001Please rise for the pledge of >> al 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. [clears throat] >> At the beginning of each meeting, we like to go over our district's mission and vision. Our mission is to create a culture of academic excellence through inclusive and innovating learn innovative learning opportunities for the whole child. And our vision is to empower all learners to reach their full potential in a globally competitive world. Can I please get a motion and a second for the approval of the agenda? >> So moved. >> Thank you Dr. James for your motion. Thank you Dr. Steager for your second. Mrs. Logan, please call the role. >> Dr. James, >>
002hi. >> Dr. Stager, >> hi. >> Mr. Balance. >> Hi, Mr. >> Ferris. >> Hi, >> Mrs. Bidder. >> I Can I please get a motion and a second for the approval of minutes? >> So move. Second. >> Thank you, Mr. Balot, for your motion. Thank you, Mr. Harris, for your second. Any changes, updates? Mrs. Logan, please call the role. >> Mr. Balant, >> I. >> Mr. Harris, >> I. >> Dr. James, >> I. >> Dr. Steager, >> same. >> Mrs. Bidder, >> I. The next item on the agenda tonight is very important. This will be the best thing we do all night is to go over the National Merit semi-finals. Mr. Lewis, >> I won't tell Mrs. Lawson you said that in front of her. >> Well, yeah, there's another really great one. >>
003Too late. >> No, we're always excited to have our students anytime we can bring our students to the meeting, but um it is great to have uh these scholars here. So, in a moment, and guys, I'm going to prepare you. I'm going to let you know this ahead of time, okay? In a minute, I'm gonna ask you to come up here. I'm gonna ask you to introduce yourselves. You're going to talk about [clears throat] your what you're interested in after high school and you're going to introduce who is here with you supporting you here today. You got that? I'm giving you time to think about it right now because I'm going to say some other things and you're going to be prepared. So, um, what I think is special is that these students took the
004PSAT test last year. Roughly about 1.3 million students take this test every year to enter into this program. 1% of the seniors qualify for national merit semi-finalist status and we have 15 of those students. So um we are very proud of them. Uh Mr. Potabomb, I know you're here supporting them and I know you're very proud of them. Uh certainly if you have any words you can come join them but um and students just I'm going to pick on uh Jonathan because I saw him already. We were in a meeting earlier this week. So we're going to go alphabetical order. So you guys get yourselves in alphabetical order. Come on up. [laughter] >> Come on up. Come on. [clears throat] >> There we go. Come on up here everybody. Come with him. He He doesn't
005want to stand up and invite >> Come on, guys. All of you at >> He just happens to have the other side. >> Go to the other side. >> Remember nameris after high school and then who's here supporting you today. So >> Jonathan, go ahead. >> I'm Jonathan Aldridge and um today I have my dad here supporting me and after high school I'm interested in pursuing material science and engineering and then chemistry as well. We'll see. >> Congratulations. >> I'm Ava Andelina. I'm planning on majoring in cognitive science and linguistics and my mom is here to support me today. Uh >> my name is Paige Vanderbrank. I'm interested in studying psychology and my parents are here with me. >> Hi, I'm Sony Pash. I plan on studying public health in college and my mom. >>
006Hi, I'm Lucas Hicha. Um, I'm interested in studying aerospace engineering and unfortunately my mom couldn't make it because my sister has a band concert. >> I'm Sahana Singa. I'm interested in studying neuroscience and a premed track and my mom, my dad, and my other sister. >> I'm Tes Periq. I'm interested in studying computer science and my mom is here with me. >> I'm science and I'm interested in studying biology. >> I'm Wayne. I'm interested in studying applied math physics. >> I'm Andrew Mau. I I'm interested in studying computer science in my dad's here. >> I'm Mitchell Mer. Um I'm interested in studying aerospace engineering. My parents, my sister, my grandma. >> I'm Michael. is interested in studying. >> I'm Matthew today. >> Um, one more. Yeah, let's give one more thing I'm gonna ask you
007to do. And Jonathan, you don't have to be first this time. Okay. Um, think about a teacher or a staff member that has impacted you and why what did you what did they do to impact you so greatly? And again, you don't have to go first. So, start with anybody or we can start with Jonathan. >> Well, one of my favorite teachers throughout my entire time at Sikar School has been Mr. Guyire, the AP chemistry and also academic and cell chemistry teacher. Um, but he really um I guess infused me with the passion for chemistry and just his like uh teaching teaching style and the way he like works with his students and like cares about them as a little more than their grade. Um it really has set a passion and he's a large
008part of the reason that I want to study chemistry after high school. >> Fantastic. >> Um a teacher that had an impact on me is Mrs. Feist um with CCP English last year and that class was kind of my introduction to research and diving deep into a topic of my own choice and she really helped me find a voice through writing while also doing some really cool stuff in research. >> Um my teacher is Mrs. Nimskarn who's the AP US district teacher and I just it was a joy to go to her class every day and she just like was so knowledgeable and it was so much fun just to be in the class and hear her talk. My teacher is Miss Leblanc who is my freshman lit teacher. She retired from the high school
009but um she was like one of my first classes in high school that really helped me get out of my shell and start to find myself and it's probably one of the reasons why I'm so involved in high school right now was her encouragement. So honey, we'll make sure we get that to her. >> Uh for me would be Miss Coleman. Uh she was a gifted math teacher at the Green School. Um and she just really um just started me on a path of being really interested in math. Um and she just made math really interesting. Um and I loved going to her class every day. >> Um I also want to say Mr. Guyer was my favorite teacher. He helped me a lot. Um I think it was from him that I actually had
010a genuine interest in learning every other thing which is kind of for a grade but his was more and I for his classes and run chem club or help run chem club. So it's pretty fun and it's like it's more than just it's going to be a lifelong experience. >> Um I would say Mr. Vega. Uh he was my sophomore and junior year uh Spanish teacher. Um, I was considering dropping after Spanish 3, but after taking his class, I just I really fell in love with the language and I'm continuing up until AP Spanish now. >> I think for me, I would say because I think they're all school interest story, but she kind of brought my passion for help. >> My favorite teacher is Mr. G the goat. He made me love physics and
011that's why I major in physics. So now I >> My favorite teacher would have to be Mr. Hy. He's a computer science teacher. He's given me so many opportunities inside and outside of the classroom whether it's through like computer science club um like trying to help fix a problem at like a paint company even and even now he even emailed me a few days ago giving me new opportunities I can explore. So yeah, he's a great teacher. >> And I have to go with Mistinion uh who was the Latin teacher at the high school. Um especially in like Latin, he really sort of that class forced me to learn good study habits and he was always there helping students through that class. >> I would also say Mr. Million uh I was with him for
012four years until he moved to detail. Um he really pushed me to get more involved in leadership in various different activities especially in L club and the Ohio engineering classical league and it's really unique being able to have the same teacher years in a row and form a team connection. Um I would have to go with Mr. to read photo teacher. I met I met him the beginning of junior year and he's been so much more than just a teacher but as a mentor I'm able to not just photography but also me and so yeah it's great >> well and thanks for sharing that because if [clears throat] you guys haven't told those people that particular thing and some of you a lot tougher because they're no longer here but that is a gift that
013you can give them. So, you know, I may stop and see you if you if you're willing to write that out. That's a gift that teachers just they they will cherish that gift for the rest of their lives because knowing that they have that impact on each of you and really some of you influenced what you're going to do after high school. Um that's pretty amazing. So, thank you for sharing that. So, let's give one more. >> So, we do have something for you, but we can't let you get out of here without recognizing your um your achievement. Don't open it. Well, the first task will be you have to figure out how to open the box. Sometimes it feels like that's always a struggle. Is someone already being encou here? We'll get it. All
014right. Did we figure it out? >> Figured out. >> All right. What is it? [laughter] >> It's a big championship race. >> Solid gold. It's not something you're really going to wear, but it is one of those things that we just wanted to like recognize. >> We just wanted to recognize your achievement. It's something that you can look at and say like, "Hey, we did that." >> Um, I think we're going to have you guys kind of squish together. Know your parents would like to get some pictures. I know we would like to get some pictures of you. [clears throat] So, you know, just like in any school picture, we need taller individuals in the back, shorter individuals in the front. Squeeze together. Act like you like each other. Act like we're in the same
015grade. It happens. All right, guys. Let's see it. >> Smiles. Keep holding your fake smiles as long as possible. >> Little bit longer. >> Thank you guys. You're more than welcome to stay for the entire meeting. >> I will understand if you need to go and get homework done or do other I think we're ready to go on to the next item which is the 2425 report card presentation. >> Wonderful. >> We'll wait for >> Thank you so much. It's an honor to present to you this evening. >> Um I I have to agree that it is a highlight to celebrate our students. So I take no offense absolute delight it was. they are the reason that we are here. Uh I will uh give you a very I understand we have many things to
016move through this evening and one of those is um my my presentation. I will try to keep it uh brief um but meaningful for everyone and if there are things that I talk about but don't touch on um at a deeper level I'm happy to make note of things that you'd like to revisit for further conversation um and dialogue as well. So I'll start by acknowledging that we uh received a four and a half star rating uh this school year. we were actually 0.125 away from a five-star rating as an overall school district. Uh just a quick overview of what the components of the report card are. Um you can see that there are many components and actually two of these components do not measure data from last school year um but the previous uh
017those components are graduation and then college career, workforce and military readiness. So that's just something to keep in mind. Uh there's many facets to this data and sometimes it's easy to assume that we're talking about everything existing within the confines of the same school year. So I'll start with achievement. We earned a five-star rating uh for achievement. So this is our uh students as far as their um performance and whether or not they met the standard. Were they proficient? Were they above? Were they advanced? And so we're going to talk a little bit about how this component is measured. Um in the achievement component of uh the report card, you have something called the performance index. And the way that the state actually identifies what the performance index is because that number changes from year
018to year is they look at the performance of the top 2% of school districts in the state of Ohio. And they use that then to determine what the possible number is. And then they take what your performance was divided by that and they give you a percentage accordingly. So we received one 104.5 out of a possible 109.8 putting at us at a 98 94.8%. Um as far as the uh levels that you see there uh you might be wondering how do you be how are you more advanced than advanced? Advanced plus um is occurs whenever we have students who are uh grade level accelerated and scored advanced on the test and that grade level up or two in some cases. Um then you receive a bump for for that performance how that's determined. Uh here
019is a quick uh just five-year outline um of where we've landed over the years. You know obviously uh the 20 to 21 school year. there were some things happening in the world. So you see maybe a little variation there. Um and then you see um we're in a similar range over the last four. I also just want to make note uh I spoke to the board at this time last school year about the new curriculums in both ELA and math and that some of the implementation research uh indicates that there can be dips um in your first implementation year of a new curriculum. So, um we were actually surprised by um how well we did in some areas, but we weren't surprised to see some dips um given that we were in a first year
020of implementation in two new curriculums across our school district. Here's a quick overview of the indicators where you can see the test proficient, the tests taken, and therefore um the percent proficient for each of those grade levels. Then once you had a moment to take that in, I'll show you more grade levels. And you can see 8th grade through high school as well. Okay. So, to touch on a few things, um, what I've highlighted for you here is if you see that it's green, it means that we saw a little bit of growth. Um, I also just want to name I think sometimes it's a little bit deceiving that the state identifies that if you're plus two or minus two um in your performance that that's typically like expected performance. So um if you see
021something that's beyond that then that's something that we're making note of. I also just want to make sure I'm doing um my due diligence to name that we have such excellent excellent teachers in this district. So when we look at data like this, it's actually information for us as a system um and how we're supporting teachers in the curriculum and not about individual teacher performance because I can assure you in the classrooms that I'm in the instructional practices, the knowledge that our teachers bring about their content, but sometimes it's an indication of let's take a look at our curriculum and what our tests are measuring and see if there's a lack of alignment in some places and how might we work to strengthen as a system. We received four stars for progress. Um we actually
022we were at like without getting into too much detail at 08 uh and if we had been at 0.1 with our data this would have been five stars. Thought you might find that kind of intriguing. >> Close. [sighs] >> Yes. I am an ELA girl but the math is math in there. Yeah. So, I just wanted to show you a little bit uh related to our growth. So, you can see that you have that dark blue, some might say it's dark gray that shows where you can see that our students made um more than expected progress and that there's significant evidence of that in those grade levels. Then you have the blue that shows that they've made more progress than expected and that there's moderate evidence. Then you have green, meeting that statewide expectation of
023evidence for progress, maybe um less progress than expected with moderate evidence. And then you get into the red um meaning that there was maybe less progress than expected with significant evidence evidence of that. And then if it's just a light gray, there's just not enough data available across a three-year period of time to be able to accurately measure that progress. As far as gap closing, we received a five-star rating, significantly exceeding the state standard. And um a little bit about that, we'll start with English language arts. So if you're looking at the left side of the chart, um that is our achievement and the right side of the chart for ELA is about growth. And then you have the various subgroups. um on the left side about our achievement, the yellow dot shows you what
024the state um was anticipating as the mark that they wanted to see us hit for achievement. So you can see um that we had exceeded uh all in all subgroups on the left there and on the right. This chart is a bit deceiving because it's it's a long spread, but I want to go back to the -2 and plus two is within range of what they're expecting. And so you can see that if you're looking at numbers and you see anything that's within -2 or plus two um we are making expected growth. And then you can see um at the top there um for our English learners um in particular for English language arts growth that we went beyond um what the state was setting as our goal for progress. And then the same for
025math as far as what you would want to look at. So on the left achievement and on the right growth. On the left the yellow dot gives you indication of what the state um wanted to see as far as our achievement and on the right where the line is what they wanted to see as far as growth. Again -2 plus two is within range of what they expect for us. And so you can see um wow look at that top bar right um our uh bar at the very top very very significant growth um and so I just think that we have a lot to celebrate graduation um they set goals for us as well for our graduation rate and so the yellow dot is um what their what their goal is you can see
026we're super close there at the bottom for students with disabilities but also want to acknowledge that something that's true for that um particular subgroup that if an IEP team um is meeting to determine whether or not a student would benefit from deferring and then spending time um in transition programming right and planning for those life skills and success beyond high school that unfortunately with the way the metric is currently established um that [clears throat] counts against you and your graduation um calculation. So it's just something that I want to acknowledge. The other thing that I think is important to understand about graduation rate, which we'll talk about a little bit um in a in a little bit, is that there's a 4-year um graduation u measure and a 5-year if students graduated in 5 years.
027And like there's a little formula for that that we'll get to when we get to the graduation component um section of my presentation. So, here's a little bit um as far as gifted and gifted performance index. Just a little bit of information there. We have made some strides as far as um gifted identified and gifted served. We could talk a little bit more about that in depth if that is something you'd like to dig into deeper um outside [clears throat] of like my overview over overview presentation. Um and then here's a little bit about um gifted identification and services. So the blue dot is identification and then the green sorry the blue line is identification and the green line is receiving service. Okay, so back to graduation. Um, we have in this calculation you have
028part of it is about students who were able to graduate in four years. And then if you had students who maybe didn't quite make it in those four years but graduated in five, it's the average of those two. And I want to remind you that this calculation is uh it is not class of 2025 data. It's class of 2024. And I always have to pause for a second before I say that because I have to remember what So it's data in the rear. Um so you see that the just to give you an understanding of what our breakdown was. Our four-year graduation rate was 97.2. Our 5-year graduation rate was 97.5. And together that's how they form the calculation. In order to earn five stars for this component, you must have 96.5% or higher of
029your student um graduating. In early literacy, we exceeded the state standard. I typically look to my counterpart Becky to chime in on this one. Um, I know we went in more depth at the academic retreat. I'll allow you to take a moment to review again this chart which has so many facets to it and I'm happy to talk more about it. I don't know Becky if you want to just quickly chime in on a couple of like what are we looking at here with this chart? Rebecca Tommpkins. >> There are three components. Can the uh early literacy measure? One is the proficiency in reaching third grade as measured by the Ohio State test and students reaching proficient or above. The promotion to fourth grade then is the number of students who are promoted to fourth
030grade. So we do have some exemptions for some students. Parents can um grade reading guarantee that they can exempt their ch child to be promoted to fourth grade. So that's the second measure. The improving K3 literacy measure is the chart the the bar chart that you see below and that is a fall to fall measure. So it measures the number of students not on track based on a reading diagnostic at the beginning of one year and how many of those students are continue to be not on track or who have moved on track of the fall the following year. So, it's a fall to fall measure within a certain or specific cohort of students maintaining an offtrack not on track measure or moving into an ontrack measure. Um, one thing that I'm just proud to
031say and thinking of our teachers and administrators is that for this particular measure, uh, it is not shown on this early literacy, but um, 23 24 to 2425, we moved about 50 students in total from a not ontrack status to an ontrack status. So that is something um, for our elementary speaker. >> Thank you for that. You can see why I call I phone a friend for this component. [clears throat] Excellent explaining something. >> I think that's what you pointed out, Becky. I think we don't want to we don't want to miss the importance of that that there's now, I think you said, 50 students that are on track that weren't on track before due to the great work of our elementary teachers. So, I think that's that's something we really need to celebrate. >>
032Yes, thank you for that. So, quickly, I will talk through the college, career, workforce, and military readiness component. This is the first school year where that is included in our calculation. um it has been noted in the report card in the past, but it's the first time that it's actually been factored in. And again, this is data from not last school year, but the previous. So, um essentially they look at the number of students in the four-year graduation cohort who are demonstrating what they call postsecary readiness. And I'll give you many examples of how the state defines that. Um and they're dividing that by the number of students in the four-year graduation cohort. So, and I will uh just pause and say that uh this score is is fairly similar to many of our like
033districts that we compare ourselves to. Uh but we recognize that we have a lot of uh room to grow as far as many in many ways tracking of information um and continuing to strengthen um various components that within our system. I'll start by uh just pointing out the honors diploma. Um that that is a component that um a student could be identified as being um you know post-secondary ready if they were to earn an honors diploma. Earning an honors diploma there's many factors and you have to reach 10 of the 11. Uh there also industry recognized credentials um where students earn 12 points through an industry recognized credential. So you think about some like very specialized um career um exams that that students would take that would then demonstrate to the industry that they are
034ready for that career post high school. There's also dual enrollment credit. Um so you think about college credit plus if students earn 12 college credits um then they um have demonstrated post-secary readiness or ACT SAT remediation free score. Before I show you the next um components that can be included, students can't be double counted in this. So, uh there's many students who may be earning an honors diploma, uh receiving 12 college credits um and CCP courses and receiving a remediation free score on an ACT or SAT. They're counting once and I think that that's just important to name in this data >> and every indicator counts the same. >> Yes. >> There's none that are weighted more towards >> That's right. That's right. Great question. um qualifying score of three or higher on at least
035three AP exams, military enlistment, which is a little tricky to track, but there is a uh form that we use to um ensure that we're receiving credit for those who um choose to serve our country. Uh apprenticeship acceptance is another uh component that we could talk more. I mean, these all have like many little facets to them, but I'm just kind of breezing through them just so you're getting a feel. And then what's called pre-apprenticeship. Um, and then finally, achieved proficiency on three or more technical assessments in a single career pathway or the Ohio Means Jobs Readiness Seal and 20 250 hours of work-based learning credit. There's other things that they show us that and how we're doing on those things, but these are the things that are calculated um as part of demonstrating readiness.
036Uh so just to to bring us to a close, I just wanted to celebrate that we've earned a five-star rating four years in a row. We've earned a fivestar rating in gap closing four years in a row. That we've earned a fivestar rating in graduation four years in a row. And when I say four years in a row, um the star system like is also not been around forever. Um but I just think that that's really worth celebrating. and also just the increase in our number of students who've been gifted identified receiving services and that all subgroups met their gap closing and achievement indicators in ELA and math and then being in the top 4% in the state in progress opportunities you know continuing to refine our implementation of the ELA and math curriculums in
037our year 2 providing strategic evidence-based support to um specific grade levels who might have experienced implementation dips um continuing to grow our progress in the area of K through3 literacy and continuing to um [clears throat] make strategic efforts in our um performance on the college career, military and workforce readiness component. Um there are other things that I didn't touch on that I would be happy to touch on in the future and and I would love to know what more of those things are that you might like to hear about and I will make note of them. But what questions might you have this evening? >> Thank you, Mrs. Lam, for this overview. This is great. I would like to know a little bit more about at at a later date the um information on gifted
038services >> um the information about those who have been identified versus those who are being served. I know you're working on that, but if you could come back to us at some point and share with us share with us um what's going on and why these numbers are reflected like this because I know we have said that it's a celebration but when you see the chart >> I understand thank you for that >> and I would I would have an interest in learning more about I know there's a report that that comes out for schools related to special education services and um I know that um that that seems relative I I think it's it looks different than it has in years past and I can see that there were several items that were not
039met of the criteria. There were probably 50 I don't know almost 50 different criteria and I think half of them were not met. So I would like to know that about that and I would like specifically um it was heavier towards the uh preschool readiness for um kindergarten. So just understanding what our early intervention program is doing because that's going to help save time, money and energy in the future years if that is a good program and I know that's always been a really strong program in Sikcore. So I just want to make sure we continue on that. And then the other area that I have a particular interest in is the um positive behavioral inter interventions. We did not meet we did not meet the standard for that as well. >> So >> yeah,
040>> sorry. I realize there are things that we you know there there are great successes and I I at the retreat I couldn't say enough about all the amazing work that our district has done. These are major celebrations. Um, I just know that there are students that are in our district that are not having strong student student achievement and I just want to make sure we don't forget those students >> and gifted as well. Right. I know that we've had some community feedback about both of those groups. >> Thank you, >> Mrs. Bitter. I did share that feedback. Okay. >> Earlier today with Mrs. Lawson and we just knowing [clears throat] that this was a broad overview um we were hoping that you would bring them back up just so that we can get them
041on the record and then >> we'll certainly come back with a more detailed like in-depth look at some of those areas for you. >> Yeah. And you know I'll echo what Mrs. Bidder said. There's so many celebrations and and Dr. James said it too. So many celebrations on this that our staff is doing amazing work. Um, for me it would be the college, career, workforce, military readiness because I believe our students are prepared when they leave our buildings and our and our high school for the next phase of their lives. You know, we hear that from students that are going to college that are going into the career workforce. Um, so I would like to understand, you know, what are our strategies to look at that you know, I don't know what we're going to
042change just to do better on a test, but I I firmly believe our students are prepared are prepared very well by our staff and and our teachers. So, I'd like to learn what we're going to do different um or what we're going to keep doing the same. And I know that's probably going to take some time. And I know this is, you know, next year's numbers have next year's star rating has already been determined because it's it's the class that graduated last year that will be on the report card. >> Workforce ready though, right? >> For the whole college career work. >> Yeah. This just for that criteria. Yeah. >> Yeah. So, you know, there's not much we can do to change what's next what we're going to get on next year's report card or
043I guess this current year's report card, but you know, what are the strategies we're going to look at, >> right? >> Because I'm particularly interested into I know in a community like ours, I think where we get maybe dinged a little bit because so many of our kids go to college >> and, you know, what are we doing to develop kids to go into technical fields and, you know, those kinds of things. I know last week we talked uh last meeting we talked about um our Scarlett Oaks representatives. So I know we have a relationship with Scarlett Oaks. So what are we going to do maybe expand that relationship with Scarlett Oaks to kind of fit with the college career readiness plan? So thank you. >> And I know we are doing u internships. I
044know we're doing um work study. We're doing all kinds of programs that I don't even know if they're being counted in that system, but I hope that they'll they'll take a look at those. Yeah, >> we have so many. I was Yeah, I was want to jump in and say I was gonna ask the question about PBIS and then I was going to say, >> are we able to match up with how they're grading the district with what we're doing? Is there some kind of a misstep there maybe with understanding what they're asking us to do? That would be my question for you. I mean, obviously, you know, I'm not going to be here in January starting then, but um the other thing I would ask also because I've asked um Mrs. Tomkins and Mrs.
045sensor. Is there an opportunity possibly for Sycamore in a long-term plan to think about a pre kindergarten program? And I know you love hearing that out of my mouth, >> but is there an opportunity to support the younger learners who aren't quite ready to go into um kindergarten yet out of the preschool program? >> That's my only question for the future for you guys. So, >> thank you. Well, I appreciated the question um regarding special education. uh we have that first reporting coming out in December and so I look forward to connecting more at that time. And then just to quickly touch on PBIS um something that's important for people to understand is that it's not scored. It's actually a self-reported indicator. Um in order to report yes on that and I actually wrote this
046down just to make sure that if it came up I had this right that there you have to have all of the following. You have to demonstrate that you have all three tiers of behavior support. And when I say tiers it's there's different levels um to behavior support. It has to be backed by the research, supported with systems, processes, and structures, and to be implemented with fidelity. And if any of those words I used is not um feeling like the if the building's not feeling super strong, they could say that's true at every single level. They're to identify that they have not met the indicator. And so I just want to assure you that um our buildings are intervening with our students for positive behavior intervention supports, but we had two of our buildings who
047maybe weren't able to say with confidence that at every level that they could say that all those things were were true. Um we're certainly working to strengthen the system in that area. But um I just wanted to to let you know that if at if any building says you know what, no, I'm part of this then it's a no for us as a district. And so that's how that is measured. Yeah. >> Thank you for doing that with Fidelity. So, thank you. >> Yeah. >> Well, thank you for the honor of presenting this evening. It is such an honor to support this great district and the incredible teachers and staff here. So, thank you. >> Yeah. I'm very proud of our our report card and I want to remind everyone that this is just one
048indicator of the phenomenal work that our staff are doing. report card is just one indicator. >> Good point. >> And our quality profile will be coming out soon with kind of all the highlights of the rest of what makes Sycamore special. Yeah. >> And what staff are doing, too. >> We just heard it from some of our students. It's [clears throat] deeper than just scoring well on a test. you could hear their real connections and their passions for the subject matter, the learning and how that's impacted their career choices or post high school choices, which was pretty impressive to listen to them speak about. >> Thank you. Thank you for presenting. We had just for anyone watching and everyone here in the audience, we had a full day of um a retreat on this subject.
049So we were able to ask the board was able to ask a lot of question and really dive deep. We had presentations in every single area. So this was an additional presentation because we felt like for retreats oftentimes the community doesn't get to see that. We don't record those. So they're open to the public. Not most people don't come all day. Some people do. Um, and it's just important that you understand what's behind this and understanding the the hard work that our administrative team, our teachers, everyone in this district put into making sure our students have excellent student achievement. All right, our next item is public participation. Do we have anyone for public participation this evening? I did not have anyone sign up and Mr. Buren is indicating that we didn't have anyone. All right,
050we're going to move to the superintendent's agenda. Um, can I please get a motion and a second for City of Montgomery annual support agreement? >> Second. >> Thank you, Mr. Balant, for your motion. Thank you, Dr. Steager, for your second. >> I don't think I mean, it's just agreement with the city. >> I mean, this is a separate >> the resolution. Okay. >> This one Well, this one's separate from B. This is just literally we have a I would call it more of a shared services type agreement with the city of Montgomery. This has been for years >> and this is just a renewal of it >> kind of t Well that's all right. Okay. Mrs. Logan, please call the role. >> Mr. Ballot >> I. >> Dr. Stagger >> I. >> Mr. Harris >>
051I. >> Dr. James. Hi. >> Mrs. Spitter. >> I. Can I please get a motion and a second for resolution Montgomery Chamber of Commerce sponsorship event? >> So moved. Second. Thank you, Mr. Harris, for your motion. Thank you, Dr. James, for your second. >> And this um resolution is just basically um at the advice of legal counsel to have the board approve that this is a um worthwhile expenditure to for us to attend the chamber dinner. Uh it's $575 for a table and um we believe it's a good thing for the district and the chamber to be connected. Um, so you know, I've become more active in the chamber. I know Mr. Levelville, when I can't make it, he's gone in my place. And I think we value our relationship with the chamber. And really,
052we just talked about a component of connecting our students to businesses and opportunities. So, um, I think it's perfect fit for why we would want to do this. >> And I know that, um, a couple members will attend. Only two can attend because otherwise it would be a meeting. So, two of us will also attend. And I think Dr. James and Mr. Valent will attend. Does that work for you? And I will not attend so that way I don't create a meeting. >> Okay. >> All right. Okay. Can I Mrs. Logan, please call the role. >> Mr. Harris, >> I. >> Dr. James. >> Hi. >> Mr. Balant. >> Hi. >> Dr. Steager. >> Hi. >> Mrs. Bidder. >> I. >> All right. The next item is 2026 2027 kindergarten programming. >> Mr. level is
053going to give you an overview of and he deserves a lot of credit for engaging uh the community and um I know many others helped him with that but um it's been a a topic of conversation for a while. We've brought to you a number of concerns with you know our kindergarten and um Dr. Steager kind of brought it up. You know, looking at pre-programming, >> I really long term, I'll still continue to tell the board I believe long term our strategy should be uh full day kindergarten for everyone free of tuition. Um as we think about our levy cycle and how important that is to get some of our offtrack students on track. But um I think in the interim um we have some uh decisions that we would like to talk to you
054about around kindergarten programming. So Mr. Levelville's going to lead us through that. >> Yeah, thank you for that. Look at those smiling faces up there. I mean without that amazing I know >> lot of missing teeth. >> I could say anything at this point it wouldn't matter. No. >> Um, Miles, I will just say that um I'm thankful for the opportunity to be able to speak to you about the kindergarten program and just to hone in specifically what we're talking about. We're talking about the half-day kindergarten program here. Um to Mr. Lewis's point, we recognize that there is a lot of complexities around the kindergarten program. A lot of great things are happening, but it does create um some tension within the system because of the complexity of the different types of programs. And so
055what I want to do is just give you an overview and point you to the direction that we believe we should be next year and what we're planning towards. Um so just to give you an overview historical context. I think it's important for those that are maybe tuning in that haven't been listening the last few years. It's about this time of year that we always have the heartburn around what are we going to do? And we've made a commitment to our community um to get out in front of this early and that's what we've been doing. Um and so um the enrollment in half day program it's fluctuated. it keeps fluctuating. Um but really the numbers continue to decrease. Um we have around 50 students this year which I'll show you the numbers in that
056program. Um adjustments were made to consolidate to programs this year into two different schools. You know we had four um we did two the previous year and then we shifted those schools and that really is done based on operational efficiency right we look at all the factors where we busing all the things to try to figure out where might we house those programs. Um, and then, um, you know, obviously it comes down to just the complexity of the decision-making challenges that we have. And, you know, I won't go into all of those things, but I think we've discussed them enough to understand how do we manage that. I do want to call out uh call out that we did have a policy update last year, if you remember. Um, we've been wrestling the last few
057years about how um where do we put that date to enroll our students, kind of that cutoff date. the state of Ohio allows you to either choose September 30th or August 1st. Um, and we heard very loud and clear from the community um that we needed time and be patient with that change to give folks the ability to make the choices that they need to make and what's best for their family. And so what we said was let's put that in policy. That way people know about it, they hear it and see it. And so this coming year for 2627 our kindergarten cutoff will be August 1st. I have to put an asterisk behind it because um our legislators are having conversations right now about making another change to this. Um and what I'm hearing
058is that change could be that it has to align with the first day of your school calendar. I have not heard anything else about it, but I do want to throw that out there. If that shift happens, that would be a legislative action that we can't control and we would just have to figure it out. So, um, but right now we're heading down the path August 1st as we head into kindergarten registration in January. >> Real quick, is first day mean when students are in or when staff development occurs? >> Gosh, wouldn't that be great? That's always what was in your head. >> I'm just trying to think extra days to being logical. >> It would be nice if they allowed us to be able to have some flexibility, but we'll see how that how
059that turns out. just thinking of waiting. >> Yeah. Yeah. >> Um Okay. So, getting some feedback. Are we good? Nope. >> Okay. There we go. All right. So, um I also wanted to point out to you one of the things like I'd mentioned before is that um our our parents and our community are really passionate about all of our programs. Um and we've heard over the last few years the passion really come forward when it comes to our kindergarten program, specifically the half-day program and the desire to maintain that program in somewhat of a robust way. But how do we do that in the scope of all the logistics around it? And so one of the things that we wanted to do was get out early this year and really get into the community and
060have conversations around that. And so we um had a community conversation which I'll talk about here in a few minutes on October 15th where we able to bring parents in um have a third party facilitator and really walk through some of those questions to better understand where people are and what they feel and think about um where we should be going as a district in relation to that program. Um so the community conversation um we um held it here at Kinwood. Um the purpose was really to gather authentic feedback from the families to help guide this decision that we made to bring forward. Um the format was really um it was held here and it was in person and the idea was to get folks in groups of four and five to have authentic discussions
061um collaboratively and then be able to voice those in a generalized setting and then take notes and bring that feedback forward to help inform um what we thought might be the path forward. It was parents, community members, district leaders, um, and, um, just board. It was kind of a board listening representatives. Um, and what I mean by that is, um, we are listening to be able to bring that feedback back here. Um, we gave a brief overview of the kindergarten model and the history. Um, but really it landed in those small groupoup discussions to identify what those themes were that we were hearing. Um, we invited 464 families participate. We had 25 that showed up that evening to attend the conversation and we had 13 staff members as well that were here. And how that
062looked was um we had we invited our preschool families, current preschool families and current half-day and full day kindergarten families. So the idea was the the um families that are in the kindergarten program now. How's it going? and you also live through that registration process and then those that are potentially coming into the program in the next year or next few years to try to understand where their heads were um around everything. Um what we did was we put them in groups of four or five and the idea was that we wanted to vary the diversity of thought in those groups. So having a preschool halfday full day person in each of those groups and then one of our staff members as well to be able to hear the conversation that was happening. So overall
063the success themes that we heard variety of programming um people seem to really love the fact that there are options in Sycamore. We offer a lot of different things. Um student opportunities um they couldn't talk more passionately about the staff and how incredible our staff are um supportive, how communicative they are. um the family engagement um the ability for our schools to wrap themselves around our families um as a part of a community which I think we've heard really loud and clear right you try to let a family know that we need to move you out of their building and it's it's a thing right because that's their community that they are deeply passionate about um the overall trust of the school system and again strong communication it was completely and 100% evident in that
064group that there is a trust in Sycamore people have chosen Sycamore to be. It's a choice they've made. Um, and they're passionate about the programming that we offer. So, there was nothing in any of this conversation that alluded to there was a lack of trust in what we were doing and why we were making the decisions. It was more along the lines of um areas of growth, right? So, where were those areas that we felt like the gap and we weren't aligned? One of those was it was very clear that um a lot of the families felt like specifically families that were new to Sycamore that they were just disconnected and didn't know how to get the information and so they felt like when they were registering they were getting it but it was almost
065too late for them to be completely informed about the decision. Um access of information yes we have the website but are there other ways that we can actually get that information out to families in unique and creative ways? um timeliness of the decision-making. Um that's the heartburn that we all feel, right? We know that it's hard to make a decision when you don't have the data. And they feel that significantly, too, because like we've heard in the past, decision points for daycarees and things like that are in January. And when we're making decisions in February and March, that deeply impacts their ability as a family unit to make the decisions they feel is the best for their family. And so we've got to figure a way to step out of that and be supportive of
066our families and try to figure that out, which is where I'm leading to in this um plan. Um and then also the articulation of the program structures. I think sometimes as educators, and I'll speak for myself because surely it's nobody else on our team, we're in the weeds every day. We're in the work. We get it. And we make sometimes assumptions that everybody hears the lingo and the things that we know to be true. you know, we can say, "Well, this program is good for this or this or that or they're equal." We've got to do a better job of being able to figure out how to articulate that on a website so people when they're making a decision, they can really understand what is a half-day program, what's the full day program, how's the
067preschool program operate, things like that. So, there's significant amount of work that we can do and it's all positive work. I don't take this any of this as a negative. Um, I think these are great opportunities that we heard from our folks that we can really dive into this and do a better job for future generations coming up through. Um, with that, so our key takeaways that we got from this, um, number one, we've got to embrace early decision-m when it comes to how we're going to run the program. Um, we can't wait. The reason I'm with you tonight on the 29th is because kindergarten registration starts in January. And while that seems like a far ways away, it is not. And so because if you think about and I'll talk about the plan, what
068we have to do, we got to get ahead of this and we got to start building some of this infrastructure I just talked about so that we can get to where we need to be. Um we need to be making better new family connections. Um I've um one of the cool things was our district registar Patty New attended this and I told her I'm like Patty you don't have to come. She's like no I want to come. I want to hear. And um she was probably way more critical of hearing it cuz you know that's her that's her thing but there were a lot of things that she said you know she started calling her registars around the region and saying how do you do this what's working what's not working and she pulled together
069a group and they had a roundt um as an offshoot of this and what was cool about that is that she came back and said we got to start bringing some of these families back in we out you know during the pandemic we did full online registration and we've slowly brought it back. But I think the pendulum needs to come back a little bit more, especially with our kindergarten families, be inviting them in, sitting down with them, answering questions, um, which we all love to do. We just need to think about that model. Um, website information streamline. That's a thing that I think overall in Sycamore, we keep having to work towards um, that we can do that. and then really driving transparency in the program options which again we can talk about that and
070what that looks like but um those are kind of those things. So really quick current programming I think it's really good just to level set where is everything and what is happening. Um, you'll notice that preschool is one line. Not that I don't love preschool, um, but preschool is way too complex to put on one slide with all of this other information, but the high level is is that we offer programming for preschool at Blue Ash and Sims Elementary. Um, halfday kindergarten. This year we're offering it at Maple Elementary and Sims Elementary. We have two sections at each of those buildings. Um you can see T equals total MD's Maple and Blue Ash is uh BA is Blue Ash. You can see right now that we have nine um from Maple at Maple and 15
071from um Blue Ash that are attending Maple. Sorry. And then if you look at Sims, we've got 31 total. Um 20 from Sims and 11 from Montgomery. Um so just helpful for you to kind of see the split of where did the kids end up coming from. Um in regards to the overall program for half day and then full day, we offer four sections um at each of the buildings. You can see the total number of students. Um really we try to cap that. It should be 88 across the build the the buildings. Um the reality though is that kids move out of the program, things like that. You have a wait list. You bring people up, they're already selected program. So that's where you get the variation um in the numbers with that program.
072Um, and because our full day program is tuition based, it's not as easy as just saying, "Hey, we have a student that's in need in a half-day program. Let's invite them into the full day." If it's a situation where they can't afford the tuition, it just adds complexities there as well. So, we have to work um through those concerns and issues. All right. So, what's our plan of response? Um there is a lot I just want you to know and I want our community to know that um there is a lot of time, energy, and thought that goes around this um and thinking about all of the things logistics, the impact on families. What I don't ever want people to think is that we're just behind the curtain making the decisions because we want to
073do what's best for operations. It's really not it. It's what's the most sustainable model? how can we positively impact our students and really support our educators in that mission. So, what we've really landed on is that we um would like to um we would like to locate our entire half-day program and consolidate the program to Maple Elementary last year or next year, sorry, not last year, next year. >> Next year. Um, and the reason being is that based on the numbers that we know to be true this year, um, the operational constraints that we had and our ability to better service our students next year, we believe by bringing all those sections into one space, we can do that. Um, we have I've worked closely with Mark Zimmerly, our director of operations, and Mindy Zelner,
074our principal at Maple, to look at the space because what we don't want to get into is a situation where then we've done this and then we're over class sizes or we're out of space. And I can assure you by looking at it, running the numbers, looking at the data, we'll be fine. Um, in order to do this, um, again, right now we have enough students really to operate three sections, but we have four. The benefit of doing this at one site is we'll be able to better flex with that. Um, so if we have a need for three sections versus four, we could look at how that teacher could then support the other programming the second half of the day. So it gives us a little bit more flexibility. Um, that said, even if
075we say we're going to do it at Maple, which is what we want to do, um, we need to identify where what buildings are going to what sections. So, it's it's it's it's easy enough to say we're moving everybody to Maple, but that's not really the pain point that our parents always feel. It's not necessarily just where am I going to be, but is it going to be AM or PM? Because that makes a huge difference in a lot of different complexities in a family. And so, in working directly with transportation, looking at the operational structure, also what plays into this is our ability to bus our preschool students and how we can be most efficient so that we have kids on the bus for an hour or longer, right? Um what we need to
076do is we need to put Sims of Montgomery in the morning kindergarten and then Blue Ash of Maple in our afternoon kindergarten. Um again I fully recognize um that there is a very strong desire for a good majority of our halfday kindergarters to be in the morning. That's the way it is. Um and unfortunately and it's just not possible to have three sections. Um because that would require me to have two classrooms in the morning or two classrooms, right? Like in that >> if that makes sense. >> Um so and then the age eligibility 5 years old honor before August 1st 2026. I do want to put that in there um because that's another data point. We did run a simulation on what that would look like for our students this year. how many of
077them right would have been eligible or not eligible we still feel pretty confident um that we can do this based on that um but my disclaimer which I feel like should be on an entire slide is that it's all the data we have we've collected it we analyzed it we think this is the very best option that we can um we can put forward now so what's the next steps um after tonight's meeting and after sharing with you the rubber meets the road, we have got to get going. So, I've already developed a project charter for my team. We're going to be meeting that's going to include not only my team, transportation, but also um I'm looking at Jessica back there from a communication standpoint, coming together, getting around the project charter, understanding what is
078the scope of work, what do we need to do, and getting that done and a setting aggressive timelines. Some of the things we're going to have to be quicker than others, meaning we've got to start getting some mailers out to the families and the preschool programs in the area to let them know what we're doing and our families that we have captured. And that's the other thing we know to be true. We don't know who we don't know. We can do our best to reach those families, but the reality is we just don't know who the people are out there that might have kindergarteners. Um, so we'll do our best to reach those. Um, but clear I was going to actually just put on this slide communication, communication, communication because that's what we hear. that's
079what we need to do. But it's also really just getting the systems in place so that Patty when she starts registering in January, we just have people with giant smiles because they've been told and I will tell you and anybody else that was at the conversation. I I'm sure it came up in little pockets, but one of the things I did not hear was this deep passion around my kid has to go to my neighborhood school in this school. really what we heard loud was just tell us tell us early so we know and so that's my recommendation is we've tried other ways in the past and it hasn't been overly successful so I want to communicate clear here's what we're doing go down this path and see if we can find success questions >>
080no I think it's great I think getting out you know that's what we heard the last two years was we need to know early so I think this is what you're doing and I think It's great work. So, thank you. >> I don't have any questions. I think I think you have been so thorough over the years to figure out the approach to this and we have had families come here multiple times and speak with us about the subject. We're pretty informed as well and I support what your plan is. >> Okay. Thank you. >> How can we support you further through this endeavor? >> Um, >> registration, everything. >> As always, if you're hearing things, just let us know. I mean, you know, you're representatives of the community, so sometimes you hear things before
081we hear them, and so just let us know so we can get ahead of it. Um, we know we have a lot of work ahead of us, but we can get it done. We've got a good team. >> Yeah. >> No, thank you. And I feel like this, if everyone's been watching over time, this has been a nice slow stepped process to get to this point. So, thank you. >> Are you reaching out to daycare centers? Like I know there's yeah >> times daycare centers and people's like children's hospital has a daycare center like there are some employers that have them too and we have >> we have a yeah we have a list >> here that >> Yep. So we have a list that we've worked with our preschool program um to develop that
082over time um to be able to reach out. Uh we also have a list from transportation of daycarees that we service so we feel like we can get out there. Um our plan is to do a road trip. Um we did a road trip today. It was very fun. We uh my team, we visited all of our local kind of communities, partner communities around. We're going to do the same thing with our preschools and childc cares as well to show a face with the name um and to get out there and hand them the information because um that's another thing that we heard as well is that we have very little connection with those daycarees and so we're trying hard to build that relationship. >> Yeah. >> Thank you. Yeah. >> Good work. Yep. >>
083All right. Sure. Well, >> right. We're up to another really great topic. Oh, yeah. We have to do a vote first, right? >> No. Uh, no. >> Oh, that's just discussions. What? All right. Next, um, we have discussion of policy first reads. >> All right. You've got >> another one for you. >> You've got me again in their favorite policies. >> Yeah. I'm actually gonna run I'm gonna go through all these. So, I have the presentation. Uh, Mr. Long, if you want to pull it back up. >> [laughter] >> We're not gonna go through all these policies. Everybody take a breath. It's fine. Um, all right. So, it's the slide. Yeah, it's a slide after the last one. >> Give us an Okay. Yes, I practiced this. All right. Um, okay. So, me let me
084reset here. Kindergarten out, policy in. Got it. All right. Got it. Um, just so the community knows, um, we all of this information has been provided to the board ahead of time, um, for their review. And I think it's always important to call out the fact that one of the major pillars of board of education work is policy work. And so, um, getting this ahead of time to them was really critical because to be very honest with you, we there's no way we could go over every 3,000 policy. And plus, if we did that, it would not we should have just done all the policy transition here, right? And so, um, my job tonight is to give you the overview again and share with you the process and then identify a few policies that we
085wrestled with in committee, um, and then answer any questions that you might have. So, I'm going to start from the high level and then work our way down. And I apologize if this is redundant. Um, but I just think it's really good for all of us to be aligned with how the work is flowing. Um, as a reminder, we are polic we are transitioning our policy away from OSBA and we're moving to Neiola. So, the reason we're talking about the 3000s is that we have been working through the 30,000 policies, not 3,000 of them, the 3,000s. Um, it felt like 3,000, but it wasn't. Um, and um to then get it prepared to come to you. So, we the reval process is this. The policy transition team will go over all the policies. Any policy
086that needs a deep dive goes to the policy committee for review in addition to all of the policies just for a look over. Then they come to the board for a policy section first read and second read. Today is the 3000's policy section first read. And then at a later date, we're going to approve the entire policy manual. So when you see the second read up there of the three of the policy section, typically on a second read, we would be approving. We will not be doing that with you. So you'll get a first read of the 3000s, a second read of 3000s, and then I'm going to put them on the shelf until the end of the year when we're ready to approve the entire policy manual at one time. So what this does
087is it gives you all the ability to see the work and our community to be able to see the policies that are being reviewed. I want to make note and you'll see this in board docs that we did not attach all of these policies in board docs. It's a lot of them. We wouldn't be able to do that and if we did it would just be a lot. What we put though is that if there's any community member out there that desires a draft of any of these policies just email me. I think my email's in there. I'm happy to send that forward um for them to review and look at. Um you all have access through board docs to be able to get in there, look around and see what those are. High level
088overview. There are 53 policies in the 3000s. Um nine hours um we took to review all 53 policies. Um there were nine members on that transition team. So, um that includes our pol our policy team members, but also special guests that we would invite into those sessions that we would assume were um experts in their area. So, I don't want to be speaking to a policy that is not my um area expertise. So, for example, um not 3000s, but Miss Lawson would be invited in. Um Miss Logan was in and so on and so forth. Um, and then out of those 53, five of those policies were referred back to committee. Um, that's where I really just think it's important for you to understand why why did we refer those back. The vast majority of
089the 53 policies um were just legislative legal policies that were pretty much a direct transition from OSB over. What I mean by that is that it may not been a like it may not have been a like for a like, but it was a policy that was similar in nature, but this is what Niola crafts a policy around based on legal guidance. One of the things that we um realized really quickly is that Nola has a significantly more policies than OSBA. >> Significantly. I love that. Um some people might say, "Wow, that's a lot of policy." Me, I'm like, "That's wonderful." Right? because there are things that we were examining that were policy. I'm like, "Wow, this is a no-brainer." Like, we probably that that's really smart. We should have that. Um, the downfall to
090that is that's a lot of policy to digest for people. But what I'm going to point people to in the future is the idea that it's not just about the policy, but it's really about the administrative guidelines. And we'll talk through that down the line. That's not tonight. But the five policies that we did a little bit more depth on were um 3120, 3310, 3362, 3432, and 3440. Um just highle overview job descriptions. That one was more of just making sure that um we had alignment of what the expectation was from you as a board of education. Right now um job descriptions come to the board for approval. Um, and so we want to ensure that that carries forward if that's the desire of the board. Um, for and that's just to let you know
091that's not necessarily common practice. Um, which is why Neola policy didn't include that. Um, that's really more of a management function, but past practice here in Sycamore has been that those come through the board. Um, freedom of speech and non-instructional settings. The reason I put the that on there was not because we needed to make a change. I just felt like that was something that the policy committee needed to see because it wasn't a policy we had in the OSBA. It is legislative action and it is Ohio ethics. And so it's one of those things where it's like I didn't want that to be catch anybody, our teachers or anybody by surprise, classified staff. Um but that is a policy now that outlines um that freedom of speech in the non-academic areas. And I think
092that we can all agree that in in the current state of uh the climate right now in the country um with some recent events that's kind of bubbled up to the top a little bit more. Um uh threatening behavior towards staff. Again, just wanted to um bring that up. That is a policy that we've had kind of one in OSBA, but again, I just thought it would be smart for us to review that. We do have languages languages language and our collective bargaining agreements um around um kind of that that content. um sick leave uh that had to be brought forward because there was some alignment that I needed to do with Miss Logan in regards to what our contractual bargaining agreements say, what our policy currently said, the total number of days and things
093like that. And we ended up um striking the language off of a cap um because we didn't currently have a cap for our accumulation of sick leave. So um but just to be clear about that, we have other limits in regards to severance and things like that. So, it's basically cleaning up the Neola policy to actually match what our CBAs say. Um, I will say too that many, many, many, many of these policies, the very last line of the policy says it cannot be in conflict with your collective bargaining agreement. Um, the collective bargaining agreement always takes precedent over a policy that would be passed. So, um, just throwing that out there. Um, and then job related expenses. So this one was one that in fact really came the policy committee because that was one
094that I needed Jenny Miss Logan sorry um to re to review again. Um and so that was aligning because if you remember we had done work to the policy with OSBA. >> Um and we want didn't want to revert back. So we wanted to make sure that the policy was reflective of the work that um Miss Logan had done with her team in that. So, um, those were kind of those five. Um, so any questions and comments about the 3000s and the transition work? >> Just real quick, so everyone in the public knows, the OSBA version uses letters instead of the numbers. >> Yes. >> So, the 3000s go under the uh, admits >> Professional staff. That's what it is. Professional staff. So right now you've got a lot of different letters to have to
095go find in our policy. So this will be a little bit easier for everybody. >> I think so. I I tend to do better with numbers than I do with the JKQR, right? Like knowing a 3000 is professional staff 1000 administrator. You know, you you kind of learn that a little bit better. >> Are you asking do we have questions on any specific policy? >> Sure. >> So I have two that that I just want some clarification on. Um the first one is uh 3217 around weapons. >> Okay. >> So it says I believe the way I read it that we have to inform our community of anybody who carries a weapon in in our school buildings including school resource officers. >> Correct. >> So how are how are we going to do that? >>
096Yeah. So that's a great question. Um I I'm very excited that um one of the things that Niola produces for us every fall is a complete comprehensive list of every notice that has to be made based on all the policies and we get that list as a checklist form and then we can determine how that's done. A vast majority of those notices are done in the handbooks in the student handbook. Um, so something specific like that, it would be embedded. They also provide us with mock handbooks and things like that. Not that we would use that, but it would have the language that we can use to actually put those notices out. >> No, that makes a lot of sense. >> Yep. >> And then my other one, just just for clarification, is 3430 uh
097leave of absence for employment by a community school. Can you define what a community school is? Because this this is saying we're going to hold somebody's job for three years. >> Yes. Yeah. Yeah. and that actually lands in the administrative policy and the classified. Um, so basically what this is saying is that a if a community charter school were to start in your community and we had a staff member that desired to go work at that community school, we would have to hold their position for three years. >> Why is that? We don't do that now. >> That's the legislative definitely make you do it. >> Interesting. Okay. Thank you. >> Yep. What what was the um FMLA? You said hold review. That's going to be that's going to be one you wait for later.
098>> Yeah, we're holding that one because we just want to make sure that it aligns. FMLA is one of those things where there's the law around FMLA and then it's the practice that you have internal to support it. So, I just want to take another look to make sure that we're aligned to what we're saying the policy is going to be. So, do you want to go over the five that you have there or do we like the ones you highlighted like just specifically go over each one because they got they made it to us and they were pulled out? >> It's up to you. We >> also have three more after this, right? We have >> Yeah. So, the ones that are after this are just um these are not part of transition work.
099>> Okay. Talking about more pressing. >> The these are more pressing. >> Okay. So, should we use our energy on those? >> I would. >> Yeah. Okay. Y let's do that then because the goal here is to get the get this to the board get us moving. >> Uh we have everyone you have this much to read right here. >> We all know that and we u most of it is legislatively required. So there's a lot that is, >> but I think this will give us a chance to read it more thoroughly >> um and then reach out with questions and at the next meeting that we have this >> absolutely >> ask them. >> Yeah. And absolutely. And I I would um really >> I have a lot of I'm going to have a
100lot of questions. That's why I don't know how you want to handle that. >> Yeah. Yeah. Yeah. So what I would say is that the best way I can handle it and I don't know if it matches your learning style or your ability is anything offline that we can do would be great because it gives me the ability to research your question and have a really good thoughtful answer towards it. Um and then what we could decide is what do we believe that we need to bring forward for the community to hear around that. Again, a lot of this work is just ongoing work and I can bring that up as a policy highlight at the next meeting. I'm happy to do that. I am always happy to have a meeting with you as well
101to go over it and to look at them. That's fine. Okay. >> What I don't want to do is >> I don't want to take up too much time at these meetings. I just want to be respectful of the process knowing this is a big thing and meet your needs the best I can. >> Yeah, that's fine. I mean, I've done that when we reviewed when we did this. Yeah. When I first started on the board with OSBA, I always just brought my questions and sat down with Beth Weber at the time and asked my questions. And then I mean some the reason that I'm so interested is because I just really remember those policies. And now to know that they're going to transfer to something very different. I was I just want to make
102sure I some of that is still preserved or if it's not then why? >> I'm happy to >> I mean there's some good reasons for the changes obviously. Some of this is much more thorough. >> Yes. >> Yeah. A lot more thorough. >> A lot more thorough. which is good. I think that's good. >> I'm very happy to connect and meet. Um, and then again, I'm I'm happy to have feedback around >> because every meeting we're likely going to be having another section come forward. So, you're going to be getting an email from me about the 4,000s >> um very soon. This is one of those things you're just going to have to keep up with. I feel bad tell telling you all like it's it's it's work. Like, it's a lot. you're gonna be
103getting it and you gotta keep up with it because we're gonna keep the pace to keep it moving. >> Yeah, I think as much as we can do offline with you would be better. >> Yeah. Okay. Um so let can I move on? Do you mind please? Okay. Um so let's talk about the first read. Um again high level overview. Um so why are these policies here? These are 8000s and 5000s. That doesn't make sense Brad. We're doing 3000s. We had mentioned at the very beginning that there are going to be policies because of legislative action that we have to tackle now um that won't fit the transition mold and so we're going to have to do those independently in the policy committee and then what we're going to have to do is bring them
104forward and that these policies are going to live and breathe within the OSBA policies online going to be a little bit but a little weird um but we'll make it through until we adopt them all at the end of the year. So, we've got two here. The top ones are legislative updates which require policies um to be updated required information security and transportation for non-rine trips. Information security is the updated policy based on cyber security um and security features. It is not anything radically different than what we have, but there are the nuances of legislation that need to be in this. The update, Mr. Long, I believe, is all good. This is we're good to go with this one. Um the transportation for non-rine trips 8640 again are just legis brief quick legislative updates to
105that. Mr. Miller is very aware. In fact, I will tell you um we've got five transportation specific policies that are going to be coming to you soon that I do need to bring Mr. Miller into because they are starting to get a little bit more in the weeds. This is not one of them. Um but just to know that those will be coming up. Um the legislature is very passionate um about us busing all kids everywhere for all things and so we're trying to figure out how we can best meet those needs. Um and then down below policy updates suggested 5136 personal communication devices. Now bear with me on this just for a second. >> This is a cell phone policy. Many of you have heard the scuttle on the news or whatever about cell
106phone policy and you can't have cell phones in school. Oh, no, wait, you can. Just not during instructional times. Here's the backstory on this. The governor the governor desired that cell phones be banned from the schools. The kids would not be able to have cell phones at all during the day. And the language that was used was during instructional times. the way the legislature interpreted what he desired and the way they wrote the legislation was during instructional times. Once that legislation was done and Neola and OPA, whoever drafted the policy, it articulated that it was only during instructional times. Well, us educators go instructional times are not the hallway, are not lunch, are not you name it, it's classroom. So, that's how we're operating, right? the governor um got a little upset um because the
107policy was written wrong and so they went to Nola and Nola Nola basically said look we write the policy for the legislative action. So the long story short in this is that there is very strong confidence that we're going to get a legislative update sometime this fall that is clarifying what the governor intended in this policy to be. What we're saying is that we are not straying from our policy and our practice at our school because as you all know the the legislature right now is very focused on property taxes and I don't want to make a shift with our students or do anything right now with the practice of rebuilding and disruption when we just don't know. Um, but I just wanted to let you all know it wouldn't be shocking if you approve
108this at a cupcoming meeting and then in January, February, you got another one coming, which then would be legislative action that we would have very little control over. >> So, what So, what do you Okay, so you're suggesting that we go ahead and go go with that plan. >> I am because I think that it would be really smart for us just to have the EOL policy in place. It matches our OSBA, but it would be if we did transition to a new one, it would be a more seamless transition from this current Niola to the new Niola, if that makes any bit of sense. >> Yep. >> Okay. So, that's just the first three. Those are on the um agenda. >> Yep. >> Which means we're not approving them today. People can give feedback.
109We talk more about it. If anyone in the board has further questions or ideas, you can bring them to the next meeting. >> But just remember feedback on legislative updates community. It's going to be hard to give us a lot of feedback on those. Those are required. >> Yeah. Yeah. >> For the first two. >> Yeah. Yeah. >> Yeah. Let's >> Okay. So, let's uh what you do have for approval tonight. So, you do have action. Um it's on these three. This is the third. to do I need to like go through the formality or >> no point. >> Yes, I do. >> Probably you can >> officially you should an action in a second and then so I'll just officially do that for you. Okay. Um can I please get a motion and a
110second for the third read and approval of policy. >> Second. >> Thank you Dr. James for your motion. Thank you Mr. Balot for your second. >> Great. Um so this has been on the board agenda. This is the third time. I appreciate your patience at the last meeting when I read the room and realized this was not the time to talk about a 21page um policy, which I will not be talking about a 21page policy tonight, but I will tell you that you've had the opportunity to look at it again. I I know I feel like a broken record sometimes, but I just want to make sure we understand the reason there are three up there is because it's an identical policy that lands under the different sections: administrative, professional staff, and classified staff. Okay?
111It's not that we have different rules or regulations for each classification. Um, I just want to give you the high level of this policy. I did my best here. All right. Um, it's not overly complicated in nature. Um, the commitment is that the board's going to sure work and educational environment free from discrimination or harassment. That's the why. Why do we have this? Again, if you remember in history, we had no SBA policy and the board directed legal to really look at that policy. Legal crafted a policy and we decided at that time we knew we were transitioning. Legal reviewed the Niola policy, our OSBA policy and what they had crafted and legal determined that this was the best policy for us to be using. So, I just want to make sure we're on the
112same page with that. Um, but it prohibits retaliation, requires all staff to actively avoid, discourage, and report prohibited conduct. I will tell you as a added practice at every new hire onboarding, every one of our employees now get a copy of our policy, current policy, ACACR, and I thoroughly discuss non-discrimination within the school district. So, that's an added layer that we've added to our process. Um, it talks about the protected classes, the clear reporting reports must be made within two business days to a compliance officer. The compliance officer over here, you'll notice that we now have two. Um, that was a shift and change that we made because we wanted to have a male and female compliance officer. You're fine. >> But they're not they're not like they're neither one of them are assistant superintendent
113as we have had in the past. >> That is correct. Yeah. So, um, both Mark and Lisa currently serve in a capacity of, um, investigate in other roles within whether it's Title 9 or compliance and things like that. What we wanted to do is create that layer underneath in order then for the decision makers above. We can have a conversation about that, but that was what when we when we worked with our Neola rep on this and we talked about what we believed would be best. Can you explain that to me in a different way because I didn't understand what you meant. >> Yeah. So >> I mean the layer the layer part. >> Yeah. So when you talk about a compliance officer um they oversee the investigations, ensure compliance with the law and coordinate
114responses, reports of discrimination, harassment, right? Like that's the function. Ultimately there's going to be a decision maker that occurs and then there would be could be a challenge to that decision. Um and so we internally it's often better to have multiple layers um to be able to have protections and also to have another avenue for somebody to go to if that com if that level doesn't work out >> did and that's what Nola recommended >> it was. Yeah. >> Thank you. >> Yeah. >> So like an appeal. >> That's also what our legal council recommends. I think that's that's really what I just wanted to understand that >> and they um they've been trained >> um in title 9 >> because it's different than we've done. >> Yep. Yeah. Um good question. And then protections
115um the district provides supportive measures, non-punitive actions. So all those things to ensure that we've got anybody coming forward that would make a complaint um would be protected and those that the complaint is being made against are protected as well through that process. There will be um a um sorry an administrative guideline that follows this as well and that administrative guideline is what we would train our team on. I will tell you that, you know, I one of the things that I'm trying to wrap my brain around and I I you know, Chad, Megan, all of us will be thinking about is how do we train our people, right? I'm living in this. The policy team's living in this, but I recognize the folks that are on the front lines doing the work every day
116that are living out the policy aren't. And so I have to be thinking forward about how are we going to train everybody so that they understand this. But more importantly, those um administrative guidelines, this is one outside of that scope that will get special training to make sure that we are all in one room. Um I offer essentials classes to all of our administrators. We do three of them a year. Um this will be in one of those essential classes this year once we get it approved. Um so we can all sit down and likely I'll have our attorneys helping support that conversation. That's all I have. >> Anyone have any questions? >> In case you haven't looked at it, everyone out there in the realm of, you know, the audience, this is a very
117long policy and I think it's something that we've needed um for a while. So, I think it'll serve to protect everyone going forward in all three areas. Thank you to everyone who did all of the extra committee work before going to the committee. [laughter] Um, so you had the subcommittee and then Steph was the committee. So, thank you to everyone who did all of that extra work. I really appreciate it. >> Do we have to approve each one separately or do we just there can approve all of them together? >> Okay. Um, is are we ready to Okay, Mrs. Logan, go. Uh, please call the role. Dr. James, >> hi. >> Mr. Balant, >> hi. >> Mr. Harris, >> I. >> Dr. Steel, >> I. >> Miss Bidder, >> I. >> Please get a motion
118and a second for transportation impractical. >> So moved. >> Second. >> Thank you, Mr. Balot, for your motion. Thank you, Mr. Harris, for your second. Mrs. Logan, please call the role. >> Mr. Balant, I >> Mr. Harris, >> I. >> Dr. James, >> hi. >> Dr. Seager, >> hi. >> Mrs. Fitter I please get a motion and a second for out of town field trip approval. >> So moved. >> Second. >> Thank you Dr. Steer for your motion. Thank you Mr. Balant for your second. Mrs. Logan, please call the RO. >> Dr. Stager. >> Hi. >> Mr. Balant. >> Hi. >> Mr. Harris. >> Hi. >> Dr. James. >> Hi. >> Mrs. Bidder. >> I. Can I please get a motion a second for temporary easement Sycamore Junior High Pedestrian Bridge? >> So moved. >>
119Second. >> Thank you Dr. Steager for your motion. Thank you Mr. Harris for your second >> just really quick. We um we've been working with the county and state actually the last couple years the there is a pedestrian bridge that goes over um 120 Ronald Reagan. Is that 125? >> Um and um they we are getting closer to that replacement being made. In order to do that replacement of the bridge, it has to handicap accessible, which means there's going to be switchbacks, which means it's going to take up more property. And so, this easement is allowing them to really start tackling that work. Um, the bridge though for the community, this is important to know, the bridge will not be shut down during construction, the current one. They'll construct the new one and then tear
120down the old one. So, there might be intermittent times that they're going to be shutting it down, but um, and this work's still another year out. So, just want to give an overview. >> Thank you for that explanation. >> Mrs. Logan, please call the role. >> Dr. Stager, >> hi. >> Mr. Harris, >> I. >> Mr. Ballot, >> I. >> Dr. James, >> hi. >> Mrs. Bidder, >> I. Can I please get a motion and a second for Mark Ford donation agreement Gary Listman wrestling room? >> Second. >> Thank you, Dr. James, for your motion. Thank you, Dr. Stiger, for your second. And >> this is just an agreement. Uh we're thankful to Mark Ford and uh his family and any people that donated. Um they were he led a charge to name the wrestling
121room after Gary Listerman. Um if you notice in the agreement is it is for a period of 10 years. Um and just so that the board has some comfort of why would someone pursue the naming of the wrestling room. Uh after Gary Listister, he was the uh physical education department head for approximately 30 years. Coached wrestling, football, golf, and track. He was Sycamore's wrestling coach for 29 years. Um his dual wrestling record was 2059 and one. U 12 league championships with three undefeated seasons. uh seventime coach of the year, GMC coach of the year in 1992, Cincinnati coach of the year with team city championships in 1983, coached Omar Scrugs to the 140 pound Ohio State Championship in 1999 and inducted into the Sycamore Athletic Hall of Fame in 2000. So, um, and a big
122thank you to Steve Imhof because I wouldn't have had any of those pieces of information without Mr. Imhof. So, >> sounds extraordinary. He from people that I've talked to around the wrestling program and just you know people like Mr. Imhof that are historians around the district he had a significant impact on not only the wrestling program but many students over his years and so I think it is fitting that we would allow that to be named for a period of 10 years uh due to this donation. >> Thank you so much >> Logan. Please call the role. >> Dr. James, >> hi. >> Dr. Stagger, >> hi. >> Mr. Balant, >> hi. >> Mr. Harris, >> I. >> Mrs. Bidder. >> I. [clears throat] >> Can I please get a motion and a second for
123the Rosenbal Family Donation Agreement baseball softball project? >> So moved. Second. >> Thank you, Mr. Harris, for your motion. Thank you, Mr. Balant. Your second. >> And just thank you to the Rosenbalm family for their generous donation. >> Yes. >> And no naming, just being a part of the project. Wonderful. Thank you. Mrs. Logan, please call the role. Mr. Harris, I >> Mr. Balon, Dr. James, Dr. Steager. Mrs. Bidder, >> I. >> Mr. Lewis, we have other >> uh very quickly, marching band, another superior rating, not only at Turpin, but at the state finals at Hillyard. That makes four superior ratings for the season. Um what a great uh dedication ceremony at the Dan Hanky baseball um and Sycamore softball facilities. Uh just thank you to the board, the administration, especially Mr. Oington and his
124athletic staff and special thank you to the Sadler family and the Hanky family. It was a just a beautiful ceremony and couldn't think of um any better way to uh recognize Mr. Hanky. Um the band also besides their superior ratings did strike up the band for hunger last week. U two pickup trucks full of food items went to OGB. So um our kids perform on the field and they find ways to help out in the community. There was a there is an orchestra concert tomorrow at the high school. It's concert season, so they're ramping up. There was a band concert as one of our students told us tonight. Ask us anything. The first session is November 5th at 8:00 PM. Uh don't forget to let your clocks fall back on Sunday um November 2nd. And
125then um two uh other things, um baseball, softball. Uh, I mentioned this at the last meeting and I really do need and it doesn't obviously have to be decided tonight, but I do need some direction from the board on um, Mr. Well, I'll just say a donor has come forward and would like to look at putting lights on the facility. Um, it's about $300,000, give or take. Um their they their request was if they put up the 70% is the board willing to consider the 30%. Um talking with Mrs. slogan in our most recent parameters that we set. Um it might be very difficult u for that to happen if we look at our capex expenditures on total expenditures because that means the board has to front money or it's coming out and it's looking
126like another expenditure that we don't have the money for. Um, so you know, we just need some direction and guidance on, you know, again, a $300,000 ad that we're getting 70% for. Is that appetizing or entertaining to the board as a whole? If it's not, is there any level that is? And if there isn't, then I just want to be able to get back to the donor so I can communicate clearly about where are we as a and and I think both Mrs. Logan and I feel very confident that um we can go and talk with the donor and just kind of lay out all the scenarios of what we're dealing with um and wh why we might not be interested in being able to front money. Um there may be other donors that are
127willing to jump in and try to get us to 100%. Um, but I just need some direction because I don't want to leave them the donor hanging out there as like, hey, I'd really like to do this, but um I don't know. Does that give you enough information to >> I will just say that I we just passed that resolution for um our parameters and we need to pro protect our cash reserves and for me I don't feel comfortable doing that unless it I mean if they were able to if they were able to donate or we were able to get 100%. That to me would make sense, but every exp every time we advance money, even if we get it back, it's an expenditure and it counts. So that harms our the policy that
128we just basic the resolution that we just passed. So I feel like we have to we have to stop doing that and now we need to get to protecting our cash balance and making sure that we have enough money to run the district um for a future. Yeah, it's all my my take's a little bit different. Um, you know, if we're getting the money back, that's something that I can, you know, stomach and consider. It would I would have to know more details of the money that we're fronting. You know, where is that money coming from? If it's purely coming out of cash reserves, you know, I think that's a different discussion. If it's coming out of capital improvements or worked into a capital improvement plan um over the next couple years, I mean, that's
129something that I could could look at from a financial standpoint. So, I think I just need more information on on where that that falls from. It you know, certainly a $300,000 donation is a large donation and I think it's something we should consider. I do agree with Mrs. Bidder that, you know, we just passed these parameters and I would really struggle to go back to the community after one month and say, you know, here we're going to override the parameters already. So, I I would like to look at maybe creative or unique ways or planning ways that we could get it done um you know without um just you know taking it right out of cash reserves. >> Does that feel I saw some nods? >> Yeah, I I think that's a a good way
130to approach it. Um because again you don't want to and I appreciate we appreciate obviously the donor stepping forward and willing to contribute the [clears throat] 70% but you know we can't you know passing that resolution last or last at the last board and meeting we need to kind of stick to that but I would definitely be interested in some more creative ways to get that funded. >> Yeah that's what I >> that gives me enough to at least get creative and try to find ways to get >> right >> hopefully I'll come back to you and we have 100% and we can move on. >> There you go. And also, I was gonna also say something about, you know, setting your clocks back. You figured out how to get the 8 am start time
131on Monday at the high school. >> Not really, but >> I know. I'm just [clears throat] um >> One of the things I'd like to see in the future is some type of plan process by which we are examining these requests. >> You know, what's what are our priorities? What is it that we need to have in order to because all of these um requests are very good requests but we can't keep funding them. So what is our process? >> Yeah and I would agree with Dr. James on the need we haven't had lights on the field for 50 years. You know are they is this a nice to have? Is there a benefit to having them? Is it a need to have? I think those are some some some of the conversation I would
132like to see. And are we prepared to have >> well I would say down the road revenuewise >> revenue wise us to >> I think those are all things and we don't need to talk about it today back to us to to have a you know a more in detail discussion. >> The only other item that I wanted to mention to you is that um NIL has become a real thing >> um for Ohio. So, I am sitting down with members of our team, our athletic director, uh, a few others, and I'll just be examining what does that look like and what does that mean? Um, all indications that we're getting, OSA is putting forth a bylaw to cons and and I don't know if everyone knew this, but OSA, the principles vote >> on
133the bylaws. Um, every indication is it's going to pass. And so, um, I'll just say my my take on it is I'd rather be in front of it than behind it. So, uh, working with some other experts in the community trying to find out what does that mean for our students. I don't have an update for you right now. Um, I do know that 45 other states already have it. Okay. So, um it's just something we need to be aware of and I think from my standpoint like to be in better shape um being able to address it and be I would like Sycamore to be a leader in this area and not be just waiting to see what everybody else does. So, um I'll bring you more information as that becomes a little more
134clear. But, thank you for entertaining all those things. Um can I mention something, Mr. Lewis? Am I allowed to do that? Of course, >> cross country qualified for state as a team. So, good luck to all the girls and the coaches and everything for going up. And I think was it two boys qualified? >> Two boys qualified >> back in uh Sam Waist >> as individuals for state. And for those people who are watching at home and may not know a lot about this, that's a big deal. >> Huge deal. >> That's a huge deal when you qualify for state. So, good luck to those individuals. Good luck to those teams. Good luck to those coaches. Kill it this weekend. Thank you for bringing that up. >> Yep. >> Make sure you hydrate if it's
135going to be sunny because that course is very wide open. >> All right. Can I get a motion and a second for the personnel consent agenda? >> Move. >> Second. >> Thank you, Mr. Balant, for your motion. Thank you, Dr. James, for your second. Mrs. Logan, please call the role. Mr. Balant, >> I. >> Dr. James, hi. >> Mr. Harris, I. >> Dr. Steer, I >> Mrs. bidder. >> I can I please get a motion and a second for approval of financial report for the month ended September 30th, 2025. Moved. >> Thank you, Dr. James, for your motion. Thank you, Mr. Balot, for your second. >> I'm going to ask um Mr. Buren to come up and he's going we're going to tag team um this report this evening. So, Mr. along if you could
136pull up the report. Um, so tonight I first of all I just kind of want to review what is the monthly report? What does it include? What doesn't it include? So the monthly financial report takes a look at our annual estimates. So, the very first page, we go to the next page, Christian. Um, shows that snapshot like this is the five-year forecast. Um, and it's going to look at your revenues, your expenditures, and your cash. And so, what the monthly report does is it's that snapshot of the the month ended in September. What has happened fiscal year to date? And our fiscal year starts in July. So from July, August and September, what was our estimates for the for the annual for the full year? What has happened so far? How close are we to
137that estimate? And then it also takes a look at and what happened last year and then we take a look at those variances. Um, at our last board meeting, we took a deep dive into our assumptions for the forecast and we looked at our past and kind of looked at those trends and put some um realities to what did occur. We also took the step, and you've mentioned it already, of adopting a financial parameters resolution to limit the growth of our total general operating expenditures by an average of 3 and a.5% for fiscal years 26 through 30. And then during our academic retreat on October 13th, we also reviewed our financial status. We highlighted the permanent improvement needs and we also did some levy modeling as a group. So I want to stress that our
138current cash balance for the month ended September 30th 2025 is strong at f $51 million which represents 48% of our annual expenditures and 167 days of cash on hand. It is well above the board's minimum target of 25%. And it's worth repeating that this district has stretched the money from the last levy ask in 2016, nearly doubling the length of time that we thought the levy cycle would last. Our expenditure per pupil of $14,653 is below the average of our comparable districts. while our performance index which M Mrs. Lawson went over tonight um is considerably higher than the state average. So we do believe when we look at that ROI that return on investment we do believe that our community is re is getting a tremendous value for their investment. >> So um so I'm
139going to turn it over to Mr. Buren now and he is live. >> Thank you Mrs. Logan, I would like to apologize for my voice if you're like many Cincinnati Bengals fans on on you were cheering for three quarters for the fourth quarter. But all right, let's dive right into the monthly financial. You'll see on this that we do that we did go ahead even though we're talking about the September monthly financials that we went ahead and updated this with the October forecast that was approved at the October 8th meeting uh just to have the most current figures to compare our financials to. Um so uh so September go ahead and go to the next slide. Uh September does reflect um the first quarter of the fiscal year and we're happy to report that general
140fund revenues and expenditures are tracking as expected. Um while still early in the fiscal year with only 25% of the activity completed, uh trends are generally consistent with the assumptions used um in our most recent 5-year forecast. So for our revenues, um, revenues through September came in at 41.4 million or 39 39.7% of estimated annual receipts and that's compared with the 44% um at this point last year. It's important to notice the major difference there is that the state did delay its payment for that homestead and roll back. Uh, last year we did receive that payment in September. This year we received in in October and that payment was roughly $2.5 million. So that's makes up a big chunk of that revenue right there. See, and our and our tax collections uh and other local
141revenues remain in line with forecast expectations. Um it's also worth mentioning that, you know, our state revenue, we're anticipating it's going to increase by 18%. Um those payments aren't reflected yet. uh that is actually reflected with our October number two payment from the state. Um so you'll see that in October's monthly financials. Are there any questions on the revenue side? We move on to the expenditures. Uh for our general for our general fund expenditures through September uh we're looking at 26.4 4 million or 24% of our annual estimates. Uh which you would you would expect being a quarter of the way through the year that your expenditures would line up roughly about a quarter percent. Um >> so our personnel cost are tracking um within expected ranges with the wages uh slightly higher due contractual
142timing of the pay periods. And the example of that, our July and August uh payments for our teachers are wrapping up their contracts from the previous school year. That's the way those typically do line up. Um and looking at our and since since we had our September and October payrolls already posted, we decided to look at that actual niche of our wages with the certified staff um and their regular contracts. Um and we're happy to report that through that through looking at that the increase over last year is 1.2% increase in that particular set of wages. Um >> so we'll see that number go down 4.4% will go down over the next few months as our >> that's what we would anticipate that going down. >> Um and which lines up with what Mrs. Logan
143presented already uh at the last board meeting was that the overall projection for wages is a 1.9% increase. Um this is directly related to um a responsible staffing that we're that we're continually talking about through Mr. level and and all the other leadership uh buying into that responsible staffing um because we do want to note that for that largest group that sea they did get a 3% increase on that 95 pay and we also have a step increase which which accounts for about two 2%. Which those or those that did move up steps with which most do every year. Um and so we believe our assumptions uh so next we believe our assumptions for the benefits um you know are reasonable and our open enrollment for health and general insurance will begin a week from
144today actually uh Mr. Lav is going to appreciate that plug because you're an employee watching or going to be watching get out there and complete your open enrollment. >> Yes, >> we get excited about that. Uh we want you to know your benefits >> and what's available to you. Um, and just like nationwide trends for our benefits, uh, we are going to experience a 9% increase, but that doesn't take an effect until January 1st. You'll see the 8% increase on the slide from, you know, from last year. Well, we last year or this this January 1st, we had a 10% increase in our uh, healthcare and general premiums. Uh so that 8% is below that which there is some correlation there to that responsible staffing as well and um all the other expenditures seem to
145align you know with our assumptions there any questions on the expenditure side? >> No I would just like to say you know you know I really like the 1.5% number in the bottom right hand side. >> Yes. Yes, we do too as well. >> Thank you. >> Okay. >> Thanks, Miss Vers. And I've already gone over the the cash at the very beginning. So, if no further questions, >> Mrs. Logan, can can you please call the role? >> Dr. James, >> hi. >> Mr. Balon, >> Mr. Harris, >> hi. >> Dr. Stagger, >> hi. >> Mrs. Bidder I Can I please get a motion and a second to accept donations? >> So moved. >> Second. >> Thank you, Mr. Balance, for your motion. Thank you, Mr. Harris, for your second. Thank you very much to
146Neighborhood Bridges for Maple Lunch debt paid the donation. And before I call the role, I would like to just um take a moment and mentions um just something that has happened this month. Even though we're talking about September, during the month of October, we received a final payment from the Seagar family um towards the gift agreement that we have for the Natiatorum. So, I wanted to take just a little bit of time to just kind of go over that. when we have a gift agreement, um that gift agreement is approved, but not necessarily every one of those p those receipts that we receive are reflected on the agenda. But um so since 2020, the Seager family has generously supported several major district projects that have combined that have been combined with school district funding with
147community partnerships. The contributions include $250,000 towards the multi-purpose stadium, $6,450,000 towards the Natiatorum, $25,000 towards the baseball softball complex, and $550,000 towards the soccer lacrosse stadium. In total, the Seager family has contributed $7,275,000 to projects that enhance our facilities and enrich opportunities for students and community. To say this generosity has and will continue to positively impact our aviators for years to come is an understatement. We are deeply grateful for the Seager family's extraordinary commitment and lasting investment in Sycamore Community Schools. Thank you. >> Thank you, Mr. Seager. I appreciate your generosity for our district. Mrs. Mrs. Logan, can you please call the role? >> Mr. Ballot, >> hi. >> Mr. Harris, >> hi. >> Dr. James, >> Dr. Steager, >> hi. >> Mrs. Bidder, >> I. >> Next item is other board business legislative up.
148>> So, I think Mrs. Logan's going to help me with this one because this is kind of >> Yeah. >> complicated, and confusing as well. And, you know, I think that was kind of the intent. So, the uh general assembly moved back into session and um they're going over some tax bills that have now moved to the Senate. So, and um I was talking to Mrs. Logan a couple of days ago, so she said she would help me out with some of this. >> Yes. >> Has probably has a better grasp on explaining some of this than I do. >> So, there are three or four different um bills that are moving quickly through the state and for the through the House and the Senate. Um and these basically they will impact Sycamore in this
149way. They will um basically cap inflation as it relates to inside millillage. Um and so right now inside millillage does grow with inflation and what this legislation will do is it will cap that to um the GDP deflator. So it would cap that growth. Um the other thing it will um it allows um well and this is already in the law. It allows our counties to also do a doubling up of the homestead and exe exemption. Remember Mr. Buren talked about that payment was delayed and it's about $2.5 million. Um well, part of that is Homestead, which are um our senior community members who have income uh thresholds that are below a certain amount, they qualify for a certain reduction in their taxes. As well as um if you're a homeowner and it's your primary
150residence, you get a 2 and a half% reduction on your taxes. Counties now have the ability to double that. with no reimbursement from the state. So what that means for Sycamore is that's $1.2 million less to us annually. Um so I did go and speak on behalf of our school with um Hamilton County Commissioners and I'm going to go back again tomorrow and do that. Um but I guess it's just stay tuned and try to keep up. But basically all this legislation is trying to take away local control. Um and we all believe in property tax relief. There are people who truly deserve it. Um but some of these are just really farreaching and it's hard to even try to um figure out exactly how it's going to impact us financially because it is um
151fast and furious right now. So, >> Mrs. Logan, do the county commissioners are the ones that there's three of them. They decide >> on the piggyback for the homestead and the two and a half. >> Yeah. So, are they going to decide tomorrow? I know you went once and there was a they proposed that >> we have been told that um tomorrow the 30th of October is when they are going to decide, but I I don't know that for sure. They were people who testified against it. Um, but they're making you're making your testimony to you're giving testimony to the commissioners themselves. >> That is correct. That works. Okay. >> And then they're going to decide for all of Hamilton County what every school district what what money would be impact every school district would
152be impacted, right? >> Every school, townships, municipalities, the county itself, we would all be impacted by this. And it the issue is it's not that it's not a good thing. The problem is there's no reimbursement from the state for this. So that's where the problem is. They have >> one another like a taxpayer versus a township or or the unfortunate >> is really taking money public schools. >> It is >> and police and fire and townships. Correct. Everyone else. >> Yep. I agree. And Senator Blessing did show up at the county commissioners meeting last week and he he urged them not to do it as well. Um so >> and I think the commissioners though feel a sense they feel like they need to help homeowners. >> Absolutely. >> They feel they feel like they
153need to help. I mean as they I mean naturally would for their constituents. But the problem is it's going to also hurt the entities that provide services to the citizens of those communities. And the legislature has not given any remedy to to anyone really. >> It's a shell game. Yeah. It's okay, we'll produce it here, but then you're going to have to come back and ask for more because you need the money for >> education, police, fire, streets. Yes. Okay. And that's just one. Okay. Any other legislative updates you want to give us at this time? >> Probably enough for debate. >> Yeah, that's it. >> Bad news right now. Okay. >> This evening. >> All right. Let's move to something positive. Okay. Zack update. >> You have to have a sack. You have a
154sack up. >> I do. Well, we met on October the 13th and um at that time spoke with representatives of the vouchers hurt Ohio collaborative and um they spoke to us via Zoom and talked to us about the objectives and the intent of this initiative. There is a committee uh in sack that will be studying the pros and cons of joining this initiative as we had asked as the board asked SAC to do um and they'll provide a recommendation to the board. We anticipate that um their study will be complete uh and shared with the board in I think it's March 2026. Okay. We also welcome three new faculty representatives uh Kim Jarvis, Tim Gralty, and Amanda Branch. And um we now are in the process of selecting the members of Zach are in the
155process of selecting which committee they'd like to serve on um which project they'd like to study. Let's put it that way. So, um, we should have more information at the October, November meeting. We're already in October. >> Yeah. >> So, that's it. >> Thank you for that update. I know that u when we were talking about vouchers for Ohio, we were the board had requested that we get it in a relatively like a sort of a shortterm answer because I know that we were actually going to make that decision ourselves. Is there is there a reason why they couldn't do it until March? I did not realize that there you had put a deadline. >> Yeah, we did at I think it was the board meeting when we when we um >> they only meet
156monthly. It's you got November, December, January. >> I I mean I I thought they were going to just I mean my understanding was they were going to watch the meeting or you know get their information then bring us the pros and cons. That way we weren't the ones sitting through the Zoom meeting because we have so much on our agenda that we weren't going to do that. I can go back and look at the video and see what we decided, but that's my understanding of what we said. >> So, do do you want a recommendation from the group or just the pros and cons? >> I think we just said pros and cons. I thought that's what we said and then we would decide. The board would decide, but we didn't want to go through
157the Zoom meeting. >> Oh, it's my understanding. >> More to it than just the Zoom meeting pros and cons that I would like to see. I would like to see we talked about what other districts are doing and why they're doing it. >> Comparable districts. you know what the you know what why did they decide to join or not to join so it's to me it's more than just the the zoom >> is there not isn't there a deadline on when the >> lawsuit >> I just thought it was sooner >> I mean from what from the presentation um Bill Phyllis is one of the ones that was on the call and said you can choose to join or drop out at any time >> so there's no there's no >> there's no time urgency
158necessarily to I mean and >> right now we've only heard from one We've only heard from the vouchers Ohio group, right? We haven't got any any any other input. >> I think it was supposed to be school districts that don't want to join, >> correct? Yeah. >> Is that what you mean? >> Yeah, we we haven't I don't think you've done any of that yet. >> No, I I thought I mean I'm sure we I mean I'll look I'll go back and look at the video. I feel pretty confident we all said it would be we actually asked that it be quickly done, not in March. But it's okay. We'll wait till March. I could certainly try to increase it and that's my mistake. I was the one I mean March is the first report
159that we would normally give. Um there might be one in February and I can see if we can flip them. Um >> I mean I'm not in a rush. I would rather have a thorough report presented to us if there's no timeliness that we have to there's a February one. Yeah. I I know I implementation. So Okay. All right. >> We'll try to get it as quickly as possible. Okay. We also had a couple of board PTO meetings. Uh board visits to PTO's uh means who >> uh Mr. >> Dr. James and I went to Green School PTO on that was just Monday. Um um with uh um >> Mr. Lewis completely blank. It's a long night. [laughter] Uh give you a break. >> Yeah, there we go. And uh it was a good group
160of parents. They had a we basically talked to them about uh the process of being a schoolboard member, what schoolboard members do, what school boards do and how they work. So it was a lot of information for them. I think there was a lot of um I think sometimes people get a lot of preconceived notions about what schoolboard members can do, okay, and what they can't do and different things like that. So we kind of talked to the parents about that. They asked some really great questions about um you know why you ran for school board and you know the process of getting on a school board, what you have to go through and different things like that. It was a very interesting and informative session. Um some really great great questions from the people
161at Green School. Um so we appreciate their time. We appreciate all the parents that came out that night and talked to us and it was a lot of fun. >> And there was a high school PTO visit as well. Right. >> There was >> Mr. weren't you? >> No, it was you. >> It's Miss Oh, I thought it was you. >> Mr. Harris, you were with me? Yes, you were. >> I was. Yes, >> that wasn't that long ago. >> Continue on if you wanted to keep talking or you want me to jump in? >> You go ahead and jump in on that. >> So, very similar at the high school. They gave us a list of questions um you know that that that the PTO came up with around um different issues in the
162district right now as well as function of the board. Um and we talked through questions. Well, while while you're talking, would you like to do the academic retreat recap for us? >> So, you know, you know, I would just say in the sake of time, you know, we did full hold a full day academic retreat. So, um a big shout out to our administration, particularly principles and assistant principles um that that really did a deep dive into the state report card like we saw earlier today. um and really, you know, were very vulnerable with themselves of of calling out, you know, where the challenges were, where the opportunities were and and really important to celebrate the amazing things that went on. Uh but, uh, you know, working into, you know, where we need to improve
163and some ideas on how we can improve and really start to look at, um, ensuring that, you know, again, all students are are are reaching their full potential within our district. Um, and then the second half of the of the day was like Mrs. Logan said, a deep dive into different financial options. So, um, one of our favorite days, uh, because we get to interact with all the building principles and assistant principles and really look at the the data behind it. >> It it really demonstrates what a great job our teaching staff and our administrators are doing. Um, you know, you can really get in and see, you know, one of the big things that I was going to comment during, um, Lawson's presentation is the gap closing. and to see that gap closing that
164used to be when I was teaching the big bugaboo and now it seems like it's something that we're really um doing a great job with. So to see that improvement and to see the hard work of our teachers that's a really inspiring day. So that's a great day. So thank you guys >> and I would like to say that as a board that has been something that we have and as an administration we have focused on gap closing purposefully. That was not by accident. So that is that is seeing that progress um is really important uh because it shows our commitment to making sure that all our kids have student achievement. >> All right, we have an other any other board meeting board members want to bring anything else up? Okay, meeting is adjourned. Thank
165you.