a budget is charged to identify cost savings and reductions and make sure that

055that they're hitting the targets that we've established. Um, and and so you don't want Randy and I sitting down and saying these are the things that should be reduced in preschool, for example. You want the people that are there who understand what is it that we can, you know, offer up certainly is going to have an impact, but but they're they're measuring that through their expertise and that's where we want these decisions made ultimately. But the board providing that lens that those administrators and department heads will use when they're looking at the things available, I think will be helpful in in that process. So, so um again this is about preparation. It's not about fear. It's not about threatening, but it is about being real. It is about having to look at how do we

056operate in a way without those dollars being available. Um so, um so as we get started, the board will establish value statements and a planning framework. the decisions that we're looking to make um will be based in part on on some of these thoughts and and the the framework that the board is looking to to work through in this conversation. Uh it assures alignment with our our mission, our vision, our core values and again getting down to that bullseye which is the classroom and trying to protect that to the best that we can. And again, this last round of reductions, when you think back to 2010 when we had to make reductions, we had three three and a half million dollars we reduced. We had um approximately um you know 53 employees then and just

057over 20 teachers that were reduced in 2010. Now, we were going through a process that that saw 60 staff members and just under 30 staff members uh um teachers cut in this last round to get to $6 million. So, we really did work on that when you compare to the last time that we reduced and and trying to spread that those reductions out. So, so the overview of the planning process, we just talked a little bit about that. Um, we want to provide some updates as we go through this process so people can see what that is. And again, the the folks that are part of this group are not there to make recommendations, but they are to listen, to ask questions, to be part of that feedback loop to us as we gather things.

058Um, we'll provide summaries after each session. So what what goes on behind closed doors, we want to open those doors and say this is what was discussed. This is the framework. This is what we're looking at. Um and we want to provide community updates as as well. So some guiding um principles for our discussion. It comes down to with the loss of revenue and this is hard to balance but with the loss of revenue what outcomes or student experiences must be protected and what values should shape these difficult decisions. So I think that kind of sets the table for the board to begin to to capture this. Um so the prompt what cannot be compromised unless legally mandated. So there are things that we we can't cut. Even if the board said we want to

059eliminate all of transportation, for example, uh legally the board can't eliminate um transportation for grades uh you know K through 8, but transportation for grades 9 through 12 is is not required. IEPs, health and safety mandates, um and then board identified protected service or or role. So that's how we go through the list of all the things that we have to do that we don't have a choice the mandates we can't cut those and then we begin to look at what are those things that that the board says these are what we feel you know not individual items that's not the board's role but it is these are the things that we want you to consider when you're making these this plan and and that's what we're looking for the board tonight and then the

060board will see the individ idual items and then vote on those items. Uh so so that's kind of the process that we have. Um and and so we we have lists of of those kinds of things. Uh what what does clear and timely communication look like? How do we ensure the public sees what we are planning responsibly and not threatening consequences? So we unveil the reduction list in October um or late September and say here it is. if the levy's rejected, this is what will happen. How do we begin to have a longer uh and more transparent dialogue about getting to that place together based on the criteria that the board has set out? So, um so we want to draft the values and framework in the in the following discussion. Um and then we'll

061begin to work for the the launch in in early August. um provide those public updates. And um again, this process, what we're talking about today is not identifying specific areas of reductions, but it is laying out those guard rails that will be trying to keep the car on the road as we head down this path. And hopefully all of this work and all the things that we're talking about will be for not. And that's ultimately our goal that this exercise is leading us to something that will never have to be touched. And uh but we also live in a time where we know that that's not always the case. So we have to be prepared. So So with that, I'll I'll turn it back over to um >> Mr. Hler, before you do that, do

062you want to comment on the um other information you had pulled together? >> Uh so uh we had some thoughtful conversations with board members. So I I always appreciate board members feedback. Um and one of the one of the things that um was discussed was identifying some key identifying key metrics for operational planning. So what are you know we we talk a great deal and we'll talk about it uh a little later in this board meeting. You know true days cash. So as a board you've said we need to have two months of operating cash in the bank and that is a priority of the board. So the the the feedback from a board member looking at this saying, "Boy, it would be nice to have a similar kind of thing for some of the

063other operational components." And that's pretty challenging. And and the example used was um if if class sizes for elementary students increase to 30, this is an example, is there anything that shows a decrease in student achievement? Um there's a lot of research out there about class sizes and there are a lot of different um conclusions about class sizes depending on the age, the subject area and um so what we've done here is we've tried to anticipate some questions the board may have. So um the first document here that I shared uh in preparation for this is the the K4 student teacher ratio. Um, for example, right now it's it's not a hard average, but if the average is about 21 to 23 students in those grade levels, if we go above that, what impact would

064ha that have on the learning environment? So, we've made it a priority to keep class sizes lower in Parisburg in those elementary grades to the best of our ability. And the reason we do is because it reduces individual attention, which is essential in those early grades. We also understand that early literacy and math impact, you get one chance at introducing some of these things. So, we have always when we've looked at reductions, we've tried to maintain those low class sizes, especially there in those um primary grades. As you get out to um the upper grade levels, the research doesn't hold up as well in terms of making a difference. And so you will see those class sizes um you know be anywhere from 25 to to the you know to 30. We've worked really hard

065to keep those down. However, given the fact that we're you know losing funding, loss funding um we've had to make some adjustments. So uh we focused here on saying okay core class that that the you know math reading you know math science social studies those core courses let's work on keeping those class sizes electives you know maybe allow for a little bit of a float um there um specialized programming you know AP you know one P you know college credit plus gifted that's a program that that is gone so that's why it's a specialized area but we understand that those specialized areas are not required to provide those services. There isn't a requirement for AP courses, but we understand that that that should be a priority for people's consideration. Um class sizes, the next conversation

066begins with school counselors and what the ratios are there. Um and there's an ability to to increase those if that becomes something, you know. So uh transportation um right now 30 minutes 20 minutes um but if we look at uh we could go 60 minutes we could go without high school busing but again there are impacts to all those things. So, this was um just an exercise to give you some ideas to think through when it comes to um staking out your priorities and allowing us to capture those. The second sheet um sorry, the fair school funding model, this is how the state um calculates the base cost. So, as the as the co-chair of this committee and the years that we worked on this, we were we were asking what is it that every

067typical ST child should have in their school experience and then we had to then cost out on average across the state of Ohio what is the cost of that and that becomes the state's share those averages you know so here kindergarten we recommended we should fund teachers at 20 to1 ratio and then at the upper the other elementarymentaries you'll see it's at 23 and then it kind of creeps up with fourth and fifth grade and then the height. So you see that there is already a roadmap to those ideals. It doesn't mean school districts have to do this. is just how the state chooses to fund them and then the funding is then ba so this is an example from an actual school district that I pulled but in in kindergarten for example the state

068funds them at 20 for every teacher there was 57 students so the number of teachers the state funded was 29 two 2.9 teachers and they used the most current average across the state so when we talk about the state is not updating their inputs. The the the 2.9 funded teachers is based on several years old data. So that that's the impact of how that actually works in the funding model. I know we're not here for that. That's not this portion, but >> not yet. >> You're you're funding you're funding 2.9 teachers and you're using data that's >> four years old now. So whereas our data locally is updated every year. So, I digress, but we understand that direct teaching instruction, that's important. Um, specials teachers, we we understood those were important. Um, one one specialist

069teacher for every 150 students. Professional development, we need to fund that because that's essential. Uh and then you look at co-curriculars um you know guidance support uh safety security non-personnel you can look at all those other things that go into what is needed to to fund a building. So that could be another tool for the board to look at to say um yeah social emotional security life support um that is something that is important and what what does that look like that that's SRO in one district that could be additional psychologists in another district um but but an element of that is something that should be remaining so these are some things the state says we're funding you you don't have to use them this way but these are things that we feel that every

070school, every student should have. So, so that's um you know that's that's um what these documents are and I will um get these uploaded to board docs because we just created them here late this afternoon. >> Helpful. Um if we could go Mr. Hustler back to the slide six >> or seven. There we go. Yeah, one of Well, let's go back to six. >> Six >> terms of our discussion. Uh we hopefully folks have had some chance to think about this a little bit, but I want to open it up for discussion as we talk about some of these guard rails as we look at hopefully reductions we never have to do. >> So we're basically defining the the bullet in the center. Mhm. >> Um >> y >> well when you come to complex

071problems like this I fully believe in the kiss method. So um what outcomes or student experiences must be protected. It's it's all about the students. Any cut that we that we have to consider should always be looked through that lens. How will this impact a student? How will it harm or benefit a student by this being kept or taken away? That's that's got to be the first filter. Um, and of course you you that's why I really struggled with the gifted one because that was directly related to a student. I mean, you're certainly you're certainly going to balance the things and it goes back to the legal part. We weren't required to do the gifted students. It's not a state law. Why? That's that's as as Tom just said, I digress. Um, but that's got

072to be the original filter. And then from there you've got to look at are we legally required to do it? Uh do we have the staff support to do it? And I think this is a really challenging thing to do because if there's one thing I've learned with all of my ideas that I've thrown out over the 12 years is that there is not a single domino I don't think involved in a school district regardless of size that doesn't have other dominoes around it that will be affected if you take it away. And because I thought I had some really good ideas a lot of times only to be told, "Yeah, but you see this affects this which affects this and which affects that." This is this is why this is such an incredibly challenging

073task to do and why really I rely on on Tom and Don and Brooke and and Randy is and and all of our people in our administration that know their fields because even though we've been on the board, we're we're not the micromanagers to understand all those infant intestinal dominoes that you say, "Oh, well, let's take this." And then there's a whole bunch of dominoes that can't participate. I mean, it's just it's crazy. It's crazy how it's all involved. So, to see what Mr. Christy has gone through in dealing with personnel and the bumping, the shifting, the dancing that he's had to do. Um, this this is challenging, which is why I said keep it keep it simple for for our level. Keep it simple. Anything that they bring to us, how is this going

074to affect a student? That's that's to me what's important. And then you add, how's it going to affect the staff? But if you affect the staff, you're also affecting the student. I don't know. That was that was all I could come up with really. I don't think that was very helpful. It's like, yeah, you got a problem here. If you have to cut anymore, it's going to be excruciating. It's going to be non impossible, but we might have to do it. So, how do we do it? That's the civ it's got to go through. >> Okay. Thank you. anyone? >> Yeah, I'm gonna give it a try here. I think this is this information here is like really helpful. And Miss, you said some things that kind of as I was hearing you talk, you

075you said some things that help me kind of clarify my non-negotiables that are here. And that's how I'm looking at this. >> What are the non-negotiables? I take a look at the far right hand column of this tabletop uh or this this handout you gave us about potential impact if exceeded the thresholds of concern resonates with me as I start to look at ranking of you know probably what am I most concerned of just from this list and probably get back to you because as I as I think about what my non-negotiables are there's probably a couple things that aren't on this list which is what makes this helpful um as Mr. term as you said these are all dominoes these are all so closely related that you touch one you're going to touch another

076so anyway with that little prelude you know my my my guard rails I had four but I think actually one of them is the catchall of you know minimizing the impact on the educational experience for the student so that's the umbrella catchall here so if I go underneath that I think I got this ranking right but don't hold me to it because I'm doing this cold but you know first non-negotiable most important non-negotiable is those things that impact the safety of our students. And I'm going to couch safety under both I'm going to talk about or think about safety in terms of both physical and mental social safety for our students. Probably the number two, you know, those things that create barriers to education, those things that have impact attendance. um those things that that

077inhibit the access to education for our students, you know, as as easy as I think it it would be to do what other districts are doing and say, you know, busing is an easy one, that has an impact on on a fair amount of our students. We got to get them to the classroom successfully to make them successful. And then probably the third thing, the one that's out and and I don't like it, but it is, you know, then those other things that keep that student engaged and make their experience in Parisburg excellent, the extracurriculars, the the, you know, the additional clubs, all of that. So again, those are in rank in order of importance to me. Student safety, access, and then probably, you know, those things that continue to make make the district excellent.

078I don't know how that resonates. Again, I'm doing this cold and I know that there's more, you know, when I think about that the the physical safety of our students, there's probably other couple other metrics on here to be considered, but that's how I'm looking at my non-negotiables and my parameters as we think about this this exercise. >> Yeah, as a as a generalization, I think that was spot on because it feeds into into my KISS method perfectly. So yeah, I think that >> yeah, I was sitting here trying to rank the potential impact of if exceeded that column and I'll continue to, but I'm not as brave to put forth what I think those should be right now. >> Okay, Mr. Anderson, look like you're ready to talk. >> Yeah. Um, no, I uh

079very similar uh Eric on my side. I think the, you know, I agree with the the student um comments you made, Sue, and I think, you know, depending on how you frame it, everything we're going to anything we're going to cut is going to impact a student, but for me, it's the the center of the educational environment, right? So, how do we how do we make cuts without materially changing the educational achievement that Parisburg is known for, right? So that would be kind of my if you think about the core circle of defense is maintaining that within that is safety right how do we keep our students safe um how do we manage you know and again it's not just SRO's it's counselors it's psychologists right it's all of those and then I I think

080the engagement the engagement is there too so how do we how do we keep them engaged in participating within the within the school environment but I think if we stay within the the framework of trying to maintain the educational excellence that we're known for, keeping our students safe, and then keeping them engaged within that educational environment. I think those are a good three to to focus on. And when you look at this list, I'm not going to I won't prioritize them, but I think there's some that you can clearly say, "Yep, this one directly impacts educational achievement. this one tangentially and then you can start force ranking them on on where do you want to focus and how do we want to look at them >> Mickey okay um looking at this and pretty much

081having gone through something like this before the lessons that I've learned from it are you need to make sure that the you're capable of building a solid foundation in education and that means sometimes pairing back to as far as reading, writing, arithmetic. Um and then from there the other important piece to have along with it is your relationship with parents because education starts at home. You have the foundation, you have the the connecting point with parents, you can build anything forward from there. Um, we all like to have the fluff and this is a community that expects the fluff, but I understand that if we're going to go into a difficult economic time and it's whether our constit our constituents have jobs or the government cuts down on our funding, we will have to look

082at things closely and figure out what is important and what will get our kids there. Um, again, I look back to my experience and I think about the kids who graduated from those schools and they're successful kids and some of those kids are now successful adults here in this community and they were able to do it with a very paired down education because money was not plentiful in that school system. Can you say a little bit more about what you then would see as as the fluff per se? I guess that's I mean I think that >> that dividing piece is what we're trying to determine. >> It's kind of difficult. Um you know, everyone expects the gifted and yet I've seen kids succeed without gifted programs. Um the AP and CCP. Now, that's an

083interesting part because if you don't provide the AP and they get into the CCP, you're going to have to pay for that anyways. So, you have to make sure that you're balancing that one way or another. Um, and if you cut back too far on on the classes and you have more kids going for the CCP, you're going to pay for it there also. So, um I think there's some places where we need to have that conversation with our parents and our community members that we need you to step up because we cannot take care of this anymore. And whether that's having a hard conversation with parents on you really need to get your child into counseling or we need the community to step up with these extracurriculars because we can't afford to do it

084at these certain schools. um that might be the case. And it, like I said, it's asking if our community can't hand over the money, it's asking them to step up and participate and be active and help our kids out because they are our future and they're their future. Um, one of the things that I've been doing, you know, since the retreat was looking at the strategic plan and some of the things I I was really just trying to focus on the academics because I think at this point we have cut enough non-teer positions that to continue to cut non-teer positions will put a too heavy a load on our educators which inevitably affects our students. So I think that that's where I I want to protect student achievement but I think some of that also

085requires some of the support pieces that of work that gets done um that if that those positions aren't there it just lands more work on our classroom teachers. So, I want to be careful that we when we're talking about educational achievement, we recognize the responsibilities that um teachers already have and that some of the staff does that supports um our teachers in the classroom. But as I looked at the academics, I looked at the strategic plan and started separating out those um I think the core academics were all in agreement with besides being mandated, we also want our our students prepared for the future. Um I I think we have a focus in our strategic plan on preparing students for future careers. So I would say if we need to start cutting elective classes that

086we focus um you know a dividing point for me would be do we see this as an exploratory life skill versus an exploratory this could be my job one day kind of classes. I'm not sure how to better state that. So that was kind of a dividing point for me of how do we stay focused on our core subjects. Um you know that the professional skills, college and career paths is pretty strong in our strategic plan of making sure students and I think that goes with mental health have a path forward and um know where they're headed. I I think that the extracurriculars gets difficult with with what we've already cut to start looking at the you know if it's four and a half maybe 5 million whatever we are in that ballpark immediately for

087the next school year um extracurriculars are going to have to be I I want to support certainly that kind of well-rounded excellent experience but I don't know how we're going to be able to do that so that to me ends up a little bit further down. And I number two after the core academics certainly was how do we support all students not just um through AP classes and and more challenging sides as well as the mental health but how are we supporting and this is another part of our strategic plan um you know students not on an academic future path but more into trades the workforce readiness classes that continue to expand and do well. Um yeah, how are we supporting kind of like the transportation again the the students that are at risk for

088possibly not being on path to graduate. How are we making sure that we have those services there so our graduation rate and those students can graduate and go on into the future. So I think that's where bus transportation as Mr. Bennington points out. So I I think unfortunately we are going to be cutting electives and we are going to be cutting extracurriculars and I think that that's where this kind of conversation where what our core what is that's what is the fluff. Um, I agree that cutting AP in a district such as ours would probably be more expensive to then be sending all of those students who want those challenging classes to another uh another class. We also know that um there's students that take AP that don't have time to travel to sometimes outside

089the building in order to continue to pursue their academic course. So um so that's I put in core academics and maintaining class size first appropriate class size because again there are clear indications especially at the younger grades that that's um really important. How do we provide support for all students all students as it is in our vision statement. How do we prepare for successful um prepare students for a successful future through professional skills, college and career paths? And then I have um kind of extracurricular is my fourth level. Um I think you know we've already cut most of the extracurriculars at the elementary and junior high. I think unfortunately the high school extracurricular certainly would be um un unfortunately I think that that's going to be one of the first things we're going to have

090to look at. >> Yeah. >> So I I hear this kind of common I'm sorry. Go ahead. >> Oh just you know as I was like ranking these potential impacts I'm most concerned about it lined up with what you had just said there. You know the class size was probably you know for for all grade levels was like one and two and um student support services number three in the impacts I was most concerned about and then uh you know the uh equity and readiness gaps probably the fourth one and the rest of them I'd need to give some more thought to but like my top four from this list >> my cheat sheet over here >> is that yeah probably yeah >> top four >> I like consensus that's good >> yeah I mean

091I feel like we're all in different ways kind of getting at the same which I I don't think is going to be surprising to anyone but I think it's important that we have um you know it it might be disappointing to hear some of that criteria depending on um some of the things that our students are involved in or the classes that they're thinking about taking in the future but I it sounds like we're somewhat aligned with our priorities >> and I think on some of these it's it's going to come down to what is a what does a new look like right so for specialized programming right today it's a full range. Well, what does a not full range look like? You know, is there a blend of APCCP, a blend of specialized programming

092that we want to keep and protect in other parts where maybe we don't. Um, you know, it's not a I think everything on here is not an up or down. Yes. No. There's going to be, you know, areas of gray where, you know, you have to cut in some areas because you want to preserve in other areas. That's where I think the you know that's the building expertise of knowing >> absolutely >> where that scalpel can go best unfortunately >> other um you know other values outcomes other nonnegotiables because again this just the high level discussion but other folks other thoughts people had >> so on the non-negotiable slide there's a bullet for board identified protected services or roles. Do we have like a list of protected services and rollers that we've created? >> No,

093that would be what you would create. >> Oh, okay. All right. I wasn't sure if there was an existing list. >> No, no, >> no. Okay. I I mean I think uh you know I think based on I'm not sure that I I'm looking to create such a list. Again I think that goes with the expertise. I think you know we certainly look at what does support both um emotional mental health students in the building support for them while they're there as well as you know traditional guidance counselors. Um, that's where I'm going to have to definitely rely on the expertise of staff to say, you know, what are the minimums of that type of support, the safety, the SRO's, the I'm I'm not interested necessarily in that last personally, I'm not interested in trying

094to come up with that list, but >> I think it'll produce itself as we get more focused on this. >> I guess Mr. Hasso, as you you know, you've been listening to this conversation and you know, any any redirect or any clarifying questions from us that would be as you as you start off on your next next steps here. >> No, I think this is helpful. I mean, we'll take some time to review the conversation, make sure we're capturing everything. I've been trying to keep notes and um and I think you know coming up with those um those those kind of keys and you kind of summarize the kind of the four areas just now. I think that's a great starting point and and as we get into well what how do we apply our

095challenge will be how do we apply that to the principal's recommendation to cut program X >> is it is it impact class sizes it uh student support services is it you know so you start I'm I'm processing like okay we run it through this kind these lenses to make Sure. And if it does, then we need to have a conversation. You could argue that every everything we do impacts some level of this. So I think it it gives us an opportunity to have an earnest conversation about that impact because some do more than others. If you cut a third grade teacher from every elementary building, that will have a direct impact on class size. >> You know, that's a priority of the board. However, if you're looking at, okay, we talked about maintaining the core

096academic areas. All right, if you cut those, it could be argued now you're going to cause class sizes to increase elsewhere, but then that that core academic area is a priority. So, you start getting into those levels and and so I'm in my mind, I'm thinking about how that process will work and how do we evaluate these things? >> Yeah. And in the world that you know and with trade-offs class size you could you you kind of go quickly to well that's instructional impact >> right >> but I maintain class size is also very much you know the mental and social safety of our students as well you have too big a classrooms you put that at risk so yeah it's going to be a tough trade-off conversation >> to mention the mental clarity and

097safety and emotional status of of the adults in the room >> agree 100% Yeah. I mean, they they set the tone, they set the flavor, and if they're if they're exasperated to the point of beyond exhaustion, it the the whole domino pile falls. So, >> I think it's even though I said the bullseye is the student, very attached to that are the adults immediately around them. >> All right. Well, and this is going to be Mr. Hustler pointed out at the beginning a continuing conversation. So, as you think, as you hear from others, certainly provide that feedback to Mr. Hustler and we'll be talking about this. Again, thanks for presenting that and for the good conversation about it. >> I think we're done with the superintendent report and so we'll move into the treasures report.

098Mr. drawer. >> All right, it's a July, but we're kind of still wrapping up the last fiscal year. So, I'm going I'm going to zip through some kind of a uh highlevel review of, you know, where we ended the year and uh I think I have some additional comments on setting up some of the conversation you just had. So let's just run start here with our cash balance report. We ended the year just slightly better than last year in cash balance which is which is good. You saw the narrowing of year to year. And I want you to note though at the purple line at the bottom that's the incumbrances we ended the year. So those are essentially purchase orders that have been written that incumbrance. So we ended year about 780,000. That's not unusual.

099It's expenses that are sitting out there we haven't paid for in the in the previous year. I'm going to come back to that number in here in a minute. But more on a granular look. This was the fiscal year. Um again, I'm just I want to keep emphasizing what our cash flow looks like. The red line is our revenue. The dark green at the bottom is our expenses. So our expenses are relatively flat and so we have we need to maintain a cash balance in order to handle the ups and downs in in revenue. Okay. So looking at where we ended I know there's a lot of numbers here. We ended the fiscal year at 125 true cash days which is slightly less than last year but excellent. I wish we could have that every

100year going forward. But uh we our revenue is down 3.7%. I'll dig into that just a little bit more in a minute. Expenses are up 7.6%. And I want to highlight this here. Um when we re, you know, we updated the forecast in May and we went, you know, we in November we were looking at a couple million dollar deficit. We ended up forecasting less than 400,000. We actually ended up positive. Now remember that's $780,000 in incumbrances. So it's about a break even. But you know, yay for us, we came in better than expected. But on the other hand, one of the thing gets lost in this conversation is there was a cost to this that you know, there's a financial pos positive, but the thing about the cost during the year, our buildings were

101no longer accessible to the public. You know, we had staff having to carry bigger loads. primarily the custodial and maintenance staffs were doing with more with less. That's were the biggest. We've had we had some certified positions that left us mid year that we didn't fill. So, you know, other staff had to pick up that effort. And so, you got to believe there was, you know, as much as we tried, not an impact on students, but it has to. So, you know, I'm I'm happy the fact that we did better than expected. always nice to have a little bit more money in the bank, but there's a cost that's hidden, right? And there's pain that that most of us don't see that that the community's had to experience. And and the obvious one is, for

102example, our buildings just not being available anymore. And that's you know, this building not being used for um you know, for uh BNI on Wednesdays. It's it's sad not to see the parking lot full of people using the building, but that's just that's the nature of the beast. So I just want to point out positive but there there is a you know there's a cost to to that positivity if you will. So let's talk a just dig in. I'm not going to go through this line by line. I just want to hit a few things. Real estate taxes are down 8% and that's prim that's due to the levy rejection. Um um our P public utilities personal property was down three and a half% partially due to impact of the levy and also depreciation of

103those public utility assets which we expect to continue unrestricted state aid essentially down 1% lower 1% that which is you know it's not a huge amount but it's down but on the positive side. It's enrollment. The kindergarten program increased our enrollment. That that was positive, but not updating the base costs in the fair school funding formula pushed it down and our wealth increase pushed it down. So, this is where enrollment even with significant enrollment changes is not enough to overcome those kinds of things. For us, that base cost update is so important in the future. I just want to go down restricted state aid down 30%. Now, a lot of that most of that is the reclassified threshold costs that special ed costs that are reimbursed a year later. I' I've put them in um

104down here and uh refund a previous year's expense. That's up so much because of that. So most of that is is artificial during the reclassification. But also notice noted at uh the high school because of certification issues we are some of our STEM programs which used to be CTE credit are no longer. So we lose a little bit of restricted funding. It's you know it's not a ton but we used to buy equipment. It can't be used for anything but else but equipment. And that's something in the future. Of course, we're having a tough time finding a STEM teacher as it is and having in order to have those CTE CLA class classes qualified as CTE, they have to have certain certifications and that and all those certifications have to really run through the the

105um career tech. So, it's a it's a partner, you know, there are teachers, our students, but the career tech has to sign off on there's some nuances there. So just know but the biggest bulk of that is due to um reclassification of threshold cost and moving on all other our interest earnings continue to be strong the um and the Fed is meeting this week we don't expect to make any interest Fred Fed rate changes so that continues to be strong and I'll talk about um investments a little bit at the at the end on the on On the expense side, I'm not going to we we came in the year really did pretty well. Um purchase services are up significantly and building maintenance and special education issues. They those are the two drivers. I'm actually

106looking at this year's my forecast for May. I'm already seeing pressures on for special ed costs and it be just you know it's driven by the students and their needs, right? It's not like they're going back to Chris's point about what is kind of mandatory. Well, if it's in the student's IEP, it's mandatory, right? And we have to deliver those services. So, just know big increase, but those are, you know, and and the building maintenance stuff is again, you saw, you know, um Mr. Mapis' report, we have a bunch of little stuff like, you know, we got a repairless window. We got tuck pointing stuff like that that he doesn't have the budget for. It comes out of it comes out of here. I want to talk just a little bit about supplies. It's not

107a huge dollar amount in the grand scheme of things, but it was really up year-over-year. We've had some good cost control issues um efforts. The um copier work we've done. You know, Mr. Schaefer back there behind the wall is the most loved person in Parisburg schools because of it. Um >> that's why he's behind the wall. I'm saying I'm saying didn't but things like the new buses when we did our cost reports for transportation our maintenance costs are down because the new buses obviously cost less they cost less to maintain plus they're new so maintained so there's things like this the other thing I want to point on the supplies it's a huge increase really even even then $600,000 year over year but part of that is too um we have instructional supplies that were

108outside the general fund that we've brought in the general fund that are paid for by student fees. So, it's offset by some revenue. So, it does inflate it some, but just know there's some revenue to offset some of it. And we did that for mainly for accounting purposes to really track what our expenses are. And so, that's really it. It property taxes are down. income tax. I didn't really talk about that, but it's it's up per trend, you know, and I expect it to stay that way. State funding is flat. You know, we've already talked about for next year. Now, I make a comment here. Um the governor, we we one ve one of the governor's vetos got overridden today and that was on types of levies. It doesn't really impact us financially at this

109point. The the big one that impacts is the 20 mil floor. That's the one that would impact us with if they override that veto. And I don't know, they don't have it scheduled yet for that vote. That tells me right right now the House doesn't have the votes. If they had the votes, they would have they would have gone after it. Interest earnings continue to be strong. On the expense side, again, salary and benefits were better than expected. Managed to do unfilled positions. Going back to a couple a comment that Miss Roland Miller made about um where the opportunities when you look at reductions. The fact is you know salary and benefits are our big by far our biggest expense area and of that 75 74% are certified. So if you look at this past

110year, we had 40 almost $46,000 in salaries. 33 mill 3 46 million 33 million of it isn't certified. So cutting classified staff is not will not get that get us there. It's just a it's just a fact unfortunately. And of course it's student again going back to we want to protect the students you know what we're providing the students. We we spend most of our money in the classrooms. That's just a fact. I think Tom wanted to >> Oh, I was just going to say certified means uh teaching position. So just inside we know what certified means, but the bulk of our certified position >> certified in counselors and and anyone anyone really is in in the P in the teachers association essentially. Okay. if they have to have a license and um we saw

111some reductions past year in sped but again with special education it's a it's we've had you know uh I hate to ever put it this way we had a student for example who has transitioned out which is was a fairly high cost student that helps but you just don't know who else is else is coming and so we're going to stay on you know we're going to still work on supply budget but just know you know counting paper clips is important but it's not going to get us there but we ended the year wrong, but just I just want to recall it was not without pain. All right, so just pat ourselves in the back. We we we had some cost control and some of it was by no choice. Any questions on that? Okay,

112I want to take just a minute. It's a good idea annually talk about our investments. I reviewed this with the um policy committee on Friday. um >> finance committee. >> Finance policy finance committee. Yeah. So, let me just hit hit a couple things. Our goals with our investments are in this in this order. Principal security, liquidity, and then we look at return and there's a balance there, right? And of course, the Ohio revised code limits what we can do. Anyway, I'm not buying cryptocurrency. I'm not day trading, though. I know a super I know of a treasurer who was day trading. He has now retired, but he needed to retire anyway, but that's beside the point. Um, our investment policy has it's been a couple years since it's been updated, but it's still current with

113it's consistent with current law. And you can look at that and for the most part, you know, the board has authorized me to invest in instruments that that we we invest in. And we have a hierarchy. We we work with Huntington Bank. That's where our checking account is. Our for the most part, we try to keep our checking account balance low because it doesn't earn us anything or very little. It cost us some fees, but it's worth it because then in Star, Ohio, we can make four and a half% four and a quarter percent. Um so we have in Star Ohio, which is a um uninsured money market essentially. We use red tree investments for things like commercial paper, government agencies and CDs. So things that again they manage it for us. It there's a

114small management fee but I think it's really worth it. And then Huntington their investment services has some money and that's almost all um CDs with other banks. So we spread our um we spread out our our risk and our timing by doing that. I would say we're heavy in Star Ohio right now. I met in fact I met with Red Tree today. Um it's something we want to look at but right now with our cash situation uncertain because of the levy there's no interest. I have no interest in this moving money out of our most liquid place at this point until I can be sure I can stay somewhere for a while. So Star Ohio is our most literally what we can do with Star Ohio is we got payroll tomorrow. I I I move

115money out same day. So we earn interest right up to the last minute. So and it's paid off we for so I just want to make sure you un you had that make sure um I can't remember what the policy number is but you look at the policy questions and if you ever want to see what our investments are every month in my statement from Redeeree and Huntington they provide a list of where our money is invested how much percentage and that kind of thing. So we we do have that the finance committee got that on Friday. Okay. I did not attach it to here, but it's available if you want it. So, with that, I will see if there's any questions. >> Did you is Star Ohio where we have our our largest amount

116of investment? >> Yes. >> Did I hear you say it's uninsured? >> It's uninsured. >> So, therefore, high risk, but big return. Well, if you consider that we have $35 million in Star Ohio and and they're investing billions of dollars for I think it's it's it's high risk and it's uninsured, but it's not high. They're very very low risk >> investments. >> When you take a look at what's actually making up those portfolios, it's awfully boring. >> Yeah, it's it's very very low risk. Um we essentially I would say style Ohio is only risk because it's not insured but everything else we have I would cons is very it has to be very very low risk. What commercial paper we have it can only be the highest rated and then and then on CDs what

117you'll see is if we buy CDs you'll see less than 250,000 on those purchases because you're insured up to 250,000. So, so yes. Do I But do I lose sleep about money being in Star Ohio? No. Because it would, let's put it this way, the disaster that would have to strike to wipe that out, none of us would be care because we probably would uh we wouldn't be sitting here. And I don't know if that helps or not, Sue, but but it is it's an awful lot of money to have sitting in Star. I'd like to move it more, spread it out a little bit more, but I'm just trying to stay liquid until until November. >> Okay. Well, I'm sure you understand why I asked the question, so >> Oh, I heard I understand.

118>> Um, Mr. Bennington, Miss Mankey, other comments from the finance committee meeting? >> Uh, the minutes are there. Um, yeah, we we did spend some time looking at the individual investments that were sitting throughout that investment portfolio and probably board the other uh the other I think Miss Miss Price was in that meeting and and she was certainly engaged but probably like come on guys move on because Randy and I got pretty spirited in the discussion. Um also kind of you talked briefly about you know we had a we had a you know great member of our committee who uh had to step back uh re reduce his time a real loss to real loss to us Mr. Vogle and you know talking about what it would look like to replace you know someone like

119him. Mr. Vogle certainly had a really you know special set of skills and a and a mindset and and you know something that is not easil easily replaced. um you know talk about what the the the role of of somebody like that would be I mean certainly be open to to to to some additional help like that when you take a look at the work that gets done in in finance you know in Ry's world it's it's not very creative most of it is is uh you know driven through compliance and regulatory needs um he does have sounding boards you know on the investment stuff and other treasures that he talks to you know I know Miss Mankey does I do people are are always quick to offer their opinion on the finances. But again,

120particularly in a district in the shape we're in, there's only so much that can be done. Probably where there is a a need for for financial minds is helping with the advocacy and telling the story and you know the the why is why do things work the way that they do. So we didn't go very far in the discussion, but I just want to give a little bit of flavor of that uh uh in the room. Um I think that was those those were the high points in the meeting. >> Mike, anything else? Um, any other questions? Finance. >> Before I forget, I apologize that the work session in August, I will be out of the country. So, you'll need to find a treasure prom. When we schedule this trip, I forgot all about work

121the work session. Not that my family cares, but right. Thanks for the warning. Whoever comes first to the meeting can be treasurer prom. Everyone's going to be late. Okay. Okay, whoever comes last to the meeting. No, that won't work. Anyway, we'll figure it out. Thank you for the warning. On to community engagement. Miss Mankey, >> we think we have >> Oh. Oh, I'm sorry. We need to approve things. We have um a motion in 7.2 for approval of the financial report of June 2025. >> So moved. >> Second. >> Sorry, >> Mr. Bington. I must go with Miss Lmer. I heard her first. Mr. Drew, roll call, please. >> Mr. Yes, >> Miss Mankey. >> Yes, >> Miss Lmer. >> Yes, >> Mr. Anderson. >> Yes, >> Miss Roland Miller. >> Yes. >> And now

122I will move the meeting along to 8.1. Miss Mankey, community engagement. >> Um, sorry. Um I do not have my notes with me right now. So um um well we talked about the communications task force and our continued thanks to those who participated. There were 10 members and we met four times in May and June and we have kind of a final notes from them that we've been reviewing and impacting our discussions and kind of next steps. We talked about the effliers which go out weekly. We all get those in our email. We are trying to look at is there a way to decrease that frequency um in order to free up some of Miss Zicker's time in order to do some of the things that the task force came up with. Um, so that's

123a continued conversation of how do we better communicate and kind of shift into more of the, you know, kind of video social media pieces that really came out of the communications task force. And then we continued to talk about ways for those of us on the board to be engaging out in the community more. And that's one of the things is Miss Mankey is working on um establishing a schedule for us to be available, say Saturdays, you know, one Saturday a month that one or two of us would be available out in the community. Um you know, we could look at some evenings if that would fit better with our community member schedules, if board members would be more available. when looking at various locations too to make sure that we hit all sections of

124the community because um our community is spread out enough that hitting over there by the Kroger area versus hitting downtown and hitting over towards Levvice. >> We want to make sure that we give everybody the opportunity to engage for their needs. So hopefully starting that um next month sometime. So be following up on that. Um obviously we're also looking at how to continue some of the dialogue events with Mr. Hustler and Mr. Drew kind of maybe more issue maybe more open. Uh again we'll certainly take your recommendations for that. And we also began a very brief discussion. We had run out of time about bringing um some community members to be on to that committee. We certainly would probably look at some task force um folks or just continue to engage them appropriately in the

125different tasks. So I think that covers the meeting. Any questions about that? Oh, I just exited out of the agenda. Um, it's what happens when you hiccup when you hit my screen. All right, community engagement. We're on to nine, which is our more open time for other committees, whether it be the superintendent committees, other committees that we serve on, and other items for board discussion. Um, start with operations. >> That was cancelled. >> That was canceled. >> Moving on to human resources personnel. We did have a personnel meeting. Um, sadly I did not bring my notes because I've never reported on personnel before. So I didn't I didn't bring anything on that. We uh um Mr. Christie did a real good job and hopefully you all were able to open what I sent you from

126him on clarifying in in big detail the where the cuts were, how they affected how things moved. It was a very simplistic yet very specific um document that he sent out. So I I sent that all to you because I thought it was it was really good. Like I say, how he how he got through these last few months. I don't know. Um I we did discuss something that kind of drilled into me though a little bit and I'm wondering if this is something that we need to do. So, we've talked even tonight about the fact that we borrowed from Peter to pay Paul out of our savings to finish out last school year and that the six million plus that of cuts that we made, even though some poor Jason started in the spring

127semester, the bulk of which fall on us this coming school year, this fall. out of sight, out of mind. People have not seen nor have they necessarily felt what that $6 million cut is. It's not really tangible. Now, the people who got their walking zone emails, they're finding out the redistricting, they found out. Um, but a lot of the bulk of what that vote did last fall is falling on us this fall. Is there any rationality to reviewing how this fall is looking different than last fall? what these cuts really what the voted cuts that they that the community wanted what that really looks like as a reminder before we get started into the SC. If I'd been smart, I would have brought that up before because tonight's probably the night to do it because

128by the next meeting or we can do it at the work session or whatever. Just wonder if there's any validity to talking about that that here's what you voted for. This is what it looks like. This is what you can expect starting in August. Would that be of >> So I'm just communications task force talked a lot about this because I think you're right that the reality of the reductions that we made as a result of the rejection of the levy are are happening now that that people's contracts who you know that we don't have positions starting this month and next month and in September. Um and so there has been work done that Mr. Hustler and Miss Zicker have been doing to try to um kind of boil down and and Mr. Christiey's spreadsheet

129certainly was a part of that like now that all the dominoes have really fallen what what's the end result and so there has been work to um kind of consolidate that into you know there was the 11page document or however many pages it was and it's the most recent version is down to a page or two I think and and so maybe it's more I don't know if if to review that in a meeting is is worthwhile in the sense that we probably wouldn't view it until August after as school's starting. But maybe >> when people are paying attention to >> Yeah. or even just highlighting it's out here. >> Here's and and we're trying to look at explaining more clearly. What is that impact that that last column? What is the impact to losing

130these? Who does that work fall to? Because every single person in this district in the position that was cut was doing valuable work that now is going to have to be done by someone else. So, >> or not getting done at all. >> I mean, is that >> So, I'm just throwing that >> something that we want to have come at a later meeting. It probably wouldn't be till the August regular meeting that we would have time to review it. >> Okay. >> Yeah. >> Add that. >> August. And I think it it I think it could um overlap nicely with the people will begin to experience these things whereas before it's as Sue you pointed it out it is hypothetical. >> So you're going to have people that now is it's going to resonate

131what that means. They see it on a chart in October and they don't know what that impact is today. today, meaning after school resumes, they'll have a feel. And I think that'll be important then to fold that into the discussion about these reductions. So maybe instead of a standalone, maybe it becomes part of the presentation about the next round if if or that plan and referring back to remember this is what we said, here's what happened as we looked forward, here's what we're saying. So you know what will happen. So maybe we could we could maybe discuss how it could complement the work that we're doing or a standalone would be, you know, we could do that too. But >> um but I think it'd go a long way for residents to understand we said

132this was going to happen. Here's what happened >> and as we prepare for planning of a of a possible rejection, you know, we're continuing that conversation. And I think it's important. There certainly are some community members when they look at our budget for this year and they they don't see it having gone down net six million. They think that we've not actually cut 6 million and we've cut six million worth of of positions and and things out of mostly pe people out of our district. So, um I think to be able to also stay as we go into the levy, you know, here's how we did cut six million. here's the impact of that and here's the the value of this next levy that we're asking for. So, it's a good point. Um, okay. Uh,

133we didn't have student achievement this month either. Uh, other what else do we have? Parisburg schools foundation or development. >> Yeah. So, for the schools foundation um in continuing to support the district uh teachers and students. So, They've had been able to pick up some professional development opportunities over the summer. Uh, and they're continuing the work they were doing in the spring with an outreach, letting teachers and classrooms know that they can apply for grants. And they're planning to continue that work into August. And I I think in the spring it resulted in a flurry of grants as people realized, oh, we can ask for money for this for our classroom. >> And they're they're doing a great job of funding that, some student instruments and things. So >> great, thankful for that partnership. Anything

134development? >> Uh, we had a development meeting back in mid June and towards the end of June. So, um, little bit little bit stale here. I don't remember if we had the regular board meeting before after that, but you know, the work that Mr. Abkey continues to do for the district, you know, it continues to to show just great progress. I mean, by the exact numbers here, but but giving dollars is up, giving uh by the number of participants is up. and most remarkable is that giving um for what he considers kind of those higher level donors. I mean, I think he I know he appreciates every donor, so I don't want to put words in his mouth or rephrase something, but those higher dollar donors are up as well. Um I that's been a

135testament to the the position that was fielded to help give him some support uh a couple of years ago uh in order for him to go out and find those those or talk to and build relationships with with these larger volume donors. But um you know we've another position that we've eliminated that we'll start to see some impact on potentially is you know the lack of that support and and you know he's working to find the right balance of u moving things forward with in with limited resources like everybody in the district. He's also got a couple specific projects that he's a couple you know uh local businesses that he's working with talking to. He he would not be happy if I shared those. It's you know it's like nothing's nothing's done until it's done.

136nothing's over the transom. You know, you haven't caught the fish till you've netted it. So, don't want to go into too much details on that, but he's, you know, clearly working hard to bring in dollars to help support other areas of the district that don't necessarily come in um through through our normal funding sources. So, appropriately vague, but that's that's my update. >> Uh people and student services. This is another one where my memory is that we met at some point or was that cancelled was two months. Do we meet this month? >> No, I don't think we did. >> Yeah, I don't have a we have not met recently. So, no report um policy. We don't have an active ad hoc. I do want to share that um business advisory council did meet in

137June after our last meeting. Mr. Anderson also attended. Um I kind of referenced this obliquely before, but the workforce readiness classes that we have. There's um three different classes that enrollment is up and we're they're looking to hopefully increase that in the future. career days have been scheduled and so if you're interested in that to talk to Miss Albbright um about those dates and they're also working on um an intern kind of guideline book for those who host interns or you know the workforce folks and so that'll be available to support employers and give them you know if you're thinking about someone would be thinking about being able to offer kind of internship uh possibility for a student there will be some guidance on that which I think will be really helpful for those who

138haven't done something like that before. They were the highlights that popped off my head. I don't know where my notes are from that meeting, but anything else in that? I would just um remind folks um at our committee meetings through August and I'll be continuing to update the just the notes that I did from our retreat. will be looking at establishing goals for our committees. So, just a reminder about that and kind of getting some of those board goals in front of us starting in August as well. Um, okay. Anything else discussion anyone wanted to bring up? Our next item is 10.1 the resolution to proceed as drafted based on the resolution of necessity. Um I think as a reminder for more the the public than all of us since we've been living it is

139really we've been talking about this levy since um the November 2024 levy was rejected last fall. um you know in April we really needed that 5-year uh forecast and once that was more tangible to us we started some of those conversations in May especially after the public did um you know approve the PI levy we didn't have to worry about considering uh including capital expenses in our operating budget so that was incredibly helpful for our five-year forecast um you know June we've been talking about this since the Beginning of June, we looked at everything from 8 million to $14 million scenarios. Uh at the beginning of June, we had really started focusing in on the 11 million and then House Bill 335 was introduced and we weren't sure what to do. So, we put a

140pause on it. Um last month we came back we continued to discuss the in particular the amount you know we talked about the eight or 9.9 scenarios and the 11 in particular last month and also the four to fiveyear um options and we ended up passing um by a majority vote the resolution to proceed and that is now or I'm sorry res resolution of necessity to get the actual costs and we now have those actual costs um in this resolution to proceed if that is the way we choose to go. Um does anyone have any discussion or any questions clarifications? We'll see that there is the 274 estimated cost per 100,000 that would now be um in that resolution to proceed. >> Yeah. Just one quick comment just not it's it's really very very minor

141but we had been estimating 7.84 mills and the actual 7.83 so I was off by a few few cents. I apologize but >> every penny counts. >> I'm actually patting myself on the back for that calculation. That's all. >> That's why you brought it up. Okay. So yes checking. >> We can come back in a couple days and do this if you think it'll be lower still. >> Can I get you to 7.8 >> a couple more houses and >> All right. Discussion. I appreciate you kind of giving the timeline of all the discussions we've had about this because I've gotten feedback that we made this decision off of one meeting and I get that not everybody's engaged or paying attention. It's the summertime months, but um so so I encourage the community to go

142back and look at the hours upon hours of video that's available because you know we've got our receipts to talk about to show how much we've talked about this. And if if you know that or you see that and you still don't think we've talked about it enough, you know, it almost feels willfully ignorant at this point. So I'm >> and to add to that the fact that finance committee talked about it >> Yeah. much more than I mean you walked through all those scenarios more closely than we did who got it you know here's the big picture let's talk about the different big pictures so a lot of it was also discussed at finance committee >> thank you for that yeah yeah so I'm I'm uh you know really pleased proud of the work

143that the board has done and the discussions that this board has had to get to the point where we've got them to help move forward in a way that now the campaign committee and us as individual board members outside of the room can go out and start advocating and talking about why this is necessary. >> Anyone else comments? >> And hearing nothing else, I would um ask for a motion to approve the resolution to proceed. >> Oh, happy to do that. So moved. >> Second. >> Mr. Bton, Miss Mankey, I heard first. There's a lot of ties tonight. Mr. Dur, roll call, please. Mr. Bennington, >> yes. >> Miss Mankey, >> yes. >> Mr. Anderson, >> yes. >> Miss Lmer, >> yes. >> Miss Roland Miller, >> yes. >> You all right? Uh 10.2. Outside

144of the consent agenda, we have a motion to approve a substitute teacher for the 2526 school year whose last name happens to be Bennington and whose first name is Brandy. Can we have a motion for that? >> So moved. >> Second. Second. >> Mr. Anderson, Miss Lmer, second. Mr. Dur, roll call, please. Oh, discussion. >> Nope. Okay. Mr. Drew, roll call, please. >> Mr. Anderson, >> yes. Miss Lmer, >> yes. >> Miss Mankey, >> yes. >> Mr. Bennington, Epstein, Miss Roland Miller, >> yes. Thank you. Our consent agenda items are 12 through 16. I do want to highlight if anyone wishes for the 16.2 to policy to go to the policy committee um versus accepting it here as a first reading or to accept it as a first reading and to send it to policy

145we would pull it from the consent agenda and handle that separately. Any other Mr. Hustler any other comments about the consent agenda? >> Uh not at this time. Um >> well, I mean the it's a very busy time. We're still um we usually uh we have all of our positions filled and we still have I believe two teaching type positions that are open. Uh so that is something that is a little bit unusual for us. So we're continuing to work and you're you're seeing some of that activity happen here. Um so certainly some um uh activity with uh gearing up for next year. Um we know that our uh uh head boys basketball coach did uh submit a resignation and we certainly appreciate the 25 years of uh service and and leading the program. and

146uh we certainly wish him the best with uh his his next uh endeavors. So >> yeah, 15.1. We thank coach Boyce for wonderful service through the basketball team. Okay, no other discussion or anyone want to pull anything from a consent agenda and I will ask for a motion to approve the consent agenda. >> So moved. >> Second. >> Miss Lmer, Mr. Bennington, Mr. Dur. Roll call, please. >> Miss Lmer, >> yes. >> Mr. Bennington, >> yes. >> Mr. Anderson, >> yes. >> Miss Mankey, >> yes. >> Miss Roland Miller, >> yes. I have no other signups for the public comment for non-aggenda items. If there's no um objections, we are adjourned. Objections adjourned.