001Well, then thank you all. Let's get ourselves started here. Um, this is the March meeting of the board Wyoming Board of Education, our regular meeting. Um, if you will, uh, we'll call this meeting I will call this meeting to order. If you'll do a roll call, please. Mr. Belmire here, Mr. Thomas here. Mr. Jean here, Mrs. Dollar here. Mrs. Ber here. All right. Thank you. Will you all join me with the pledge? I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Uh, may I have a motion to adopt our agenda as printed? Second. Roll call. Mr. Thomas, yes. Mr. G, yes. Mrs. Yes. Mrs. Broadick, yes. Mr. Belmyer. Yes. Thank you. All right.
002Thank you. Recognition of the public. We do have one person. Uh Kirsten Grimes. Would you like to come up now? You have a choice. We have a stay. You can do that. But we record our regular meetings. So we we kind of need you up where the the camera will see you and the video. Sorry about that. You may come up there is move that up. You can roll it around to wherever you'd like. Okay. Thank you. No, no problem. Okay. Just voice. Perfect. Thank you so much. So, hello. My name is Kristen Grimes. Um I had moved to Wyoming from out of state in the summer of 2023. I have three children. I have my oldest is at Vermont in the third grade. Um I and my middle child my youngest is three. So
003she's no here until fall of 2027. And um my youngest my middle child is um uh you pay for his ser his schooling but he goes to he's in the Head Start program through um preschool early Head Start. And so um I just come here to urge you to stand up for our children with special needs. I know I'm keeping a dead horse, but I just want to make sure that going forward um the recent shutdown of the federal department of education um by the president has furthered my fears um for my child and all children that require special needs. Um unfortunately, I feel like we will have to say this over and over and over again to get our point across. Um now again that poor horse but um Wyoming's reputation for special services
004is known and it's not good. Um on many public forums um there's people asking they're moving to Ohio, they're in Cincinnati, where should they go to school? Um what district should we be in? I was one of those people. Um I knew that we were moving to Cincinnati at some point in my husband's career. We're going to be here three years or 30 years. So, I have been invested in knowing neighborhoods and Wyoming was always on one of the top um was on the top of my list. Um but and I knew the reputation going forward. I still chose the community because I love this. I just the feeling we all know we all, you know, we all um we love this community. Um and we want to fight for it and we want it
005to make it we want to make it better. Um the recent audit conducted last year validated and verified verified my fears. Um there are not adequate supports available for some of our students especially in regards to educational aids and par profofessionals in the classroom and that was something that Wyoming expressed in their in um Mr. um presentation in January that that's something that is one of the more immediate concerns that we you know and again with um the more recent national news what is that going to mean? I I don't know what our funding looks like as far as what comes from federal funding. Um but I do know IDA is at risk. Um and just my question to you now is you know how are we prepare preparing to fill those deficits um when
006we already had deficits of our own and I know we're actively working towards that. I am extremely excited for Dr. Kushner to take charge um I I am beyond thrilled um I feel very confident in her abilities and I feel very um personally looking forward and looking for um validated by just speaking to her and her helping me just to just feel confident in going forward with my children in this district. So um what are we doing in the wake of any federal funding cuts and just I don't know what else to say. I mean those those we cannot hold out of the district. So many families especially young families they choose not to put their children They say, "You know what? I'm not going to let my child be a guinea pig." Is a
007direct quote from myself when I have looked at other districts, but not all families can afford to do that. So, I just want to make sure we're all on the right foot. And I know we have such big hurdles, especially with the new primary schools, but if we could just get creative in providing that support for this next year. Um I am worried that it, you know, many of the things going forward won't go into place for a few years and I have my my child specifically will already have will get put further and further and further behind. So many times you don't hear a parent speak until they're a child in middle school or in high school. You don't always hear parents with young children coming and begging for help because they're at home
008with their kids putting them to bed right now. Um they just got them home from soccer practice or they got done taking them to a doctor's appointment or PT or OT or any of these extra things. So, um, just please help fight for us because there are so many parents that I know won't be able to come because of their their own personal, you know, whatever they have going on. And like I said, it's 7:09. Babies are getting put to bed right now. Anyway, I thank you for your time. Um, I would love to speak to any of you personally if that is something you want to hear the rest of my story. um we did have quite um a journey um with special services throughout the last couple of years, but like I said,
009I am happy for the future and I'm really excited for this new wave. Um let's just hope we can just continue to go to go up upward. Thank you. Thank you. Thank you very much. I appreciate those thoughts that are incorporated in our minutes. form. Thank you. We'll go on to the CAC presentation. It's the next item on our agenda. And I believe you have you you have something behind me, right? Yes. I need to get this light. I'll speak as as people are are shuffling around excited about this team. And this team is the uh the best practices for students and staff in utilizing temporary instructional spaces. They presented to our CAC at our last meeting and presenting to the board tonight. So excited about their research and and the information and recommendations that
010that work will bring to us. I'll let you get started. Yes. Okay. Um good evening. Um thank you first of all for letting us be here and for all of your guys' work throughout the year. Um our committee um yeah our committee was the um committee in charge of the temporary instructional spaces. Um as you know our district is about to undergo a massive um project. Um so our committee was formed to help ensure that that this um transition can go as smoothly as possible um for the community members, the staff members, um families and all students mainly. So um my name is Emily Burton. Um I have a first grader at Elm Elm. And then I'll have a kindergartener at Elm next year. and then we will have another kindergartener in four years. I'm
011Sandy Weekley. I am the speech language pathologist and at Vermont and I'm one of the primary staff members of the team. Um I'm Aaron Emily. I'm a second grade teacher at Primary. Um and the other staff member on the team. I'm Stephanie Denon and I'm a parent and I have a sophomore at high school. I'm Sen Shriber. I have three children in the district. A sophomore in high school, a seventh grader and a fourth grader at Vermont. And I'm Amanda Pisella and I have three kids. A sixth grader at the middle school, a third grader and a first grader at the house. And then Joe is our chair and he is off on a work trip in London. Okay. And um another our big resources throughout this whole um project um Tim Weber, Mr. Weber,
012and Rhonda Johnson and Dr. Ker. There were a lot of others, but uh just to give a little recognition there. Um study objectives were firstly to to maintain and find best practices for optimizing the educational experiences through these temporary environments. Um establish strategies to maintain Wyoming's high standards of teaching and learning during the transition. Provide guidance on ensuring staff and students can adapt to these interim spaces. um also to minimize all the disruptions and maximize outcome educational outcomes throughout the construction periods. Um methodology methodology and research were um we conducted surveys, interviews with teachers, administrators, staff members um anyone that had firsthand insight on concerns that might come up, logistical challenges. Um and then we talked to them about what what they thought could be solutions to those two. Um we were able to speak
013with the architects on this project. Also the architects that worked on the last language project that was very helpful because they had a lot of insight on challenges that happened there too. school planners, um, logistical experts to help understand the design and the infrastructure, um, of the modular classrooms and now, um, the the alternative temporary spaces that we'll be using. Um, and then key logistical components, drop off, pickup procedures, busing, recess, there was a whole lot to consider. um safety, securities, and all of this just to help um to help provide a smooth transition um during those processes. um continuing its um access to technology, climate control, storage was a big concern. The classroom layouts um bringing teachers in to help us understand how the classrooms should be laid out, optimizing learning environments, all while
014minimizing the disruptions in this process. Um a significant emphasis was placed on surveying teachers that had done this in the past. So the middle school teachers, we were able to speak with a lot of them and some of them provided lots and lots of feedback. So that was really helpful because they've been through it and they want to help, you know, all the all the primary school teachers as they go through that. Um, and then using the collected data and insights to formulate actionable recommendations, things that we can actually, you know, procedurally line out and and hopefully make that as smooth as possible um with as minimal disruptions to to the staff, um, families, the students, and the community as a whole. Um key takeaways, safety and security, accessibility, the well-being of the teachers, um
015maintaining privacy, improved storage op options, um technology, weather plans, traffic flow, creating a new traffic flow, lunch, recess, gym, um and proactive engagement. So the first one that we're going to talk about is safety and security. Um we are recommending that we implement some um strict security measures. Um you know things such as fencing around the um temporary spaces. Um I know when we had the middle school students, they were they're much bigger, much older. Um but with our primary students, you really need to make sure that we can maintain them on the property where we are. Um that we have key card access into buildings so that only the people who are using the buildings are able to get in with those controlled entry points that really are going to enhance the the safety
016of those instructional spaces that we going to be looking at. um make sure that we review new security policies and procedures with all of the staff. Um make sure that we have reliable fire and security systems. One of the issues um when we uh renovated the middle school was with every time the heat turned on the fire alarm went off in the modular. So just really knowing ahead of time that hey this might happen and how are we gonna deal with that um or hopefully make sure that that doesn't happen. Um and then another safety concern um from the the last uh time we had to look at instructional spaces. Everything was gravel around the modular unit and that was all finding good until it snowed. um or or there was ice and then it
017made it really hard for you know snow removal and making those surfaces safe for people and I believe that we did end up having to do some black chopping in around those spaces before but to do that initially from the very beginning when I talk about accessibility we need to make sure that we provide accessible temporary spaces so that um we can include all students of all mo regardless of their mobility. Um we need to make sure that we allow for the movement of instructional materials from one building to the next. If we are looking at multiple modular units in um we have uh specialist teachers that are moving from building to building like we have moving in our class in our buildings right now. We need to make sure that they can get their
018materials or whatever we need to to be able to make those carts. And again, just highlighting there that we need to make sure that we have pathways between modular units because students are going to be moving back and forth between buildings. They need to um be smooth. They need to be wide. They need to be weather distant. Accommodate wheelchairs, walkers, any other mobility aids. Um and making sure that we're not going to prevent or them from being able to access Great. Talking about wellbeing and private spaces. So, one thing that kind of came up when we interviewed the middle school teachers was um there was no private spaces for them to work with students, for them to kind of have a spot for them to like decompress during the day. Um things like that, grade
019work, prepare lessons, make personal phone calls that we all have during the day. Um so, we need a separate for that. Um, also just a separate space that they can handle student um, matters that they might need to. And then just again those spaces to give teachers break time during the uh, school day. Um, but we all need that a little bit. Uh, and then improved storage options. Um, so their thing was right away communicate storage options with teachers. Uh we found when we interviewed the middle school teachers that they uh did not know what their um or a lot of them said that they did not know what to bring. They did not know how much they should bring if they would have access to anything again. So kind of just laying out like
020you need to bring this stuff, you don't need to bring this stuff kind of thing. This is what you will have access to. This is what you won't have access to. Um and just help us for like when we're preparing to pack and unpack at the end of the year and the beginning of the year. know um thinking off-site storage that will be accessible throughout the transition period. So the middle school teacher said that their stuff was loaded on a truck and then kind of not seen again. So making sure that we have access to it or we know we don't have access to it so we are prepared for it until we move into the buildings. Um and then ensure um that the storage will be available in the temporary space and classes. Again
021we know that storage is going to be limited but making sure we know what is available so that we can kind of when we start packing at the end of the year. Um, also if there is a room that has no storage, is there a place that we can kind of get it in a building or in a module or so that we can access it um for them? And then possibly exploring service opportunities for students to help us with as we get ready for the interview. So the the ne the next topic on the list was uh making sure technology is available and that it is robust. Uh when the middle school was done you know yes technology was important it's even more important nowadays teachers rely even more on Wi-Fi on smartboards on
022all kinds of different things. And when those things don't work well that really puts you know entire days of teaching in jeopardy. So, we want to make sure that uh reliable Wi-Fi access is there. Um, we want to make sure that there is access to all the other technology pieces that teachers are relying on, Smartboards, projectors, and anything else that they might be used to. U, one of the pieces of u feedback that we got from during the middle school renovation was that uh copers and printers weren't necessarily always easily accessible. They were maybe in one modular unit, but then you had to, you know, you have to go outside, you have to come around. So, you know, having technology stations, you know, in every temporary structure, not not just in the central location could
023be a very helpful type of solution to that kind of problem. And to have a very good plan, a distinct timeline for testing that technology ahead of time. So, not just assuming that, hey, we we've got access points for Wi-Fi, we've got boosters, we've got everything, it'll just work the day we start out, but really have a plan to test that and to make sure that when those teachers are and students are coming in first day that we know it's going to work and that nobody's going to run into problems. The uh the next piece was around um emergency planning. So, we we've already touched on some of that. you know, we need we need pathways. We need walkways that are not dangerous in in inclement weather. You know, what you know, whether that's um
024concrete, black top, whatever the case may be, but uh making sure that those traffic flows are available in an emergency situation. Um having plans for what happens if indoor recess is required. Obviously, you know, mod module units are going to be smaller, less less space available, but it's still going to rain. It's still going to snow. So, you know, make sure that there are plans for those eventualities. And again, this comes back to communication and making sure everybody knows what's happening is what happens in an emergency, you know, weather situation, fire drills, you know, when we have modulars outside the middle school, you know, where do those students go in a tornado drill, right? in, you know, all all those types of details and making sure that everybody knows what's happening and and is well
025prepared for those situations even though we hope they never have. Traffic flow solutions was another area we spent some time looking at. Um, we want to make sure we have sufficient planning, coordination, and proactive communication about pickup and drop off. Um, we feel like the middle school space is pretty well set up for that considering there's pick up and drop off every day that happens here. Um, but just making sure that those parents and families know kind of what's happening. Um, but really focusing on the Friendship Church location. So, making sure we're looking at the impact on those surrounding neighborhoods and roads. So, Fleming Road, Springfield Pike, and Terrace. Um there was a meeting that um some of the team attended with some of those neighbor neighbors um in that area and a lot of
026them were pretty concerned about what that might do to their local traffic in the morning and afternoon. So just making sure we're really taking a look at what that means and being good neighbors and communicating um with everyone. And then we also talked about consider additional buffing to alleviate traffic near the church either by like having central collection points or by reviewing the current busing radius which I know about might not be an option. Um but just something to consider. Um and also even just encouraging parents to take advantage of busing. I feel like people love taking their kids to a school, but maybe for that year, year and a half, maybe your kid takes the bus just to kind of make it a little easier on everybody. And then lunch, recess, and gym coordination.
027So, um, for the middle school especially, um, a lot of those spaces are going to be shared between the middle school and the primary school. So, making sure we have a plan for those shared spaces to make sure there's smooth transitions and access for all students. Um, we talked a little bit about safety earlier, but making sure that there's um fencing to keep recess and play structures safe and making sure we're keeping um traffic and then also construction zones at the at the primary school safe and separate. Um, and then coordinate scheduling and supervision to prevent overcrowding, minimize conflicts, and maximize student engagement. So, this is one thing that came up um with the middle school teachers. So, a lot of times, especially in the gym, there were multiple groups using the gym at the
028same time. Um and so, a lot of times they would end up like some people would end up in the hallway or like just in other areas trying to find space to do whatever they were trying to do. So, we can minimize that or at least let people know in advance, hey, there's going to be multiple groups in the gym at this time. and try to see if there's a way they can kind of work together to hopefully so we just want to talk about proactively being engaged with the teachers with the the students or families and the community throughout the whole process. Um make sure that we're engaging with teachers on our project timelines so that they on space planning materials planning and storage for shared spaces. You know, if there are maybe teachers
029that are sharing spaces, what does that space look like to make sure that we all are good good neighbors to each other within the building, but then also that we are good neighbors to our community as well. so that we are um practically communicating with our parents, with the neighbors that are surrounding um the middle school. Yes, the middle school is there, but we're going to have this primary school there now, too. Um and the church is um is going to have a whole that neighborhood is going to have a whole lot of more neighbors that are in traffic going on um in the church configuration to let them know what's going on as well. um that we're making sure that we provide them with regular updates on any kind of progress, any changes that
030are occurring. Um but just a consistent message there. Um so just our general recommendation at that top is um utmost importance is that consistent engagement that we have a regular rhythm of communication from designated people you know for that designated audience so that people are aware of what's coming when it's coming and to make that um easy to digest for sure. Um and then just making that we're energetically we know that there are going to be changes. This is going to be an ever evolving plan and needs that are going to occur adjust when we need to the first week of school. So, but that's okay. We have room to improve and we can do that the following week. um you know looking specifically looking at um that traffic flow for a constraint and you
031know things like inclement weather that might pop up. Um and then making sure that um all students are safe, that everything is accessible and in these modern spaces that are gonna um provide us with the robust technology that we need to make sure that we have a high quality inclusive all of our students. So we are we have some immediate actions that we think are you know like right away what do we need to do? We provided you with a report that has a lot of information in it but um first thoughts of of what we really need to work on um right now we should be concerning um logistics with full talk in the United Methodist Church. Um the plan is to for this happen in August. So we really need to get signing
032rooms to teachers um can schedule walkthroughs for teachers so that they can see what those spaces are going to look like because they're going to be I mean they're a it's available to see it's not a modular that we get two weeks ahead of time kind of thing. Um so possibly a coordinator United Methodist Church field trip for everybody defined as key leadership roles who who are the leads for you know each part of that who's going to communicate who's going to help remove all all the equipment and everything that needs to be there who is going to be leading that technology. Um and then as Fed said, really planning and executing that testing of that um to avoid any last minute issues. You know, we all know that the first day of school runs
033around and technology doesn't work the way that we want it to in the best of times, but when we're actually going into spaces where we haven't been before, this is going to be even more important to make sure that we look at that ahead of time. Um again, assess the in resources that teachers can find. You know, is there a place where where we can warehouse things that teachers can have access to? And if not, making sure that they know that so they they can have everything they need for the year. Um, and then again, engaging parents on that. Um, creating plans early and often. you know, if you're kind of come drop your student off at United Methodist Church, this is this is how you do that. And making sure that we have people
034out there so that we know, you know, continually, you know, correcting those people that just forgot or, you know, oh my god, this was the way it was. This was okay. And just gently letting them know that, hey, this really is the way to do it this way. And I think and you know just neighbors you know yeah we need some especially since we're it's not as big of an area as as it was when we were thinking about the the soft area. Do you have any questions for us? Thank you. You talk about flexibility and um for those of us who are on CAC and I the um flexibility had to be on the part of the the committee too because when we first began we thought we were putting modulars behind on the
035softball field behind the high school and running water and sewer lines and electricity and all that. tell you that church made all the difference in the world. Methodist church approached us and new game plan. Yeah. Much easier game. Start over. But thank you. I appreciate that you did that in the middle of your project. Apply a lot of the same research into that. So it was it wasn't I I would just like to add I really appreciate just that reminder about communicating with teachers and partic I mean we need to communicate with everybody kind of early and often and um but that kind of that idea of like letting teachers know what happened to your stuff, how can you access it, those things I could see maybe um you wouldn't necessarily think of as you're
036busy with the logistics of planning, but we've had this experience before and I appreciate you talked to those teachers and people have been through it. So, I found it as somebody on the facilities committee really, really helpful and helpful reminders. Were there things you talked about um in terms of once we're in these buildings um the difference? I mean, there's obvious differences. It's it's not the same as the school. We are in smaller probably classrooms. Um the shared spaces are all I mean the there's a music room and an art room. Correct. And that's last I looked at the map and a library. So um but were were there any suggestions that in your research that came up for how how you how you make that all work over the year and a half? planning.
037Some of some of the things that came up were making sure that you know that's where storage solutions and that those types of things came up. One of the specific things our art teachers brought up was like hey you know we we have very specific shelving requirements that you know for they're very narrow shallow shelves to store artwork you know things like that. It's like if the if it's great to have an art room, but if it's not equipped with say a sink to, you know, to clean brushes and clean things like that and and the proper storage, it makes it very difficult to use. So that it was it was again mostly about pre-planning the the usage of those spaces and making sure that they were equipped for the right activities. Did uh do
038you hear anything from teachers or or support staff about signage in terms of um students identifying with this new location as their school? So, first day of school, last day of school, a lot of photos being taken in front of the sign, Hilltop Elm, Vermont, whatever. That's the that's the the moment where you mark your your your time. I'm starting or ending with that. Great. anything come up that we could maybe do some something like that reloc I'm going through this with my senior son looking back on all of these moments in time and there's always that photo first day and the last day in front of the sign um I know there's things are heavy the hilltop sign kick things off roll down the hill but you know to have that and and beyond
039just that big sign maybe some of these other things. I know when my kids were coming through the schools, the carrying cowboy became a symbol. Uh and just those little markers of connection that you know the the classic horseshoe, the W, that kind of thing where we say I'm, you know, we're borrowing this place, but for now it's ours. It's our school and we can connect with some of the traditional symbols or or markers that we're we're used to and building that kind of traditional connection. But did did anybody mention anything or about anything? But to be fair, we didn't focus on that aspect necessarily. We really focus fairly strongly on logistics and operations and not so much on feelings and sure. There was some feedback around that, but not not there was a lot
040of on the schools that will be demolished. Yeah. And there was some like, okay, can we walk through this school one more time because that was, you know, the school I 50 years ago that I went to and I still live in the community and it's going to be really hard to see it. So that was but no, that's a great idea. There was some feedback around how long the project was going on and how for certain like the middle school students that they were going to be dealing with this for a period of time. So, some of that came up, but it didn't uh Yeah. Other than the let's have a a last moment. Sure. Yeah. Visiting the old school. Sure. And then even even like some I guess one of the schools, I
041don't know which one has like special tiles or something. They were like are they gonna you know people were very we did get a little bit of feedback. Thank you. Yeah. I thought it was great too on also on facilities. So it was great to just hear a lot of the themes that were sitting in the meetings getting it started and these topics are coming up and really talking about a lot of like the flow. So a lot of these things have already been started but it's great to really think about it differently and even as much as a service opportunities for students, right? Because we keep talking about how to move that one's great because you know there's high schoolers or lots of kids who could help with that. Um but just to reiterate
042that the storage alone like as much as we talked about moving it is like what do you have space for for the amount of time and can you see that stuff or not but um just really helpful to know that we have a meeting this week that we'll be talking about it. So the timing of this is really great as well. Thanks for pivoting the change. Maybe obvious given the discussion we just started with that, but if you think about what are the things of a hilltop or an elm or monk that we want to preserve as we take the schools down and then bring them back up, it might be that those are some of the things sort of create temporary versions of as friendship becomes Hilltop as it becomes Elm or Vermont so
043that as they then transition to place that they go, there's a con. That is smart. You're right. We're having conversations about those like a little bit separately. We were definitely talking about what are you taking down? But I feel like um kind of what you said spend like right now you're in the meetings about logistics like let's make sure we even have the building and then let's make sure we can get them at a certain time and move in and then get to like the next level. Um so that was really helpful. Yeah, I'd like to capture the the comments here in some way too because I I see this product being somewhat of a checklist as we having our core team meetings. I think is a really really good idea. I I was just
044looking at the copier and printers, right? When you have modular units or even walking within the building, it's not as easy as what you might have in a in a traditional school. So, you know, all very very good ideas. I just want to make sure we capture these comments because we'll pro we'll look exactly to that uh that product that you walk through with our And it's been our usual practice to put your report on our website. It will be under the board of education and there it will stay for not just the the time period that we're building, but historical record. Well, I appreciate it. Sometimes we do projects that that the board is really interested in the information but maybe doesn't have the money or the time or the it's not the right
045time to put that project in order but you know we have that information we can fall back on with you it was like clearly are we needed this week exactly I ask one more question that just came up and you sort of alluded to it in talking about needing to understand indoor spaces for play and and all of that. Is there anybody talking about because this is primary versus middle school and I know we'll have the middle school playground um for the primary students and there's some little play area at friendship but anybody talk about like the need for any kind of different play space because I think the current play they want to that play is going to be something that's needed at that friendship location. It's not there. That's awesome. the point that
046you're making Jane I think there will be different interest in this project than some that we've had historically as it gets posted and made available. So you know as you all have led this work it may be that people reach out to you you know asking all those questions. So don't want that to be a surprise or something that's true as now res experts and I think that's a really good point if if others are sharing ideas please you know Gina Rhonda myself please reach out to any of us to to share those ideas so that we continue to capture them and use also the board members our phone numbers are on the website Heather and I are on the facilities committee but you can call any of us and we'll make your ideas get
047passed through as well. Well done. Thank you very much. Much appreciated. Thank you. Um we're going to move on to the committee reports. Have a hard time with transitions. You know, I'd like to talk. So, here we go. Transition. The belonging and inclusion collaborative did meet. Thank you. Yes. Thanks everybody. You all don't want to stay. Thank you. Okay. Yes. Um I got distracted. I'm just I know. Belonging and inclusion. Yes. We we had our meeting on March. I almost said May not that far yet. Uh March 18th and and we continued our discussion series that uh at that meeting the topic was disability inclusion and it's interesting to hear the report that was presented tonight because it brings back a lot of that conversation. Um, specifically, one of the things I was thinking about
048is voice and and having um a voice present and and thinking about even friendship maybe. Um, just thinking about accessibility and and what does that what does that really uh look like? Um, and so Amy Webb presented the the discussion and it was a a great discussion. These are just wonderful opportunities to to think about what belonging inclusion looks like within the school district. all kinds of different levels. I thought she made a really good point. It's something to keep in mind, not just with the primary developments that we're doing, but that you caution that accessibility is not the same as inclusiveness, right? Inclusivity, right? That that's a dimension of it, but it's not the entirety of it. Be mindful there's many more dimensions of being inclusive than just giving access to a room or
049around the facility. So it was a yeah very meaningful discussion. All right. Um the citizens advisory committee we have actually u we've met our second group will present next month and I guess right and that is the social media team. Social media team. Yes. Uh the next is uh district leadership team and student achievement. Yes. Um, our DLT met on March 20th, just before spring break. Um, we had three three big ideas in the conversation. We were talking about the 2025 2026 potential district goals. Again, those fall into the areas of our pillars of our strategic plan. Uh, and so we were we're really in a brainstorming process right now. how do we capitalize on work that's been done in the past and think about what makes um the best plans for our students in
050the future. Uh and so we'll be that discussion. We'll continue that in um we'll be setting up an April meeting for the for the team to meet and continue those um brainstorming sessions. We also spoke about the 2026 2027 district calendar that is closely connected to the uh construction process and the timeline for construction. Um probably the biggest takeaway from that calendar and it has been presented as a first read with the board um is that the we three week break sorry I had to say that slowly three week break at um winter break and that is because we would have more student travel at that time than any other time. Hilltop construction would be complete so they those students would be moving to their new facility. Uh so exciting to even have this conversation
051right now and and um Vermont students will be moving from their current location into friendship for research. And then the other topic we spoke about was uh the interim reporting process. We've been having a lot of conversations about the um value of the traditional interim reports and whether or not there is a more effective way to communicate academic progress to families. um that would be used in lie of that traditional printed and availed report that is out of date by the time that goes home. And so we're we're the the DT district leadership team is going to be meeting to talk about um um plans for you know really defining what good best practice looks like for academic people. So that's an exciting conversation that will continue. All right. Facilities. Yep. Good. Exciting. You're right.
052A lot of exciting things happening. So, first of all, you know, we we listened to the presentation tonight. Um, and flexibility came up and I thought I would wait to till we're talking about facilities. But speaking of flexibility, you know, this continues to evolve and one of the reasons it continues to evolve is because we have this amazing community that steps up to support the school district in in so many ways. Um, we're at the very front end of what could be another exciting opportunity. Um, on March 21st, um, we had several representatives from the district, our architect, Mike Brriley, Ron Josh, Kersner, and I met with um several members of the Wyoming Presbyterian Church and they were reviewing their own facilities and the the option of of partnering with Wyoming with Wyoming City Schools
053for L. And so we we're at the very front end of this at the Presbyterian Church. Yes. Yes. And so we're get your head around that. We're at the front end of that conversation, right? Like go back. I think you have the heart to say. I love that you held that comment. But we're not we're not we're not so we're at the front end. Um but but we you know we we do think that there's there's an initial interest from the church and I know it's been communicated to the congregation and we're continuing to have what we're calling feasibility conversations and so we'll be sending the team to the church to talk about many of the things that that this presentation mentioned technology spaces walkways park um park security um it's actually awesome to have
054those things identified instead of us trying to brainstorm them with the church in friendship and where for getting some. Uhhuh. Yeah, it'll be wonderful. But the the space that we're that we think may be may be available um would be a space that we might not even have any meaning for modular units outside. But again, we're at the early end of the conversation, but we're we'll continue doing that. But again, a great opportunity in in an amazing community. Could you send an email to the committee to just update them conversation is beginning to take place and whether or not it it happens. It's too early to know, but um just so they have that knowledge. Absolutely. None of them stay. Watch the video. Watch the video. Send something out. know how much we appreciate that
055work in our capability. Make that first conversation so much faster. All of those things, every single piece of that study is applicable to no matter where the space is because those are all things that we're able to walk through with our with our facilities support team and say, did we account for this? Is this present? What's missing? what could be what can be improved upon, right? We didn't sign the contract. So very uh not that module piece over the Mazda Hilltop is all I signed, right? Because I was like we sorry the modular guy was there. I mean all these meetings they're in there talking about signed for the two mod. We don't have it's not said. So another reminder another big um big step um is the sale of the Wyoming bonds. Um and
056Rhonda, if you're okay to speak to this a little bit Rhonda Gene and I traveled to New York that was um an special day on March 13th to support the sale of the bonds for the primary facilities project. fascinating process to me um which resulted in a great outcome. If you'd like to share just a little bit about that outcome. Um sure. It we're moving towards um all these key key pieces of the construction project. It is important that we have the funds to to pay for those pay for those pieces. So um it it was time to issue the bond. I mean, we passed the bond issue in in November and then issued, you might remember, issued some notes, $15 million in notes before the end of the calendar year in order to one
057um start to contract with our architect, but also to have some advantage in and arbitrage and and gain some additional interest, but then work through the process. We talked a lot about the process in the board meetings. We had to get a credit rating update and so we went through that process and then we had to prepare the official statement that's out the offering that goes out to investors and about a week to 10 days ahead of time that offering document kind of hits the market and um you know our underwriters start to have conversations and market market our bonds and then it all happens in about a three-hour window uh on a Thursday in in New York and uh uh just a wonderful a wonderful process. We have a wonderful team. We work with
058RBC as our underwriter and happy to report that there was we were overs subscribed. So, we have a great credit rating and it was wonderful to see local buyers actually purchasing our bonds. So, uh Johnson Investments, Cincinnati Insurance, um super fun to see a lot of individuals purchasing the bonds. We don't actually get to see their names, but it actually comes up as individuals. So that's a lot of fun and never happens, but it's kind of a Wyoming thing. Uh so that was just really really great that people here in Wyoming kind of wanted to have a little piece of history and uh some of that. So um so when we were over subscribed that means that we got to bring down the interest rate a little bit and so in the whole grand scheme
059of things uh everything worked out perfectly according to plan in alignment with we we'll talk about that when I report on finance committee. even modeling the debt payments and the principal interest schedule. All of that worked out perfectly and we close on Thursday. So by Thursday afternoon, she signs all of those closing documents that are actually in front of her right now. Uh we'll we'll have all of our money in the bank and and that's exciting for her to invest it to to do all of this wonderful work that that we've been planning for for you know just a couple years now. So it's pretty helpful to learn something new though and you could say it again one moment before we go on it. thinking about it, right? An interesting just look at this pile.
060It's not one bond for 72 million, right? It's it's they're all in packets and they come due at some mature in December of 2025 and then there's a group of them that mature every December from now until 202. See, I got I thought it was 37. We're 37 years plus now. 61 sorry 6149. So they people bought them for for different reasons. Yeah. Yeah. And I just one other quick quick update is um just wanted to share you know we our most recent core team meeting core team meeting is where our architect, our construction manager um our district uh administrators and and everyone closely connected to to the work needs to talk about where we are in the process. Right now it's all pre-construction. Um and one of the highlights from that meeting was feedback
061that was received um from the first design workshop. Behind you over there you see the conceptual drawings that we had been working with. Um and it was exciting to see that the feedback that came from the the first design workshop already has influenced the the conceptional understanding of what this could look like. And so there have been changes made which are powerful changes I think. um excited to to bring those out uh at the the second design workshop. But that engagement process now we see that happening and it's it's bringing a positive result to the work which is great and I hope we get that same kind of response when we have the Vermont and the Lord that get people to come because people came with incredible ideas, right? It's great. Okay. Um and you
062meet this week. [Music] Go for it. Thank you. Um, all right. And another big event was the finance committee met because there's just so much going on right now. Take the whole thing. Um, sure. Yep. So, we uh we always review the salary benefit analytic and so we we talked about that. Uh we did spend quite a bit of time talking about primary facilities um updating one just the overall budget and then work through the details of Tim mentioned selling the bonds on March 13th and then preparing for the closing date which is on Thursday of this week and um we actually worked through uh the whole process from um sale date on the 13th and working through the structure of the bond. So you know we noted that there were some price to mature
063in December of 2025 and then some price to mature in 2000 right 2061. And so um you know we worked through reviewed that and then also kind of rewound back to just when we started doing the planning even when we were back to um working through the original millillage and and the $72.5 million project and uh brought all of that whole c full circle to look at the actual structure now that we've sold them. and we looked at the principal and interest payments from 2025 all the way down to 2061 and then reviewed how the the millillage calculation works into that. So we looked at both the 2025 debt and the middle school debt from 2012. Reminder, we have refinanced that or refunded it most recently in 2017. And then we had some notes that
064were callable in 2023. So um we refunded those notes. you can the current laws that you can only refund things at the call date. And so um we worked through the entire structure of our debt and reviewed all the principal interest payments. Now that we have issued those bonds and know exactly what they are and line those up against our expected mill just to make sure that we are going to generate enough revenue to buy the funds and make the principal interest payments out of that. So that was a a good mathematical exercise. I think I enjoyed it the most fun. Yeah. So fun. Then uh then we moved on to maybe things some things that aren't quite so fun. So we talked about the bianium budget update. Just a reminder that the state budgets
065in two-year bienium cycles. And so um we're about to start a new bianium 26 27th. And as the state is preparing for their new budget effective July 1st um the governor has introduced his version of the budget. step back and just talk about process for a second. The governor introduces a version and that normally happens right around the beginning of February and and so the governor did that in early February and then um we've been reacting to that reviewing it. Um I'll come back to how how it's not great but just let's talk about process. the governor has a version. Uh then the House has a version and that is happening. Um they're actually introducing theirs tomorrow around 1:30ish and then the Senate will have a version. And so um sometime in May, all three
066of those versions will kind of get hashed out and they'll send one version to conference committee that they'll further hash out and then one version will go to the governor that he will then sign and that will be the budget effective July 1st. So if this was an A toz process, we are like on step B. Uh the governor has introduced his version. It was not great for public schools. Uh it was more not great for Wyoming city schools. Um school funding in Ohio, we're under a formula now called the fair school funding plan that was proposed a few years ago. It was phased in because at the time that the state didn't have enough money to fully fund it. And so um at this point the governor's proposal uh stopped the phase in and
067also didn't provide some updates. So if you think about the school funding formulating a calculation, there are some inputs and the input data is about average um expenditure data that they that they kind of put in this calculation to generate funding. Well, those numbers are now old and and so we you know it's sort of it kind of common sense that you would update those numbers if you're going to have a funding formula for future years. Well, that's not happening. And so the governor's formula doesn't use the updates and it stops the phase in and and uh so from a big picture fair school funding plan that's not great because it it generates less money for public schools in Ohio. For districts like Wyoming, we were never a winner on the fair school funding plan.
068We've been flatlined in state funding since 2019 at about 5.85.9 million. And so um we would not necessarily buy into the fact that it's a fair school funding plan. you kind of think it's an it's an unfair funding plan, but I I've said for many years that our advocacy is going to be about eventually holding on to our state funding. And that really is where we are because so in the governor's proposal, he stops the phase in doesn't increase the inputs into current year numbers and then also phases down districts that are on the guarantee. So we're we're on the we're on the guarantee and so he's phasing that down for districts like Wyoming. So, I said all that. What that really means is that we are slated to lose about $850,000 in the governor's
069proposal. Now, remember, we're on step B. This is an A to Z process. We're on step. We only have the governor's proposal. Uh the House has been hearing testimony. has submitted testimony on behalf of the districts um encouraging them to one fund fund the plan from a big picture public school funding perspective two increase the inputs because that's just sort of a common sense mathematical approach and then also maintain the guarantees and find a way to generate additional revenue on the funding formula for districts like Wyoming because we're not the only state that's done on the guarantee and if you heard the governor's speech the day that he released his budget he was talking about that he was assuming that district run on the guarantee are on it because they have had um significant enrollment
070of time. Well, we look at enrollment as a as this board routinely and we know that our enrollment is very stable. We've been, you know, plus or minus 5% of 2,000 kids for many many years. And when we when we do have enrollment fluctuations, it really is tied to our birth rate and our kindergarten and then you can watch those class sizes go through, right? So we we know that as he's studying right at the moment our place on the guarantee is driven by the components in the school funding formula that are related to property valuation and income and we rank very high on both of those factors and so that drives less money to Wyoming. That's why we're on the guarantee and so um he's his proposal is to further reduce that because he
071thinks that everybody on the guarantee is losing kids. Okay. So, we've already identified a couple holes in the funding formula, right? And so, if if if the if the budget were adopted today and tomorrow was July 1st, we would use the governor's plan and we would lose $850,000. This week, we would hear from the House. We don't know what the House is going to do, but they've been they've been um taking amendments from their members, and they will release their tomorrow afternoon. We're hearing that they don't have a big appetite for increasing the inputs and phathing in the formula. They're they're more inclined or maybe they might pick one over the other. Um we haven't heard anything about the guarantee. So one of our sources of them about the guarantee, but we won't know that
072until they release their version at that same time. So over the next two weeks, the House is going to release their version and have some hearings. At the same time, the Senate is beginning its work. And so, um, once we know what's going to what comes out of the House this week, then we can, uh, work together as a board, send some information out to our community, ask for some support and advocacy. Um, it, you know, it is important to us. We know that we are at the end of our levy cycle. We passed an operating levy since 2017. And as we approach the end of our levy cycle, that means we have less flexibility. you know, we're we're approaching our cash balance number that that is meaningful. Um, and so, you know, losing $850,000
073over the next benium is not immaterial to us. Um, and it it it could very easily there's really three options. We go sooner. So, you go you you uh you know, you put a levy on the ballot sooner and all likelihood may be higher, more millage or you make some reductions. So there I mean there's no magical math way out of this. You know reductions in expend reductions in expenditures. Yeah. When you have when you have depleting cash reserves when you're at the end of your levy cycle which we are there are only really two options. Raise revenue or decrease expenditures. And and so ours would would could be some combination of both. And so you know we have been working towards a 2027 operating levy. We're working very hard to make that 2017 operating
074levy stretch as long as possible and and acknowledging that we just asked for bond millillage and so trying to you know put some distance in between bond millillage and and operating millage. Um, so we've been working towards that and so, you know, if this passed tomorrow and it was that $850,000 in all likelihood you'd be talking about sooner, higher maybe combined with some tax like that would be the conversation how those three things factor into a solution. Okay. Um, but I would like to not have to do that. So the alternative is we all just lobby like crazy and are super successful. But not just Wyoming City schools, public schools in Ohio together, right? Because it, you know, um there's a lot that has to go right for Wyoming City Schools to keep our to
075keep our money and maybe see an increase, but for lots of other places around the state, you know, that it's it's way more of a dire situation. So, um it's going to be a super busy next couple weeks. So, um I guess my ask of folks or if you're watching on the video, if you're here in the audience, pay attention. Um, we will in all likelihood be asking some things of you. Write, call, email. Um, we'll give you the tools that you need uh to to to be advocates, but um it's important to us. It's important for public education in Ohio. And we had a guest speaker here tonight talk about fed the federal fund issue. We know that here in Wyoming, we get about $550,000 total federal funds. What we don't know is what
076that's going to look like after this year. We know what we have this year. We know what has happened at the federal level. We don't know exactly what that means for states. I don't think anybody does just yet. But that could add another layer into the complexity of of what's happening right now. All of that money that's coming from the federal government is designated for specific needs. The idea program, the time. Yeah. most of it special education and students in poverty. So what we do know is that any reduction of that goes immediately towards something that is very important to us. Absolutely. And would have to be absorbed by the general fund but there isn't another funding source which is and then and then the other thing um when we talk about cuts we have
077to remember that 80% of our budget of our revenue goes to teacher salaries. So when you're cutting obviously what costs you can't cut out one coffee machine and say okay and save $850,000 right teachers so in the last the last paragraph said you mentioned this is what happen next I'm not going to be watching every single day some of the direction probably very healthy Some of the direction that I've heard as Jeannie talks about what that funding goes is toward the IDA andor students in poverty. Seems like the direction that we're not going to be supporting. It seems like what everything I've heard is pushing against funding those kinds of things. Is that accurate or not? I'm not trying to be dire. I'm just trying to get a sense for where we feel like it's
078headed based on what has been stated. I have a sense which it could be 100% meaningless that if if those federal funds get redirected to states that there will still be a direction towards those two topics special education poverty. Do I think that we will get less? Yes. Because I think that those funds will be more directed to private schools. I mean, we we've seen this road show before. And I think that that I think that what we're seeing in in in um statewide education dollars being reduced for public education and redirected to other uses. I think that that would continue when the federal money comes to us. My perception could be meaningless, but that's what we've seen happen. So, will it go away? Probably not. Would it be less? My recommendation is yes, but
079I hope I'm wrong. Well, and I think in light of our state legislature, state legislature pushing funding of vouchers, um, you know, a lot of people I talk to will say things like, "Oh, isn't that for those in the like, you know, uh, the poorest districts or the, you know, you have to be at a certain level." And I'm like, "No, all the guard rails are off." Um, and just tell me if I'm wrong, last year, um, state funding of vouchers grew to the tune of almost a billion dollars. Yet, they say the level at which they're funding state education is not, state public education is not available. And I really think this comes down to people need to pay there. There's a lot happening at the federal level that and there's a lot that
080is happening at the state level that people there are a lot of there's a lot of state legislation that impacts our budget amongst other things. Um but 90% of Ohio's children are in public education. And Rhonda, I think you could probably give the figures pretty accurately. And this is not to speak against private schools, just the public funding of taxpayer dollars. um two privates and in Wyoming our student share probably that would be about what $2900 am I is that per 3,000 is a fair round okay if there's a student in our district who's already attending private school um they can receive a [Music] voucher not in the amount say they go to high school $8,400. So an income phased down. Yeah. If you have a certain income, it can be phased down, but it's
081a pretty high level at which you can receive the total amount. And so to think about the small number of students in comparison to the number of students that our Ohio constitution has said that um you know these senators uh Ohio you know house representatives take an oath to provide a common education for all. Um and it's part of our state constitution that they will do that and um redirecting that money to um something that in effect becomes school operator choice um versus parent choice and that the schools still do do not have to take any student that they choose not to and they do not have the same accountability that public schools have. So I you know I really do ask for people to to pay attention at what's going on in our state
082legislature because they have yet to hear voices. Why do you think that's part of the ask? But like we've realized we've talked about it so much. So I know way more about vouchers than I would have and I'm talking to a lot of different people, kids in private and public and they seem engaged in a lot of things and they still aren't getting that complexity of how vouchers are working because it's easily just to a lot of the people are like sign up for this. It's free money, it's free money. So they don't understand the gravity and I can understand why they don't understand it. So maybe part of that I ask I think it's great that you've given action steps because I think we've all had a lot of people asking like how can
083we support you or what can we do for the school? So at any point you are like I think it's great to be able to reach out to people to say whatever maybe there's people who help explain I do think it's important in the context of 96 which is the banham budget crystal clear on the ask regarding vouchers. Yeah. So Wyoming City Schools as a board has joined the lawsuit in opposition to vouchers. Right. Okay, vouchers are in current law and there is I think over 400 school districts now that have joined that lawsuit that is that is scheduled to go to trial in 2025. Okay, so that is happening. Vouchers are are are happening and and we join the lawsuit. So, put that over here for a second because um charging the state house
084in opposition to vouchers is not a path. vouchers are here and they're happening and and so our our path is through the lawsuit right now, right? Our advocacy between now and July 1st is fund public schools in Ohio to a manner that is sufficient and stop sending more money to vouchers. Yeah. Stop the expansion. Yeah. I mean, vouchers are they're there. And so, um, gaining awareness and paying attention 100% important, but like the voucher lawsuit is sort of a parallel thing. And I think it's easy for people to get confused and say, "Oh, what can I do without vouchers, right? Do nothing right now." The advocacy is fund fund public schools in Ohio first. First, yeah, fund fund the formula, increase the inputs, find a way to to fund guarantees and provide for increases for
085school districts like Wyoming and stop voucher expansion. Don't say that you don't have the resources to fund public schools at the same time that you're increasing voucher spending, right? And talking about tax, those are those are very different things. And so, um, that's where I think our our support of folks in our advocacy will be helpful. Yes. Well, because it is easy to get really riled up and I am so guilty because I am, you know, I've been on my doctor anti-dopress box for many, many years. So, it's very easy to get drowned up in that. But the the the path right now is about the budgets. I think too though it's really important for people to understand because this has come quickly. There was a huge expansion in vouchers from one fiscal year or
086one bianium budget to the next to the tune of hundreds of thousands of dollars in one year or millions of dollars, excuse me, in one year. And a lot of people are not up to speed on this. And so when you say you call or you email a senator say fund public schools or you go to a a town hall meeting that may happen and and you say fund public schools and you have somebody like Matt Huffman say well I just don't know that's sustainable. It's important to understand as a citizen the backdrop of why they say it's not sustainable because of the massive a mass amount of money going to this voucher expansion. So, um, I think a lot of people do not know where it started and where it's jumped to and why
087that is such a threat to public education, but I agree it is happening is people just don't know, right? The irony to me is we we had a a system of funding that was found unconstitutional five different times over 25 30 years. And so, Coinb came upon this new process. They worked bipartisan worked it out, called it the fair school funding plan and it has turned out to be neither fair nor funded because in the meantime a second group came in there and diverted that money and it went from I don't know 400,000 wasn't it to 1.1 billion over like period and this this year they expected to be 1.5 billion million into into schools that are not accountable. They don't have an audit. They don't pass. They don't they choose whomever they want. They
088their special needs program. They send the child back to the public school. We could go on. Sorry. Well, it was a lovely fun conversation. We had such a great stay tuned. We have interruption for you today, but we will have that'll be helpful. Okay. Um, unfortunately, things get dark again here. Oh my goodness. Uh, we're ready to do policies. The policy review committee did have a meeting with um Norm, our Neola representative, and um we have a series of policies that we have shared with you. Um, there are some some some we need to talk about. So I I think the way to do this maybe is jump in please if you have a question and um Ilia Rhonda and Tim I need you to jump in whenever you can please to to help me
089out. So here we go. Policy Sorry, let me get up to where I actually am. Policy 0131.1 is um a revised bylaw. It's um it deals with technical connections. It's um it updates names and um it's I guess as Norm likes to call it word smithing. It's um I don't believe there is much discussion other than it exists here and I think it's okay for us to move on with that. Okay, the next policy is 0171 is called um review of policy and um because there's a new policy coming up uh 0131.1. This one is actually you could draw a line through it. This is one that we've slated to uh remove. And then the next one on my list is 1422.01, a drug-free workplace. And this would have um this would be similar to
0903122 and 4122. Remember the policies, the ones that apply to administrators are in one section, the one that applies to students and another the one that applies to teachers and yet another, even though they can end up being the same policy. um triplicated. Um is there anything anybody wants to say on this one that's just brought that into solid form for um in this case for so it's basically the same thing that's written that we have already in other areas just it is a very minor detail but affected by drugs I would you want to say illegal or I guess that is We did not talk about that. You're right. You mean by affected by illegal drugs. Yeah. It's not obtained by the use or evidence of evidence of use of any controlled substance. I
091is that include a lot of prescribed medication. Yeah. Like I I feel like we need to somehow work in the word illegal or I mean that may be stating the obvious, but some people have to use controlled substances. I don't know if it's um this is the first of a 30-day read. I mean first read of 30 days. Sorry. So there's no reason why we cannot as a a committee. We'll go back and take a look at that. It's minor. Any controlled substance. Okay. And then it adds drug paraphernalia. So if you have to use a needle in the during the day to administer your medication, right? Okay. Thank you. I guess for sure these questions that we need to come back to and I am trying to as well but we could all try.
092Yes, I agree. All right. The next one is 2260.02 and this talks about single gender classes and activities. Um, would somebody else like to talk about I wasn't quite sure why we wanted it? Well, I underline the the line in the policy that says that it delineates the circumstances permitting administrators to create single gender educational offerings. Um, and list some examples um because it's not general that you would do that. Um, you could have a woman's choir contact sports, right? You know, or you could have a tag team football tag football for boys as opposed to there's some allowable reasons for that. You don't have to because you're No, you don't have that. I know. But what next? You don't have to, but you have that option. If for instance, you wanted to have I'm
093sorry. like the sports person, you all know that, but I am the chorus person. If you wanted to have an all female triple trio or something, you can do so. Yes. Several examples in physical education. They're normally saying you you can't separate them. Like it's not it's not it's not our policy to separate them unless you want to do that for wrestling, rugby, right? Right. It's it's saying here are the reasons why you can't and you can group them by ability or if you want to divide them for human sexuality classes identify or if you want toend the women with the men. Right. So it sort of delineates when it's okay but but generally we shouldn't be separating the girls and the boys and instructing them separately. Correct. We're just [Music] clarifiously inserted. I'll be
094honest. I was I mean I was came across something nefarious about it or is it really just trying to be protective? An actual protective. I think this one is meant to be protective. I think as as it's written it's meant to be. All right. We're just gonna Okay. All right. If somebody wanted to if they said, "Hey, we want to have like the the men's engineering class over here." No, you can't do that. That's right. You got to have the men and the women in the engineering class, right? Okay. So, it delineates. It delineates when you can do it. Wait. specifically says when you can when you can. These are the these are the reasons when you do it. My daughter engineering school at Michigan State. They have women in coding, women in engineering. Can
095we not have We have those clubs. We had a women in engineering club at the middle school, didn't we? Yeah, we have before. And we can still have Yeah. This is This is about courses, right? Or activities. It's saying you can do that. Yeah. Cannot you can offer single gendered classes or programs when needed to achieve an important objective and the single gender nature of the class or program is substantially related to that objective. Can you coding to encourage women in to do coding? I think under me. So down down underneath ABCD, it talks about what you can do in classes or programs to achieve two important objectives and those are improving achievement and providing diverse education opportunities or meeting a particular identified educational need. It seemed like that that language really right I think
096we have to say yes even though we as long as there's you know [Music] And I just want to make sure someone who identifies female but we're doing you know all the are we we're not making a case I think clarifying that it was really and we hope that that's something all right 2271 is about college credit plus the college credit plus program. It is to line up with, excuse me, SB 104. It's a revision of um uh what we already have in place. And I think there are some some date changes about when a parent can notify the school district that their child will be in a taking a CCP program class. And other than that, that's that one's kind of the way it is. Oh boy. Now we have 234. Oh, okay. Um,
097I do have a question about this one. Go back to that. Okay, got it. Um, and again, because this is my only chance, I'm not on the policy committee. I'm sorry to what this is all for. So we have to include a home educated student and they how do we and have we traditionally and I'm just not aware um how do we evaluate their qualifications to participate uh because it says here a student which is this is new language including a home educated student um or the student's parent must complete and submit the letter of intent to participate in college credit plus program to the principal which signifies the student's interest to participate da [Music] um they must participate in counseling sessions. Um you're on the home student section. Yeah, it's a new it's enrollment.
098That's what they have to fulfill by November and then by April to participate in CCT. Okay. How do we evaluate a home educated student? I guess that's my question. What and what's our have we traditionally done that? I just didn't know. I think they well we changed the policy for home educators last year right but they have to not it was much more minimal like they minimize they don't have to share necessarily specific plan which is notifying the district right but I see what you're saying they don't they don't have a lot of criteria but the form 2271 either a home educated student or a student in our district they have to fill that out and go through whatever the process is um and so we I don't know we do an evaluation of the
099home educated at all as much as the school they're going to take class. Is there any added work for these are deadlines I think opposed on parents and they just did a parenthetical section where they mentioned home students homebased students it just is including them in the general population are in class students in school students. So the principal is not doing the evaluation just receives it maybe just has to receive it and pass it on. I think the evaluation takes place in that you have to be accepted in that university. Okay. The other big change at the end of general requirements talks about paperwork. We shall we have to use the forms the CCP forms is developed by the chancellor and the department without any modification. We've been doing that. We don't change that. We
100haven't been making up our own or anything like that. That doesn't change our course of action at least. But you have to assume that other school districts were for them to somebody was takes and just learn audited on this. They ask for our presentation and they ask for our material verify that they ask for it. for them that likely does not happen at a private school. They don't trust for the students we're sending to CC or they require that we have the the meeting in the timeline, the the materials, they they pull a sample. We are audit of all of these state requirements as part of our financial audit. We pull all of this information. All right. 2340 is field and other district sponsored trips. Thank you. Sounds easy. Easy, isn't it? So, that one's
101okay, right? Um, this one I think some of the concerns were um I mean I mean some of it obviously is just the things that we already we already do these things. We've got most of this in place. And um they talk about the new line they put in there. I'm sorry. Do I have to actually read this? In accordance with state law, members of the opposite biological sex are prohibited from sharing overnight accommodation. And so one has to have a some kind of plan in place which you do. Correct. Yes. And for students who might be in a gender changing situation, is that the best way to say it? Sorry. Have we traditionally used this phrase opposite biological treating things as dualistic? And this comes up later in another policy and it's as far
102as I can see and maybe I just didn't see it. It's not defined when we use a fairly substantial term here. It's not defined in the policy what we mean by opposite biological sex. So I would table your opinion or or put this aside for future consideration. I'm curious like what uh high school or middle school leaders have used or the term of opposite sex not something that's I'm not engaged with it as unusual or even bias and the discussion non-binary you know this brings a lot of question on how do you manage I'd be very curious how do they determine make decisions relative to who stays in the rooms you know kind of where I was actually interested but the the irony to me about This is um different in that this was designed
103in theory so that the school could protect and make sure that stuff isn't happening you know in the rooms overnight even though I don't know what we do for people who are in the same such relationship with someone who's on a trip at high school which is a totally different can of worms that today that's one of the things that was just ironic to me you know as we think about all this protection you know that we're doing and how do we manage it well so well and I don't you know I think it's a good question as to the language and the polic policy because I'm I'm not sure the language in the law and so the law changed February 25th and and the policy is there to reflect the law and I'm not
104sure what the actual language is in the in the law so I think it's it's good to to look at um yeah I mean we've talked about like like you said opposite sex we don't use that specific term well even opposite biological biological I felt that. Yeah, that is very right. Well, and and part of the the research that I'm trying to do on on many of these too is to find out is a policy in and of itself legally required and and then and then to the next level, the language of the policy that we want to have in place. I don't know that that this policy is necessarily legally required important to continue to. Um, I think the intention of it is to make sure that our district staff is aware of the
105law. Um, so I think that's probably the intent of it, but I think it's important to to continue to look at as he specifically stated. So I would like to send this one back to All right. And and just to continue that point, just to make sure everyone is aware in this process during a first read, this is the intent from the first read. We can talk about these things and if we're moving forward on a second read to to approve certain policies, we can do that as a second read and once that we're pulling off for more discussion, we can do that. Okay. We'll be mindful to any dates by which anything has to be approved. So I'll just continue. Okay. because some of these are April some well some of them um a
106law like there's one of them that we'll probably talk about where a law changes um in April and then the a policy has to be approved in Jul thank you all right the next one is 2430.02 02 participation of community STEM school students in extracurricular activities. Um this ties itself up with HP47. Um that long line those are both homeschooled children and children who attend um voucher schools. Think I want to just put it all into one one big pot. Um I don't know that I don't there's the the the new section that's in here um just reflects the law change and I'm not sure this one was a hard one for me because I don't I don't I don't think it hooks up with us. I don't know what the part about and then
107then there's the two lines. Yeah. So, can I have an example? How do you all I mean, do you have an opinion about this policy like or change in the policy? Because I guess the last this was a policy from 2017. So, it's been a while that I think we've had where students were either homeschooled or like in another school. Hard to hook it up to us. We don't have a ton. the example. I think that if you look at the very last sentence in there, it says the district will not penalize or restrict the eligibility of a student um who moves into say our district because they've moved from somewhere else due to the big picture around our making our athletics and other stuff available to home students is one piece. They felt like
108some of this revision is to say that if someone was participating in Princeton district sports or interact and had a bullying situation, they would be able to come into Wyoming if we offered that then they wouldn't experience a penalty, meaning having to sit out or be subject to the other transfer rules that a student is subject to because the move was driven by bullying is what it took away. But then I was having a problem in that we are a closed district. So we don't have transfers, right? It doesn't say, right? It doesn't I think that's the biggest indication and I don't think that that's typical um in our in our conversation. I think we we had here that this is really not common practice and and that's the the biggest point it's made not
109we can stay for that reason but on the other hand is this a necessary policy for us to have we're we're not a transfer kind of district is it applicable yeah like I just couldn't you can tell but it is in the sense of home educated you do have home educated students. Yes. Okay. That is true. So in that regard it doesn't happen a ton but it's something that happened. So the idea that the superintendent may that creates the flexibility to turn people and I don't know you know that's helped but we definitely are we do have some of some of some students here but home educated home bullied like I think they're separate. It's confusing, I think, because they're putting to me it's like they say you're home educated, but you live in Glendale.
110Could you come to Wyoming and say, "Well, I'm home educated. I would like to participate in your sports." Yes, I think you can say that. Right. Or if you're at if you're in another school district, it says in the qualifying district student. It could be somebody from another district. I'm sorry. That's what I thought. That's what I was reading. I think that's why it was confusing. It creates open roes here. I think if the student has had one of these experiences driven because of bullying. Yeah. some transfer just because they want to play for a different basketball not just because or play for a different what's your criteria for bullying like I mean I guess that don't isn't something that's to be addressed in policy but it yeah I feel like you just have to
111trust him work with the other district and say you know tell me about the harassment intimidation bullying or if you know there was an adult who was charged indicted convicted or pled guilty right then this child has Um, that's all the language in the policy. Student has come to us from this circumstance and therefore you could say and then Tim could say yes. Yeah. When I think some of that for us like when we're not on it making sure you guys feel okay with somebody because you're the ones um really in charge of some I mean they're all they're all tricky. The stuff that just happens every day doesn't need to be a policy, right? Yeah. It's only a policy because it's tricky to reinforce and this group is trickier than usual. Well, and we're
112clearly being extra cautious. Okay. But also just the language this I mean the May is fun, but uh they're using one thing to be able to to to include something else. A student in another district who's being bullied, we all say, "Oh, yeah." But a home educated student in another any from anywhere that that there's no requirement that they have been bullied. I I How's it different for a home educated student versus a student in another district as you read this policy? I read the policy may grant any home educated student or any student enrolled in a qualifying school or a different school district. But any student, regardless of whether the superintendent's district is the students resident district, the opportunity to participate in athletics at a school in the district. I guess I guess educated
113student is subject to any of the I just read it as any student. It doesn't have the parenthesis on the but it says any student whether that was home educated a student who was in a district that's ours living here or not living here the superintendent may allow that person to participate in our in classics without penalty if in fact some of these things that's right so regardless of where where the student is they would have had to be subject to one of those participate here without right and then you have Okay. And I can't get past the fact that it's a closed district and they don't do transfers. We say don't do transfers. I mean, there are people who transfer into our district. I think there's I think there's enough questions about this to
114to just get some All right. Yeah, it's hard because I think one of the things that might be different is is and I I'm looking for language on what portion of the and that's OHSA rules. What portion of the season can a child participate in because that's been historically part of the the equation too, but I don't see that. So I want I'm not sure what the again what they're trying to address with this, right? and what it opens the door to what the precedent is being set. Yeah. Some of So if a student I have a friend's child was in Woods district last year and moved to Woodward school this year because they wanted to transfer and change basketball. So that student is able to play for 11 games of the season but not
115the second half of the season because they're trying to discourage people from leaving one school to go to another one just so that they can win championships. So they allow you to play in the first half of the season but not the second half. That's a penalty that's put in place in a space where that transfer happens when it's perceived the transfer is happening for the purpose of something in that space. So part of it in terms of the bullying and all that I think it's intended to create a criteria around when or why that would be acceptable to transfer and that student will be able to participate without penalty. Our district is not in an open you know kind of district like in Princeton or something like that. So it doesn't happen here very
116often but I think that's some of what the language is intended to communicate which is why the bottom of the green cannot be penalized if in fact the move is driven because some doesn't mean it's right for us doesn't mean we need it etc. So that's what I think it's it's on to very specific around what so it's not enrolling into our academics right no because of extending circumstances that would be documented and then that's not right all right we will we will look at that again but I think we're coming in on the the meaning of it uh the next one is 2431 Intercolastic Athletics. Um, this is another one that hooks itself to HP47 and it's it um requires a mandatory meeting. Um, it requires um, no student may practice or compete in
117intercolastic athletics until the student submits a form signed by the student parent or guardian. um affirming that each has received a sudden sudden cardiac arrest. So, a concussion, head injury information. In other words, it's the whole process of if um if a health event takes place, there has to be a process for how how we deal with it, how the student is notified, how the school is notified. Um, prior to the start of each athletic sess season, each school operated by the district that offers athletic programs shall hold anformational meeting for the student and the parents to talk about what our processes are. Um, it will also include um physicians, pediatric cardiologists, athletic trainers, and other individuals who participate in athletic programs. A lot of the middle language is the same as the one we
118just reviewed. So it feels like that one is something we need to take a look at. This would be something. Well, the first part of this one is regarding mandatory information is the big change. That's really the big the highlight on this one. You know what's curious about this? Not to split too many hairs here, but it says that in both these sections, the one we just discussed and this third one, that the superintendent will document the reasons for granting participation under this policy. Doesn't say any requirement if you were going to deny it exercising the discretion as to why. But then it goes all the way down at the bottom that you are not permitted, the school district presumably as a superintendent to deny based on participation in college credit plus. So it it
119does create some limitation. You couldn't use that. It's just what's required to be documented is is kind of appears to be a one-way street only if you're granted permission, not if you are denying. Um, so my question because these are both HB47s, should we look at one while we're looking at the other or the language? You're clarifying the language. Okay. Mark this one down. All right. Okay. Next one on the list is uh 2460 and this is a special education. This is a revised policy. Um it is um I believe it is. It's um the operating standards is required and it has some word smithing, right? as Norm likes to say, so right and every year we'll be sharing the the model policy for special education and we we did that before this this policy
120was written and so that that's really why the changes, right? There's no It depends on whether or not you already approved that or hadn't approved that yet. But you're right, it hasn't been changed since 2016. and and the one that came before that the one that for which we were making the changes then therefore we are going to um resume pull out policy. So that's the that's the other part of 2460. Yes. All right. 5113 is interd district open enrollment and this is tied to SB 208. Um, this one I I the story behind this that we received was that if you live near a military institution, a rice hat was the example that was always given to us. This was written more for those students who are in school districts around a place where
121one or even both their parents could be on foreign assignments to be out of them. I think this I think it's actually meant for everyone, but the districts that it will impact are the ones that are close to military bases, right? questions. Okay. Well, and I did not ask I I did not research this one, but I do believe that it does have to be. Um, but I we can check that. I was just saying if we had to keep it, if it's one that we have to have, then I definitely have some questions and conversation about it. If it was going to start and say we don't even need it, then let's not waste time. I'm I'm curious then if the wording so I mean can we talk about being offensive and confusing and
122um by the time you get to racial balance and racially isolated building and maintaining appropriate racial balance just makes me feel so upset that um like I get it. I I like the other bit of enrolling in military family. Yeah. Right. That part is so plugged in here. It permits a student who is not a native student of the district to open enroll in the district if the student's parent is an active duty member of the armed forces of the United States who is stationed in Ohio and who provides the district a copy of the parents official written order verifying that parents status as an active duty member of the armed force. Right. I'm not me. Additionally, the bill permits a student enrolled under a district's open enrollment policy exception. Remember, we don't have open
123enrollment. Um uh to continue to attend that district and receive transportation services for the remainder of the school year if the student's parent is discharged or even released from that active duty assignment. The new military exception must be added to policies for districts that either entirely prohibit interd district open enrollment or only permitted for adjacent districts. So that actually is us the new military exception because we prohibit interd district open enrollment. Not hard to find. It's just the bits within the bits you're talking It also has the I'm talking about I understand the overarching policy. Okay, that part's fine. Okay, sorry I wasn't clear that that part accepting military families. I did not have that. When you get down to the language, emphasis on the definitions. Wh why why are you why is there an
124entire part on racial balance and then racially isolated building and then maintaining appropriate racial balance as it kept going? I I am I do I can't if we had to have this policy do we have flexibility in eliminating some language or is it um just what we had already opted to take option one at the beginning of the policy and not do option two or option three. I don't see the options on that. Okay. Okay. Then maybe maybe I clicked the wrong. Would Missy have taken those two out? No, we don't. I don't see an option. We're not on the committee. We only include them. So, I'm seeing Perfect. things that I dislike being and and this that that the language that language goes back to 2008 which was the last time that and I
125think it means that that when we admit people we cannot put all of we can't segregate our schools. That's right. That's right. That's the intention of it. and and even thinking about internal um in what is it intra district open enrollment you looking to to and and this question comes up you want to change from one go to another in our primary grades and those are factors for consideration when you're making the letters I I okay when I read racial balance it says racial refers refers to minorities classified as African-American, a Hispanic American or Native American students. Balance refers to the percentage of racial students in a district program classroom or school. So, if you're saying it really means you just can't segregate, that's fine. But to me, it reads if you're getting a school
126that's getting a little too black or brown, you can it reads really gross to me. Um, and so I just want to make sure that something you could take into consideration. I didn't think it was and you could take into consideration whether you accepted students or not. So you couldn't reject them because you in your district had too many of us. But say for us with three elementaryaries, if we were if we were to bring them into the district and Elmer Vermont was meaningfully different relative to the percentage that the superintendent of the district has the ability to balance or make some decision about where a student is enrolled in our elementarymentaries with balance with racial balance as a consideration, which meant you couldn't put all the black or brown kids, you know, in Vermont.
127Um but that you also wouldn't have to respond to someone somewhere else saying we don't want you kids. you would have the option to sort of provide that racial balance according to the district because it says it couldn't be meaningfully different than what's present in the district. Yes. Okay. As compared to the overall population Yeah. So I think it's it's written with the intention of of the flip side of that. Right. It is. I'm jumping into dark. I'm just like everything I'm reading now I'm jumping. But it is I read it. I read it like that because of where it is put in the military family I guess. Okay. Well, you are helping. But for the pervading thinking, there's not that many black and brown people in the military anyway. So, it's really not a
128problem of the of the thinking that you're thinking about coming from a dark place. People who think that way don't actually a good percentage of military people are black or brown. So, they wouldn't write this policy in that way. your enemy. To review anyway, we're on the conver since we're on the conversation. Yeah, there's a line in here and I the green means new language, correct? Therefore, I'm like I don't know 06. There's like four words and I really want to know what this means and what you all think of it. The superintendent shall then okay wait make appropriate recommendations if it if it looks like things are unbalanced. It should be noted that as of April 21st 2025 there are no racially isolated buildings within the school district. That's HB. Where are you going
129on? Maintaining appropriate racial balance the last sentence. Second paragraph. Yeah. Second paragraph, last sentence of maintaining as long as you concern arise regarding racial balance in one or more of the schools, the superintendent shall consult with legal counsel to determine the appropriate steps that should be taken, including but not limited to any necessary policy revisions and other actions necessary to comply with state and federal law. That in itself is soon. But anyway, the superintendent shall make the appropriate recommendations to the board. It should be noted April 21, 2025 is when some law takes place. It also relates obligation of the superintendent to review annually the level of diversity and also the racial balance. So I think that marks like the anniversary date what they're putting in because the obligation at the end requires an annual
130review. But I agree it's an odd thing to put in a policy because we'll have to change this every every year. Well that's true. All right. I've written this one. Uh we're going to actually talk about that 2025. Are there any moving? We're half not even um I don't know. I don't have any other notes. All right. Well, you guys gave me a different perspective though and I appreciate that because I just said you could either look at it really poorly or it's written for death. We will we will take that one into we'll go back to the drawing board on that. Okay. This might not be something that impacts our district, but I'm just thinking of an end game where you have a lot of districts where lots of students are leaving. You might
131have a district where things become unbalanced. You is that a reason to close a school or you know find a school is not comp but that's not really something that I see impacting us directly. Yeah, I I love the energy honestly about us thinking about districts beyond just ourselves because you know honestly some of the discussion we have today about us being under attack you know as a district strikes me interestingly because much of public education's been under attack based on taxes you know from the beginning the question I have with what you're saying is in the scenario the thing you're concerned about what are you envisioning connected to the policy both of the military kids and that kind of thing piece. Now, the fact that they inserted this piece in there knowing that for
132the video, but um considering that vouchers I I attended a a League of Women Voters put on a information session. They had someone from is it Cleor Heights area and she was talking about her district. She's a superintendent there and she said the vouchers have dropped the percentage of white students in their school from like 30% to 30%. Then you're left with these schools that say had a fairly diverse now look like they're isolating. I guess I'm just thinking chess moves like down the line. Yeah. Like you especially after talking to Andrew Briner who said all these failing schools failing close them down the free market should shut them down. Y yeah. You look at this putting language in that then gives whoever comes into power the opportunity to go well what we're just going
133to have to shut that school down or something. Well that's a very important Yeah. I I I I I read the tea leaves and you know my mother would say just because I'm a conspiracy theorist doesn't mean you're out to you're not out to get um and I'm not saying I think there is a connection between the vouchers and the I mean and we're you know in a safe space even on the owl because I think part of the voucher strategy is to continue pulling um affluentish white students out of public schools so that they do fail and so that then when you describe the schools as failing then you have the opportunity to privatize or do whatever as it's being discussed about a number of other things from the post office to everything else.
134They're like, you take the staffing out and it begins to underperform, then you say it's broken now, we have to fix it. My friends are the ones who can fix it because they've got a business set up to go run that. Let's have our friends run that thing. So, I don't disagree that that's a four step down the road potentiality for what the driver is in the policies, etc. Um, and I think that's a reason why the voucher discussion is being sued. You know, I think we have to try to advocate against that and manage, you know, how we protect public schools. I don't think it's untrue what you're concerned about and listening to the superintendent from that district and she said, you know, talked about also this this continued language, you know, since the
135report cards of a failing school psychological effect it has on the teachers and students in that district and then on the local community. Even after they work and improve and are no longer a failing district, the politicians still keep talking about that failing district. Therefore, they can't pass a local levy. So, again, you know, this isn't necessarily something that impacts Wyoming right now, but um it's something again to pay attention to in Ohio, I think. And um I don't like being a part of creating such language that may have benefit down the road for those kind of endeavors. The other thing this policy I think illustrates the need for in a lot of these cases if this is a mandatory policy that we're obligated to adopt the way the law is written and I think
136it is given the mandatory language at the bottom that we could perhaps at the outset of these policies state that um for example the second sentence of the policy all the way at the top says however the district shall accept open enrollment um that really does make it sound like we as a district have made decision to do this when in fact we're only doing this because we're being mandated to do it from the state. Right? So just for anybody reading this like in isolation or on its own might look at us and say, "What are you guys thinking? Why did you come up with this policy? We're just following mandatory requirements from the law." So something to the effect however as required or as mandated by the state legislature by the state of Ohio
137however you want to characterize it the district you know will accept or has to accept to just give agency to the source of this policy. it is not of our own making. Even if we're 100% on board with it, if we did not give birth to this, right? Um and so just letting people know why it is we're doing what we may end up doing. And I think also that helps educate the public as to what local control really means and what it doesn't. Um and yeah, I don't think it hurts to be clear about it in some way. This is an unfunded mandate. Even if it's a good idea, even if it's the right thing to do, the fact that these students that would come into our district or any other district are not
138obligated to pay tuition like we require of our stu or of our teachers and staff that live outside the district. We're not getting any extra money other than perhaps what the state would provide just as a perutal kind of basis. And so very clearly this is something that people on certain sides of the aisle complained of for years about unfunded mandates. This is that for the military unfunded mandate. So it's okay unfunded mandate. Yes. We'll have some chats in the area in the era where special consideration and privilege deemed inappropriate. Yeah. Or not merit based. Yeah. This is Yeah. Right. I'm going on to 512 assignment within a district. This is an update and um I'm not sure I got all of the options that we chose, but in most cases um basically this just
139updates um how we assign our children within our district is literally what it is. Correct. Is there any we just I don't think they had any problems with any of the language here. All right. Does include some of the language from the previous policy or wait I don't think so clarify the language on opportunity. Okay. Uh 5131 is uh student transfers and this is a policy that goes is hooked to HP 147. Uh it change the changes are happening in this group's revision u because of provisions uh that were incorrectly applied by in previous times or some such thing. So, um, that one I don't think has any red flags. That's a lot of red that we took off, but you can't see that. So, right. That's why I think we're rejecting. Yeah. Wait, we're
140rejecting it. Which one? I thought we were keeping student transfers card. Wait, wait, let's talk about this. Let me look at the one your copy here. cross. Oh, it's gone. All right. Um, now 5223 released time for religious instruction. This hooks itself to HB8. It uh suggests that we must have a policy and a excuse me, procedure um to allow students to leave within the school day for a religious course from a sponsoring entity to be named later. Uh one of the things you want to look at in the very I guess it's the second paragraph where it says the students it used to be the students may be provided release time. the whole thing changed when the legislature decided it should be the students shall be provided for this time and um so that's
141why we are where we are in terms of um what we're so the way this is written so this this is a legal requirement to have a policy for this um and so the policy committ We then drafted this and the result of it is that if that happened that release time would would only be able to happen during a noncurricular time. So it would launch Can I just It didn't say did it unless I like is it every day length of time? It doesn't establish like what frequency. It does not say and and I don't I mean they could say every day only. I don't think we wanted to get in that. Well, because though depending on what each each program is, um they would first have to go to the the principal and
142then the return to to have some kind of schedule, right? And we're going to come back and say you can't be absent for curriculum, which we consider everything we teach because we teach the whole child. So that leaves you with lunch right now. There's a special section that got added. If you're on free and reduced lunch, then that has to be dealt with along with um it's our understanding there are whole companies that want to set up a yes a religious call interaction. This is another piece. The opening language I think is important for everyone to know. This is not of our own making. It says the board of education desires to cooperate with those parents religious instruction for their children. I mean this we didn't come up with this. This is not our idea.
143We're being forced to do this by the state of Ohio. And I think that opening paragraph needs to again identify the agent of this change and it's not us at least it's not right it's not okay it's not all right it's it's under review [Music] okay the next one is 5330 which is the use of medications. Um this has once more it lists different options but you know that because you have the options and I don't. Uh this works to HB70. It's uh been modified from one we've already had on on the u agenda in terms of especially taking over-the-counter um uh drugs and who can administer them. So I don't know anyone has a specific question of that take a quick look at what it looks like without the options. Just a thought. Some
144of the language here I think would be helpful for that earlier policy that we were looking at substances that needed a little more honing or word sniffing narrowing. And so um there might be this might be some language we could or our [Music] our provider could could use as well. And we talk about controlled substances and needles and just like very large category. This might help narrow that by way of an exception for that earlier policy. But again, just making connections. All right. On that note, then I think maybe we will add it to the review, but not necessarily to review this policy, right? Just to look at the language. Yeah. In terms of where it might be. All right. Uh, next one on my list is 5350 and this is uh student well-being and
145suicide prevention. Um, this one is um it talks about in initiatives that promote emotional and physical safety. Then um there's a section on on the training of of the staff to to be part of these programs. Are there any questions while I explain my Sorry. So the the note I had there is that Ohio Department of Education workforce they require us to teach certain topics in student health and so this identifies those topics and we have to have some mechanism to adopt those topics. that's that's what this policy speaks to and that's that's required and and so whatever that mechanism is if we if we adopted every curricular component by the board those would be in it now since we don't do that we've got to have a mechanism to do that that's my understanding
146of this okay don't we have state standards we do but but we don't go through and and adopt each one of those individually in a fashion like this. The direction I have is as long as the board board of education takes action to adopt a prescribed curriculum in accordance with these legal requirements under the law, this policy would not be required. But if we did not have an action specifically stating these these requirements for those specific topics then we have to do something similar. We don't need it. Just making sure that it wasn't like just to make sure teachers are okay talking about certain things, right? Like I get it that it needs to be Yeah, maybe that one's later. Yeah. Okay. Uh 5460 is graduation requirements. And I think these were just uh to
147fit in with the additional uh the um some of the additions. We've been here so long. Wednesday. It's all about It's all about the seals. Yes. Community service seal performing arts engagement. All right. 5610 is removal, suspension, expulsion, and permanent exclusion of students. This is hooked to HP 206. Um the superintendent has multiple options um for what to do with expelled kids. Is there anything the superintendent would like to add to that? No, I think this one kind of It does and it and it has allowances for various expenses. Did the date increase? Yes, I thought so. From 90 to 80. Yes. Okay. Because I was just reading that I felt like that gave you it a bigger extends the options to right to discipline based on based on the difference and still follows for
148you too if they have to accomplish X Y and Z. Yes. Right. Make them mandatory too. That's right. I think people forget that expulsion in in Ohio does not necessarily mean you're out the door. They never come back because I think it surprised all of I mean 81 days later you're back in and you have to but now anywhere up to 180. Yes. But now it's 180. So that would be a whole school year. Yeah. Uh 5751 is the uh parental status of students. Um, this is another one that, um, I don't know that it's something that comes up in Wyoming a great deal, but, um, if if a parent if a student is also a parent, it talks about what the school would do to support them. think there's anything else hidden. We threw
149some in this song. Yeah. Yeah. Couple people. Well, because now we're ready for a favorite. Uh, this one is 5 by780. The parents bill of rights. And the parents bill of rights is hooked to HB8. um this one has some changes that um would be in the in the way um well they would require us to add some professional development in in the conversations that are about how our teachers and children have conversations. I that's the only way I can put that. Um, we want to go into more specifics. So, well, I will. So, the the law that this is connected to takes it goes into effect on April 9th. Um, that law that requires the policy to be adopted by July 1st of 2025. And so, you know, with with this, I anticipate this
150might be one to continue to discuss more along the lines of, you know, supporting the legal requirements that are out there, but really thinking about our students and and how we best support our student, staff, and families and and also thinking about, you know, we had an earlier conversation about what are our current practices, how can we align with those, best support our students, staff, and families while also meeting the legal requirements. And so we just have to be comfortable that the language does all of those things. So I'm going to ask that we put this one into a um into our packet for review as well. The other thing is this one is changing around. There is a whole another option out there. I just read today um regarding um use of pronouns and
151they're hooking it to the parent school break. So this this is a everchanging one is proposed in legislation adopted right it has not been adopted. No that is correct but Norm did kind of warn us that there were things out there that might this might be ever evolving. So if you don't mind we'll review it. We'll double check um how it fits in with what we're doing. But then um at a certain point because it is law we'll have to just a point of clarification as we move forward and review this later on at least copy I have uh there's there's no color code whatsoever. It should it all be green essentially because this brand new okay so this should all be so okay technically it should all be green but it's since it's new
152there's no color a couple others like that too and and the requirements for this law, it's it's pretty detailed. So, I think the policy as it's written is trying to follow the detail of the the legal requirements. But we'll continue to Well, I think just like what John said earlier on the few that are, you know, legal that you have to do. There's an ability to if there's an ability to write something in the beginning. And what do you do when your policies conflict with one another? Like if this polic would cause a conflict with students rights through HIPPA or [Music] um I don't understand what takes us there are scenarios where I could think of where this would be in conflict with so I think the question I think the question is is this
153redefining the parents like superseding almost the parents or parents. So that's what's up, right? Does a law supersede a bulletin? I don't federal law any law wouldn't go into place until they're over 18. Uh, no. I think you have rights at like 16, right? I feel like your parents have access to all your medical records. No, that's you have at 16 you get permission because you do have obviously school and that's the heart of this that's all right I already done just yes kids are having issues there are serious issues that are being had maybe at home. And so when it's just a clarity of if you're really looking for students first, it's not always the um uh best way to Yeah. And that kind of control kind of narrowed itself down to under sexuality
154content and parent notification that kind of in the middle of the policy um regarding um and and then that's that's a little flaky too. What what is the sexual content. Is it in the curriculum? Is it in the library book? Is it is it in something that's said in the classroom? Something said at the lunch table. Yeah. As this continues to be defined, it will it will require Yeah. significant discussion, professional development. Yeah. Because we'll have to our teachers are going to have to have some kind of support. Yes. This is this is big. And also whatever local sense you can give to this because I think traditionally Wyoming has long valued parental involvement and input and to create correct this is a solution looking for a problem. Um, you know, and I I feel
155like this parental bill of rights suggests that we, you know, are newly considering a parent's rights and where this has come from, but in some way we can put in the language something about, you know, we, you know, have long held genuine um we value and I think the OSBA stated it like this. Our stance is on the parental bill of rights of course we value a genuine relationship between district and um you know somehow our language needs kind of like to follow up what John was saying that we recognize the current time that we're in that we have to follow laws or not get funding or you know not being the law. But um I guess if citizens don't like it, maybe they even though the law is passed, you still can vote to
156vote. Yes. No. And in Wyoming, we have a wonderful communication. If students or teachers, no, sorry, parents are unhappy. They'll come and talk to us. And I believe we have outlined um this gets beyond but could be included in this ways that parents can opt out of things. We already have provisions for um curricular things that can but this seems to be very specific geared towards one subject fuzzy at the same time. So that because yes, if if it's a curriculum item, we we've got that. We're under control here. But this leads, you know, conversations about um uh students receiving instruction regardless of age and and developmentally appropriate and and we've got that. We've covered that. But why why suddenly a new? So we'll take a look and get back to you. The next one
157of 6.51's about bad checks. Said no there. Do you like We don't fist to fry. We would like for people to not write bad text. When they do, they charge them the fee. We don't I like that one. All right, the next one. Seven um excuse me 7421 is restrooms, locker rooms, shower rooms, and changing rooms. This one should be all green. This should be all green. Yeah, this is a new policy. This hooks itself to SP 104. Uh it designates single occupied um restrooms as [Music] um something we already have. This is another one of those we're covered. we've done this but nevertheless here's a policy we have to look at a gender designation of multiocc occupancy facility um it's it's something we can certainly review but I think we've met there's specific things
158us meeting or I don't know how much it comes up you know for students in our district who may identify differently than they were assigned at with that biological sex portion. It describes what matters or what counts you carry around physically present in an alien all that kind of thing without regard to individual psychological chosen or subjective experienc. So yeah, there's your you said it shows up again the opposite biological. That's the second law. Well, the number section, right? I know we have individual um restrooms, but I can't remember for that since it's delinating and right that's that's the that's the structural thing we'll need to continue work through. Right. Right. restrooms having group restrooms and and single use restrooms. We have the other pieces of working it is it's purposeful and said we're lucky
159as a district that we already have some a lot of other districts. I guess I'm sending this into review. So, we'll look at language and um I mean I guess do we have a what's our question? Um we have to do this in February very ambiguous already right but I mean so what are we supposed to do to ch I mean yeah challenge like let's see your birth certificate or you can go to the bathroom it's a little confusionistic violation of this policy. Any student who remotely enters a local facility as eliminated for use by the opposite biological sex for purpose other than what is considered permissible pursuant to this policy. So that means someone who is assigned you know male at birth who is now living with a female going into a female bathroom
160in our high school is a violation of this policy. I'm asking that is correct. And so then to your point care what we do about that as we put this policy in place to do so let the school well that's it is there truly there's a school personnel person that's going to be in front of every bathroom so now that may be the thing that saves us OSDA has a special section on their website that um is kind of building a discussion on this and one of the concerns is that there may be some inconsistency between this new policies and title n obligations that we have on sex and so I mean it's certainly an open question um as to the the legal constitutional liability of of this but um that is concern number one
161the other concern is as we've been stating all along these definitions you know like me came up with them. They're just past essentially. Okay, I think I have it all in. I just I just really worry about students. First of all, I want to state we all know this is not a widespread thing. This maybe affect a couple of students, but for those couple of students the targeting that could be that this would allow for that student. Um, you know, there could be a student who in care with their pediatrician family. They are um a male at birth and and have been for many years. And maybe other kids in school don't necessarily know about it. [Music] And maybe we do, maybe we don't, maybe somebody finds out and the harm to that student and
162basically outing them is it's really just horrific. I'm just going to say that personally. And I hate that we're even talking about this as some we have to implement. This was a group of policies that I've never seen before, but um really get to yourself. Uh the next one is 7440.01. This is a revised policy. It had a number of options that I think we've updated. Uh we we were looking to update this policy because of new technologies. Um I don't know if there's any question on any of those. I I think this one's pretty straightforward. Uh the next one is 8142, which is the criminal history record check for contracted school services. Um this refers to our um rapac program, correct? Our um the way we we check um our employees background. This one
163is what it is. I would call that something else but Oh, yeah. Um 8452 is the automated external defibrillation AED and pulmonary card I'm sorry cardio pulmonary resuscitation. Um this one hooks into HB47. Um I don't know if there's anything here. Do we fund this locally or is this state funded? Is there a line item for this? This is changing the curriculum. I mean, I guess we can be against teaching 9 through 12 CPR and they're doing it in class now. Some of it is happening. Yeah. CPR certification. And then we already have a 80. Uh, this also requires an emergency plan has a different Here we go. The emergency action plan is something a little bit different too. And then uh it has to be practiced at least quarterly. So I I assume that
164will come out as yes one of those things they do online classes online or more so just because when you're thinking about an unit where that is and how that how that whole emergency plan works, right? Okay, that's true. And the last one 8500 food services. Um, another person who's concerned about this is one we said we were going to have Milker take a look at. Have they gotten back to us or Okay, then I tell you what, we're going to put this also on the hold because we have to have Milford take a look at this. [Music] Okay, Milford may not look at it for a while. Um, I just want to say real fast, appreciate all of you. We really like our administration, but I mean like to go through harder policies, it's
165late. It takes a long time. It's not fun. Um, but that we can have a good conversation about and not the policies. I appreciate I am too. I appreciate that. So often we get these policies that we just say to you. I couple words keep going. Great. It just simply didn't happen this time. And the second part is I know tech about it, but it's hard. This we've all kind of said it. It's like we're not going to not be compliant. The struggle is like what what are you going to do? you're going to not accept them, which you have the option to do, and then you're not compliant. So then it's worse because then you get dinged and possibly not funding or whatever that looks like, could be worse. So to really think through
166those that think I don't know what that means, but we historically been your complaint to answer that question. I mean, I had a question from a number of you that says, "What happens if we don't adopt these policies from our world? One, there's an audit. Two, every time that we um apply for reimbursement for all of our federal funds. When we submit information for state funding reports, there's this long screen to check all these boxes and all and the boxes say that we are in compliance with state federal law. So if I skip that, then then we are at risk in not receiving both our federal and state funding. So there is it is a real thing. Um, so I just so because some of you asked and I don't think I would be able
167to answer that clearly. I think it might be helpful say publicly. Yes. But that um you know we we certainly don't want to not comply with law but we're struggling with not being supportive of some of our students who we know need our support. Right. Sure. Thank you. with an abrupt change in practice and I think that's that's part of the challenge to several your comment reminded me we've been through you know maybe since 18 I was thinking just the other day about COVID and all the various that you sort of managed the way through and this is a new time this next 12 months 18 months is going to be another one of those new things challenging things very clear definitive of effect. How do we address it? How do we not just be
168subject to it but impacted in certain ways? And so that intentional connecting and advocating, being together, staying together is going to be necessary and it is enabled because of our ability to kind of understand it, talk it, debate it, discuss it, even disagree about it here as we didn't think about what's the right action for our district, what's the right action for the students. So I do think it's it's a time where that time together that trust that partnership will will come to bear more. And so I appreciate you calling it out as an essential element of how we serve our district well uh in what will be a challenge you know next 12 months even for clarity and understanding what it means. Thank you. Um I in terms of the we're approving the board
169of education report. We're not we're not approving these policies. So first reading first. All right. So I just want to make that clear. Separated out. I need a motion to approve the first read. So thank you. And a second. Okay. And Mrs. G. Yes. Mrs. Yes. Broader. Mr. Meer. Yes. Mr. Thomas. Yes. All right. Treasures report. And I'm sorry, it is a long meeting and it there's more still. Item A, approval of the minutes from the regular meeting on February 24th and a planning meeting of March 11th. Item B, the approval of the statement of revenues and expenditure for month ending February 28th. Item C accepts with appreciation and list of donations from the foundation and the aders. In item D, the appropriations for March, which include all of the debt payments that we would
170be the finance committee, but we do have to make some interest payments on our new debt June 1st. So, um those appropriation increases and item E approval. All right. Thank you. May I have a motion to approve the treasures report? So move. I'll second. May I have a roll call? Mrs. Yes. Burger. Yes. Mr. Fire. Yes. Mr. Thomas. Yes. Mr. G. Yes. Thank you. All right. So, presenting report. Okay. I had several personnel recommendations. Number one is for unpaid extended family leave. Uh, and you can see the uh the staff members that these are applicable for agenda. Uh, number two is for unpaid days. Number three is for unpaid FMLA days. Uh number four is recommendation to approve these non-athletic supplemental contract changes. So these are corrections to the supplemental amounts for these individuals. Uh
171number five is recommendation to approve um pay for kindergarten welcome day staff. Uh these staff members will be participating in the planning and the implementation of our kindergarten welcome process. It's it's an incredible process that's been built. Um and so we thank these these individuals for for that time. uh in bringing these students into single schools in a great way. Number six is recommendation to improve home instruction during and after school hours for students that have that need. Number seven is recommendation for curriculum planning time. Um and this this teacher is going to be moving into is moving into the role of fifth grade math and science for the remainder of the year. And so that's to support that change. or the students uh working within the cowboy. Number eight, recommendation to approve pay for
172the staff member support of the middle school dance. Number nine, recommendation to approve stipens from the Xavier University student teacher offering teacher. Number 10 is to approve pay for staff members who have completed their science and reading training. Again, this comes from the state. The one previous the the student teacher or cooperating teacher stipens that those funds come from the university to pay for those staff members and the funding for the science of reading stipens comes from the state. Number 11 is recommendation to approve these volunteer the latest batch of volunteer doctor. Number 12 is recommendation to approve the summer camp proposal. You can see numerous camps there for students which is great. And number 13 is a recommendation to approve the overnight field trip scheduled this just right state competition before May. Thank you.
173May I have a motion to approve the superintendent report? Second roller. Yes. Mr. M. Thomas. Yes. Mer. Yes. Superintendent update. Okay. I announced your presentation. I wanted to present a PowerPoint, right? That's right. That's right. You all just sitting down the body. Oh gosh. Um, yeah, it's it's it's an important meeting for all of the reasons you all suggest. It's a it's a challenge to come back after spring break. The day after spring break, this is our final push straight in, which is an exciting time for our students in in the year. We hope all of our families had a great spring break. Um, really I I was I I won't spend too much time on this because I was just going to go back to what Rhonda had shared from the finance committee meeting
174and just important information that is um um impactful to Wyoming City Schools and the budget. And so just just wanting to make sure that we we end on this important note because it's something that we just need to be paying attention to. A lot is going to happen over the next several months and I just want to make sure we're we're watching that and ready to advocate for one city schools and Wayne students specifically around the funding that that we think is important for our school district and school districts like us. That's that's Well, that was quick. I know. Well, I thought you make fun of me for speaking too long and I thought at 9:48 I might just stay brief celebration of your health. Now, you're next. Unless someone else has something. May I
175have a motion to still move? Who wants to be on there? Take anyone and yes. Yes. Thank you for sticking it out to all of those and care about this district as we all do. We'll we'll make this work.