Vermilion Board of Education Meeting - October 14, 2025

001All right. Good evening and welcome to the special meeting of the Vermillion Local Schools Board of Education, Tuesday, October 14th, 2025. This is a special meeting of the Vermillion Board of Education in public for the purpose of conducting the school district's business. It is not to be considered a public community meeting. There is a time for public participation during the meeting as indicated on the agenda for board bylaw 0169.1. Call the role, please. >> Mrs. Mr. Zennis >> here. >> Mr. Benson >> here. Mr. Habermill >> here. Mrs. Steppp >> here. >> Mrs. Russell >> here. >> Miss Dodge >> here. >> All members present. >> Okay. And Justin, before you start, >> um, I'd like to welcome Wes Weaver here. Um, as you all uh probably know, Dr. uh David Hy uh retired as

002our superintendent. His last day was last Friday and so yesterday was Wes's first day in the role as interim superintendent. He previously was our assistant superintendent and work closely with Dr. Hy. So we are very happy to have you in this position leading us and thank you. >> Welcome. >> Thank you Mrs. Inn. >> Yeah. >> All right. Thank you. All right, we'll do this real quick because I got a half audience here. So, um, show a hand. How many of you know that, uh, we have a bond on the uh, in November? Everybody, great. So, this is the first thing is why are we asking for a bond? Um what what many people don't know million school buildings are aging and an urgent need to repair and modernization. Uh we have some issues like

003leaking roofs, inefficient heating, cooling systems, outdated classrooms, plumbing that needs repair. Um we have classrooms that no longer meet modern educational standards. Um it took me a little while to think this up. Our high school is 57 years old. In 3 months it's going to be 58 years old. Our middle school is 49. In 3 months it'll be 50. uh bus garage. Took a little while to find some history on that one, but from what I can gather, it's around 77 years old. And and believe it or not, the new elementary school we built, it's already 10 years old. Um so again, why are we asking for a bond? Um the main reason Vermillion is always used as general fund to pay for capital repairs and basically the cost of these projects are just too

004great to continue to follow uh that model of funding. So, I went out to the Department of Taxation. I went to their website and I wanted to see how many school districts have a bond or a permanent improvement across the entire state of Ohio. So, by comparison, out of the 611 school districts in Ohio, uh 211 of them have an income tax. 410 of them have a bond levy and 57 of them have a permanent improvement levy. permit improvement levy is funds that uh generate that you can only use to fix your buildings uh upgrade maintain repair those types of things you can't spend on salaries or benefits or utilities uh same thing with the bond so what that means is Vermillion is one of 43 schools in Ohio that only has its general fund

005to pay for these types of repairs and upgrades and then just some quick history has four current expense levies our levies were passed in 1976 1989 ' 92 and 93 And the last time Vermillion went to the voters for operating money was an emergency levy that was passed in 2008. Um what I have here is uh again I went and did some analytics. I pulled up some spending patterns from other school districts school districts from 2018 to 2024. Um over the past six years, Yria City Schools has received and they've spent an additional $27 million on their facilities. Uh North Ridgeville, they've just recently passed a bond levy, but before that bond levy pass, they spent $114 million on their upgrading uh their their buildings and utilities. Um Sanduski 88 million. Avon 75 million. Firelands

00653 million. Avon Lake 52 million. uh Sheffield Sheffield Lake $34 million. We get down to a million because we've never had a bond or PI money or facilities construction facility. We have zero dollars. So again, you're looking at these other schools that they've spent hundreds of millions of dollars and millions had zero. We've done all of this with just a general operating. So how are we spending our money now? Um over the last four years, we pulled $6.5 million or $1.6 $6 million per year out of our general fund to address repairs, replacements, and we transferred another $7.6 million out of our general fund uh last year to cover the next two years of classes. Um I've heard this what about all the money the schools received from CO um here's the money that we

007did receive for CO uh 2020, 2021, and 2022. There's three different phases of the answer grants. Um he used our $259,000 the first ESR grant and the second Stor $1 million in paper 1350 Apple computers and $250 Apple iPads in 2021 for all students and staff. Uh the cost of one technology that piece was just under $1.4 million which you can see is slightly less than we received from the federal funds. And then in 2022 the district established 070 capital projects fund. Uh what that means is we transfer $2 million from our general fund and which was obtained from reimbursement from the ARPSR funds. Um those co funds require 20% of the grant to be spent on remediation, summer learning for extending the school year. And so what we did is we put a new

008roof uh for $500,000 on the uh middle school. We put a new HVAC system on that middle school for $1.1 million. We put a new hot water tank at the high school here for $46,000. And then the other 20% we used to hire uh four reading specialists to create the uh elementary school middle schools. So again, what would these bond funds be used for? Here's our tennis courts. Um I don't think they're going to be playable this year. We're going to have to um probably play all of our home games away after uh this fall season. Uh the estimates that we're getting to repair these tennis courts are $1.1 million. Again, the whole thing needs to be tore up. main needs to be done. Um and then we lay everything back over to new. Um

009water main breaks we have here at the high school and the middle school um couple times a year our main water uh our water manes I should say break uh just in the pressure as the city turns it on um these pipes tend to burst. We have to dig everything up and replace or patch I should say. Uh but what we really need to do is is replace them. Um, it's going to be right around $200,000 to replace these water. This is a picture of the roof. It's not a very good picture. Um, all that white that you're seeing is not calcium. That's actually the rubber membrane wearing thin and running through. Um, we've got estimates um between 5 and $7 million to replace this entire roof at this high school. And the reason it's

010so expensive, there's three layers on this roof right now. All three of them need to be removed. And the very first layer that was put on in 1968 is cemental asbestous. And so we need to mitigate all that asbestous and all that concrete. This is our bus garage. Um, you know, one thing I should mention too is all these all these costs. They're from an architect. The architects, they do school projects all over the state of Ohio. Uh, the estimates are what they're seeing across the state that are coming in as wing bids. Uh but what we're planning to do if this bond were to pass is the demo of this bus garage building. Um it would be $1.5 million for the new bus garage, $900,000 of pavement at $90,000 for a total of 2.5

011million. Just these four pictures I showed you, tennis courts, water, roof, and a bus garage. These four pictures cost anywhere between 9 and $10.8 million. Um, obviously we will do a lot more than just what these four pictures show. Um, we need to renovate our science room, the science rooms. Renovation costs are 1.5 to 2.2 million. Uh, renovate the middle school and high school restrooms. Update and replace the elevator for the school. Interior lighting, emergency rest, VHS media center, auditory light and sound, all new desk, chairs, case work, and furnishings across the district. um and it gets replace a lot of payments. So a little bit of what can a bond be used for? A bond levy is a ballot measure and it's used to fund the renovations of existing buildings. Revenue generated from a

012bond levy cannot be used for operating expenses. Like I mentioned before, we can't use it for salaries, health insurance, utilities. We can't use it for anything except for paying the contractors and do work on our on our infrastructure. Uh total costs are very modernizing districts. it would be $47 million and that's actually half of what it was. We our original estimate came in at $88 million. We thought there'd be no way we could reach out to $80 million. The school district doesn't even have the ability to borrow that much money. So, we whittleled it down to what we thought would be the most manageable thing we could do. That was 47 million. So, a 4.08 bill bond levy for 30 years we placed on the November 4th ballot. And most importantly, what will this cost?

013Here's the breakdown um of the cost for the value of your home. Average home value in Vermillion is right around $250,000. It would be on average $30 a month. All right. >> Four, we've got the September citizens of the month. So, if you will all join me up there by the podium, please. >> My name is Nova. kindergarten. >> Oh, please. >> My name's Ava Rabbit. Second kid. >> My name's Emry and I'm in first grade. When I want to when I want to be when I grow up, I want to be an astronaut. >> I like that. >> My name is Willie. I'm in second grade. >> My name's T. >> First Hi, my name is Luc. Second, I want to be a firefighter. >> Thank you. >> Hi, my name is Kindergartener, a

014soccer player. >> Great. >> All right, you all please stand. They will lead us in the pledge of allegiance. So, you guys ready? You're going to start it. Ready? 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. on to item five, legislative report. Mr. H. >> Okay. Um, I have a bunch of material. Most of it is related to the uh the changes that the the vetos and then the overturn of vetos that affect the way schools are funded. And I'm going to push most of that off because I know that Justin's going to cover most of that in his forecast. >> Correct. explanation. Um, one thing I did come across that I thought was interesting

015is the governor has just announced the creation of a Ohio school bus safety grant program. I don't know if we're aware of that, but >> yes. >> Yeah. through the Department of Education. It provides uh $10 million statewide and competitive grants to eligible applicants for the repair, replacement, or addition of authorized school bus safety features to buses that are in service or for or added to ones that have been purchased new. Um the window for applications is October 15th through November 14th. So if that's something we can take advantage of hopefully. Yes, we know about that. And then I should probably hold off on this one, but I'll I have to do it anyway to tell you that our elected officials, in addition to creating budgets for us, are hearing testimony on several bills, one

016of which is House Bill 415 that would enact the creating a respectful and open world for natural hair. So, >> wow. you know >> why that's important. I'm not sure. >> Yeah, >> I don't know. >> It's your text hour work. >> Blows me away. But thank you. >> Thank you for that informative uh report there, Chris. >> On to item six, student leaison report. And Sarah, you said we do not have our Okay, on to item seven, student board member report. >> Yeah. >> Oh, very good. >> So, there's been a lot of positive momentum so far this school year. We just recently had homecoming and it was a we had a great turnout and it was a fun uh safe space for all the students to celebrate. We led the week. We had

017the homecoming parade and bonfire which was great. All the the sports teams came out. Um and then we also had the pep rally and the football game. We've also seen an increase in involvement, whether it be students just showing up and, you know, sitting in the student section to different um sporting events or trying new sports. We've seen a lot of new students um come in and try something new this school year, which which we really um you know, we were really hoping for. Um and then students also wanted to thank Mrs. Burus and Mr. Perry. They've been doing a great job so far. We see their faces around it, you know, in class, in the halls, in between classes, at the sporting events, and not just football games. Like I saw them at multiple

018tennis matches. So, uh, we just wanted to say we appreciate what you guys have been doing so far. >> No problem. Thank you very much. Appreciate it. On to item eight, public participation on agenda items only. Do we have anybody sign up? Do you have a signup sheet or no? We do have a signup sheet. I did not see anybody sign up. >> Nobody signed up. All right. On to item nine, superintendent report. Mr. Weaver. >> Yes. Thank you. At this time, we're going to hear from our building principles. Starting with Mr. Miller uh from Vermillion Elementary School. They're going to talk about their building's instructional core plan, which is the plan they have for improving student learning and uh teaching for the school year. So, >> all right. [Music] in advance. >> No competition

019there. [Music] Awesome. >> All right. Thank you. So, we've been um coming each year to present our instructional board plans to you the last couple of years. Um today is no different except today we've got a couple other people with us. Mrs. Bre and Mrs. here as well and a member of our building leadership team, one of our kindergarten teachers, uh Sarah Harris is here as well to help with that. Um because developing the the plan, how we developed the plan include all of our um staff members and stakeholders in the building. So, it's the building wide plan. It's collaborative effort with our teaching team and our building leadership team. The the goal is to use multiple data points to determine what actions we can take in each area of the instructional core that are

020going to have the greatest impact on our student learning and achievement. Um our building leadership team is made up of six teacher leaders and then the administration. The team meets monthly, sometimes a little more frequently. Um in this case, we met at the beginning of the year to go over our framework or outline for our building plan. Um the leaders then take it back to their grade level teams and their teams and take that outline and they go through that and send their feedback back with their leaders and then we develop the plan that we come and present to each of you this evening. Um before we do that we're going to talk about last year's plan and our progress towards our our main goal which was 85% of students um meeting their individual growth

021goals on our NWE map in the area breeding. Um, so 92% of our third graders last year met their individual growth targets, 85% of our second graders, 82% of our first graders, and 78% of our kindergarters. And it came out to hitting that 85% exact 84.7. So we got to round up and and hit that 85%. Um, so what that means is that we have to change that goal a little bit for this year because we we have our students meeting their year's worth of growth and hopefully some of them are exceeding that. And I think you'll see that in the next area when we're talking about our gains and achievement. Um, for the purpose of math, focus on percentile rate compares the grade's median RIT score to the national norm grade level. So the

022higher the percentile like the 75th means the grade average performance is better than the majority of their peers at 75th percentile. So the 50th percentile being average obviously. Um, our mean performance at the beginning of third grade last year was the 55th percentile. We ended the year at the 71st. Um, 41st percentile, beginning of second grade, we ended the year at 62nd. Uh, first grade, they came in strong and left about with just a little bit of change in our achievement. So, we got to stretch those guys a little bit. And that's where we talk about rigorous curriculum. And I think when we get to the goal this year, we'll talk more about that. But our kindergarters started at the 50th percentile, ended at the 71st. So, as a building, we started with the median

023um RIT score of the 54th percentile, ended at the 71st percentile. So, um lots of of good work there and some growth. So, now we just have to keep that momentum and and get that to to continue and translate over. So, moving on to this year, our goal is going to be 95% of our students making that year's worth of growth based on the math in the areas of reading and language arts. That's still a big focus for us. We want to get to 100% of that, close those learning gaps, a see that achievement continuing to rise to where we're getting all of our students reading um as they're leaving third grade. So, how do we get there? Implementing evidence-based PLA curriculum. Uh we've adopted a new curriculum, which I'm sure you're all aware you

024guys approved that. So, uh, the CKLA, um, is our new reading program and so far, I think if you went and talked to teachers, they are, you know, it's a new curriculum, so they're like drowning a little bit, but the the knowledge part, that core knowledge piece that's in that and the background knowledge and things that it's building for kids and the vocabulary that's asking, when we were previewing the curriculum, they were like, "Oh my gosh, we're really going to ask kindergarteners and second graders But the kids are engaged in the topics. There's some ancient civilizations already. The human body. Uh the first graders spent a whole bunch of time on the human body and you walk into those rooms and they were working on those lessons and you just see the difference in how

025they were attaining to the curriculum. So, I think having a a new tier one curriculum that really pushes the vocabulary, pushes to the thinking and things like that is hopefully where we'll see those first graders where you saw who started high and then kind of were still there, but maybe didn't stretch as much. Hopefully, that's exactly what the the purpose of this adoption was was to help stretch our kids. So, I'm hoping that that's what you're going to see there. um continue to deliver that reading intervention and enrichment to students by utilizing those set blocks for each grade level. Again, we keep tweaking and adjusting that intervention block to reach more students. We've now found a way to where we've gotten um a couple more bodies involved. So, we're sending 12 bodies for that um

026intervention block time into a grade level for an hour where no new learning is happening. It's enrichment or intervention happening for that hour every day. it's protected and so they are getting a lot of small group. In some cases we can take it down to twoon-one for those kids who are who are really really needing that additional support. Um so 120 minutes a week for those students at their level or being challenged and enriched where we're not putting new instruction on at that moment. Um it's taken us a while to keep tweaking that and fixing it, but I think it's in a in a really good place right now. Um, and then just continuing, we've put a lot of resources into training our teachers over the last four or five years in those reading strategies.

027So, between the new curriculum, those reading strategies, the changes in intervention, um, I think we're on the the path to continue growing and and getting there and reaching our goals, um, I'm going to pass it over to Mrs. Carris who's going to talk about teacher knowledge and skill. Hi, good evening. Thank you for having us. Um, so I'm going to talk about the teacher knowledge and skill goal. Our goal is to implement evidence-based curriculum that aligns with the science of reading at each grade level to ensure all students have access to rigorous content. So, how do we get there? Um the first point we have is that each grade at each grade level teachers will be allotted team time each month to learn the new curriculum and to plan for fidelity in the implementation of

028the curriculum including de developing curricular materials. So this has become so appreciated in our building uh as a kindergarten teacher working with my team. We work half days twice about twice a month to go over it's breaking up our units into smaller pieces and we have been using that time to collaborate as a team to focus strictly on CKLA. We are making sure that as a team we are together. Our lesson plans are on the same day. Our assessments are on the same day. we're navigating what materials that we need to create, what materials we need to maybe buy to enrich what we already have there. So, it's been very beneficial that we have that time to work together as a team. Um, we've been able to, like I said, make some materials like chaining

029alphabets. We get to plan ahead so that we know what's coming versus being on the spot. Um, so the time has been very sacred. So, we appreciate that. The second point, teachers will incorporate the writing revolution framework into the CK CKLA curriculum in other content areas. And speaking for kindergarten, the big focus in CLA is that the students are responding to higher level questioning, but we're teaching them how to respond to the questions without instead of using fragments, they're using full sentences. This is the whole beginning of getting them to write. It's what's developmentally appropriate for the kindergarten students. And I know speaking to other teachers around the building, we talked to other grade levels. I know that they are doing a lot of writing assignments that go along with the different unit themes. Um

030like Mr. Valer said, we have had some great themes. So it's we've had some great discussions in kindergarten. We talked about Ray Charles and Helen Keller and just being able to have discussions right there was great enrichment for the kids. And then the last one, during monthly team time, the reading intervention team is working to develop an intervention system that utilizes the OG framework in alliance with CKLA. So the intervention team collaborates with each grade level. They come to us to talk about where we are. So we are staying again on the same pace. They're not ahead of us introducing something we have not taught yet. So, they've done a great job using our manuals to make a pathway to give those kids the same intervention, the same lessons that they're getting within the classroom.

031So, we're staying on course together and even doing a spiral review of previously taught materials. >> Mrs. Revan, >> good evening. The final piece is our student engagement piece and the goal is to improve student engagement by implementing strategies that promote active student participation and a safe learning environment. So based on feedback from staff um our application for our PBIS award and other data we noticed that attendance was something that was a struggle in um our building. Um, we don't want to encourage kids who are sick to come to school. So, we're not promoting 100% perfect attendance, but we do want to get them to school because if they're not there, we can't engage them. Um, so the first goal is to work with families to increase student attendance back above the 90% threshold uh

032through the use of social media, monthly newsletters, information sheets, and classroom attendance or classroom incentives. Um the state of Ohio is also asking schools to um make that a priority. So they're focusing on the chronic absentee rate. Um and the goal for the state in the next few years is 12.8%. Uh last year bees was 17.3%. Um so we just need to really focus on how we can you know let parents know, you know, when should your student come to school, when should they stay home, you know, what is our policy? um why is it important to be at school? You know, sometimes they don't realize how much they actually do in the kindergarten classroom and how important those foundational skills are. So, we provided a lot of messaging upfront for families. Um in our

033sailor scoop, we sent, you know, flyers home in Boulders. Um we do a lot of Facebook updates, you know, did you know facts um and just kind of trying to constantly keep them updated on those things. Uh we've also been graphing our weekly class percentage. So we're not, you know, we're not pointing out specific students. We're kind of doing it holistically. Um and we're sharing the top three classes each week and celebrating them. It's called we help us grow our flowers. So we put each week um you know which percentage of the students were there at school. Um, so we're just celebrating and sharing that data so thatu parents can keep updated on where we are. Um, and then we have a spreadsheet that'll help us to analyze and track where we're seeing patterns. And

034so then, you know, we'll reach out to those families that flag, you know, how can we support you? How can we help you get to school? What is it that you need? Um, the state really wants us to take a proactive stance to kind of where we are. Um, our PBIS team is also going to collaborate to create those incentives and try to make um encourage as many students to come want to come to school and be at school as they can. Uh, the second part is to implement classroom lessons at each grade level incorporating engagement strategies for active student participation. This is something that we've been doing ongoing. We've had some professional development on that with the teachers. um is also been the focus of our instructional rounds um and will be again this

035year. Um so we're trying to think about how can we encourage more thoughtful descriptive answers with a greater depth of knowledge for the students to try to make sure they're engaged. Um some of the teachers shared the strategies that they're using in their classrooms. So things like turn and talk to a partner will get more students talking and more students engaged. Um the pair of shares is pretty similar to that share the pen where they will have a piece of paper they write or draw their thoughts and then they pass it to the next person. They write or draw their thoughts and then they all kind of talk. So it just gets more people actively engaged in their learning. Um and then finally the third one is that we involve students in our classroom culture

036and management through shared expectations that align with our bees promise that we say every day. Um and the teachers co-create those classroom expectations within their classrooms. They collaborate with the students ask you know what do you want to see? What what do you want your classroom to look like? You know what how do you want your teacher to be? How do you want to be as a friend? So just getting up to that feedback makes them a partner in their learning. Um and then we also review our expectations. Our matrix has stayed the same. Um so the students all the way through know exactly what to expect. What should we do in the hallway? What should we do on the playground? How are we being safe? So we talk about that at the beginning of

037the year. Um there's also posters and videos and all kinds of ways that we show them what we expect um at EES. And then our counselor has lessons. Our behavior specialist also does lessons that focus on being respectful, responsible, safe, ready to learn um along with the zones curriculum. So that is how we are promoting student engagement. >> Yeah. So we'll open it up if you have any questions. >> All sounds great. Great job. >> Appreciate the effort. Great. >> Thank you. [Applause] Good evening. >> So, this is our team tonight. We've got Mr. Kjek here. We've got Kelly Deoski and we've got Kendra. They are all part of our BLT team. So, um I love that Matt got to go first. Thank you, Matt. He got to explain the process and the process that

038they go through is the same process that we go through. So when we get together, we talk about and this year, let me say it was amazing because Mike and I knew what we were doing. We knew where we had been and where we were headed. So that really helped out a lot. The year before, you know, coming in, we just really hadn't known all of where they had been. And so it's really important moving forward to know where you've been. And so that it's just been really nice this year in developing our plan going forward. All right. Um we are all about collaboration because we know that with education, collaboration is where you're going to get your big gains. And so our BLT I was happy to have a couple of our members able

039to make it tonight just because they're going to be sharing our plan for this year with you. All right. So we'll go ahead and start. Uh Mr. Jack has our role number one. >> Justin, is it true 50 years old school? >> Yep. >> Not too big of one luck, right? um going to focus on the rigorous and relevant uh curriculum section of our building instructional support plan for the 2526 school year. The goal reads by May of 2026, Sailor Way School teachers will implement tier one instructional programs with intention and rigor. And obviously when we talk about tier one, we're talking about that general education curriculum that all students have access to. Um the action steps are pretty simple and and these are things that you've heard already from the elementary folks. Uh number

040one is our uh Sailway Middle School fourth and fifth grade ELA teachers. um they're going to implement that CKLA curriculum and um we really appreciate and thank the committee that did so much work last year, all the research they did, the study, the work, and then even going on site visits to see where that curriculum actually was in action. Uh it was invaluable and so everyone felt good about the decision and now uh they really dove into it and they're implementing it with all of our students. Uh action step two is our sixth and seventh grade ELA teachers then are implementing a program called common lit and that is something that a couple of our teachers have done in the past and they're thrilled now that the district has invested in it fully and they

041are really taking the ball and running with that at the sixth and seventh grade levels. Action step three is all of our teachers are implementing writing lessons uh using the writing revolution and Wes was gracious enough last year to train each and every one of our teachers last school year and how to implement that and I've seen that in action already as I've gone around and done both formal and informal observations. Um they really are taking that to heart and really see you talking to a teacher this afternoon. They really like that con the concepts that it brings. Uh it makes a lot of sense and our students are understanding it and so far so good on the results. Finally, our our math teachers. Uh they're going to analyze curriculum programs to assist the committee

042this year and we'll be doing a similar process to choose a future math program. And I think they have a good idea on some of the the ones they really want to look at. Uh, I'm looking forward to being part of that process and this time next year hopefully we'll be talking in glowing terms about the math program like we are in the language arts program. Thank you. >> Y can you hear me? >> Yep. >> Um, I want to put this the other way. Middle school obviously I the other way and I'm telling you the furniture is still the same. I'm old and also like it's funny like you'll see things that people wrote in the furniture and again same but so I am introducing the goal of by 2000 by May 2025 sailway

043middle school teachers will implement science and reading pillars during instructional units which is the language awareness phonics fluency vocabulary and comprehension so this is what like my job that's what I do our first action steps are the reading specialists which include like title one intervention specialists are going to implement the science of reading pillars name awareness bonex fluency and vocabulary this is for tier 2 and tier three students um we have we use research based programs like sunbay Wilson these are all in rewards are all we don't everything is has to be research based and data science reading um and we implement harvest monitoring showed uh show of measured success. We do this, we are progress monitoring every couple week, every two weeks, every month on different things. Um, we will continue, we will have,

044we have a Google sheet that will be completed by the reading specialist to document the students progress and also the program effectiveness to see if maybe you need to change something up. Um, the content teachers, they're going to implement the science reading pillars. comprehension. Teachers will utilize the comprehension of strategies which we shared a list with them. Um it's a bank of different comprehension strategies, but they also throughout the year they can use additional strategies that align with the science of reading things that we learned was specific vocabulary, the writing revolution, things that we've also just used in the past which are science reading and root. U map data will utilize it to measure and sorry I can't see to measure and document effectiveness um and the when they're doing their observations walkthroughs we're going

045to document implementation this is not they're not evaluating no one is evaluating we're just kind of want to see we want to see that like what's working what's not maybe so it is nice sometimes like a teacher like someone's like I don't know if this is working I see it done and that I think that makes you feel a little bit more confident about implementing strategies. Um and last but not least, we are we also um we have preparation and implementation of the pillars and their effectiveness. We do a lot of this during department meetings and um for ours right now we have bi-weekly um specialist meetings to make sure that you know we're doing the data. We're making sure we're on the same page and effectiveness of it. So that's it. >> Thank you.

046Yeah. >> All right. I have the student engagement piece. So by May of 2026, Sailor Way Middle School teachers will make efforts to consciously increase student engagement. So the first action step is to utilize the definition of student engagement. And so this is something that we really worked on last year um and even the year before on what is engagement, what's not engagement. There's really not like a clear set definition. um you know someone can look like they're not engaged and actually know exactly what's going on and is and are engaged in a different way. So the definition that we came up with was that um student engagement is the involvement of teachers and all students in the learning process. So last year we did complete a book study in the student engagement. We um

047now hope to continue to implement the different engagement strategies that we worked on and discussed last year. um teachers will implement lessons incorporating collaboration and movement. So I am lucky enough to also be on the instructional rounds committee um which I find very valuable. But we found in our instructional rounds that most students were engaged. Um but more engagement occurred when the strategies and the variety of the lessons took place and the most effective engagement strategies that we saw last year were when lessons had students collaborate and include movement. So that is a big focus um this year is that those lessons um are that students are collaborating with each other um and moving. Uh the third is that teachers will create and present um lessons with clear learning objectives and expectations for students learning

048emphasizing the success criteria. So the success criteria is what am I learning today? Why am I learning this? And how will I know that I learned it? So according to research having visible learning criteria has a very high effect size for student learning. And so again on the instructional rounds last year we also asked that those that were on the committee to kind of pull students aside and ask students those three basic questions like hey what are you learning today? Um why are you doing it and how are you going to know that you got it? And most students um almost all students could answer what they were doing. So we're like okay that's a plus. They know they at least know what they're doing. Um but very student very few students knew necessarily why

049or how besides like really surface responses um like because the teacher would have told me I got it. I don't know. So that is our goal that um that with this being such a high effect size for learning um we feel as if we really needed to focus on it this year and emphasize um the three questions um for the fact that what you're they're learning today requires more of a deep understanding of the learning intention and must be and the students and it has to be in a way that the students understand um and not just what the basic standard is but more in student lingo. um and which I feel like our teachers have been doing. It's the second two that we are working more um vigilantly on. So why are they learning

050this? So allow students to know the relevance. Um we talk a lot about this in math like why do I have to know this when I grow like where it actually applies? Um and how will they know that they learned this? Um and again to focus on that success criteria of the objectives so students know how they will need to demonstrate their learning. Um so we hope by implementing those and using the three questions we can extend those students um learning in deeper ways. Um and then our fourth is that student engagement um will be again measured as a focus of our instructional round. So um I I assume that when we meet again for instructional rounds on that committee that those questions will again be asked to students and hopefully we have um more

051positive responses and more students are able to answer those three questions. Thank you so much team. Um as you look at this you start to see that a lot of these mesh and they work together. All right that's where we ultimately get our gains by focusing on these three areas. All right. So when we have those students engaged, we have a good solid researchbased curriculum that they're getting and then we are hitting that teachers are knowledgeable and they have the skills to present those things to not only the tier one but tier 2 and three and provide those interventions. That's where we're going to get our big gains, right? We are already seeing growth and we will continue to see that growth. Um our whole focus is right here what you're looking at. So each

052time you meet for departments or team meetings, this is what our focus is. This is where it's all totally at. And just to have that common um just that common focus and goals just truly helps us out tremendously. So thank you so much and we look forward to coming in the springtime to telling you how well they're doing. >> Thank you. Thanks. Great. Thank you. [Applause] Good evening everyone. uh thanks for allowing us to present here as well. Um Miss Burrus and myself, we did it by our uh building leadership team, but they had some other commitments and so they weren't able to come. So we will uh we'll talk about those, but we were fortunate that our team was able to um provide some input. As far as us, we're coming in new obviously.

053So our goal was to try and learn and listen from our team in terms of what they've done in previous years. and it sounded like they really had some good work that they had done previous years and our philosophy isn't to come in and just upend things for the sake of upending things. We want if things are working well and the teachers have spent time putting in energy and lessons and resources together um we wanted to to continue with that and support them in that mission. So then um we look to kind of carry out much of the goals from last year. So, one of our goals when it came to rigorous and relevant curriculum. Okay, thanks. Um, we want we talked about just making sure that our teachers are aligning their priority standards in

054each content area with appropriate assessments to measure student learning of those standards. So essentially we wanted to get we wanted we wanted to make sure that if I'm a science teacher my other science the other science teachers are giving a similar assessment so they can have um they can look at the results and they can have very good meaningful conversations about why their students might be performing well on some sections of an assessment versus others. Um and same thing for the other core subjects, math, social studies, language arts and our electives as well. So one of the ways that we talked about the actions towards towards getting that making sure that each of our uh subject areas was revisiting their priority standards. We wanted them to define and refine what are the essential questions that

055they think are needed for each unit. um there's at the high school level they they have a lot of content to cover and often times they're pressed for time and so I think the really important thing is make sure that they're covering the the essentials and not getting bogged down with with feeling that they're rushed for time but making sure that they're they're covering the big picture so that their students can really answer some of those big questions like the the significance the so what aspect of why they're learning what they're learning. Um, and then ultimately, like I had mentioned earlier, we also want them to analyze those assessments, making sure are their assessments matching up to what they're supposed to be teaching. And then, um, determining the priority of their standards. So, making sure

056are the results indicating that we are teaching this adequately or do we need to go back and retach some of these things? Uh, that's essentially what examining some of those assessments are. And the next one we wanted to talk about our goal for teacher knowledge and skill. We wanted to utilize explicit instruction. The majority of lessons taught in all classrooms. Our teachers last year did read excerpts from a book called focus uh by Mike Schmoker. And in that the message behind that was to develop sound lessons and make sure that the focus on learning and getting teachers to help model what students need to know. and then ultimately allowing students to independently apply what they've learned is the essential ingredients with focus. So I know that teachers spent a lot of time with that. We

057felt that was important to continue to keep that lens and to model the explicit lesson uh excuse me explicit instruction. Um and then we also want to make sure that they're analyzing student data. So how do we know that what they're doing what they're teaching is working? So we want to make sure that conversations are happening within departments about the results from their assessments. And then ultimately we also want to collect observational data from our instructional rounds and classroom observations as many of the other um buildings had mentioned as well. I'm going to turn the next one over to Mos. >> So, I'm going to talk about student engagement. And it's funny because this whole week, which is Tuesday, but it feels like it's been a lot longer than that. Um, I've been meeting with

058a lot of teachers on their professional growth plans and what I have found is that what their main goal is in a lot of what they're doing every day is stu in student engagement and that comes from the writing revolution. So, um, develop a training plan for the writing revolution in cooperation with the English department. they're helping us with that in terms of just their skills and what they're bringing in, what they've depicted and pulled from that um from that book. And then as well like the math department who I met with um a few of them today as well as um the science I met with several science teachers today and then a few language arts teachers today and yesterday and they are like every one of their professional growth plan goals. The first

059one comes down to the writing revolution. They're incorporating that constantly. They want that writing, that literacy within all of the departments, not just in the language arts departments that we I think have seen in past history. So, um the the other departments are doing a really nice job with explaining that. I actually um met with one teacher today and she's doing a really interesting thing. when they have like a couple minutes at the end of class, she pulled old tribute pursuit um cards and she's having the kids read from those cards and talk about from that and those are kind of at every different table. So again, it's a science class, but they're pulling in all kinds of different methods and means to do different things with the kids just to keep them engaged. um

060and a lot of conversation. The communication is a big push for our kids because I think nowadays we see kids and it's not all of them, but we do see them, you know, they're a lot of times on their phones and other types of technology. So, we can get them not always focused on technology, but communicating, talking, collaborating, laughing at these little trivia pursuit cards that they're reading. Um, I think that's that was a really interesting unique technique that she just kind of came up with with her husband when they were actually playing a board game one night. Um, and then conducting instructional rounds and classroom observations to collect data. I'm really looking forward actually to this piece because I've never been a part of an instructional rounds, but all of the things that I've

061heard and witnessed um in terms of stories that people have offered from previous years. Um I I just I feel like there's a lot to learn with that. And so that piece I mean I will be making major observations to collect data during that because it'll be my my first you know go after. But um I I'm really um inspired by what I have seen in just the the few conversations I've had with these different teachers and what their goals are. You can tell that their appreciation for the kids and their love for kids every day. I mean it it I I don't I know I speak on behalf of them too like you guys have have helped us so much and just supported us so much at this point and you all as well.

062And it's it's really a blessing. And you know, Paige, like coming into the school every day, you you literally almost brought me to tears a few minutes ago. You th the this building is amazing and I know this whole district is amazing and it's been incredible. So these goals I think are going to be really easy to achieve in terms of like the collaboration and communication and the buyin that all the teachers have. So I thank you guys. >> Thank you very much. >> Thank you. So, Mr. Yeah, go ahead. You can you can stay there. Um, just before Mr. Perry presents on the next thing he's going to talk about, um, it it is not really it's not an easy process to come up with an instructional core plan, especially in your first year.

063So, kudos to the two of you for doing that. Thanks Wendy and Mike for passing along some of what you learned in the last year and from learning from that experience. And Matt Matt has volunteered to go first with our instructional rounds process in October. And >> did he know that? >> And lead the way. Yeah, he knew. He did know that. He knew that. Volunteer might not be the right verb, but he he did know. So, it's just thanks for helping each other out and and bringing that along because it's uh it's important work. It's what we've got to be doing, but it's over and above the management tasks that exist for principles every day. So, thank you. >> Thank you. And and I know Wes, too, thank you because you Wes has been

064coming to the department meetings at at the high school um at each of them and providing a refresher on the writing revolution that they started last year. So, um it it's neat to see everybody is um you know, I think there's excitement uh about being able to implement these things and and there's certain a certain level of confidence, but a lot of that has been helpful because of of Wes's presentations with that as well. >> So, some time back you came to talk to me about a corrective learning center, which is what you're here to talk about right now. >> Right. >> Can I make a comment before we move on to something else, please? Um, first of all, thank you to everyone. Great job. A lot of work went into it obviously. Um, my

065only like I guess question or comment and it might be a little bit for you too is like from the from the everything I mean lots of great actions, lots of great plans from the vees team. I heard a specific goal. We were at 85%, we're going to get to 95%. I don't know that I heard that from the middle school or the high school, right? And I get it, you know, first year, second year coming in still trying to develop plans, but it doesn't mean that we can we can delay another year or we can lose sight of where we are. So, I guess what I hope is that we have really clear focus on where we really stand and what our objective is by the end of the year and not just to

066implement, you know, ideas or whatever, right? we want to get to a certain spot. So just that's my comment. >> Yeah, completely agree with that. That's at the elementary school. Uh part of it is most of our teachers there have map assessments that they give in reading and math and it's kind of yeah quantifiable but the pro what we're going to do in the other buildings uh with direct observation of what's going on. I think it was uh there was a percentage attached to the engagement that we wanted to see in the and they're looking to improve that. But that's that's always true. It's always got to come back to something solid and objective that we can look at. >> Yeah. >> How do we do as a staff, you know, like at the beginning

067of the year, we look at our numbers and when we talk about it as a staff and we talk about where we were and where we are now and we look at deficit areas that we need to improve upon. So, we we do look at those things and discuss those things. >> Okay. Good. Thank you. Just >> Yep. >> Yeah. >> No, but you're spot on with it. Yeah. Absolutely. And I'm glad you raised that because there was uh two of our goals had numbers in it and it we actually removed them as a team and part of that was because I think um I know Miss Burus and I didn't feel necessarily comfortable speaking to something about how much percentage of a time we would expect to see something when we hadn't seen it

068the previous year. It's a lot easier I think to try and have a lens as well what did you see last year? What should you expect to see this year? So that's why we kind of we didn't want to put an exact number on it, but I think that we definitely want to track it so we can then um but it it raises a level. I think what you raised the point is making sure that we're we're holding our teachers accountable and ourselves accountable to making sure these things are taking place. >> Yep. And that's a fair statement and that's exactly what I meant by it. Right. How are you holding yourselves accountable to to achieve what you're implementing? >> Right. Right. >> So thank you. >> Sure. Um, switching gears a little bit here.

069So, um, I I handed out to each of you a handout. It's a it comes across as a letter. I sh I wanted you the board to be aware of it. I shared this with our staff as well. Um, and what this is is I would like to implement something at the high school known as our corrective learning center. And in a nutshell, I don't necessarily want to read word for word. um to you but we have found that sometimes when implementing discipline with students um obviously that's a difficult decision to make uh at any level um but one of the things that I think everybody in the room can agree on is that it's really challenging for a student when they're out of school suspended to stay current with their academic work. So as

070we started this year, we found ourselves in some situations quite frankly where um the range of options in which we were um working with according to our handbook when it came to discipline was ranging from essentially between a detention, a Friday school or an out of school suspension. And we we kind of felt that there needed to be maybe something a little more forgiving, so to speak, before a student reached the out of school suspension part of it. Felt like a very wide range and not a lot of options to try and help correct students behavior. So what we pro what we have proposed is what's called the corrective learning center. So, it essentially serves as an alternative at times to students instead of being sent out of the school for suspensions, they would go

071to what's called a corrective learning center route. Um, I do want to make it really clear, however, that obviously there are non-negotiables that students will still receive out of school suspensions for things that take a very serious and u impactful, you know, characteristic towards our building. it's impacting student safety obviously um and so forth. We take those things into consideration. Um but these are some of the reasons that we wanted to implement our corrective learning center. Um number one, we feel that it would minimize lost instructional time. So unlike out of school suspensions, this does allow students to remain in the learning environment. So they would be within the building. the teachers are aware, they could come into the room um and provide them with any clarifications on directions or assignments if need be. Um

072we also see this as an opportunity to engage our students in conversations about behavior and decision making, conflict resolution, and ultimately reflection. If you're going to implement discipline, the idea is to correct the behavior to try and get the previous behavior to stop occurring. So we feel that perhaps this step will be a step on the road towards helping students correct some previous mistakes that they might have gone through and then also to ensure a safe and respectful learning environment. Um, and sometimes, as we know, if student behavior might pose a challenge to our school culture or disrupt the classroom, sometimes a tempor a temporary separation from that while the student can still stay in the school. Um, that still has a real good meaningful impact for that student. Um, and the lack of loss

073of learning. Um, and ultimately also to support our staff and classroom learning. Um this allows our teachers again as I mentioned to provide some interventions. They can come into this room and um help the student um with assignments. They can still provide any kind of strategies to try and keep the student engaged. we would have a staff um her name staff member her name is Donna Reini who's um mentioned that she can make this happen with the way that her schedule works in the in the workday um and her classroom she actually has two rooms um and um the maintenance sheer actually cut a hole in the wall so she's able to to to really be kind of like a superhero so to speak. she can she can take on multiple tasks, two different rooms

074at once, so to speak. So, we also we recognize we would want to use this uh fairly consistently and constructively. Um, you know, we're not looking to use this as a way to constantly remove kids from the classroom. This would just, as I mentioned, be an alternative to being sent out of school for sometimes minor offenses that tend to add up as the year uh goes goes on. So, um, so thank you for listening to what I had to present about that. I'm certainly willing to entertain any questions that you have about this. >> It's kind of similar to like an inschool suspension. And then if uh you know, you can escalate from there, right? If they're still acting up, you can be like, "All right, you're you're you're moved to actual out of school

075suspension." >> That's correct. >> A mulligan here and you've messed up. So, >> right. It's essentially giving that student another chance before before having uh be sent home off, right? >> Yeah. >> So, I guess I didn't realize we have not had in school suspension. >> I had school. >> Yeah. I thought we always So, that has not been a thing. >> No, I my understanding is that once was here and then it had not been here for some time. I I I don't know the exact number, but in some of the feedback I can get from some of the staff, I know that I'm hearing that they're they're they're glad to hear that there's going to be some efforts at bringing that back. >> I think it's great. >> So, I think this is

076fantastic. I mean, I think >> so Mrs. Reinie would teach a normal schedule and >> watch over a group of kids, >> right? Yeah. So, Mrs. Rey has uh she's very she's very well, she's amazing, right? But um here's the thing. Um, in some schools they are willing to put up to, you know, I bet in some of my experiences where you you have some maximum rooms with 12 to 15 students. We're not we're not going to do that. We we think at the max and I mapped it out with Mrs. Reinie. Um, the most manageable I think would be at most five. So, it's a small number. Her class size to begin with with the students that she works with is usually around five or six herself. >> Explain her current teaching assignment so

077we understand what that is. what she what's she currently doing? >> Oh yeah, she currently is um she works with many of our atrisisk students who are credit deficient. So many of those students uh might be working on some online credit uh recovery programs and so forth. So she's they're they're doing a lot of independent work and she circulates throughout the room. She's not like stationary. She's she's like the perfect perfect personality for this and and set up, you know, she can move from from classroom to classroom and >> um she really has a good pulse on a lot of the students in our building to begin with. So, she's pretty much aware of many of the student needs. Um >> she's gained a respect from from all of the students I feel too. There's

078a there's a little bit of a fear with her, but a respect. I think she would be great. >> Yeah. She hold, you know, one of the things we noticed too, why we she why we think that she would be good with this is, yeah, her ability to hold students accountable >> um with staying on task for their academics um can go a long way. So, it's not meant to be an area for the kids to just have a vacation obviously, right? We want them to realize like, hey, we want you here, we want you doing work. This isn't a a time to not, you know, to just not do anything. And so, um, we're giving students that opportunity to try to show that they they still want to be in here without being sent

079home. >> Sometimes that out of school is kind of like a vacation, right? They and they get behind >> and then, you know, maybe that was the reason they got kicked out in the first place because they were frustrated or acted out or something. So, this this is exciting. Yeah. >> Yeah. I think and what we have found too is that, you know, each student is unique um in terms of um of that piece. You will have some students who might be really shaken up over just the fact of getting a detention and while others might just say, "Well, if I'm going to get suspended, that's great, too. I could care less, you know." So, it kind of depends, right? I mean, we um you you have to again, the purpose is to try and

080correct behaviors, and we feel like this is just another tool that maybe we could use to to try and get in that direction. >> So, I I I think that's a good idea. I welcome it. Um, I will say a little bit on the flip side though, I in the time that you and Dr. Hy have been here, I welcome the little bit harder line that we've taken and a little bit less tolerance that you guys have provided >> um in demanding respect from students. >> So, I hope that we don't drift too far from that >> and I hope that we continue to hold parents accountable for their kids' actions. >> Yeah, absolutely. And as I mentioned, we, you know, there are we run into some serious offenses that are non-negotiable when it comes

081to out of school suspensions. You know, things related to vaping, fighting, um, you know, just really some heavy stuff that quite frankly, you know, falls under illegal type activities. Um, and you know, where where we run into some issues is where, you know, uh, a student is is meeting a pattern of behavior and a detention is really not carrying much merit. you know, a Friday school is kind of they're exhausting the Friday school, but they haven't really reached that level of like sending them home for, you know, let's say they're they miss a few classes each time a week. Like it's now it's an issue that that room is really purposeful and keeping that student contained within an area where we can feel we can really monitor the student and they're held accountable. I think

082this it's a good deterrent too because a lot of kids, you know, enjoy the socialization of being at school, right? So, when that's what you're taking away and they're not just able to sit home and play on their phone all day, right? But now they're still expected to do work, expected, you know, to maintain the responsibilities as a student, but you don't get the luxury of playing with your friends and all of that stuff. I think this, yeah, is a deterrent as well as a remediation tool. So, I think it's great. Yeah. >> Great. Any any other Thank you. And any other questions? Anything else I can address? >> No. Thank you very much. >> I appreciate I appreciate you taking the time to hear that. Thank you. >> Last but certainly not least, we

083have Mrs. Snook, Mrs. Ded, who's been waiting patiently. Thank you very much. >> Thank you. This is things that I like board approval. I just talked about that today when I >> So, we have something like a little bit more fun to present. I guess um with the change of our seventh graders not um attending the Chicago field trip, we felt as a seventh grade staff that we needed to do something for them and give them something or um a trip that you know those standards um would be more cost effective um and something that they would remember and enjoy um because I feel like they always have um remembered and enjoyed those types of trips and you know school is about the academics but it's also about the memories and experiences with their friends

084and things like that um while still giving them um some of these experiences they they may not get um at home. So, um, we started throwing away around a whole bunch of ideas. We've gone back to like, okay, we could do something similar to a trip Ohio that, um, we did years ago. Um, we could go to Columbus, go to Cleveland or go to, um, Cincinnati and all those different types of things, but we kind of settled on Cleveland because of the cost. Um we um looked at a whole bunch of different options, but um what we have come up with is that we would like to take our seventh graders um to the Cleveland Guardians game. They have um STEM days um and weather days and um we have looked at their schedule and

085diligently emailed them and said, "Well, looking at last year's schedule and this year's schedule, I think this is the date because of the um travel." and they're like, "Yes, you're right." Um, so we found a date that would work that it's a STEM day. It's a 1:00 game, but first they go and they do all these different STEM programs um from around Cleveland area and then they get to stay um for the game. Um and then we would um walk to our hotel so that way we could take school buses and we could um leave actually after um the students were brought to school. So, um after they did all their routes, they could then take us to the Guardians game, um drop their backpack off at um the hotel and then take us to

086um the game and then they would be able to leave to go do their afternoon routes and everything like that. Um later that night, we would attend the Outsiders um Broadway show, and this is a book that we read in seventh grade. Um, and there's so many students who have never seen um, and been to like a real musical and real play. So, having that opportunity um, to see that on stage we think would be pretty um, exceptional. Um, and they also do not offer student performances of The Outsiders because we asked about that too because we thought, okay, we'll just go and do a student performance, but The Outsiders is not offering that, so they only have nighttime performances. Um we would then go back to our hotel and in the next day we

087would go to the Rock Hall of Fame where we would also do um a educational they would get to tour the museum and then do an educational program as well. Um from there then the buses would be able to pick us up and take us back um to school the next day. So again not um disturbing any of the bus routes. Um we were able to look at this and look at this financially. met with um Mr. Weaver and Justin about um the finances to see if this is affordable and everything. And we were able to look in our approximate cost would be no more than $200 for a student um to be able to experience all these different types of um activities and um adventures together. So the first page was like my um

088my Canva. My first time using Canva, you know, just makes a little showy, I guess. But the next page is a sample itinerary of what um look, what our trip would actually um look like. Um, yeah. So, if you've ever stayed at the jury, that's my was my first um when I as soon as I started looking. Um, if you ask my husband, I really, really, really love to plan vacations. And if this looks like organized, you should see my Disney agenda soon. Um, so I noticed that there was a jury in walking distance and um, as what Mr. Weber says, it's actually the old um, Cleveland education stuff with that. Um, but the nice thing with the drink is they offer um a kickback hour which is like really dinner and they have a

089whole bunch of different varieties of food. Um, we've contacted the hotel. The hotel has enough room for us. They um are willing to work with us in that aspect. And everything like I said is within a walking distance. So, it's less than a mile um to get to everywhere. Um so, dinner and breakfast are included in the price of the hotel. Yes. >> So, that was one way we could cut down on the cost um of being able to go. Um and other than that, um we would work on hiring nighttime security just like we did in Chicago. So, um parents are making sure that our their kids are safe and everything like that. We want to we don't want to um cut back on that at all. Um, and we again the next page

090is all the standards that we thought that they went with with our seventh grade curriculum. So, not only would it be a fun, enjoyable trip, but I think it would be their education as well. >> I like how you guys are wanting to do what you guys were learning. >> Yes. So, and the hopes is that we could do this in the future as well because everyone's like, well, is this a oneandone trip because the outsiders are not going to come back. Um, and there's always something in Cleveland as far as um, a musical and as long as it was appropriate. Um, I think again it any kind of um, culture that the students can get is beneficial even if it's not necessarily a book that we're reading. It just happens that it's like right

091now this is the year that this is the year that they're doing. Um and if not, we have looked at other options that so um we could still do a trip like this if it worked out um in future years because again we don't want to offer it to one group and then the next group not um get those opportunities. >> That's great. >> This is awesome. >> I think so too. Great. >> Great. >> Any other questions? >> Thank you. >> Thanks guys. Thanks to all of you. Next, I'd like to recommend a resolution for the board to approve the one-year additional duties contract for the following certified staff. >> I'll move. >> I'll second. >> Any questions? All right. Call the RO, please. >> Mrs. Inennis, >> yes. >> Mr. Benson, >> yes.

092>> Mrs. Russell, >> yes. >> Mrs. Steppp, >> yes. Mr. Habermill >> abstain. >> Mrs. Dodge. >> Yes. >> Motion approved 4 zero and one extension. >> Like to recommend a resolution for the board to approve the revisions of the following district policies as recommended. Uh this will be their first reading as attached. >> I'll move. >> I'll second. >> Call the role, please. >> Mrs. Inennis. >> Yes. Mr. Benson, >> yes. >> Mrs. Russell, >> yes. Sorry. >> Mrs. Stepp, >> yes. >> Mr. Habermill, >> yes. >> Miss Dodge, >> yes. >> Motion to approve 40. I >> was looking at all the names. I'm like, oh, it's all of them, but I just my own name. >> Like to recommend a resolution to review policy 2460, which topic of which is special education.

093I'll move. I'll second. All right, call the roll, please. >> Mrs. Inennis, >> yes. >> Mr. Benson, >> yes. >> Mrs. Russell, >> yes. >> Mrs. Stepp, >> yes. >> Mr. Habermill, >> yes. >> Miss Dodge, >> yes. >> Motion approved. 50. >> Like to recommend a resolution to review the following technical corrections to these policies. Uh the change in these policies is nothing more than the change in the compliance officer. >> I'll move. >> I'll second. >> As I was formerly the compliance officer, I cannot be as the superintendent. So that's why the change is needed. >> All right. Call the RO, please. >> Mrs. Inis? >> Yes. >> Mr. Benson? >> Yes. >> Mrs. Russell? >> Yes. >> Mrs. Steppp? >> Yes. >> Mr. Habermill? >> Yes. >> Miss Dodge? >> Yes. >>

094Motion approved. 50. And finally, I'd like to recommend a resolution for the board to approve the unpaid leave for the following staff members. >> I'll move. >> I'll second. >> So, Justin. >> Yeah. So, on on this, when members um request unpaid leave, it um there was a treasurer meeting and in a large audible gasp when everybody realized what we can and cannot do. uh when somebody asks for unpaid leave, the treasurer does not have the ability to reduce somebody's contract. At the same time, the treasurer doesn't have the ability to pay somebody that's not at work. So, um we have a solution for this that'll show up in the organizational meeting um in in January, but until that time, if anybody's going to go on unpaid leave, we're going to need to have a

095board resolution and take action on it. >> Okay. >> All right. Call the RO, please. >> Mrs. Inennis, >> yes. >> Mr. Benson, >> yes. Miss Russell, >> yes. >> Mrs. Steppp, >> yes. >> Mr. Habermill, >> yes. >> Miss Dodge, >> yes. >> Motion approved. 5-0. [Music] >> That's all for you. >> That's all. Thank you. >> Thank you, Mr. Weber. To um treasures report. >> Thank you. >> So, um in your packet, what is in there is just the 5year forecast and assumptions. um you're not going to be able to follow along with this presentation if you're following the assumptions. If assumptions are in there, that's a required sent to OD along with the forecast. Uh this presentation more or less just sums up a lot more um a lot less pages than

096what's the assumption. So first and foremost, what is the purpose of a five four year forecast? Um the purpose is to engage the board of education of the community in long range planning and discussions of financial issues facing a school district. Uh number two, it serves as a basis for the school district's ability to sign contracts associated with continued operations. And then lastly, it provides a method for the department of education and the auditor of state's office to identify school districts with potential financial problems. So before I get into the forecast, um I wanted to share all of the different legislation out there that is currently affecting school districts, not just for million, but but across the entire state of Ohio. So first there was the state bill um the budget bill 96 um as

097Chris had alluded to there was there was the governor. He vetoed some line items. is the House. The Senate came back and overridden that those vetos, particularly one of them, which I'll get into later. But but what what state bill or state budget bill 96 does is allows the county commissioners to double the tax credits and it also eliminates emergency levies on the ballot after January 2026. So if you all recall, we do have an emergency levy coming up and the renewal for that would be next May 2026. So, we are not going to be able to run an emergency renewal. Um, also on there is House Bill 420. This is language that eliminates continuing levies. If you eliminate emergency levies, then you eliminate continuing levies. I'm not quite sure where that leaves everybody, but

098but there's some talk about that. Uh, there's House Bill 421. Um, what that is is allowing voters to reduce the inside millillage of school districts, municipalities, libraries. Um, This is basically just allowing you to put a ballot measure on there to reduce funding. Uh which is on the Ohio Constitution, which is where 10 bills comes from. Uh House Bill 422, what they're talking about here is raising the voter approval threshold for levies above 1 to two mills to 60%. And then if you're going to ask for a levy above 2 mills, it needs to pass by 66%. >> Oh my gosh. I don't know how many levies would do that, but that'll be a difficult one. >> Uh, another one is House Bill 129. This includes all fixed sum levies. Fixed sum is a the

099same name as emergency levy and it would uh include those that in the calculation of the 20 mil floor. House Bill 309 uh gives the county budget commission the ability to reduce voter approved levies. Um, how they do that is is if they determine your revenue is excessive, they cannot collect your full tax. I don't know what excessive means and there's 88 different commissioners, so I don't know what what the actual definition of this is going to be. Um, there's also House Bill 186. This one's pretty serious. This is uh this places an inflationary cap on property tax revenue for districts on the 20 mill floor, which we are. and it retroactively applies it to tax years 2023 and 2024. What that means is that if this were to pass, they would claw back revenue

100that we had in 2023 and 2024 already spent revenue. And then there's also House Bill 335. What this does is this places a 1% cap uh on inside millage growth. So, at the last reappraisal um in 2023, our inside village collected uh $2.1 million and because of the increase in property values, it collected $2.7 million. The district saw an increase of $600,000. Under this new rule, we've been seeing an increase of $21,000. So, another thing to to to worry about as we're trying to figure out what our revenues are going to look like in the next couple years. So, what I did is I put together a timeline uh just for the legislation that has passed that is going to affect school districts and its revenue. Um so state bill state budget bill 96 the

101senate overrode the governor the wine speedo on October 1st 2025. Um the governor passed this in July. Uh the house sometime in between there in July or August uh went with the vote and overrode the governor's decision and the senate was the final one. Um they overrode it on October 1st making his veto null and void. And so what this does is this override will reduce our funding by $2.4 million every single year. Um this override will remove the district from the 20 mil floor. So the growth that we just saw from from reaching the 20 mil floor and having that new uh valuation, all of that is going to go away. And I will say we knew that growth was coming and is the reason we hadn't done anything for the last 3 years

102because we didn't know exactly how much revenue we were going to collect. So we wanted to see where that was before we started making any adjustments to our expenditures. >> And it turned out that that we were within $300,000 of exactly where we needed to be. Um but now all of that is going to go back on um on October 1st. In addition to that, um Erie County Commissioners met with superintendents and treasurers to let them know uh they were strongly considering doing the uh tax credit. So, what this does, the House Bill 96 or I should say the budget bill 96 allows the county commissioners to uh essentially piggyback off the homestead and the owner occupied credit. What that means is if everybody looks at the tax bill, um the state pays a portion

103of it. So they'll give an individual that meets certain criteria a credit and then the state pays that credit back in the form of property taxes to the school districts. What the county commissioners are going to do is offer that same credit just double it, but they're not going to fund it. And so by them not funding it, um if Erie County does it, that'll reduce our funding by another $313,000 every single year. On October 5th, I'm sorry, October 8th, the House passed uh House Bill 129 and House Bill 309, which includes all levies in the 20 mil floor calculation, and it provides the county budget commission the ability to override your local board of author uh board of education. So, what they're saying is um the county budget commission um can override the school

104board when the school board asks to collect taxes. um county budget commission can say uh we're not going to fulfill your request to to collect all of the full voted millage. We're going to reduce your millage because we believe uh your revenue or your cash balance is excessive, but we're also not going to define what excessive is. Um then on October 10th, Lraine County Commissioners um didn't have a meeting to superintendents or treasurers. They issued a press release that approved the tax credits. And so this approval will reduce our funding by $185,000 every single year. Um it's not forecast because it just happened on October 10th, but I already have the forecast done. Um so starting July 1st, 2026, the local school district will lose, assuming uh Pir County applies the credit, uh $2.9 million

105every single year. Um, and this is all from budget bill 96 and the Erie County Commissioners uh, government tax credits and Moren has already done that. So, there is a lot of pending legislation and a lot of of proposals still in committee. Uh, because of this, it's very difficult to determine what exactly our revenue is going to be next year and beyond. Uh what we do know right now is that the veto override includes our emergency calculations. So that 2.4 million that we gained on the growth is going away. Um we do know that Lraine County has approved the homestead owner occupied credit. So another $187,000 $186,000 is going away. And then we still have um Erie County which I believe is going to vote on that next Wednesday. And if it's not next Wednesday,

106it'll be the following Wednesday. They have to make a vote before before Halloween. If they don't do it before Halloween, uh the county auditors can't get anything in line to get the state. So within the next two weeks, we'll know for sure what the vote is on Erie County. >> You think it's a good assumption since Lraine County did it, Erie County is going to >> Yeah. >> follow suit. Yeah, we met uh Wes and I and Dave went to the uh Erie County Commissioners meeting along with many other superintendents and treasurers from Erie County. And our message to them was basically just reading that second page, you know, hey, here's all the different things out there on the state side, if you really feel that you need to make this necessary, let's let's pause

107and let's see what happens for one year with the state. And if after the state has made their cuts and you still don't feel that's deep enough, then you can apply your tax credit. We're just trying to buy a year to see what would happen. Um they admitted themselves they don't quite understand school finance. Um they were uh they were questioning me why school finance is so difficult to understand. >> No, no, they were blaming you. >> Well, they really were. >> I was trying to be nice. >> I'm not. >> Yeah. Um Uh so in response to that, I did email the uh county commissioners an explanation that I've shared with you all before um what House Bill 920 does, what what the floor does, how all this stuff works. Um a pretty good

108breakdown in a page about how school funding works. I did not receive a response. Jeez. So So how does this tie into our property values? So here is our historical property values. As you can see, um, we had reappraisal in 2021 and we had reappraisal in 2024. Um, our reappraisal in 2021 was an increase of 9.1% of property value. In 2024, that was an increase of 25.7%. Um, another way to look at this is is to say, well, what exactly was the inflation rate at that same time? And so, believe it or not, in 2021, inflation was 7%. 2022 was 8%, 2023 was 4.1%. And then 2024 was 2.9%. It's going down. If you add all those up, that's 22% of inflation. and and your property values uh on average increased 29.9%. So, you know,

1097.9%. So, your investment did 7.9% better than your inflation, which is a good thing. Um because you have a higher property value, how does that look on the tax side of things? So, here's our historical property tax collections. The ones to focus on, I put them all in there. Uh the gray is the state. Um the orange is our uh our utility companies and then our blue is is our general property taxes. So looking at the chart um general property tax from fiscal year 2022 to um improved 12.8%. Now if you remember home values over that same time had gone up 29%. Our revenue was 12.8%. Um, another interesting statistic and this explains why we're seeing this shift and why we're seeing the growth and why we're seeing additional taxes coming out. Um, Dr. Howard

110Fleeter had done a presentation and u he works in Columbus as a lobby center for schools. He he kind of has an amazing ability to share difficult finances and very streamlined categories here. So in 2002, Ohio ranked 24th out of the 50 states uh by how much the state gave to the school districts per pupil. In 2023, Ohio ranked 41st out of 50 in how um how much the state paid for a pupil. meaning in 20 years the the schools went from the middle of the pack to the very end of the pack. And the result of that is homeowners are having to be asked to pay that difference in property taxes. And the reason for that is all of the different incentives that Ohio has put together to limit or reduce what the businesses

111in Ohio need to pay for property taxes. um more of that burden has been shifted to the local side and on the business side it's been decreased. So that's that's really the makeup over the last 20 years of of why home values are high and why your home taxes are high. Moving on to the state side of the revenue. Um this is just a breakdown in the last uh there's 15 years of data. Uh as you can see, our enrollment is declining. Um as is our state revenue and and our enrollment continues to decline, but revenue from the state stays relatively flat. Um the reason it stays relatively flat is because of the guarantee written in the budget for budget bill. So what it basically says is that um as of fiscal year 2022, no

112school district on the guarantee will lose money than what they collected in 22 so on and so forth. The guarantee has been going on for a great number of years. Uh, however, we are on the guarantee for $1.8 million. So, of that $4.6 million, 1.8 of it we wouldn't qualify for if the guarantee wasn't there. Um, there's been talks of phasing out or completely eliminating the guarantee and that is in the B and budget bill. Um, so all of the things I just mentioned before, loss of of $2.9 million, it could also result in additional $1.8 million in revenue if they were to eliminate the guarantee and put every school district back on an actual volume. So this is the historical forecast of revenue and our historical actuals. Our actuals are in blue, our forecast

113is in red. Um if you look at this chart, the absolute most amount of school revenue we will receive will be this year. From this year moving on, uh we will um we will not receive the same amount of revenue that we have this year and it will only go down. Um looking at these numbers, I've taken some liberties here just to explain my my assumptions here. This assumes passage of our 4.25 uh emergency levy as a new operating le include Yuri or Lraine rollbacks because Yuri hasn't voted yet and Lorraine did it in a time I couldn't make the adjustments to the forecast. Um this also assumes there's no change on the inside village board. Um this also assumes that there's no change on the state funding guarantee. This also a assumes that there

114is nothing else that will be proposed or accepted from the House or the Senate to uh reduce school funding, public school funding I should say. Moving on to the expenditures. Um again, blue is is actual what had happened. Red is forecast and if you notice, red is is growing but but very very slowly. Um salaries are projected to stay flat through attrition. Um in 2022, if you look at this chart, it looks really off. Um the reason it looks off and the reason it looks low is because the reduction of expenditures from federal dollars and making 25 of 26 payments on the payroll side before moving to a 24 pay. Um that certain year just throws off all of my analytics and so I always have to exclude it from everything else. But then I

115put it back up here just to show you that um we did have quite the anomaly there in 2022. We we did spend more than $10.1 million. Um we spent more than 12.3 and less than 14.6 if you were to redo it all on the on the employee benefit side. This your health insurance STS workers comp all of those types of things. Um again you see a large increase from 2021 to 2024 um in the years where it was lower 2021 to 2023 uh the fund was healthy. When I say the fund I'm talking about clerk uh lake area regional council is who we is our consortium who we buy our health insurance from. Um there's certain bylaws that says once you have so much money in that fund you have to offer a premium

116holiday. What a premium polity means is that instead of paying 12 months, you know, one payment for every month, we make 11 payments, but we receive 12 months of of uh coverage. Um those stopped in 2024, the fund became a little upside down and so we weren't able to do that anymore. And so what I have here is a a rate staying relatively flat and again this is tied to attrition. Purchase services um purchase services are projected to increase and again this is just due to inflation uh and the cost of everything else going up in our purchase services. We have utilities. Utilities I don't know about you guys but my gas bill I don't think has ever gone down. My electric bill has never gone down. My water bill has never gone down. It's

117the same way with the school district. Um in there, this also includes uh providing transportation for other students that we have to outsource. Uh that that is very costly. Um again, anything that we would be purchasing, we cannot provide in house will be considered purchase service. So this is always this is line six of the forecast. But what this shows is is revenue over expenditures. Um you see that giant spike in 2025. Uh last year revenues were $300,000 more than what we actually spent. However, because we had to transfer $7.6 million out of our giant fund to a capital improvements fund, that's why you're seeing that spike. That spike is $7.6 million in the transfer. when you take that out and do our actual operations, uh the district brought in $300,000 more of spend. Um

118this year I expect relatively to do the same. Um we should we should be very close to whatever revenue we bring in is very close to what our spending is going to be without any transfers. Um looking at this chart again uh in 2027 we start to lose revenue because of what was mentioned previously legislative actions and that's the blue line it's going down as you can see um starting in 2021 it has gone up every single year until we hit 26 and then in 26 that line starts to go down. So this is a a snapshot of the forecast. Um in here I pulled just the main revenue lines, the main expenditure lines, line six, which is the results of operations, our beginning cash and our ending cash. In 2026, as I said before,

119I have this projected to uh basically break even $50,000 uh in spending more than we bring in. Uh but starting in 2027 is where we start to lose uh that $2.9 million in funding. And so the results of operations, we are anticipating to lose $2.5 million that year. In 2028, we're anticipating to lose 3.2 and then 3.3 and then 3 3.6. What that means to our beginning and ending cash balances is that in 3 years if we do nothing, uh when I say nothing, what I mean is we just keep the status quo. We don't make any changes to staffing. Uh we just keep running everything as we're running it the last two years and and making no adjustments to anything. Um we will be out of cash uh before we finish the fiscal year

12027 our 2829 school year. Um, so obviously we're going to have to make some changes and we're going to have to provide less services to families we're currently offering today. Okay, final comments here. And again, this is touching on the bond and everything else that's going on. Uh, the district will need to invest in it infrastructure as components begin to age. um without having a dedicated funding source for uh for replacements, the general fund will be tasked with paying these replacements. Also, the district will need to decrease current service levels provided to families as our expenditures continue to climb and the legislature passes bills that reduce public school funding. Um, just a reminder, out of the 611 school districts in Ohio, 518 of them have a permanent improvement levy, uh, which is dedicated funding to

121to keeping up with some of the repairs that these uh, buildings need as they age. Uh, 43 of them have a bond levy, just building new or or completely renovating for school buildings. Number of school districts in Ohio that operate without a bond or without a permanent improvement levy totals 56 schools and Vermillion is one. So passing a levy that dedicates money to its infrastructures will extend our cash reserves further than our current forecast. Uh meaning if we do that and a bond money comes in, we can then transfer that $7.6 million back to our general fund to help offset some of this. Um however, if that doesn't, we will need to use that money to replace this roof um within the next year or two. Okay. Sorry, I can give you better news. Uh,

122but a lot of this starting October 1st is really when all of this changed. Okay, >> any questions? >> Thank you, Justin. >> Okay, a motion to approve the 5-year forecast. >> I'll move. >> I'll second. Call the RO, please. >> Who is the second? >> Sarah. >> Mrs. Depp. >> Mrs. Inis? >> Yes. >> Mr. Benson? >> Yes. >> Mrs. Russell? >> Yes. >> Mrs. Steppp? >> Yes. >> Mr. Haba? >> Yes. >> Miss Dodge? >> Yes. >> Motion approved. 5-0. B. Recommend a resolution for the board to approve the financial report for September 2025. That's attachment to E. I'll move. >> I'll second. All right, starting with um general fund revenue. Through the month of September, the district received 11.7 million in general fund revenue compared to 10.2 million at this time last

123year and 9.9 million in fiscal year 24. Uh the district is on pace to collect slightly more tax revenue this year than its historical average. And then I broke down the the the different sources of revenue by category and by year. Um our property tax revenue is up by a million. Um but the main thing here is a state reimbursement of property taxes. We received the homestead and roll back for Erie and Lraine counties whereas previous years we didn't. We just received them from Lorraine County. Moving on to food service through the month of September. district received $57,000 uh in revenue compared to 51,000 at this time last year and 50,000 in fiscal year 24. Uh as such, the the food service uh should continue to collect its historical average revenue once students are back

124in school, which is now. Uh and then when we look at all funds through the month of September, we received 12.1 million compared to uh 10.6 at this time last year and 10.3 fiscal year 24. Moving on to the expenditure side of things, the general fund through the month of September, we've expended 7.1 million compared to 6.7 million last year and 7.1 million in fiscal year 24. Uh the district can expect to spend slightly more this year than it did last year. Um again, I broke the cost down. When you look at it, um the biggest thing there is your capital outlay. The buses that we bought last year, >> last October, uh didn't show up until July. or August and so we had to pay for them this year. >> Um looking at food

125service expenditures through the month of August or I'm sorry through the month of September we've expended 251,000 compared to 236,000 last year and 172,000 in 24. And then when we look at all funds through the month of September we've spent 7.8 million in all funds compared to 7.4 last year and 8.2 2 in fiscal year 24. On the cash side of things, through the month of September, we have a total of 13.5 in uh million in cash from our general fund compared to 19.7 in fiscal year 25 and 20.1 million in fiscal year 24. And again, last year the district transferred $7.6 million from the general fund to a capital projects fund uh for the capital and infrastructure repairs. And that's why you're seeing such a loss there or such a decrease, I should say.

126On the food service side through the month of September, district has a total of 29,000 in cash uh compared to 216,000 in fiscal year 25 and 293,000 in fiscal year 24. Uh we are going to have to watch this very closely to make sure that that the food service fund finishes positive at the end of this school year um rather than negative like athletics does where we need to make a transfer to cover that off. Um, uh, we'll be watching this one closely to see what happens here. And again, as um, as October happens, that's where we're starting to get all of our revenue back. So, these should start growing. Um, and then we won't have anybody working, but we'll still have salaries going through through June, July, and August. On the cash side of

127things, for all cash through the month of September, we have a total of 23.9 uh, compared to 22.8 8 at this time last year and 23.8 in fiscal year 24. The breakdown of that is on the next page um broken out by funds. Again, our general fund has the most 13.5 um followed by our capital projects fund that has 7.6 and then our scholarship fund has $1.8 million in it. On the interest side, through the month of September, we've earned a total of $187,98746 in interest compared to $29,56.79 last year. Uh this is a difference of $21,000 or 10.1% less. And again, it's because the rates are dropping a little bit. >> Any questions? >> Call the RO, please. I will. I find it. Um, >> Mrs. Inennis, >> yes. >> Mr. Benson, >> yes.

128>> Mrs. Russell, >> yes. >> Mrs. Steppp, >> yes. >> Mr. Habermill, >> yes. >> Miss Dodge, >> yes. >> Motion approved. 5-0. >> Recommend a resolution to the board to approve the following donations. $250 from Hermes Parker Concrete to uh Vermillion FFA and $30,000 from the Chapter 204 Order of the Eastern Star. $10,000 to each school building for school sponsored field trips. >> I'll move second. >> It's awesome. >> Yes, that is. >> I want to make a comment. That is that's incredible. >> Yeah, >> that donation. Yeah. I mean, both of them. Um, yeah, >> we're always grateful to those organizations that uh help out by donating to the district and that one is just fantastic. >> Call the RO, please. >> Mrs. Inis, >> yes. >> Mr. Benson, >> yes. >> Mrs.

129Russell, >> yes. >> Mrs. Steppp, >> yes. >> Mr. Habermill, >> yes. >> Miss Dodge, >> yes. >> Motion approved. 5-0. Uh D. Approve a uh then and now invoice for New Story Schools in the amount of $6,050. >> I'll move. >> I'll second. >> Um we did not have a purchase. Actually, we had a purchase order in. Um we ended up canceling it because this was last year. We waited 3 months. Nothing happened. We didn't think we were getting an invoice. We canceled it and then a week later we received the bill. And so >> I uh I can't uh authorize it then and now over $3,000 the board has to and so I can't pay that bill. >> Approve it. Okay. Uh call the role please. >> Mrs. Inennis, >> yes. >> Mr.

130Benson, >> yes. >> Mrs. Russell, >> yes. >> Mrs. Steppp, >> yes. >> Mr. Habermill, >> yes. >> Miss Dodge, >> yes. >> Motion approved. 5-0. >> E. recommend a resolution to the board to approve the memorandum of understanding between the Vermillion Teachers Association and the Vermillion Local School Board of Education from September 1, 2025 to June 30th, 2028. That's attachment G. >> Move. >> Second. >> Um, nothing changed in this. This was just language to clarify um what we had agreed upon while we're negotiating. >> All right, call the RO, please. >> Mrs. Inennis, >> yes. Mr. Benson, >> yes. >> Mrs. Russell, >> yes. >> Mrs. Steppp, >> yes. >> Mr. Habermill, >> yes. >> Miss Dodge, >> yes. >> Motion approved. 50-0 and F. Recommend a resolution for the board to formally

131recognize athletic boosters as a district support organization per board policy 9211. >> I'll move. >> A second. >> Call the RO, please. >> Mrs. Inis, >> yes. >> Mr. Benson, >> yes. >> Mrs. Russell, >> yes. >> Mrs. Steppp, >> yes. >> Mr. Habermill, >> yes. >> Miss Dodge, >> yes. >> Motion approved. 5-0. >> Okay. Thank you, Justin. >> Thank you. >> On to item 10, the consent agenda. The superintendent and treasurer recommend that the board of education approve the consent agenda items. Action by the board of education and adoption of the consent agenda means that all items are adopted by one vote unless a member of the board, the treasurer, or the superintendent request that any such item be removed from the consent agenda and voted on separately. >> A approve the minutes

132of the September 8th, 2025 regular meeting. B. approved the sixth grade New Hop outdoor classroom field trip from April 8th, 2026 through April 10th, 2026 at a cost of $225 per student. C. Authorize the attached North Point ESC employees to suspend students from North Point programs should their behavior or activities be severe enough to merit a suspension and approve the North Point ESC program handbook. D. Approve the student wellness and success plan for 202526. E. Approve the agreement with cornerstone inschool grief support group. F. Approve the employment action leave of absence for Megan McCauley. G. Approve Stacy Smith for up to 1.5 hours per week for the 202526 school year for extended services for adapted physical education at the PEDM rate. H. Approve the one-year additional duties contract for the 202526 school year to the

133following as listed. I approve the one-year non-eing supplemental contracts for the 202526 school year to the following as listed. J. Approve the one-year 202526 substitute contract to as listed. K. Approve Emily Stevenson, volunteer for gymnastics. L approve Paul Garnier for a one-year classified contract for new position as a maintenance worker. M. Approve the adjustment in step for Tony Budka, SMS assistant football coach from step one to step six. N approve Leslie Kolazar and Natalie Jenkins educational aids up to 35 hours of autism training. Any item to be removed? All good. Okay. Motion to approve the consent agenda. >> I'll move. >> I'll second. >> Any questions? Right. Call the role, please. >> Mrs. Inennis? >> Yes. >> Mr. Benson? >> Yes. >> Mr. Habermill? >> Yes. >> Mrs. Steppp? >> Yes. >> Mrs. Russell? >>

134Yes. >> Miss Dodge? >> Yes. >> Motion approved. 5-0. >> 5. All right. Item 11, dates and location of upcoming board meetings. Meetings will be held in the Vermillion High School Commons, 1250 Sanford Street, Vermillion, unless otherwise noted. Regular meeting of Monday, November 10th, 2025. Regular meeting of Monday, December 8th, 2025, and regular meeting of Monday, January 12th, 2026. Item 12, public participation. Do we have any? I think we do not. Anybody change your mind? All right. Um, item 13, motion to adjurnn. >> A motion. >> I'll second. >> Call the role, please. >> Mrs. Init? >> Yes. >> Mr. Benson? >> Yes. >> Mr. Habermill? >> Yes. >> Mrs. Steppp? >> Yes. >> Mrs. Russell? >> Yes. >> Miss Dodge? >> Yes. >> Motion approved. 5-0. And the time is 7:58