001depends on whatever's in season is what she likes. >> That's good. That's good. >> Yes. >> To bring the meeting to order. If you would all stand for the pledge. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. [Music] >> Now turn your mic on. >> Hello. Hello. You're on. >> Uh, actually, we'll do roll call first and then I'll do my Beth. Roll call, please. >> Mr. Bur >> here. >> Mr. Manfred >> here. >> Mrs. Miller >> here. >> Mrs. Stone >> here. >> And Mr. Watsworth >> here. >> Okay. Before we uh go to the next point of business, I wanted to do a moment of silence. Um, one
002of our former board members, 99 years old, Richard Dick Dean, passed away on October 2nd. He has he had been on the board almost 20 years. And one of the things that he fought for, much like I did, only it was this building, was he fought, and it took him a great deal of time to get the addition put on to the former high school um to bring them into um when Linda would have been in school and I would have been in school. That's a long time ago. Sorry. >> So, if you don't mind, if we just do a moment of silence for him, I'd appreciate it. Thank you. Okay. Uh, I need a first and a second for approval of the agenda. >> So move. >> Dan, >> I'll second it. >> Linda,
003any discussion? Beth, roll call, please. >> Mr. Burman, >> yes. >> Mr. Manfred, >> yes. >> Mrs. Miller, >> yes. >> Mrs. Stone, >> yes. >> Mr. Wadsworth, >> yes. Okay. Approval of the amendments. I'll make the motion. And I need a second. >> I'll second. >> Any discussion? Roll call. Beth, please. >> Mr. Manfred. >> Yes. >> Mrs. Miller? >> Yes. >> Mrs. Stone? >> Yes. >> Mr. Wadsworth? >> Yes. >> And Mr. Burman? >> Yes. Uh, John, student staff presentation. >> Okay. This month, the staff presentation is going to be the state of schools presentation. So, I am going to take the next several minutes and give you an update on the state of schools. What we'll do is I'll give you a quick executive summary of what we're going to go through
004in terms of the state of schools. So, we will first discuss our strategic plan. In that strategic plan, we laid out our mission, our vision, and our areas of focus. We'll talk about the goals that we set last year going into this year. Discuss how we did on those goals and then we'll get a financial overview that'll actually happen after the um state of schools because Mrs. McCaffrey will do that as a part of her five-year forecast presentation. I'll give you an update on enrollment trends for the district, some of our programs and initiatives, and then a conclusion. So without further ado, I want to jump right into our strategic plan. Uh two years ago, we had a large community group about 40 people and several u board members and a few people in the
005audience were on that team where we took a look at uh what we wanted the district to look like in the future. So as a part of that strategic plan, we created a new set of core values. Really just reaffirmed and um reaffirmed and articulated those core values. So, the core values that we listed were um I'm sorry, I'm trying to character and integrity, community relationships, career readiness, trust, excellence, respect, and accountability. My uh eyes were uh my eyes are getting a little um old, so I had to zoom that in a little bit. Sorry about that. And then also a part of that uh strategic planning process, we decided to create some areas of focus for ourselves. And then some of those areas of focus, and I'm going to zoom in a little bit
006on those areas of focus were strong academic excellence were involvement of the community and families in more events to bring them into the school. interchool relationships and creating greater interconnectedness, communication with non-family stakeholders and people that are outside the building, alumni relationships, and an emphasis on meritocracy. We wanted to give students opportunities to be successful and and to take advantage of that. So, we want to make sure that we emphasize meritocracy as a standard here. And then we redefined our mission as being that the Berkshire local schools exist to encourage lifelong learning, inspire students highest achievement and prepare um critical thinkers who embody leadership, character and citizenship. And then our vision was that we would become the the premier school district universally recognized for dynamic student centered learning, innovative pathways for future readiness, risk-taking, collaborative
007partnership, um, and the accomplishments which enable our stu our children to thrive in the real world. So we want to en encourage, inspire, and prepare and and have our students ready to compete in the real world. We set three goals last year. Goal one uh was related to student achievement. We wanted to improve our academic performance by 10% in all areas by the end of the 24-25 school year. Goal two was to establish and monitor cross establish and monitor crossgrade level collaboration practices. And goal three was to improve our overall communication and strengthen relationships with alumni, families, and community members. So, let's jump right into goal one and student achievement. So, when we talk about student achievement, a lot of what I'm going to reference is on the Ohio school report card. I do want
008it to be noted that uh our kids are more than just a test score. And so, we do a lot more with them than test scores, but because the Ohio school report cards are are are produced, we think it's an important measure and it's important for us to focus on it and grow in terms of that report card. So, just as a quick um overview of how schools are rated in Ohio, every individual school building and every school district receives an overall star rating between one and five in half star increments. And those ratings are determined by six categories. So, academic or the achievement component is one category that's worth 25% of the overall grade. Achievement is essentially the te all the tests that are taken from grades 3 through 10. Then there's a progress
009component. That's another 25%. That's the value added each year for for the students. There's a graduation component. That's 12 a.5% of the overall report card. There's a college, career, workforce, and military readiness component, another 12 a.5%. An early literacy component. That's 12 and a half percent. And then a gap closing component which measures how much we're shrinking the gap for those uh lowest students to the highest students each year. That's another 12 and a half%. And then if you define each um of the star or halfar increments by the state, a onestar district would need significant support to meet state standards. A one and a half star district also needs significant support to meet state standards. If you receive two stars, you need support. Two and a half stars also need support to meet state
010standards. A three star district meets all state standards. Three and a half star district also meets state standards. When you meet when you get to four stars, you're exceeding state standards. And again, four and a half stars also exceeding. And if you're a fivestar district, it means you're significantly exceeding state standards. So in terms of where we are at Bergkshire, um last year the 2024 report card, we were overall at a fourst star district which exceeds state standards. In the achievement component, we were at three stars, met state standards. Progress, we were at three stars, met state standards. In the gap closing, we were at four stars, which is exceeding state standards. graduation component, we were at four stars, exceeding state standards. Early literacy, we were at three stars, meeting state standards. And then the
011college career, workforce, and military readiness indicator was not yet rated in terms of last year. So that's that's 12.5% of the report card that that wasn't included yet. This year, Bergkshire again is a four-star district. And in achievement, we're still at three stars, meeting state standards. In progress, we're still at three stars, meeting state standards. In gap closing, we're still at four stars, exceeding state standards. In graduation rate, we grew from four to five stars, which significantly um exceeds state standards. In early literacy, we dropped back a little from three to two stars, which is needs support to meet state standards. I'll get I'll dive into that uh with a big chunk of our time here in just a second. And then in the college, career, workforce, and military readiness indicator, we were at five
012stars significantly exceed state standards. Um that's that's really a high school. The high school drives that rating. There are 799 high schools in the state of Ohio. Only 86 received a five-star in that um component. Meaning that Bergkshire High School is in the top 10.8% of high schools in the state of Ohio that that prepares our children for the future. We're going to dive right into uh in terms of goal one, our elementary school area of focus. So, early literacy was rated two stars on this current report card. um a couple of um factors leading into that. You know, one in the uh 2324 school year, we implemented new curricular materials um based on the science of reading. So at that at during the 23 20 during the year before that we every district was
013told they were going to have to implement uh if if their curriculum wasn't on the state approved list. The one we were the materials we were using was not were not. So we switched to a set of materials on the state approved list and and started that implementation in the 2324 school year. With that implementation there was a diagnostic testing change. So what we at the time weren't acutely aware of is a large portion of the early literacy rating is how students improve from kindergarten to first grade and then from first to second grade and then from second to third grade and then from third to fourth grade. And what we did was in the 23 24 school year we were using the diagnostic from the old materials. In the 2425 school year, we were
014using diagnostic from the new materials. So not exactly apples to apples a little bit apples to orange, but at the same time the new materials created new processes for the teachers and for the students. It also created a new a new sequencing of learning. So the the building blocks at kindergarten were starting to be taught in a little bit different order than they had been in the past. And I'm going to go through some some specific data to show kind of where we recognize that, what we've done, and how we've adjusted uh for for next year and into the future. Those those new sequences created some instructional gaps. We we really didn't notice those gaps until the diagnostic at the beginning of last school year. So that diagnostic helped us notice where the gaps are,
015but at the same time, that diagnostic is also what's used to determine the growth from the year before. So everything that we did last year won't be reflected until next year's report card. So we did implement several strategies to address those. Um, and when we talk about improving K to3 literacy, um, it's based on that diagnostic test that's given at the beginning of each school year. So, I'll go through some data to to kind of illustrate that and hopefully we can see this um uh well out there, but this is our current fourth graders. So, during the 23 24 school year, this was the they were in grade two during the first year of implementation of the new curricular materials. um you can see that they were at about 39% of them um on that
016early diagnostic were reading below grade level last year at the beginning of the year. We noticed that that dropped to 31%. So that actually was a positive because we had fewer kids reading at grade level. But what we were able to do was identify learning gaps, start to fill those gaps during strategies of success time and and really backfill. It wasn't really the current fourth graders who we saw the most gaps were. It's the younger kids where, you know, where they didn't get the the majority of the kindergarten and first grade is where they where you would see the uh the building block skills. But then this year at the beginning of September, probably second week of school, we took the diagnostic again. So we noticed again that gap is shrinking. So we we are
017having fewer kids, fewer of our current fourth graders are uh reading below grade level. If we look at our current third graders, they were in first grade when the new curricular materials were implemented. This is where we noticed the the biggest variance because they they didn't get the new materials in kindergarten that laid out the new building blocks. So So they were missing some of those building blocks which we couldn't identify until they came back the next year and we took that diagnostic. So they they jumped from 29% of those kids um being below grade level up to 34%. That's where we really started focusing on where they were deficient, back building those skills. And then this year at the beginning of the year, that's dropped to 22%. So drop from from the from the
01834 down to 22. The other big thing we've noted is we're growing this green and this teal color, meaning these are the the highest achievement levels. Those levels are now greatly growing due to those those new strategies in in those areas. So that will be reflected again because the report card is a year in a rears. That'll be reflected next year. The current second graders, they started kindergarten with the new material. So there really wasn't a whole lot of backfill they needed. So you can see they've shown steady growth. Not as much as we want to see, but they've shown some growth. But this really the kindergarten teachers, it was their first year, also the students first year in in those new materials. But again, growth. And then we're seeing some stretching at the top
019levels as well. And our current first graders when they came into kindergarten last year, this was the second year in a row for the kindergarten teachers. And it was also we had those strategies for success in place. But when they walked in our doors, 52% of them were reading below grade level. There's not a whole lot we can do about that because unless they went to our preschool, we we really didn't have them. But if you notice this year in that in that those first couple weeks of school when they took that diagnostic that shrunk to 18%. So it shows that the teachers second year in this program the students familiarity with it and then are attacking this through the strategies of success have really driven down that number of kids that are uh reading
020below grade level. Again this will be a positive reflection next year's report card. Um, not a lot is going to be done about this year's report card. The report card is kind of like an autopsy. It's after the fact. You know, this is what happened. So, I'm showing you what we have done last school year and how it's already showing dividends for this school year early on. And then this year's current kindergarters who just took that um that diagnostic midepptember. So, a little bit better than last year that we we brought them in and 37% of them were uh reading below grade level. But again, our goal is to drive that number down every year so that by the end of third grade they're reading on grade level. Then they can start reading to learn
021instead of learning to read. So, um some takeaways from that, our interventions are working. We're seeing improvements. Those positive gains will be reflected on our next state report card and then we'll continue to uh to grow from there and continue to focus um on the elementary school. The past several years, we've had a pretty intent focus on the high school and the career pathways. And now we're going to shift that a little bit and make sure that the elementary gets the focus it needs so that we can see the same growth there that we've seen at the high school, which I'll I'll I'll talk about here in just a second when we get to the high school. In terms of middle school, some quick highlights from the middle school. Um they have several school recognitions
022in including uh being awarded a purple uh ribbon school for um celebrating military families. Uh bronze and PBIS, multiple leadership programs uh for students and then clubs and activities for for students to be um a part of once they get to that middle school early adolescent level. They need to feel a sense of belonging, have something that they're attached to. And then in terms of the report card, the individual report card rating for our middle school was three and a half stars. Um, and then on the middle school only has three areas they're that they're rated on. So I'll I'll I'll make that a little bit bigger. They're rated on gap closing, progress, and achievement. They don't have early literacy in middle school. They don't have graduation rate. They don't have um the uh career,
023college, military, and workforce readiness. So they were they had met state standards in all those areas. So they were at 3.5s um really close to to climbing up to four um but not quite there yet. And then in whoops in terms of the high school and the high school was kind of really carried the day for us on this last report card. The high school was rated four and a half out of five stars on the on the latest report card. So, um, that's a significant improvement over the year before. Um, last year's high school report card was three and a half stars. Um, so that four and a half stars puts Berkshire High School in the top 22% of all high schools statewide based on the report card score. And then as I mentioned
024that um five stars in the college career, workforce and military readiness, only 86 of 799 high schools achieve that rating. So that puts them in the top 10.8% in that category. Um the high school also made improvements from four stars to five stars in graduation rate, from three stars to four stars in progress. Um and the performance index at the high school was an 81.3 this year which is up from 77 last year and 75.9 the year before. So again a an increase in the performance index. So the high school all around um is really excelling. Um, and when we talk about programs and those things a little bit later, you'll see some areas where um, not only statewide, but nationwide, we're starting to be recognized. Since I talked about performance index, I want to
025I want to bring that up because these are district-wide scores. This is our district-wide performance index. The performance index accounts for the level of achievement of every student. It's not just whether they're proficient. Um each test a student takes is assigned an achievement level based on that test score with higher test scores resulting in higher achievement levels. So you can see for the past five years we have a steady increase in the performance index which means the overall achievement level of all of the students in our district are is gradually rising. Now would we want to see that rise at a higher rate? Absolutely we would. But we are also intently focused on more real world skills than test taking skills. So what we're seeing is the real world skills are helping us and they
026are driving those test taking skills up. The model that we uh have implemented is starting to work. What you want to see is this bottom dark blue is uh is limited and then the lighter blue is basic. The red is proficient. The yellow is um accomplished. The green is advanced and then the kind of darker green on top of that is advanced plus. Obviously limited is the lowest level. You want to shrink that as much as possible. And then um you want your proficient, your accomplished, and your advanced to to grow as much as possible. And then this advanced plus, what that means is um you have to have you have to be accelerated and also score advanced on that test. So, if I'm a seventh grader, but I'm accelerated to eighth grade math or
027eighth grade science and I'm taking that grades test. I'm taking the eighth grade test as a seventh grader and I score advanced, then I get advanced plus. So, you see um we we had none of those in 2023 and then in 24 and 25 we start to get more and that's from challenging our more advanced learners to to move up and hit those scores. So overall improvement there. So what we see is um we did not hit that 10% goal in every area. So we want to go back refocus try to try to hit that 10% or more in in some areas. We exceeded the 10% goal in in a lot of the areas at the high school and then we really hit that goal at the middle school. So, what we want to do
028is continue to aspire for another 10% increase over the previous year and uh and continue to work to get better in terms of how we're performing on those um on those statewide tests. Goal two was that crossgrade level collaboration. So, I want to share just some of the different um crossgrade level initiatives we had this year uh and and and really highlight some of the things that we've done. Um, one of the things we did was called the wax museum. So, the the pictures you see are some of our sixth graders and they are sitting with a first grader and the sixth graders um had a historical figure that they had to learn as much as they could and teach facts um about that historical figure to a first grader. And so that was a
029collaboration. Um, so we got middle school students working with elementary school students. We also had our high high school speech classes going to the kindergarten classes to read to the kindergarteners. So then we got high school and elementary school collaboration. We did multiple district-wide parades. We did St. Patrick's Day. We had a Gold Day parade. We've had Earth Day. We had some holiday parades where our elementary school students parade around the building while the middle and high school students are out in the hallway celebrating those students and and helping with their parade. things that you really can't do if you're not in a, you know, a district such as us or building such as us. Um, we have several district-wide makerpace projects where, um, I'll just go through and and point at a couple. Um,
030so this particular picture in the top corner, we had middle school students who painted these murals on this um, conference room that's um, right across from the maker space. Below that we have these students in the maker space who created the um sponsorship decals for the the hurdles for for track. We have this uh student who created all these different items that are sold in our spirit shop by the Badger Lab. High school chemistry students in the maker space that created uh Christmas tree ornaments based on the periodic table of elements. We have these middle schoolers who created this really awesome tile mural which is now displayed and hanging on the wall at the at the middle school. These students were creating a um uh the cornhole boards and we use those for the different
031events that we have here after prom and and dances and other events. And they made several um several of those uh cornhole board sets. We have students working on Chromebook repairs um in the maker space and uh it gives them practice and skill um taking apart and putting things together as well as kind of saving us on some repair dollars. And then we had this really large conference table that our students stripped down um and refinished in the maker space and it's now in um our special ed conference room. We have some excellent traditions that we've started across the the district. So, this particular picture is uh of some kindergarten students planting a tree. Each year since the first year we've come here, the kindergarten teachers have led the students in planting a tree out
032by the playground. The idea is that when these students um get to their senior year, they can take several pictures with the tree that they planted. it could be a really cool graduation ceremony for them when they get to that point. We also last year had a special clap out for some of our retiring teachers where they could just kind of run down the hallway and slap hands with all the kids that they've had through all their years of teaching. This picture is our fourth grade leadership lap. That was the tradition of the fourth graders kind of taking a final lap to signify the end of their elementary and going into their middle school years. We have a eighth grade clap out. Again, similar idea celebrating the end of eighth grade and the entry into
033high school. This picture shows some high school uh athletes. Anytime our athletes are competing at a state competition, we'll do a clap out. They'll run through the whole building and K through 12, all of our students will celebrate and send them on their way. This picture is of high school toga day. So, we've started a tradition each September. Actually, it's during spirit week. Sometimes it's September, sometimes it might be a little later where the Friday of spirit week is toga day for the seniors and they have a toga lap around the school. You can see the looks on the kids' faces, how they're excited to slap seniors hands as they come around. And then the the largest culminating activity pictured here where after their graduation practice on their last official day of school in this
034building in their caps and gowns, our students will parade through the hallways with all the students in grades K through 11 out to kind of celebrate, slap their hands, cheer for them as they walk around in their final lap of the school um in the district. Some district-wide giveback projects we have, we had the Badger Lab who um who do the 48 in 48 hours of hunger project. So they package food, enough food to last. We have families who we've identified as needing support to get through the weekend and they pack the bags and they just stuff it in lockers so that students don't have to worry about being embarrassed. They just go to their locker at the end of the day when they open it. There's a bag in there, they take it. there's
035no big fanfare, but it helps them get through the weekend and not have to worry about that 48 hours, you know, being hungry. They they get through the weekend. Um, we also had a food drive districtwide where one of the incentives was you can tape uh Mr. Curra, the high school assistant principal, to the wall. Here's another picture of students uh collecting for the food drive. We had a couple different uh activities with the Giaga Senior Center. You can see these uh these young uh people here with these Bergkshire shirts. We created those shirts so that our seniors who were in the building, everyone knew who they were and why they were here. And then we had high school and middle school kids who would volunteer to walk laps with them around the building. And
036then we had a senior tech fair where again the senior center brought um their um people here and then we paired them up with a high school student who would help them set up email on their phones or set up their social media or learn how to um you know check things and work through all the different tech issues they have. Our students wrote letters to u troops who were deployed overseas. And then these are this is a picture of some of those troops kind of getting their their letters and our admin team um with with Clarin Communitys helped prepare multiple Thanksgiving Day um meals for some of our families that were then distributed so that everyone could celebrate Thanksgiving. So those are a few of the really uh cool district um giveback projects that
037we have throughout the building. So the goal there um is to continue to support those many crossgrade level collaborations and then to look to add some more whole school collaboration um as we as we continue down the road. Goal three was to improve communications and strengthen those relationships. So I'm going to give you all the different ways we communicate with our internal stakeholders. So families that are inside the district. We have a superintendent's newsletter. We have principal newsletters. We have email that go home to families, pre-recorded calls. The elementary and preschool dojo, the middle school and high school do Remind. We also have various social media um X and Facebook and Instagram. And we have our website. What we were finding, especially through this uh strategic planning um process, is some of our uh community
038members who no longer have kids in the school or or who just live in the neighborhood but aren't really connected to the school don't see a lot or aren't getting a lot of the school communication. So, they're not really aware of what's going on. So, one of the things we tried to do this year was to start the Stoddcast, which is a podcast, video podcast that uh I try to do once a month to give a little bit of uh kind of behind the scenes look at um some of the things that are going on here, why we do certain things, how things are done. I believe we've got three episodes out. Episode four will really focus on this, the state of schools, and it'll it'll be out uh the end of this month. In
039addition to that uh we also have started putting a monthly publication in the good news. We realize that every household in Giaga gets the good news. So um now we have we've we have a a late September and or a late August and a late September edition that have been out in the good news and we'll get a uh a late October out as well. So once a month um everyone in the county will get this nice little update from Bergkshire um in the good news. So just some ways that we're trying to get our our message out um more to a greater audience and our goal for this year will be continue to look for more ways to communicate with families and the local community. Uh really quickly, uh our financial overview that uh
040Beth is going to take care of that in her five-year forecast um presentation that she'll do here um in just a little bit. So, I'm going to skip over this for now and give you a quick enrollment overview. In terms of the last several years, if you look at our enrollment numbers, we're pretty steady. It's a it's a positive upward slope in the line. We did have a spike in 22 23 uh and then a little bit of a dip but climbing right back up and almost back to those levels. Uh in terms of open enrollment, we saw uh a really high number in 2020 and 21 school year and then slightly decreasing each year for a couple of different reasons. One, the incentive for open enroll changed and the state no longer funded open
041enroll the same. And then two, uh we wanted to maintain a certain um number of students in each classroom here. So uh over the past couple of years, we've been able to accept more open enroll students because uh as as our resident enrollment is either stagnant or dropping a little bit, then we can take more open enrollment to make up for that. So you can see that number over the past three years has steadily increased and we still didn't accept every open enroll student this year. There were there was a waiting list and there were some people who who didn't make it but um you know we we do our best to get as many as we can in each year. If the state changes that incentive we can um find ways to accept more.
042I think um some programs and initiatives to talk about. We have our Berkshire Early Childhood Center which is our preschool. There are 38 students there currently. Uh we have three different types of classrooms in the preschool. So we have what we call buddies, explorers, and cubs. And really it is based on the needs of each student. It goes from really severe special needs to largely independent based and that's kind of how they they get placed um in those areas. We also have Badger Care which is before and after school care which in a lot of places is called Latch Key. But here are just a couple of images from the new early childhood center. Um really big bright classrooms. Um we have eight classrooms over there. Um we also have Jumpstart preschool in in one
043of our classrooms over there. You can see um kids doing some activities over there and they are really enjoying the space and it's working out really well for us. Lots of room to expand um and the program showing some growth over the past couple years. If we look at programs at the elementary school, um the uh Berkshire Elementary was a PBIS gold school last year and PBIS is a schoolwide approach that aims to create safe and effective learning environment for all students. Um there are range of strategies to help prevent problem behaviors and uh help kids just become better at what they are. Schools can be awarded gold, silver, or bronze. Um not all schools get a rating. Uh of in Ohio, there are 3,599 total individual schools. Um, of those schools, 300 received bronze
044awards, 98 received silver, and 41 received gold. So, Berkshire Elementary was one of only 41 schools in the entire state of Ohio, 3,599, to um receive a gold PBIS rating. The elementary school also uses Sources of Strength, which is a program that helps uh teach students coping skills. um the the stick tuitiveness, the uh you know the all the elements of a meritocracy, you know, continue to try your best, continue to to work in the face of struggle. Um those are the kind of things that uh that sources teaches kids uh self-reliance, those type of things. So we want to build that and then we implemented that strategies for success time that we talked about where we help to identify areas where they have some uh some deficiencies and or uh areas where they can
045really be enriched um and use that time exactly for those approaches. If we look at Bergkshire Middle School, Bergkshire Middle School was designated PBIS bronze school. And again, of the 3,599, only 300 schools received bronze, and Bergkshire Middle School is one of those. Bergkshire Middle School is also a Purple Star school for supporting military families. Um, they have multiple leadership and support programs at at at uh the middle school. They they also do sources of strength to help with coping skills. They have student council to give students a voice in things that happen in the school. They have rocks for the girls which is called ruling our experiences and then they have ambassadors of compassion for the boys. So um different um programs to help kids learn how to advocate for themselves and uh and
046really look out for their peers as well. In addition to that, Bergkshire Middle School has a host of different athletics and academic clubs. And I'll just let you look at th that list on the screen. um don't need to read all those off, but again, we're really looking for ways to get our students involved in things where they can make a connection and they can feel like they belong to something. Um, and we want to have something uh for anyone in any area that they want. The middle school also implements a strategies for success time where they can target um target students weaknesses or amplify their strengths during that time that they're in the school. And then finally, we'll talk about Berkshire High School. Bergkshire High School is also a Purple Star uh school for
047supporting military families. Bergkshire High School also PBIS bronze. Again, one of those 300 schools. And we are one of very few districts who have every school receiving a PBIS award, which is another um feather in the cap for our school district. Uh Berkshire High School also has lots of college readiness initiatives. So this this sheet shows you the different advanced placement courses that offer college credit and college credit plus courses that offer college credit that are all offered within our school building. kids never have to leave this building to get any of these opportunities for college credits. Um, in addition to those, they can walk across the parking lot to Kent State Giaga and get more or they can go to really the Lakeland or any other college that they want to go to to
048get those um those opportunities. We also have um a lot of different workforce development pathways that we've developed over the past three to four years that have really helped um us earn that five-star rating and give our kids something real world to work toward and look forward to. So, we have the medical assistant program that we work with Kent State where our our students can um can graduate with their medical assistant certification which leads to direct employment at university hospitals and then tuition reimbursement for nursing programs. Um in addition to that, we we are partnering with Oman Family Living this year and Oman is offering our students a five-week course in the certified nursing assistant area. So, our students take that course with them, pass that test, and then Oman will put them on an
049offshift and pay them $15 an hour in an internship-like setting. Um, and then they can earn micro credentials through Oman. So, if they want to go the medical assistant pathway, they can do that through Kent. If they want to go certified nursing assistant, they can do that through Oman. And then both of those can work back to any um advanced degree in a medical field that they want to um they want to try to attack. We also have started an advanced manufacturing pathway at Berkshire. Uh we offer um advanced manufacturing through an industry 4.0 um Saka credential that we have and Saka stands for um smart automation certification uh alliance. So the future of manufacturing is smart automation and that's where we're pushing. We have our mechanical technology program that we're offering in conjunction with
050Preston which I'll talk about in a second. We have aggra business and production that we will culminate with an internship at Great Lakes Cheese. Um we were one of only 10 high schools in Ohio and the only high school in Northeast Ohio to be selected as Battel's for Battel's manufacturing pathways pilot program. And this is what brought us that industry 4.0 Saka uh credentiing. So we um converted one of our PBL spaces at the high school into this industry 4.0 lab. You can see these different um pieces of machinery we have throughout the room where kids can learn different principles of automation. Um it this course provides foundational knowledge and hands-on experience in advanced manufacturing automation and smart systems integration and it results in a credential from the smart automation certification alliance. So something that
051will be valuable to students as they leave here and go into the career field. Also we have our Berkshire Preston workforce development campus which some of you may remember as the ODOT facility in the past and you can see it that the image here shows this is 87 and this is Rapids Road and there are several buildings on this campus. I'm going to explain um what each one is. So, this this first building that you'll see here um is this is a kind of a a far away picture of it, but it's a first large garage. The purple section that I outlined is completely um run by Preston Auto. So, in inside this big garage part, they have their commercial repairs fleet. So, there 11 different lifts with a lot of heavy trucks and things
052in there. And then in this little rectangle is their commercial sales crew. Um, Bergkshire's transportation department is in this front part of the building. And then this middle, this little section in the middle is like a break room, restroom area that the Bergkshire staff and the Preston staff share together. This middle building is this, we call it building B for right now. Um, this is completely Bergkshire and right now this is where our mechanical tech program is. So, we have seven garage bays here and a classroom. You can kind of see this image shows the classroom and this this image is a long shot of the garage bays. Um, we have some lifts in there as well as lots of different tools. Um, and the building in the back corner is a body shop. Uh,
053it was the old ODOT body shop. Preston has renovated it, turned it into their collision repair and paint center. And then our buses and vans are parked in this little yellow rectangle. And then Preston has some overflow parking in this area. And then this nice little area right here is where this I just took this picture uh Friday. This is the new we're going to call it the Preston Educational Garage that they built for us. Two garage bays, two really large classrooms on either side, two meeting rooms in the back and restrooms in the back. And that's where eventually our diesel mechanics um which we're now calling mechanical tech program will be housed as we expand. We'll be able to expand from the right now we have 20 we have 26 students but we could
054have 24 in either class and then we could have an afternoon session. So if we had essentially 50 in the morning we could add 50 more in the afternoon. So we have spots for a hundred students. Right now we have a couple of West Giaga students in this program and we do have some Crestwood and Revena students who want to join the program. We're working with Auburn about creating a satellite program that would push more funding and more students into this program. And then once our diesel or our mechanical tech moves from this building into this building, then this building in the middle will convert to our power systems program. We also have a a partnership with Ohio Machinery Company who own CAT and Peterbuilt and some Ford companies and some a equipment companies. Um
055and we are going to start it essentially uh it teaches kids the principles of working on generators and other really heavy diesel engines that aren't related to transportation. So it'll just be another avenue for kids um who have an aptitude for working with their hands and will get them out with usable job skills in areas that are in high demand right now that will allow them to earn a high living wage with no debt. and then if they want to go back to college, they can still do that and they have a little jump start. So in conclusion, what you've saw what you've seen here as you've seen steady growth from the district growth in terms of steady in academic achievement, steady in program growth um and then steady in adding um new opportunities for
056students. We're sustaining our programs through partnerships. Uh we are continuously improving and we're continuously looking at different ways different things we can do and we're fulfilling our mission and vision. Remember our mission was to encourage inspire and prepare and our vision was to become the premier school district universally recognized for dynamic student centered learning innovative pathways for future readiness risk-taking collaborative partnerships and the accomplishments that will enable our children to thrive in the real world. I think we've demonstrated that we are well on our way to meeting that goal and uh and getting to the point where we want to be. So, I believe that uh we are fulfilling that mission. Now, with that, if there's anything that any questions that the board has, I'm happy to answer any questions that you might have. >>
057That was a very well done, comprehensive uh presentation. a lot of good info. It's probably a lot of work on your end, but thank you for putting that all together for us. >> It's it's fun to present on the on the great things we're doing while also focusing on the things that we didn't do quite as well as we should have that we have a plan to improve in the future. As a board member, I just want to say how proud I am of our staff and our administration and our kids and our I think we're doing a great job and willing to try new things and try to make them work. >> Okay, now we're at public participation. Mr. Frey. >> Thank you. Uh at this time, if you want to address the board,
058you want to come up to the podium down there. Uh and speaking of the microphone, uh what we ask is that you be respectful and address the board. Okay. Treasures report. >> The treasurer has submitted a statement to the board and to the superintendent showing the revenues and receipts, the sources derived, the various appropriations made by the board, the expenditures and dispersements, the purposes and balances remaining in each fund. The financial statements for the period ending September 2025 have been submitted subject to audit and includes the financial summary, appropriations and revenue summary, check register recap, and bank reconciliation. I have a motion to approve the following donations. Um, Solid Rock on which we stand donated $1,000 to special education. Vinnie with Middlefield uh donated $150 towards the cross country team dinner. We had an anonymous
059donation into the educational foundation for $25,000. Burton Congregational Church donated $200 to the Shershack. The Mary Blaha Memorial Fund donated $500 to the elementary PBIS fund. and the Quantis Club of Eastaga donated $600 total, $200 each to the high school, middle school, and elementary PBIS. >> So moved. >> And >> second, >> Brian, any further discussion? >> That's awesome. Amazing. We love that people support the work that we're doing and uh through John's presentation obviously you see that we are not standing still that we continue to improve um what we offer our children whether it be curriculum or work programs. and that will continue because of the uh people that are willing to donate towards our school children. Any further discussion? Beth roll call, please. >> Mrs. Miller, >> yes. >> Mrs. Stone, >> yes.
060>> Mr. Wodsworth, >> yes. >> Mr. Burman, >> yes. >> And Mr. Manfred, >> yes. >> Thank you. Can I have a motion to approve the following financial amendments? Um, we had an additional um 13,395 to title 4. >> I'll make the motion. >> Jody, >> second. >> Dan, any discussion? Beth, roll call, please. >> Mrs. Stone, >> yes. >> Mr. Wsworth, >> yes. >> Mr. Burman, >> yes. >> Mr. Manfred, >> yes. >> And Mrs. Miller, >> yes. Okay, I'm going to do a short fiveyear forecast presentation. So, before we get to the numbers, House Bill 96 has changed the requirements of the 5-year forecast. It's now a four-year forecast. Um, so for for fiscal year 2026, we're required to do the forecast by October 15th, which you'll remember, typically we did this in
061November. And then they've upped the date of the May forecast to February 15th. uh in fiscal year 27, those dates are going to change again and we'll be on a cycle of August 15th, which is very confusing to be perfectly honest with you because sometimes we're not even done hiring by then. Um because we don't start school till September. >> So um and then we'll we'll have another forecast on February 15th. So, John and I have both talk about has talked about this and we feel that um these new rules kind of diminishes the usefulness of this forecast to the board. So, we'll continue to update the board in May uh and give updates throughout because uh like the August I'm really not there's so much still up in the air in August. I mean,
062even to get the um this forecast done for October, you know, we really had to to um predict some things. So, the next slide we're going to talk about the purposes and objectives. So, you know, the purpose of the forecast is to engage the board and the community in in talking about our finances. It does serve a purpose. um I am required to sign a 412 certificate for any contract we enter. And so this helps me perform that duty. And then it also provides a method for the Ohio Department of Education and the Otter States office to identify future problems with districts. So you guys know I always like to to judge myself on on how I did. Uh so this table will presents the financial comparison between what I forecasted in May and where
063we ended up with actuals for fiscal year 25. So you can see revenues were up slightly by about $11,000 which was 0.05% off. Um expenditures increased by almost $73,000 and that's roughly 31% off. So a relatively minor shift um when you look at a $23 million budget. So the combined variance between the revenue and expenditures uh is just over 84,000 which is a 36% of the total budget. >> So I I was pretty I was pretty pleased with that. You're not asleep at the wheel. So moving on to um future revenue predictions. So in fiscal year 26 and beyond, I'm showing pretty stable growth in income tax. And then um right now our really our only um growth that we're seeing in any revenues is is for tuitionbased students to those outside districts. So Dr.
064stutter talked about we had two um we have two Westiaga kids participating in our career tech and so they we do collect tuition for that um we have some special needs children in our Badger lab uh that we're collecting tuition so we do see growth in that and then in fiscal year 27 you can see um my numbers comparing to to last May um are about a half a million dollars more looking at uh home sales for the county. I'm going to bump up our real estate growth to 12%. Previously, I had 8%. Um so, of course, with any revenue item, you know, we really monitor it daily to be honest with you. Um and and we have to respond if we see any numbers coming in less than than what predicted. So this next
065um pie chart represents um the the funding as a percentage and you can see that local taxpayers are funding 60 68% of our schools right now. Um and state sources are at 32%. I always like to point out to the board that B Brooker is unique um in that that we have 13% of our our total acreage or properties that's exempt from taxation and exemption means that it belongs to a government um a church a park. So the city of Akran alone owns 6,000 acres in our district that represents about $9.7 million in assessed value. Essentially, you know, we don't have a whole lot of room for growth as far as as real estate goes in our district. And like I say to people, you know, that's one of the reasons that many of us
066choose to live in this district is because we want that rural setting. Uh the next slide, I just wanted to give you a quick update on the Orwell Trumbull pipeline. As a reminder, in fiscal year 21, uh the pipeline pipeline sold its assets separately from the liabilities and revenue was lost on $1.1 million of utility values. The current delinquency just to Berkshire is uh a little over $900,000. It's a $12 million delinquency to the county as a whole. Uh the county prosecutor did file a complaint uh in May of 24 regarding the unpaid delinquent taxes. In March of 25, Judge Shehan ruled that Jaga County had no basis for a claim as they were notified of the sale in 19 and they made no claim. So, um, since that ruling came down in April of
0672020, 2025, um, Jaga finally, Jaga County filed an appeal and briefs were due on September 12th. So, we're still waiting the court's decision on that. And I check daily. So moving on to expenditures, fiscal year 26 through 29, salaries increased increased due to one new administrative position. Um and then we added a boardcertified behavior analysis which in hiring that person our purchase services will come down because we don't have to uh contract out for it. And then we had six new teaching positions that replaced the six retirees. Uh and then we've hired six additional aids for highnee students. And then uh we did have uh uh salary increase due to the negotiated agreement. So if you if you John if you could go back one slide. So if you see the uh the red numbers
068in 27 28 29 red numbers in on the expenditure size means a good thing. So that is showing the effect of those uh high dollar teachers retiring and we're bringing in um new teachers at a lower rate. This uh next slide shows the percentages by expenditure class. So, you know, as you would expect in every any service industry, 65% of the cost is going towards salaries and benefits. This slide shows the big picture of the district. So, you can see since 2003, we've been deficit spending, meaning that we're spending more money that we're taking in. Um, and you can see that we're dipping close to zero in fiscal year 27. And then in 28 we're in the negative. And then another way to look at this is is ending balance based on the days of
069cash that you have left. So you can see in 2025 we ended up with 43 days of operating ca cla cash and then in 26 we're falling to 27 days. So we we really do need to work on on uh those alternative revenue sources. So right now there there are a lot of threats that are potentially could affect this forecast. So the first one and I I think there's 11 pending bills right now. I picked out the ones that that are are most impactful to us. House Bill 96 is um the piggyback exemption and what it allows is the board of county commissioners commissioners to double the 2 and 12% and the homestead credit by county and some counties are doing this but there's no reimbursement and I'll show you later on the effect that
070that'll have on our budget. uh the state budget bill, House Bill 186, if you'll remember the when the governor um proposed that, the House made all kinds of changes and then when it went to the governor, the governor vetoed many of those changes. Well, now it's gone back to the House and the House has till uh December 31st of 2026 to veto the vetos. >> So, um they have vetoed what we're calling line 66 and that is um a levy type bill. So, they're saying that schools can no longer put replacement levies um and you can't put renewal levies with increases on the ballot. and that's specific to schools. The the scary one on this is uh line 65, which is the 20 mil floor cap. And what that does is uh limits the growth
071of 20 mil floor districts to the three-year rate of inflation. and going forward it that would hurt our district which you'll see in the next slide but they want to do it retroactive to the last um reappraisal which would be >> devastating to us. Um House Bill 309 that has actually passed the House uh last week and it's moved on to the Senate. I gave you all a little synopsis on House Bill 309. Um, in my opinion, this this is kind of a direct attack on the board's authority. You as elected officials are elected by the constituents to run this district. Okay? Set policies, hire people to run this district. House Bill 309 essentially grants the budget commission the authority to reduce the amount of of tax dollars that are collected. And it's a it's
072based on the nec necessity to avoid unnecessary or excessive collections. and excessive collections is what is disturbing. Our legal counsel at a WASBO is saying that that that potentially could mean that if something is not statutory that the budget commission could override the board and say we think your classes class sizes are too small or you have too many aids for special needs students or we don't need sports or you don't need to provide this busing. thing. So, it it just it doesn't make sense for another elected official to override a board that was elect, you know, elected to make those decisions. Um, House Bill 420 is going to eliminate continuing levies. House Bill 422 would raise the voter approval threshold and I believe it's just for school levies above 1 mil to be 60%
073or if it's between 1 and 2 mills I'm sorry 60% for 1 to two mills or 66% for over two mills. So they would change the what the majority is. Um, and then, you know, we always talk about unfunded mandates. >> You know, just this week I had a request from the high school that that they believe their CC their uh college credit plus books budget um is going to exceed what they asked for. So, you know, we had an additional $7,500 in books that we're going to have to expend this year. And then you know transportation to parochial schools we're spending almost $277,000 a year to that. And then of course a threat is also you know the economy. So this next slide I try to depict what um the two scariest bills right
074now would do to our forecast. So you can see in 2026 we have $1.7 million we're ending with. Okay. So, if that piggyback exemption, we would lose about $320,000. If they do retroactive on the 20 mil floor growth, that would be almost a million. So, we would be ending this year with $462,000. So, carrying that through, you can see, you know, by 2027, we're $1.4 $4 million in a in a deficit. So when these bills will be voted on, I do not know. You know, we look daily. Um we're engaging our legislators as much as possible. Um I've personally written letters to all our legislators um talking about what this would do. Um, so I encouraged the board to to continue talking to everybody. So how did we get here? I started the district in
0752009. Uh, so I've been treasur under four different funding formulas. So first there was the building block model and that was in 2009. At this time, the state was funding 42% to schools and and local was picking up the difference. And then 2010 2011, we switched to the evidence-based model and that dropped the state funding down to 39%. And then we went into um the longest funding formula in my career, uh the the bridge formula or temporary funding formula. And that dropped school funding down to 37%. And so right now we're under the fair school funding plan which is 32%. But as you recall the legislature said we can't afford to to fund this. So I I think I I send this to you guys often. The current balance of the rainy day fund is
076$3.5 billion. And it's interesting to look back. You all know about the Dal case where uh the Deral filed with the Supreme Court and said that that uh the way state the state of Ohio funded education was unconstitutional. And at that time when that case was filed they were the state was funding 43.8%. So, we've we've continued to fund less and less of schools, and I think we can all agree that we're all taxed to death. And I I understand the outrage by taxpayers, and they want relief. So, people ask me all the time, what what can we do? What can we say to our our legislature? I personally think the first thing we have to do is is public schools should be a choice. You know, we have vouchers. You hear about vouchers in
077the news that parents should have the choice, but public school isn't one of those choices. >> And and I don't think that's fair. I think we also need to level the playing field between public and private. You know, we have unfunded mandates that we're required to to do. plus, you know, all the different transportation and college credit plus. That's a really important program, but pros don't need to to provide that by law, but but we are. And then finally, I think the state needs to fund their share of public education. >> So, I'm going to jump in here at the end when we talk about the the what now. So, so what now? And I'm going to approach this from a sense of cautious optimism. So, what I can tell you is that if if
078if none of those harmful House bills that Mrs. McAffrey talked about go into effect, we can cut some expenditures, add some revenue generators. We we would we would be we would be okay. It wouldn't be great, but we would be okay. we would we would make our way like we've been making our way and we we are working on creating more revenue generating programs like we said our our our workforce pathways will generate revenue for us without putting any extra strain on on this building or our K12 because they're on another campus. uh our preschool um program is generating additional revenue without putting extra strain on on the K12 because it's operating out of its own building. U we're talking about starting an alternative program that would also be housed over at the workforce campus
079which would bring in some additional revenue from the outside because we are pretty highly soughta for the opportunities that we're giving our kids. um because that has directly led to the increase in graduation rate and the increase in ontask behavior and the increase in kids wanting to participate in those programs. So we have other districts asking to get their kids in there. So I believe the first thing that I'm going to try to do is build some more of those revenue generating programs so that we can bring in some funding. The other thing is companies will start paying for those. I mean, Preston has been a huge help to us. They've they've they've donated a lot. They've paid for a lot of renovations. They've helped this program. The main instructor of the mechanical tech program
080is a Preston mechanic. Um, so they've been a great partner and we have other partners that want to participate in similar ways that we will reach out to. So, we have some opportunities to to generate some revenue that would not just add on to the backs of of local taxpayers. Um, but short of that and and these things happening, we really are going to need everyone to contact your legislators. And just like Mrs. McAffrey said, the things you want to tell them are public schools are or should be a choice. If a student chooses to leave their own public school and come to our public school because we're more desirable, that is meritocracy at its finest, we should be rewarded for that. We should get the same voucher that any private parochial or charter school
081gets for those kids to leave their public school and go there. That is a number one. And that is in the fabric of of being an American. Like we are we we love competition and we want competition. to bring it. But like Mrs. McAffrey said, put us on a level playing field. The next thing is no more extra expenditures. If private, parochial, and charter schools are getting a hefty voucher at the high school level, it's $8,500 per student per year. Why should we have to pay for their transportation? The argument that's been made in the past has been they're also taxpayers. None of them are paying $8,500 a year in taxes and they're getting that per child per voucher. So tell your legislators the public schools should not be paying for anything at a private
082parochial or charter school because they are getting more than they're putting in for taxes in that voucher. And then the and the last thing is tell the state to support the local property tax relief by funding a greater portion of schools in Ohio. In our district in particular, the state is funding 32%. To me, a shared funding model should be closer to 5050. Tell your legislators you need to get back to adequately sharing the resources because what happens people will look at their tax bill. They'll say, "My tax bill is going up. The majority of my money goes to schools. Schools are schools are getting more money." When in reality, schools are getting the same amount of money. we just happen to be getting more of local money coming out of your pocket because the
083state has decided to fund less of it. So you you elect those people, tell them to pay their fair share. Um outside of that, the really only other choices we have are operating levies, which would be income tax or property tax or staff cuts or consolidation talks. And I think that's ultimately I think where the state wants to drive us to consolidation talks. that's not necessarily the best thing for everyone, but but those are the options and that's kind of the what now. And I I think from our side, like I said, we're looking at those revenue generating programs and those partnerships that'll bring in revenue that will that will help. It really won't alleviate much on the taxpayer on the property taxpayer because they're they're being levied those taxes every year. But definitely having
084us pay no more expenditures to private parochials or or locals, giving the public schools that same voucher for not for our regular students but for the open enroll students for sure. Um, that would be a huge support. If if Berkshire were to get the same voucher that a private parochial charter gets for open enroll, we would have no financial problems. We would be absolutely uh A1, right, ready to roll. And then the state needs to support us. There's a $3.5 billion rainy day fund and the clouds are pretty dark outside. >> So they they they need to use that to help fund schools. Other than that, there aren't um very many other popular options for us. Any questions from the board? >> Uh three questions for Beth. First, Beth, when are reappraisals uh for the
085properties again? >> So, uh for 27, we will be under an update. So every six years there's a full reappraisal where the county auditor is supposed to visit every single parcel and and look at the property and then every 3 years is an update. So this is an update. So basically they're looking at sales trends from arms length transactions and I pulled that data. So that's where what I said I upped our our uh our real estate update from 8% to 12. It's it's trending I will tell you higher than that but in anticipation of that 20 mil growth cap I looked and the rate of inflation uh the three-year average is 13%. So that's why I kept it at 12. So 27. >> Mhm. >> Okay. Second question. We've heard about this ever since
086it came into existence, but it doesn't seem like we receive much if any Ohio lottery money or even the um money for gambling. So the Ohio lottery money is no longer kept in a separate fund at the state level. It's co-mingled into their general operating. So I believe it's just been supplanted and and so there's really no way to to see it. Now the casino re revenue is kept in a separate fund. Um, and we So, for this year, we're getting about $90,000. It's about $66 per kid on the casino money. Okay, last question. How many children do we have uh that are receiving uh vouchers in our district? Bear with me one second. Okay. So, in 2023, we had what they say is less than 10. I I believe we had four children on
087vouchers. In 2024, we went up to 69. 11 of those children were considered lowincome, 58 were not. And then in 2025, our numbers are at 103. 20 are low income and 83 are not. >> I want to I want to make one point of clarification because it sounds like we 109 of our kids left us for a voucher. That's that's not accurate. While some some of our students did leave and take a voucher, the vast majority of those vouchers are kids that never set foot in Birkshire schools and just decided they had their their entire life had been at a private parochial or charter school. And now that that voucher is universal, they're applying for it and taking it. So, it's not that we're losing kids because clearly in our enrollment, you see that we're
088we're holding stable. It's that and and again, yes, some left, very few, like less than less than 15, but of that 109, a lot of those never set foot in our district and never intended to. And Beth, correct me if I'm wrong. We're paying for uh their vouchers or but we're also they can do transportation or in lie of and get paid for that as well. >> And also special services, right? >> Correct. Correct. So some of our title one monies has to be set aside for for non-public education. um if they have a a child that requires speech um therapy and and they have an IEP, the district's required to send somebody over to service that child according to their IEP. >> Okay, I'm done with my questions. Anyone else? I just want to
089reiterate how dangerous this House Bill 186 is if it stands as is. Not just for our school, which it would be devastating, but for most, not most, but a lot of rural schools in our state. >> Um, over the three years, uh, Mr. McAffrey was showing us, it's about 14% of of our funding. There are schools out there that are going to lose 24% of their funding over the three years of the same period. Uh urban center schools will lose 0% of their funding >> and they are turning >> rural school districts into political war zones. >> And this is by design. Um like m Dr. styder said this is a push to make some things happen in public schools that um a lot of us don't want. So I I recommend that uh you
090do your own homework. It's not hard to figure out what this stuff is going to do to us. Um it's not just us fear-mongering. I I promise you that. Uh it's it's scary. This is kind of a turning point. um that it's been a long time coming, but if that thing passes as is, uh we're in big trouble. >> Well, and and Dan, to that point, it isn't just us. >> No, the school, >> right? No, I mean public schools. Yeah. >> Throughout the state, and it makes up a huge uh percentage. While everybody thinks the biggest percentage is urban schools, it's not true because there's more rural schools. They all will be in trouble. Yep. >> It isn't just us. >> Nope. >> Not that I do I want our taxpayers to be concerned
091about us, but you're affecting the education of hundreds of thousands of kids. >> But it's also not just affecting schools. It's affecting, you know, townships and, you know, other government agencies as well. So people forget about that, too. No, >> thank you, Beth. That was outstanding. >> Great. Thanks. >> Not exciting. >> Well, can I have a motion to approve the 5-year forecast for submission to the Ohio Department of Workforce and Development? >> So, move >> Brian. >> A second. >> Linda, >> meod Linda. >> Any further discussion? Roll call. Beth, please. >> Mr. Wisworth. >> Yes. >> Mr. Burma. >> Yes. >> Mr. Manfred. >> Yes. >> Mrs. Miller. >> Yes. >> And Mrs. Stone. >> Yes. >> Thank you, Beth. Superintendent report. >> I would like to request a motion to approve the
092following personnel certified and classified as listed. >> So moved. >> I'll second it. >> That's Linda. >> That was Linda. >> Any further discussion? >> Roll call. Beth. >> Mr. Burman. >> Yes. >> Mr. Manfred. Yes, >> Mrs. Miller. >> Yes, >> Mrs. Stone. >> Yes, >> Mr. Wisworth. >> Yes. >> I would like to request a motion to approve the following volunteers as listed. >> Some of Dan. >> I'll second. >> That's Jill. >> That's me. >> Any discussion? Beth, roll call, please. >> Mr. Manfred. >> Yes. >> Mrs. Miller? >> Yes. >> Mrs. Stone? >> Yes. >> Mr. Wiseworth? >> Yes. >> Mr. experiment. >> Yes. >> I would like to request a motion to approve the following overnight trips. Girls soccer to Grove City, middle school cross country state meet in Columbus,
093and wrestling tournament to Defiance, um, Ohio. >> Make a motion. >> Second, >> um, Brian, how many kids do we have going? >> How many? >> 13 kids to the state meet. >> Congrats on your CBC championship, coach. >> Thank you. >> It was all me, of course. >> I don't think I ran a mile. >> Any further discussion? >> Beth, roll call, please. >> Mrs. Miller, >> yes. >> Mrs. Stone, >> yes. >> Mr. Wiseworth, >> yes. >> Mr. Burman, >> yes. >> Mr. Manfred, >> yes. I would like to request a motion to approve the following contracts as attached. >> Some move second. >> Dan and Brian. >> Um just a a quick question, John. Special Olympics Unified Champion Schools Partnership are great. Can you expand a little bit? >> Sure. Yeah, they
094they would like to use our facility for um u the special some for some special Olympics activities. >> Nice. >> Great. >> Any track? >> Yeah, I think it'll be out on the track. Cool. It's I believe they're outdoor activities. >> Any further discussion? >> Beth will call please. >> Mrs. Stone. >> Yes. >> Mr. Wadsworth. Yes. >> Mr. Burman. >> Yes. >> Mr. Mr. Manfred. >> Yes. >> Mrs. Miller. >> Yes. >> Okay. Old business. >> None for me. >> New business. Just what we had already. >> Okay. Um, make a note of this if you plan on coming. Our next board meeting is the third Monday. uh because we will be in Columbus for the Ohio School Board's conference. So that is November 17th. That's my wife's birthday. Very important to know. >>
095She'll be 65 if anybody wants to know. >> And the booster bash is on your birthday. >> And that's on my birthday and I'll be 68. Um so that's November 17th here in the auditorium at 6 pm. Uh Beth or John, do we have any need for executive session? >> Nope. >> Okay. With that, I'd like to make a motion to adjourn. >> I need a second. >> Seconded. >> Dan. >> Mr. Burman. >> Yes. >> Mr. Manfred. >> Yes. >> Mrs. Miller? >> Yes. >> Mrs. Stone? >> Yes. >> Mr. W? >> Yes. >> Thank you all for coming and your patience. Spread the word. Get a hold of your legislators.