June 2, 2026 - Regular Meeting

001It is 6.33 and I'll call to order the Tuesday, June 2, 2025 Board of Education meeting for Roseport Medicine at the school district. Before we go any further, I would like to do a moment of silence for Ms. Olivia Chandler and her mother, Shalimar Green. So if everyone could take a moment to silence, that would be great. We now move on to item number two under the opening items, treasurer pro tem. Does anybody volunteer to be the treasurer? I'll be happy to do it if you'd like. I move that Mr. Kirshner be appointed the President Pro Tem for the June 2nd, 2026 Board of Education regular meeting and perform the duties of the treasurer during the meeting. Do I have a second? Second. You made the motion. I do second it, please. Deanna. Deanna made

002the motion. No, Ashley made the motion. Ms. Herbert seconded. Thank you. Thank you, Mr. Kirshner. Thank you, Mr. Kirshner. Thank you, Mr. Kirshner. Thank you, Mr. Kirshner. Thank you, Mr. Kirshner. Thank you, Mr. Kirshner. Thank you, Mr. Kirshner. Thank you, Mr. Kirshner. Thank you, Mr. Kirshner. Thank you, Mr. Kirshner. Thank you, Mr. Kirshner. Thank you, Mr. Kirshner. Thank you, Mr. Kirshner. Thank you, Mr. Kirshner. Thank you, Mr. Kirshner. Thank you, Mr Yeah, but you said President Pro Tem instead of President Pro Tem. Oh, I'm sorry. Treasury Pro Tem. Thank you, Ashley. Treasury Pro Tem. Ashley, first. Deanna, second. Correct. Thank you. No, it was Kathy that made the motion and then Deanna seconded it is what happened because you said I recommend that he accept, but instead of saying treasurer pro tem Kathy, you said

003president. Ashley was just correcting what you said. Correct. The motion would be the treasurer pro tem. Right. So the first is you and the second is Deanna. Correct. Thank you. Call the roll, please. Latoya? Aye. Ashley? Aye. Deanna? Aye. Kathy? Aye. And aye. Passes unanimously. All right. Now for the roll call. Latoya? Here. Ashley? Here. Deanna? Here. Kathy? Here. And John, we're all here. All right. If we could all state the pledge of allegiance, please. 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 five adoption of the agenda i think that the board of education approved the agenda i'll second I move to amend tonight's agenda under section C to include the following items. C3, second

004reading of policy IGCGR. C4, first reading of policy IGCG. C5, Groveport Madison Local School District Board of Education resolution. regarding applications, questionnaires, and alternate board representation for the Parent Voice Committee and Student Voice Committee and C6 discussion and action items to cancel the June 9th, July 7th, and August 11th Board of Education meetings. Thank you, ma'am. So moved. Do I have a second? So moved. I second. Yep. So item C3 becomes the reading of IGCR and IGCG. No, it's mapped out. C3 is second reading of policy IGCG-R. C4 is the first reading of policy IGCG. Thank you. And it's on the paper she passed on everyone. Thank you. And then the motion to change the regular meeting schedule is. That's all she made the motions for everything all of those which is c6 So that

005is also c3 actually no the c6 these six. Thank you Got it. Thank you. So we're adding c3 to 3 6 c6 before the consent agenda I would like to move executive session to C7 prior to so we have motion on the table sir you're moving to amend the motion that's on yes i moved to amend the agenda the agenda motion motion is that we already have a motion to amend the agenda so are you making a motion to amend the amendment yes okay thank you to add uh item c7 or to move i should see say executive session uh to item c7 prior to the consent agenda Yeah, because we normally would have it as a separate section. So I would say it would be and then consent agenda would move to eat. That

006would be fine. Thank you. I'll second. Could you restate your motion, please? Yes, we are moving the executive. I move that we move the executive session to the current place of item D and then subsequently move the other items down the agenda. Okay. So does everybody understand the motion to amend the amendment? Yeah. We'll call on the motion to amend the amendment. All right. We'll call the roll on the second amendment. John, just for clarification, we're keeping all my items and just make an executive session. Just for clarification. We're just voting on yours first. There we go. All right. For Ashley's motion. No, I meant, like, that's fine. Yeah, if you were amending hers, then you're amending yours. Okay. We're just going to do one roll call for both amendments, correct? That's what I'm clarifying.

007The motion is to amend Ashley's motion by adding D by making executive session to prior to C. Right? All right. We have an amended motion to Ashley's motion. Well, first, we're going to vote on this, John. Go ahead, Kathy. You can do roll call to amend the amendment. All right. Are we prepared to do that? Yes. All right. Latoya Donalberger. Can we not just do one amendment for all of it versus multiple votes? No, you have to make a motion to amend the amendment. And then we will, because you made that motion, it was seconded. Now he's making a motion to amend your motion. That's the property procedure the way you read it was as if my items were not going to be included and you said exactly I have a solution I moved to

008accept the agenda as presented with both amendments I make that motion Well, that's out of order Is executive session before C or D is all I'm trying to clarify because you said D, John, and Kathy said C. Okay. All right. The president has called that out of order. Please, Kathy, call the roll as you see fit. We are doing a vote amendment to amend the Ashley Amendment motion to add to move executive session prior to all the board items. So now the board items will go down to C, D and the executive session will be C. John, it said the executive session did D not C, which is what I was clarifying. Correct. So are you amending his emotion or are you correcting what you just stated? You were asking for it to be moved

009before the consent. Yes. Which is C. Oh, I'm sorry. Which is D. It's in space D and then everything else will roll down. Yes, that's correct. Sorry. So. his agenda will be C and then we'll have D will be executive session and then E will be the consent agenda. Correct. That is the amendment. That is the amendment. So the motion is to amend that and to add E and D and E. Can you roll? LaToya? Aye. Ashley? Aye. Dionne? Aye. Kathy? Aye. And aye. Right. Now we are doing roll call to approve the agenda unless there are any other changes. We're doing roll call to approve the amendment to the agenda. Roll call to approve the amendment to the agenda. Latoya? Aye. Ashley? Aye. Dionne? Aye. Kathy? Aye. And I. And now you'll make a

010motion to do roll call on approving the agenda. Because we now have an amended agenda. We are now going to approve the agenda unless there are any other recommended changes. Thank you. Latoya? Aye. Ashley? Aye. Deanna? Aye. Kathy? Aye. And aye. We'll now move on to public participation. The guidelines for public participation. A, a public participation will be conducted in accordance with board policy. B, speakers must state their name in any group they represent. C, speakers are limited to three minutes each. D, comments must be directed through the chair. E, public participation is for comment only and may not be used to name district employees. F, the total public participation period. is limited to 30 minutes unless extended by board vote. All meetings of the Board of Education and appointed committees are open to the

011public. We have two public participants. First, we have Ms. Rachel Owens. Good evening. My name is Rachel Owens. I'm here tonight on behalf of all of the students in the Groveport Madison School District. I'm a lifelong Groveport resident, a Groveport Madison graduate, a parent of two GM students, and an ELA teacher at Middle School South. I want to speak to you this evening to encourage you to please consider what is best for students when making budget cuts and discussing cost-saving measures. Cutting positions that are student-facing and that directly impact the education of Groveport Madison students will be detrimental to the district. Specifically, if you're discussing cutting... Next, we have Jane Deckard. Jane Deckard, and I represent me, myself, and I. I would like to address cost-saving measures that is on the board docs tonight. While

012I would never wish for anyone to lose their job, I do have some opinions, especially since it is so late in the year for hiring. I have again heard rumors of Title I cuts, guidance counselor, social worker cuts, and anything that isn't legally required. Are all the administration and assistance legally required? When you are considering cost-saving measures, you must consider what affects the least amount of students and also address where weaknesses have been shown in state testing. Students in elementary school are building the foundation for the rest of the educational years. They are the base of the triangle, the legs of the table. K-2 ELA is one of our weak areas. Therefore, cutting title teachers would be a great disservice to elementary students. If the thoughts are that high-dosage tutoring can take its place, have

013you looked at these lessons? Some don't have many lessons, and some lessons are just not worthwhile. I know. I taught some. How are we to build a reading foundation to pass state tests without this intervention? If your thoughts are, oh, the classroom teacher can do it, you haven't been in an elementary classroom. for a significant period of time. Behavior issues, trying to teach gifted, high, average, at risk, low struggling, and any inclusion special ed students is not realistic and not humanly possible. Ever wonder why so many teachers are on anxiety meds? In this atmosphere, we also need to have our counselors and social workers because mental health is so important to learning. Please consider very carefully any cost-saving measures and think about the number of students it affects. And maybe not paying $5,000 for a

014survey of teachers would be cost-saving. Thank you. Thank you to both our public participants. On to item C, board item C, business. Subject one, evaluation of superintendent and treasurer. at the discussion item. So I placed this item on the agenda because evaluations are one of the board's responsibilities and I thought it would be helpful to begin discussion, discussing what processes we may want to use going forward. I'm not seeking action, this is just discussion, but my goal is simply to start a conversation and make sure all board members are included in the process. I'm looking at evaluation models. I've looked at a couple, one with the Ohio Department of Education Superintendent Evaluation System and the other was a model used by the Columbus City Schools. Both are similar, but the Columbus City School used the

015OD, the Ohio Department of Education System, but they added a rubric, so I like that. So tonight I'm not... I just want us to start thinking about it, put it on the next agenda with some feedback from the board members on what they're looking at, what they think, what the superintendent and treasurer would think, so we can work together and get this long task completed. So with the being a discussion and you had already done some of you is there anything you want to prepare and share with the board because I know in the past what we've always have used so it sounds like we do have two new board members here. Do you have the items that you reviewed to we'll be sending that out to the board. So we have used the Ohio

016Department of Education superintendent evaluation system in the past. No it's always VA. It's OSBA's evaluation. I just pulled it up. It's OSBA, actually. I think that one was the one I was looking at was designing coordination with the Ohio School Board Association, but I'll double check that. So your input is valuable. And I know that the last, I have not received a copy of the last evaluation that we did. So if I could have that sent to all board members, either by. by the superintendent that would be great so they have that and probably the 23-24 because we do have two new board members and i think it would be helpful but i'm not sure if those were all the same because from 22-23 to 23-24 i know that form change between those two years.

017So I think if we get all on the same page and start talking about what meeting we will do that, I assume it'll be like a work session type meeting would be the best way. But we'll put it on the agenda and I'll share the two documents I have, of course, with the rest of the board and they can do their own research and look at different options. I think it would be helpful. And I just to provide context for our two new board members. you know, we have two human capital managers on the team. And at the time I was the only one. So I did reformat our board of education evaluation system for the superintendent to read more corporate like and reformat it. So there is a asterisk on the one that says

018reformatted by GMLESBOE, which there was consensus for those board members that did attend to reformat that. So when you see that, that's listed. and this was sent out by former President Bauer prior to his departure to all board members. Could you clarify who those two human capital members were, please? I'm saying our backgrounds that we miss Deanna Herbert is a HR chief as well as well as myself having the HR background to then make the modifications needed to ensure the evaluation aligns with more corporate and upcoming standards that are currently out there. Because the way it read is kind of dated a little bit. And so we just reformatted so it read a little bit differently to align with the evaluation system. And I also verify it with OSBA and our legal counsel. And you'll

019share the OSBA model you're talking about also, right? You have all that from last year, but I'll refine it again when it was sent to you. Can you share it again with all the members? Thank you. Were there any other questions? With changing the evaluation, are you wanting to also revisit the policy we have in place? And if yes, do you want that to go to the policy committee for public input as well as staff input? I think that would be an excellent idea. I personally like to see, and what I've seen in the past, is that the superintendent's evaluation aligns more closely with the typical administration's evaluations with the same type of... ratings so that we have cohesion between the different offices. Typically what I've seen and I think what is typical is each

020board member provides some type of rating, whereas I think some of the last ones have turned more into a narrative and with less measurable items for goals and improvements, etc. I'd like to see something a little more. I guess I would say, but a little more measurable. I think that's one of the things that I pulled from seeing, not this immediate last one in November, but the prior was there were goals, but there weren't really what task conditions, standards, timelines, et cetera. So I think some of the more standard forms might provide better formatting. And I do think it would be great for the policy committee to get feedback on that, look at some models and maybe come back with some ideas. I'm looking at, let's see which one, the Treasures evaluation from last year

021because I asked both Jamie and Adam for it, so I actually do have copies of both of their last evaluations. And looking at it, it looks very well managed and thought out. It's actually quite detailed if you're looking at it, so I would recommend reviewing the last evaluation completed before we change anything that's in place personally. And they are mirrored, to be exact, so that when you see Mr. Groves, it will align with that. We do that intentionally to ensure that both of our personnel that report to this body has the same infrastructure for their evaluation system. So would the rest of the board like to set a date to review and come to a consensus? I don't think we need to set a date if you haven't looked at the last evaluation to see

022if anything needs to be changed. That seems redundant to set a date if you haven't seen the evaluation. You should review it before you make a decision. Just my personal opinion. I agree. Well, that can be done before the meeting, of course. That would be part of the process. But you haven't looked at it to see if you want to change anything. So why schedule a meeting that might not be necessary? It's a waste of time. So then do you want to use that evaluation form actually? Is that what you're saying? We need to set a date for the evaluation. We have to do that work session and we're supposed to do it twice a year. So we're at the halfway mark and it would be a good time to put that on the schedule.

023Don't we have a work session that is supposed to include Mr. PG or whatever that guy's name is? The captions aren't clear on what you're saying. Don't we have a work session that's supposed to be in the works with Mr. Fiji or Fuji, whatever the guy's name is? We have a, no, we don't have one yet. We're scheduling that. Look at dates. He's supposed to be here on June 9th. That's what our agenda was for. So that's our second work session that we're supposed to have. Yes, and he's going to be here to explain what we need, but that work session with the meeting with Fuji is not for a superintendent's evaluation. The meeting with Mr. I understand that I'm saying we should not have a meeting to discuss a superintendent or treasurer evaluation until

024you look at the evaluation. You can't comment on something you have not seen. I've seen multiple ones. If it's the same as what we used in the past, that's fine. We still have to set a time to discuss how we're going to do it, what information. Do you know what information was gathered? Okay, well then let's just go ahead and do a roll call. I think we should table this for another time. We have some time sensitive, more urgent matters that we need to be resolving. that we should be focused on. For clarification, we have a policy meeting scheduled. I'll get to this later, but at the end of the month, do you or do you not want us to look at this at this time? I think we should table it until we get

025some of the other matters that we have on our plate resolved. Take one till what time? I mean, we're not, there's no action item right now on there to table. So that. If the board is saying they don't want to work on the superintendent's evaluation, we need to gather data and we need to not only look at the evaluation process, but part of the process is what data we gather so that we can do the evaluation. Well, me personally, I'm not speaking for the board. I'm speaking for myself. I know we're in a staffing crisis and we have budget reductions to consider. So I would think that's more important at this moment. to focus on and then we can revisit the discussion on the evaluation of the superintendent is what I'm saying. And I concur.

026I was going to say the same thing. It's not that the board or myself personally does not want to do the superintendent evaluation, but we do have an employment crisis that we've kind of kicked down the road a little bit as a board. We've had opportunities to meet with staff and we did not. So I think we should focus on that. And based off of the budget that came from the state, then it's kind of put every school district in the state and the situation to make cuts that we really, really, really don't want to. So we could revisit it in September, August. Do you have any suggestions? I think we can just discuss that at a later time. Right now, we can move forward the agenda. So we have folks here. I would like

027to make sure that our folks that are here, we get to those items, especially with moving executive session to D. So since it's a discussion item, we can discuss it at the next meeting. But right now, we need to get through this. We're spending a lot of time with not even having any substantial recommendations for you to even have added this to the agenda without providing any of the examples that you mentioned. So I would just, I'm with Deanna if we can move forward, Mio. Yeah, and honestly, that's the purpose of our committees is to help gather data and expedite these things so we're not spending time in these meetings doing that. And I'm just, I was just asking for clarification if it's okay for us to do that since the... The committee acts on

028the request of the board. If it's okay, we can address or at least look at that and gather information at our policy committee meeting at the end of the month and save the board time. I'm not sure what you mean by gather, but I think that's where Deanna and I would say I am at as far as just saying let's just pause on all of it, including the policy piece, until we're ready to move forward. I think Ashley has already stated, until you've actually reviewed what's already been done, we really kind of should halt for a second and focus on these other matters that are more pressing. Thank you. You're welcome, sir. Any other comments on the choice? superintendent evaluations all right move on to item number two off-saving measures this is the discussion item

029that the treasurer asked requested be put on the agenda and he sent an email regarding the district financial outlook, the needs for cost saving measures. And since the treasurer is not present tonight, I do believe the board can have a meaningful discussion regarding specific reductions and recommendations. However, I do believe, I mean, I don't believe we can have a discussion. meaningful but I do believe we can discuss what information the board needs moving forward in the process for evaluating any future recommendations. Could you repeat that please? Yes I said I do not believe the board can have a meaningful discussion regarding specific reductions and recommendations however I do believe we can discuss what information the board needs from the treasurer and the superintendent moving forward and the process for evaluating any recommend feature recommendations. So

030I think the first thing, and I don't know, Jamie, I would yield to you on this part from human capital management standpoint, our vacancies that we have, where are they? So the first thing, so we're not like cutting where we can look at attrition and then just look at what areas that is in versus the student facing or not. That would be very good to have a really solid human capital report. Also with projections on retirements. Do we have anyone eligible for retirement? Anyone speaking about retirement, you know, planning on it? That is a very good starting point to look at. And I know since it's a discussion, I, when looking at our cashflow and some of the things, I know we've spent so much money on facilities and I'm just going to say it,

031it burns my bridges that we didn't get that levy for some buildings because that would have. caught like we would have kind of alleviated some of that cost so now we're going to look at not only we've got to cut back but we have buildings that we're going to have to keep patching because that levy did not pass and we don't even know if that money will come back around to us but just kind of want to put that out there for record and keep that in mind for all of our community that we also have buildings that are aging and you know, falling apart and where we're trying to patch things where we could have had some other options. But I, um, that was the other thing I wanted to mention looking at just

032over time, because I did reach out to Mr. Collier and looked at, you know, facility stuff. And, but the big thing is that human capital report. And if you need anything, I'm pretty sure myself or Ms. Herbert, more than one to assist until the incoming is present to assist you pull that report, sir. That last part came across as that you and Bianna would be behind it. system until the incoming president present to assist you. Yes, I was mentioning Mr group the report human capital report I was speaking of regarding open vacancies pending folks that may be looking at retirement that if he needed any assistance until the incoming human capital directors here we would more than willing assist him if he needs any assistance with our HR system pulling that report. You good, John?

033I know you're a treasure pro, Tim, so I want to make sure you're good. You good, John? Did you get me? Was I good? I know you're trying to take notes. That's why I was like, I'm looking to see if you were okay. Thanks. I will add, when I was on the board before, the cost of an individual bus route was $55,000. And I know it's substantially more than that now. I also know that when you take areas like Independence Village. For some reason, we're now busing out of that area to all three different middle schools. And I believe that one of the lowest hanging fruits right now is potential inefficiency of our transportation systems. And part of that is also busing kids away from their school and across town. And I think... One of

034the first things we should be looking at is aligning the students with their neighborhood schools and transporting in ways that make sense and don't create tons of overlap and buses pulling in with just a handful of kids on them. That costs this district a lot of money. When I was on the board before, when we looked at routes, I found two different buses going down Marwick. And I just said, why are two different buses going down Marwick? And bing, cha-ching, there's $55,000. And so I think transportation and what we're paying for transportation, which is a really big number these days, is something we should look at where we can provide, I believe, better service for our students where possibly they're not being. the families being split neighborhoods being split unnecessarily and i hope we can

035have a good look at that and see if there isn't a way to save money for the taxpayers while improving transportation for the students two parts um first is to the superintendent is there a reason or are you aware of any instances where we've modified bus routes inefficiently or reasons why we might have exceptions to why certain kids are going to certain schools? Is this capacity issue? So our current bus routes, and I hate to give the answer, that's the way we've always done it. Our current bus routes were established before I came to the district. And this is my eighth year. I think it was significantly before that. And if you look at the patterns. I don't know if it made sense at the time, but it doesn't make a lot of sense now.

036So I would concur with what Mr. Kirshner is saying is that there's an inefficiency of the routes. The other problem that we have is with small elementary schools, there's not a lot of range. when you get low numbers or high numbers if you only have two or three sections for a grade level. And so you could have a student who moves in for the first day of school and there's no room at third grade in the building across the street. And so then we're busing that student to another school. That causes a lot of inefficiency with those inter-district shuttles as well. realistically making significant. I think there are things we can do and we continue to work on to improve efficiency that we could do for next year. But I think some of the biggest

037changes that if the board wants to have discussion about this would be for the following year, which is also the time when our current contract, because right now we're kind of locked into a call structure and a certain number of routes. So again, we're trying to be as efficient as possible, but if we're going to make significant changes that could impact either a contract or however we provide transportation in the future, I think there could be significant savings there. So to point of clarification, I think I know the contract. I believe the contract is per route and does not guarantee them a specific number of routes. No, it's a specific, it's specific. It's a total number of routes at a certain dollar amount. So you're saying even if we change walking distance, realign schools for

038students to get to the school in their area, that we don't have the power because of our contract to make efficiency changes under its current? We could check with legal, but that would be my understanding is that we're paying a flat rate for a set number of routes at this time. So I would like that because I've read the contract. I want to make sure my reading comprehension is okay. I want to, if we can double check that with, with legal, because I think, I know we have a per route cost and I would like to know, it doesn't seem, it doesn't seem possible to have to rock in a specific number because if we have growth, they're going to have to add a route or they contractually bound to not add a route or

039is it a minimum? No, it was a minimum. And I'm going from recollection, but that's, that's my understanding. Okay. Thank you. The second part, and this is just something I want the board as a body to consider and the superintendent as well. My personal experience is being bused 40 minutes away from my neighborhood over to Independence. I grew up on the southeast side of Columbus. And the reason that they... bused us all the way over to Independence was to make sure that schools was more integrated and that experiences and exposure of students. So when we say keeping people in their neighborhoods, it's true. And I just want to make sure we understand the importance of the overall school experience. Yeah. And I would also add that since that time, we have definitely had, we've become

040more of a melting pot. So I think a lot of, some of that has been, the population has rectified itself. Yeah, but it's more, it's like, you know, economic status, it's demographics, it's all types of things, making sure we just have a good mixture of students and not, you know. overly saturated with only one type of student. I think it's very important for kids to be exposed with the world that they'll actually be living in. And I know Jamie, just if I recall correctly, right before, maybe it was your first year, second year, so we're intended as we had our new, our enrollment, we, we kind of sent letters unless you were at a certain level in that building to redirect those students to their feeder school. So that practice has still been happening where

041it could correct. So that is one measure that's already been in place because I wanted to make sure it's clear for the public that it's not that we haven't been efficient with our intra. facility or intra-districting. It was based off of space, but we ensured even when it was that hard decision for someone who may be in second or third grade and they were at a school that wasn't their feeder school, letters were sent home to parents to try to get everybody back in the school that kind of connects. So those routes were efficient, right? I would also add, I'm sorry. So the answer to that is yes. We told families that according to board policy, your home school, the one closest to you is a school where you should try to go as much

042as possible. I will tell you that last year, and I don't know if it's gone out yet, just recently or will be going out, we allowed some... some students by geography to help us reduce some of our imbalance in buildings. And so we, let's say, It was a case where well, I mean where if every student in the middle school central attendance area went to middle school central It would be far beyond capacity and we would have to overflow to other buildings anyhow so we looked at students and Geographically where they were to other buildings and we allowed them to go to the closer building where we would have had to have overflow students to anyhow to help us naturally balance that. And when the letter that's going out is allowing them to stay there

043this year, again, because our current boundary lines don't necessarily also make sense from the number of students in the boundary area. Of course, the number of students who live in a particular boundary changes over time with new. home and people moving in and things like that. So there's always a balancing that we try to do when we're and we're trying to let geography drive some of that. Back to Deanna's example, if there are some kids in the in the northern end of the district and we have room at north and not at central and for whatever reason. It was a sign that that area had gone to Central. We've allowed some of those families to make a choice to go to the closer school to try to help us. Were you correct in what you

044said? Did you mean to say middle school North or did you really mean to say middle school Central? So middle school Central would have far too many students to attend if all the students in the boundary went there. And so we have to overflow to other buildings. So the radius of Middle School Central has a higher student population than the radius of Middle School North? I believe so, yes. And keep in mind, Middle School North was, I'll say, artificially increased in size because we did, at one point, gifted services were in Sedalia and Middle School North. And so kids from all over the district were artificially bused. to Middle School North and to Sedalia, which is why the modules were added in Sedalia. And then when you balanced it out with the current boundaries, it

045actually made Central overground. But when we looked, when we were going through the building process and the schools were evaluated, Middle School Central was actually listed as the least utilized of its space. Does that make sense? Because that's our old high school, it has pretty substantial capacity. But who was it that did this? Was it not Cooper? Cropper. Yeah, if you look at that, they actually said that building of our middle schools was the least utilized. So that may actually be an example. The other thing I was going to state is we made the somewhat unprecedented. change of a walking distance of only a half mile. And I think that might work in Blackwell Estates in some areas, but I think that also is something that can be looked at because obviously that creates busing

046situations we have never had before because it's never been that. a few hundred yards so that's another that's another opportunity or issue that we could look at is that we only have currently a half mile walk which is a quarter of what what the state allows. I think something we can do right now that's an issue in our district is making sure that households go to one school and do not get separated. It's an ongoing issue. Multiple parents experience it. I have the issue right now with my own kids going to two different schools. They are working to fix it, but that right there, busing two kids from one home to two different schools, that's stupid, just to be honest. So there's things we can do right now that will save money that does not

047possibly break a contract if we could. take the time and effort to review to make sure our homes are not being split because a lot of people don't know they can speak up and get their kids to the same school. I was also brought up at the parent advisory committee last year or the year before to say there are plenty of people with that same issue. Yeah, it also affects the kids' social life when you're on the same block with your friends and they're not going to school with you. That creates less opportunity, I believe. So I think it sounds like we all agree transportation needs to be looked at as a possible cost savings. That's not transportation. That's your home school. Those are two different things. It's making sure our students are being placed

048in the correct schools versus anything to do with transportation. I guess I'm just interested, Ashley, could you clarify? I thought you were saying that, I thought you were addressing the kids that are walking out the front door of one home. No, I'm saying if we look at the homes and where the students are enrolled, if we work at the district service center, us ourselves do the work to evaluate where the kids are being placed and make sure they're being placed with their siblings, we will save money. Thank you. And then the families will also be going to one school versus two different schools for two different events. in the cluster. It has nothing to do with the transportation, so we're not going to possibly break a contract. Thanks for that clarification. I will say that

049the boundary lines, the school boundary lines that you brought up, Jamie, when I looked at what Cropper gave us, the math... was really old and so I know those boundary lights haven't been redrawn for years. We have so many more developments right now than when those were drawn that would be a really good item to look at I think to redrawing those boundary lights. The refugee road, a travel can go all the way through to Bryce Road on the map that we have those boundaries drawn on. extension was done years ago right so I would say though for the record I would like a better financial understanding also like can the administration provide a breakdown of district expenditures by major categories so the board can understand where resources are currently being allocated and what cost

050savings have been evaluated to date which options were considered but not recommended. We did get some recommendations in the email just so everybody knows, but not just a few. What analysis has been done regarding discretionary spending, staff and student travel, reimbursements, transportation efficiency, which we've covered quite a bit, outsourced services, software and subscription costs. consultation contracts, administrative costs, vacancies and attribution, which you've talked about that, and other administrative reductions. So for the purpose of reductions, what is the estimated savings and what would be the impact on students and staff operations for recommendations? So some of the recommendations have to do with preschool. What is the impact going to be on students if we don't continue with the strict early childhood education down the road like in kindergarten? Those are my concerns and I think I

051would like to have those answered before I'm asked to approve any cuts to any of our options that are required by board policy. So we've got a lot that we've kind of discovered, discussed with the superintendent this evening. And one, I think it's great that we're having the discussion, but I would like to ensure we give a true path forward for him and the treasurer. So if we could itemize that, a lot of what you discussed, though, Kathy, has been discussed every meeting, especially cost savings, as well as. We have our savings report that he provides often, so more so maybe a linear or aerial view of that that could be provided. But if we could take those items before we leave this part of the discussion of the agenda and identify those in ranking

052order for him in the super him and the treasure, excuse me, in his absence, because that was a lot of information. So I've heard human capital transfers and we're looking at where students are. And then you had your litany list there. So if we could kind of. maybe give top three to begin because it's quite that that list was very intrusive. So I would really like for us to kind of look at the low hanging fruit first. That'd be my suggestion. So we could get something back like the human capital report, the the student services report with students being in households that we can get something quicker, you know, get start moving and reviewing that first and then those other items. So if we could. collectively now provide that list and that way Mr. Treasurer

053could have that when he returns and they can work on that together to get that back to us. Just a suggestion since it's a discussion. It's my understanding that we need to as a board grant authorization for the superintendent to proceed forward him and the treasurer to dive into these areas of concern and to present us with a proposal. So I think before we end this discussion, if we could give a directive on what we want his next steps to be is the first step. I don't know what policy you're referencing. The board would have to approve another dollar amount. Okay. For the record, there's no policy that I'm referencing. I'm referencing the agenda meeting that we had that you were in attendance in. This might be a point of clarification, Deanna. There was a

054point in time where a motion was needed due to contractual obligations to the employees, but that timeline ended June 1st, if that's what you're thinking of. No, John, we had a meeting, and when we planned this agenda, the discussion was that before the superintendent and treasurer feel that they have the authority. to propose anything they would like for the board to direct them to do so. That's all I'm stating. I got it. Okay. I would say that they have more information than we have. And I would ask that they start the conversation and then we react to that. So in response to that, the only thing they would need is the green light to say, yes, move forward. If that's with, with recommendations, with recommendations, that's it. No final decision decision will, you know, rest

055with the board, but they do need authorization to proceed forward with the first step. Yes, absolutely. I think, I think that's, that should happen regardless. I'll say this if I can. I mean, I think you all know this, but I'll say it for the larger public. This all started, I think last. September, October, when Adam did his four-year forecast. And we found out that we're going to lose about $4.5 million in state funding. And Adam has been pretty consistent all the way through about that he would like to see us make the reductions of $4.5 million. Now, Adam is a friend and a good guy. I love him, but he's a treasurer. So he sees things and... numbers and charts and columns. And so I'm not saying that we shouldn't have done four and a

056half million dollars. When it comes down to trying to decide how do you get to that amount, that's when you look at things and try to make decisions. Now, as time has progressed since then, and when we first started having some conversations like through February and March, that was a different picture than what it is now. We're in June now, and I don't think we're asking to make any rifts or layoffs or anything like that. I think we're looking for just some direction about, okay, do what you can do through attrition, through budget savings, through these things that efficiency to save what we can save this year. Because whatever we save and whatever the difference is between that amount and the $4.5 million is going to get tagged on to next year when we have

057to do $4.5 million plus that amount. And just, I mean, tonight's kind of a case in point. A rumor gets out there's something about title teachers. We have to turn out to people saying, don't cut title. And so I guess what I'm looking from the board is. that you do want us to go ahead and try to identify the cost-saving measures that we can identify. at this point, again, not asking for a riff or anything like that, but it's do the cost-saving measures that we can do, whether it's through attrition, whether it's through budgetary things, whether it's through as people leave, if we can restructure and reduce some things. Because when push comes to shove, you get down to the point where there is something eliminated that creates emotion. and people are gonna have feelings

058toward that. And I wanna make sure that I understand because ultimately it's the board's responsibility to that we have to provide fiduciary oversight and fiscal responsibility to operate the district. I wanna make sure that Adam and I are putting plans together to meet your expectations. So I don't necessarily need specific direction right now, but I guess I'm looking for, we're looking for a nod that we should be trying to do what we can do to save the money we can save right now to lessen what we will potentially have to do next year. I'll just give my two cents. My great concern, and I guess I'll echo what I heard in this room today, is we've seen vacancies happen. And I've seen vacancies happen where I think we have blow, where we have, you know,

059maybe we have construction people on staff and we have no buildings under construction. Yet when vacancies come up, we feel A.O. But then when vacancies come from the bottom, we let them go. I will echo that if fat is to be trimmed, I want it from this building. When I was on the board before, we were in that little dental office next to Mott's Military Museum, and all the rest of the administrators were in the buildings. That was only maybe 15, 20 years ago, and then we moved to a lease space, and now we're in the castle. So full of bodies. So when I see when I hear about making cuts, there are people in this building and I don't I mean, no disrespect to anybody that have a major impact to the education. But

060then there are people out there where I scratch my head and say, what in the world does this do for the education of a child? And so. That's where I want to see the priority is where the rubber meets the road. We need as much ESL, as much math, and as much focus on AIDS and where the rubber meets the road more so than we have today. And I believe the big salaries at the top where they could function without it, where we used to function without it, I think that's certainly my priority. I've just watched. you know i know things have changed there's more regulations and all that but i've seen the growth at ao and it's it's monstrous so um when you look at it jamie from my my standpoint if you're going

061to say that when somebody leaves treat it equally topped and bottomed I agree. And actually, I think we'd be happy to give a presentation to show where we have been making reductions and where we propose to make reductions. You know, just just the last meeting, I made a proposal to combine two positions into one with there's there's been some reductions in administrative positions, but I'll let the facts speak for themselves. I just emailed over a resolution from our April meeting that I personally think needs to be edited because some of the language in it I don't think is accurate. But if we want to give authorization for them to bring cost saving measures, I suggest we do something along the lines of this. Everyone should have it in your email. We can edit it as

062we all agree to move forward versus sitting here having discussions. We're just going to go round and round and accomplish nothing to actually do something. Just my opinion. I'm just a point of order. This is the job of the administration and they do not need anything from us as far as it's what they should be doing anyway. Our board attorney advised us to do this. That was in the time of the RIF, which that cycle has passed. And you're correct. They did mention that. That gave the superintendent the ability to RIF. I think we allowed that to pass intentionally, that timeline to pass intentionally, and now we're where we are today. And I think Jamie is prepared to bring us his recommendation. I'll also say I like the fact that the treasurer and the superintendent

063might not agree. I would like to see two different. proposals, one from the bean counter and one from the education side that we can compare and make decisions where the rubber meets the road. I think it's good to have that friction. I hope there is friction between the accounting side and the education side because that's more and more sure we're doing good business. So what are we going to do when they bring a presentation for budget cuts that no one agrees with? Do we go back to the drawing board just to go around and around and accomplish nothing? So we got to give some directive on what to do. Otherwise, we are accomplishing nothing. So the administration has the day to day operation. And I would think that they're doing all the costs they can

064all the time. But they're saying now they got to cut some. Things down a little bit and it's their discretion before didn't have the authority to change that unless it's a specific policy in the board like Or state law that says the board has to approve that so I would hope that they would be looking at Like I said, discretionary spending and outsourcing and how many subscriptions do we have any overlap in any of our subscriptions or any of our subcontracts that are coming and to look at all those items. But honestly, we don't. That's our job is to let them do their job and then we look at what they've done. So I would hope that their presentation would have a full gamut of costs that they're looking at. But for us to give

065them and say, hey, cut this much. That is not what I was saying. I'm saying give suggestions on where you would like to see things cut. I personally don't want to see anything cut through the kids. I don't want to see teachers cut. I don't want to see a preschool closed. I don't want to see any of the teachers that actually educate the children in the school cut. That's my personal opinion. So I would say to Jamie, if you could start at the top and see where we could cut down and save money, that would be great. So we don't come back here in a month or two and then you guys nitpick everything he does and then we have to go back to step one. Just being honest. Okay, so to that point, this

066is a discussion item. had this, if I'd shown up here believing there would be motions on the floor in this discussion item, then I would have prepared very specific examples, but I didn't. And I don't think it's fair now for me or any board member to try to pull it out of their, you know, to try to pull it up. I'm not saying suggest areas of where you want to see cuts being done. So they work towards what you want to see. So we don't keep going back and forth. Yeah. Can I, may I say something here? I think, um, one. We can have a discussion and still provide a direction. It doesn't always require an action item. I do think, unfortunately, with the climate of our board, that is the practice that we've had

067to have. I would think with this discussion, from what I've heard, the board collectively talk about human capital. So we're just seeing where they are. So I would also add, when you're looking at that report, when we're identifying those positions through attrition or... those vacancies, folks pending retirement, identify is it student-facing or not. So then that way we have identifiers on things when we're looking at personnel. So I do hear us say that. So if that could be some direction for you and the human capital manager, that will address that. Then we've talked about transportation as the second item, just looking at the routes and those things in our current contract with legal, if we can make any amendments there. And the third thing that I've heard that was the biggest was the student services

068aspect where Ms. Zimmer was speaking about making sure families are together. So we can look at those top three areas first. And of course, when we are identifying any reductions with personnel, identifying who's... student facing and who's not. And that could be the beginning. But I also concur with her where we cannot impact student facing, especially when we don't have the extra money as we used to have with the five year budget plan that they had forever. I'm going to let that go. I'm going to get off my soapbox on that. But since they made that change, we don't get to have those nice-to-haves anymore. So as many people who are in front of the children, we got to salvage as much of that as we can, if not all, because we can't bring in

069this company or we don't have that extra money. Esther's gone and how we had the budget and we were working, we don't have that. So what I hear Ms. Zimmer saying and all of us. at least when you're looking at it and i think that's your lens anyway you'll probably provide the report that's going to be most advantageous with student facing as a priority and then mr collier is going to give us everything that's just dollars and cents so if we could have that i think that would be I believe we would be okay with that to look at. Does anyone have anything else to add? And if you have any questions or Mr. Collier, reach out to the board members tonight who had specific asks, but I will provide mine to you and Mr.

070Collier in writing as well. And I would include in that discretionary spending being included. Look at our discretionary spending. I also know there's there is a surplus of cash with the state. I believe it's a billion dollars or so. I'm not sure what action the treasurer's office or the board should take. But hopefully some of that money. There's, I believe, some people fighting to see some of that money distributed back to schools. So. Hopefully we can see an increase in funding through some of the surpluses at the state. Mr. Kirshner, are you talking about the Rainy Day Fund or something else? Yeah. I think there's multiple billion dollars. Yeah, it is. They have a glut now because of the new law that was passed, I believe. I would also like to then just yield to

071my colleagues that we get several emails from OSBA and things regarding a lot of the funding that our state legislators, they've sent an email today because there's a voting, there's voting tomorrow about the changing. and the evaluation of property. So there's another part as we're looking at cost saving measures that we can work beyond the board and do our due diligence when resolutions are brought up about budgets and things like that, be on one accord to hold our state elected officials who are putting these things in place that are hurting public education to speak up on that. And we can do that collectively if we are really about public education and cost saving measures. But that's something that doesn't cost us anything but our time. Does anybody have any other input for this discussion item?

072This is helpful for me. And to Mr. Kirchner's point, we should always be looking for ways to save money. And if we can do things to our efficiency, we do try to do that. When you start looking at if... a person or some people leave, do we absorb those positions and restructure? What I was looking for the board was to go ahead that, yes, we need to do some of those things. And within the framework, and I think we've talked about this before, any savings we do, the ideal situation is to have the least impact on students. that we do that and prioritize those things. So that's helpful for me to know is I was just kind of looking for the nod, the thumbs up that I can start to make some of those decisions

073and recommendation that it's going to be probably reduction of. some type of service, but try to look at what can we do to take efficiency that's going to have the least impact. Now, we'll probably face different choices next year if something doesn't change. But again, this is kind of what I was looking for, is just the nod to go ahead and do some of those things that we can bring things back to the board. One other thing we didn't talk about is innovation. So we don't make things so we can increase our revenue. So what things do we have that we own that we can monetize off of? So I would like to throw that out to you and you to throw out to your leadership, to Canvas, to think about we have property. We've

074got other things. Can we lease it? Can we something? Let's see where we can bring in other dollars as we're looking at. the other things but we do have things that are sitting idle that we can be innovative about and that this is a great opportunity to you know do a think tank and maybe if you kind of do a inventory of things throw that back at the board so we at least can look at it and maybe we have some ideas to share with you and the treasurer to figure out other ways to bring in um revenue to the district with this crisis of a budget one one comment on beers, Jeremy, that kind of concerns me. I think you said the reductions of some types of services, but not knowing what they are.

075I hope you're not talking services to our students or services that our teachers need to provide for our students and the best education. So I appreciate you listening to us and keeping us in the loop. And I would want to make sure the board continues to stay in the loop where these are your decisions. And most of the board can say, well. We have a problem with that. As long as everything's following policy and you're not cutting anything that's required by policy, we should be okay. Some of the things we have aren't required by policy. And those are the items that I would think would be looked at first. And I do want to say this just tongue in cheek. This is a path a lot of times. districts go down when you have these

076discussions like, okay, well, we realize we have to make cuts as long as, you know, and it's going to be people programs, you know, outside source services, software, and it's okay as long as it doesn't have any impact at all. Now, I would like to say that if we make a reduction, If there's no impact, then we should have reduced it that we didn't add any value. So anything we do that we change or reduce, there's going to have some impact. But the goal would be to minimize that impact on students. So it can't be both. We can't make reductions and not have any impact at all. Is there any other comments? All right. Just to be thorough, that also includes that Jamie will be able to engage with our unions and make sure that

077everyone's at the table and have a voice at the decisions or suggestions that are being presented. My understanding is you can always engage with the union, but the only time the board needs to approve it is if the process to starting a rep. No, just stating for the rep. So that there's no confusion. Absolutely. He can do that. So now we're on to item D, which is executive session. I'm sorry, we have C3 next? I'm sorry. Thank you, John. Item C3, second read of policy, IGCGR. So this is the policy that went to the board committee, the policy committee. And was it updated at the policy committee? Is there anything from the policy committee on this? Yeah, I will chime in. We had a committee meeting May 11th attended by Ashley and myself, Kim Robbins,

078Susan Murphy, Julie Sparrow, Amanda Bernowski, and Teresa Foster, all heavily involved in the preschool education process. red lines primarily out the direction of Amanda Bernowski to make some legal and language corrections and I believe that is what Mrs. Zimmer has brought before us. So is this document different than the document we received at the last meeting? At the last meeting we didn't have this document so I'm not sure what you're referring to. We did have this at the last meeting. I apologize. I don't have the exact date. It was the first meeting in May that you requested it go to the policy committee. Correct. We made the one minor change. It's different than the first meeting in May. It was not brought forward at the last meeting we were at. What is that change? Transportation

079for children with and without disabilities shall be provided as required by law and when applicable in accordance with a student's individual education program, IEP. And when we did the original, I can't recall if legal counsel was included because I know OSBA has their standard policies. So this one would go to our legal counsel to ensure us. I didn't know if it was routed yet. But I thought we did. I think it was included with all of the amounts of policies back when we had all of them. Okay. But with the change, okay. I just want to make sure it's not going to, okay. So can you clarify what you said, please? Because Latoya says it's talking about Route 8 on my screen. Oh, okay. I just asked about the legal aspect and Ashley answered it.

080So that's all. So you were asking if the OSBA legal chamber beats this? No, I didn't ask that. I just asked about legal counsel in general. And she responded and stated that this was a part of the bulk policies. And I said, okay, that was all. Could you clarify which bulk policies, Ashley, please? The January, February, possibly into March cluster where we were going around and around with multiple legal counsels looking at all different policies and getting 5 billion different answers. Thank you. So if I may, the policy now reads policy manual section one instruction preschool program IGCG-R active preschool program. The board of education may operate preschool programs designed to meet the eligible, the needs of. eligible children including general education integrated in special education classrooms in accordance with applicable state and federal laws

081and regulation general education classrooms are those in which no more than 50 percent of enrolled students are children with disabilities integrated classrooms are those in which no more than 50% of the enrolled students have disabilities and children with and without disabilities learn together. Special education classrooms are those in which at least 51% of enrolled students have disabilities and receive specially designed instruction. All preschool classrooms are designed to meet the individual learning and development needs of all students to the best of our ability. Classroom staffing, licensure, and caseloads shall comply with the Ohio Administrative Code and standards established by the Ohio Department of Education and Workforce. Children are eligible for preschool if the child attains the age of three and meeting the applicable... state eligibility requirements, including identification as a child with a disability when applicable

082and not yet obtained the age at which the child will be admitted in kindergarten. Children participating in the preschool program shall have been immunized in accordance with the requirements of the State Board of Education to prevent the spread of communicable diseases. Parents or guardians shall be permitted reasonable access to preschool program during operation hours in accordance with district visitation procedures and security protocols. Tuition and fees may be charged in accordance with a fee schedule approved by the Board of Education. Tuition rates shall be reviewed periodically and may be adjusted to remain reasonably aligned with the comparable neighborhood school district preschool programs and programs operating costs. Finally, transportation for children with and without disabilities shall be provided as required by law and when applicable in accordance with a student's individual education program. One question is, thank

083you for leaving that, John. Does anything in this IECGR, in this policy, prevent the school district from having a preschool program in the school district itself? Did you just ask if her policy is going to prevent the preschool? To prevent it from being at the school ourselves. Like we would outsource it or anything like that. No, nothing prevents the preschool from operating just as it does today. All right. Roll call, John. I move that we accept the second read, final read of policy IGCG-R as read a moment ago. I'll second. Motion by me, second by Ashley. Any further discussion? I just want to say thank you for getting that together and working with the preschool staff and reaching out. I just want to tell you that, Ashley. Thank you. Okay. Latoya? Aye. Ashley? Aye. Deanna?

084Aye. Kathy? Aye. And I, the motion passes unanimously. And we're on to C4, first read of the policy IGCG. So this also went to the policy committee, so would either member from the policy committee wish to? discuss the signing policy. Yes, there were only minor changes made to make a few items of language more correct and applicable. And those are outlined and lined out in red and highlighted. And that was also addressed at the same meeting. Thank you. The resolution reads. The Board of Education recognizes the need to provide a preschool program to eligible children residing in its district, including preschool children with and without disabilities, and has obtained a license to operate a preschool program. The preschool program shall be located in a facility that accommodates the enrollment of the program, supports the growth

085and development of children according to the program objectives, and meets the requirements of state laws and regulations. The preschool program is guided by curriculum, written policies, and regulations of the district that are consistent with applicable statutory requirements contained in state law. Resources of the preschool program include, but are not limited to, one, staff, two, cumulative records, three, health and safety, four, admission, five, attendance and discipline, six, sections and use of developmentally appropriate materials, equipment, and resources that meet the intellectual, physical, social, and emotional needs of the preschool student, seven, management of communicable diseases, and eight, transportation and community-based learning experience. perspective employees who meet all applicable requirements established under state law and then there are numerable uh numerous excuse me legal references 3301 3 1 3301 5 3 3 3 1 3 6 4 6

086ohio revised code 332302, Ohio Administrative Code Chapter 330137, 33016909, and OAC 5180-2. And then we have cross-references listed, which I will not enumerate to our board policies. And I move that we accept this as the first read since there have been substantial revisions. Can I ask a question? Yes, please. Why don't we remove and homeless children? Why did we remove? Oh, Amanda, do you want to speak to that, please? Great question. And that's because it's already covered under kids in general. So what we didn't want to do was draw attention. The fact that they're homeless, plus we have McKinney-Vento that covers that anyway. So it's kind of redundant. Thank you. I get it. All right. So the answer is we took it out because Amanda said it was better to take it out. Yes, and

087thank you as well, Ms. Bernowski, and our union as well. My apologies for not including you in my thanks. There is a motion on the floor. So I have a question. We haven't seconded, have we? Did we get a second? It's a first. Oh, okay. Then I don't need a second. All right. So I noticed that in our... cross-reference that we don't have the programs with students with disabilities. Should that be a cross-reference in this specialized program? Can you clarify what you mean? So in the section where we have the cross-reference of policies, we have policy like IGBA programs for students with disabilities. Would that be a cross-reference for the preschool program as well? Probably yes, it wouldn't deter anything, but yes, because we can add it. Yeah. So I think there's a couple of

088them. So somebody look at them. Ashley, would you be willing to look at those and make sure they're on there? I mean, we can take it back to the policy committee or if you'd like to send the suggested additions, you could also do that and we could review it at the policy committee. So the ask is to review what section of policy against this preschool program IGCG, please? Cross reference. Yes. And you want to cross reference. You want us to check what cross reference or additional knowledge? There's one IGBA is one I know for sure. And IGBAR. If there's other ones like I couldn't tell you I haven't researched that I think she's saying that anything that touches it needs to be reference to that's just special I've related be across so I have India

089Gulf Bravo alpha correct that you want to potentially I'm more than happy to look them up and send them over to Ashley. Okay, that would be great C5. Oh, does anybody else have any questions? Sorry. Anybody else? Nope. Okay. On to C5. Rope Fort Madison, local school board, district board of education regarding application questionnaires and alternate board representation for the parent voice committee and student voice committee. So I'm not sure what this is. That's the first I've seen at it. It's making it so that we put the application or questionnaire process out to students and parents for the committees we establish at the beginning of this year, as well as appointing alternate representation from the board to those committees. So if someone is unable to attend, we have an alternate in place. So has the

090committee met and come up with the form to recommend to the board? That would be the same form we've used for prior committees that are similar. I agree with the recommendation to keep the form the same that we already have and it's already loaded in the final form. I concur with that to maintain the same form. Could you clarify for me, Latoya, is this the form or you're saying one already exists so we don't need to create that? We already have one that's already loaded in the final form. So when parents are doing like a recertification registration, they have the opportunity to complete that. So we did that about a year or so ago. So we weren't having an additional link to go out. They're already in this place in final forms, one stop, one

091shop. And this is not it. Is that correct? This is a new one? That is just a resolution. I believe what Ms. Zimmer was trying to do is to get some movement on these committees. And so this was just kind to make it official to give us an author that we're putting our... Putting what we voted on into work is what I'm getting from this resolution. Am I correct, Ms. Zimmer? Yes. So what I'm reading is just to make sure that on this day, we are now moving forward. It gives the authorization collectively from the board for the superintendent and IT to reload in the final forms, update the names to the new titles of the committee since we've changed that at the beginning of the year. That's what I'm reading. Let me know if

092I'm interpreting this correctly, ma'am. Nope, that's exactly correct. I'm pointing an alternate. So if someone is unable to attend a meeting, we have someone available to step in. Yep. I think it looks good. Thank you for this. And I think this is good to kind of make sure we keep our students at the forefront with all the other things, you know, we've got going on. We kind of, you know, get busy with this part, but still want to make sure we hear from our students and parents. So thank you for that, ma'am. So these have been identified as board committees, correct? Yes, sir. They were voted on already. That's correct. So then I don't believe I'm just going to question the logic and assigning the duties of development and implementing necessary procedures, form timelines and

093guidelines to carry out the intent of this resolution to the superintendent, as I believe that would muddy the water between this being a board committee and actually. Administrative Committee, but I would like time to be able to look into that because I'm not sure the answer and I'm just now seeing this form. I think how I'm interpreting it, you're on line four, correct, Mr. Kirshner? Could you restate that for me? I said you're on line four of the resolution, correct, Mr. Gershman? Yes, thank you. I am, yes. No problem. So how I'm interpreting this is just to ensure that because it does cross because the board has a committee, but we need the support of the administration to get the final forms and all of that. So that is all this, that line is how

094I am interpreting that. The superintendent or designee is authorized to develop and implement any necessary procedures. i.e. the comms plan to roll out the forms, i.e. to collect the documentation or information through final forms, i.e. for IT to provide us with the report and the applications or his secretary, as we've done in the past, based off of this resolution. That is how I'm reading line item four. that. Right. And I agree with the concept. I guess my question would be, should there be language at the direction of the committee or at the direction of the board so we're not crossing over into lines, the lines between what is the board committee and what is a administrative committee? I don't think we need to in the resolution because that would be already identified in policy, right?

095So it would be redundant. Well, that's what I haven't had time to look at this at all. I've just now seen it. I would like time to get guidance to make sure that we're on the right side of everything by way of board policy, open meetings, et cetera, because I just have a minor concern that we're blurring the lines between an administrative committee, which this typically would be anyway, and a board committee, which we have made this. I would like to make a motion to approve the resolution item C5 of the Groveport Madison Local School District Board of Education resolution regarding applications, questionnaires, and alternate board representation for the parent voice committee and student voice committee. Thank you. Second. Could you restate the motion? Is it on the screen where it can be seen? I

096make the motion to approve the resolution item C5. Groport Madison, Local School District, Board of Education, resolution regarding applications, questionnaires, and alternate board representation for the Parent Voice Committee and Student Voice Committee. I was first and Ms. Herbert was second, Mr. Kirshner. Thank you. You're welcome. And I will make a motion to postpone this item until the next regular. schedule board meeting so that members have this was just presented we didn't have 48 hours to review this document so that will give members the chance to which as Mr. Kirshner said he had some concerns with it so I make a motion to postpone to the next regular scheduled board of education meeting is there a second could you restate please my motion is to postpone the approval of this resolution until the next board meeting,

097regular schedule board meeting to give members an opportunity to review. Motion to postpone. Kathy Walsh, I will second. My discussion would be there's things in here that I'm not sure I would agree with you on. It might blur the lines and we should get... clarification on if it in fact does that and then causes a problem for a board committee. Did you just add to the motion? No, she was just rediscussing what you guys have already discussed, which is why we're here for the postpone so we can move forward to roll call on this amendment. That's what she was doing. All right. Is there any other discussion? All right. We have a motion to postpone. And we have a roll. Latoya? No. Ashley? No. Deanna? No. Kathy? Yes. And I vote no. The motion fails.

098Now we're on to the original motion. I still have some questions about the original motion. Okay. Sorry. Pardon? You have questions, Ms. Walsh? Yeah, somebody said something I didn't hear all of it. So it didn't come up clearly on the captions. That's okay. I want to finish reading the motion. I haven't even had a chance to read the resolution all the way. Thank you. Do we need to take a five minute recess for you to do that? No, I don't need five minutes. Okay. This number two says the Board of Education approved committee membership. So we're talking about all the students, parents. I mean, it seems like we should have two separate, one for the parent, one for the student voice. I would think we'd have different goals and guidelines for both of these. Well,

099now you're, to be quite frank, you're speaking out of both sides of your mouth because the last time we discussed this, we were going to, each side of us, we're going, no, when we all met in Ashley Town, I'm being honest, I'm not trying to be funny. We were told that, hey, we could get together. We would do the board, the guidelines. So this is why she's doing the resolution so we can move forward with the questionnaire. And then the committee chairs were going to identify that. That was the last thing we discussed. I'm not saying I have a problem with anything. I'm saying that it might be better to have two sets. resolutions one for the student voice and one for the student for the parents voice now you're saying making accusations that that's

100talking out of their sides of my mouth I don't understand how if there's two separate it just seems like if you have two separate structures it might be better I disagree let's go with roll call okay so on the table I can reread my motion if you like, Mr. Kushner. Really? Decor. Whereas the Board of Education has previously established the Parent Voice Committee and Student Voice Committee to promote meaningful engagement and participation from parents and students, and whereas the Board seeks to ensure consistent participation and representation on these committees, now therefore be it resolved as follows. The Board of Education authorizes the use of an application and or questionnaire process for individuals seeking to serve on the Parent Voice and Student Voice Committees. The Board of Education approved committee membership. The Board shall appoint one

101alternate board representative for each committee to ensure consistency of board participation. Alternate representation shall serve only in the absence of an appointed board representative and shall have full participation rights. while serving in that capacity alternative alternative excuse me alternative representatives shall be individually appointed by the board and shall not uh default to any office position the suit the and now um latoya could you read your amendment to item four I didn't have an amendment to the five. I just had a motion, Mr. Kirshner. I said I so move that we approve the resolution of the Groveport Madison Local School District Board of Education resolution regarding applications, questionnaires, and alternate board representation for the Parent Voice Committee and Student Voice Committee. Okay. And the second was Ms. Herbert, Mr. Kirshner. And that was, because I didn't

102quite hear you, that was basically your amendment to item four, correct? She's not making an amendment. She wants to approve the motion, this resolution, as it is right there in front of you. She's not changing it. I see. I got you. And we're on C-5, Mr. Kirshner. C-4 was just the first read of that other policy. Say that again for me, please. We're on C5. This is item C5. You were saying C4, so I just wanted to make sure. Oh, thank you. You're welcome for your note. C4 was the first read of that other policy? Yep. Okay. Thank you. But so item four on this resolution I read. I was leaving it as is. I had no amendment. Okay. Correct. I get what you're saying when you said item four. That's what you meant on

103the line of the resolution. No, there was no change on our end for me. Gotcha. Okay. In that case, I would make the motion to amend item four to the board or designee instead of the superintendent or designee that would allow. the board to designate to the superintendent but still maintain authority of the board committee so i recommend item four become the board or designee is authorized to develop and implement any necessary procedures forms timeline and guidance to carry out the intent of this resolution And then at a regular board meeting, Groveport Madison School Board on the second day of June 26, we are prepared now, I believe, to see if there's a second for the motion to change the word superintendent to board or designee, please. I have a second? I second. All right.

104I just want to clarify that when I plan our agendas for the policy committee, I email them to Jamie and then he develops them and his staff pushes them out, which is where this comes from. That's why we are giving him the authority to do that. I don't think it's a major change. I just think for me at the moment. But I think if you remove the superintendent, you remove that authority for him to do that, which is what his team does and has done. No, basically by changing the word superintendent to board, you're saying the board or designee that allows you to designate this, the superintendent versus saying the superintendent or designee is authorized to develop and implement any necessary procedures. All that does for me is cure that this is a board committee

105and we are. subordinating that to the superintendent versus maybe blurring the lines of a board committee versus an administrative committee. It's a minor change. If you don't agree with it, I understand, but that is a motion that I put on the floor and Kathy has seconded. And just for record, BCE covers the policy for board committees and it talks about that we have the full control. So that's why I said it was redundant, but I do hear your concern, Mr. Kirshner, but I did want to point out that it is in our policy BCE. That it is in our policy BCE. That we have the control that you were concerned with giving the authority back to the superintendent. BCE does outline that we have that power. Right. And I'm not changing that at all. I'm

106just saying the board or designee allowing us to do that. So it's, yeah. If you don't agree with that, that's fine. I understand. We have a first and a second for an amendment. Can I ask one question, John? Yeah. Just for clarity. So if we change that to the board, do we need to have majority vote of the board to do that? Or can an individual or two chairs of a committee do that? Well, it says the board are designees, so we can designate that to the superintendent, yes. No, but I'm saying to designate that or direct him, do we need the full board? Are we going to say the two chairs of the committee can do that? Okay. I just want clarification. Okay. In that case, I withdraw my amendment and I correct the

107amendment to say the board authorizes the superintendent or designee. But you're still on item four, right, Mr. Kirshner? Because it already says the superintendent or designee is authorized. So it already has that on item four. Okay. I understand. It fails for a second. I just wrote on it the way it's written. We have an amendment on the floor. Could we just have a roll on that real quick? So what's the amendment? You withdrew the first one. So what's the new one now? I withdrew it, but we'll vote on it. Just let it fail, please. So we're keeping it. What was, you're going to go. Where I struck superintendent asked the board, I made the motion. Kathy seconded it. It's on the floor. So let's just vote that one. And then we'll vote on the original

108as written that just to make sure we have. correctly address this resolution. So there's a resolution on the floor by me, seconded by Kathy to change the word superintendent to board or designee. Latoya Dattelberger? No. Ashley? No. Deanna? No. Kathy? No. And John? No. All right, there we go. All opposed? Motion fails. All right. Where are we in the, have we had a first and second yet on the original motion? Yes, it was. I was first, Mr. Kirshner and Mr. Ms. Herbert was second. Okay. So the first was Latoya. Latoya, seconded by Ashley. Ms. Herbert. Okay, Deanna, thank you. Sorry for the confusion. All right. May we have the roll, please? Latoya? Aye. Ashley? Aye. Deanna? Aye. Kathy? Abstain. And I vote aye. So we have Kathy abstained, all others aye. Motion passes. I make

109a motion to appoint Deanna Herbert as the alternate for the parent voice committee. Second. So, okay. So could you repeat that hashtag for me, please? I make a motion to appoint Deanna Herbert as the alternate to the apparent voice committee. Second. And was that Ashley with the motion and Latoya with the second? That's correct. Okay. Any discussion? I have no questions. Anybody else? You want to call the roll, Mrs. Walsh? Sure. Ms. Dalgover? Aye. Ms. Zimmerman? Aye. Yes. Mr. Walsh? Aye. Mr. Kirshner? Aye. Motion passes. Can we do a recap of who's on the elementary, middle school, and high school committees? Are you asking who are the committee members? Yes. I know that Ashley, Latoya, and I are the high school committee. But I have to look up the other site wasn't prepared for this

110and I said we didn't have notice for this. This is new, which is why it's staying. Well, based on that comment, anytime I request to have things added to the agenda, they're never added. So this is the only way for me to get them addressed. You requested these two. Is that what you're saying? You said adding? I'm not sure. Any request I've had to add anything to the agenda has gone unresponsive or with no's. I'll be sure to bring the emails to show that that is not correct. You mean the email you sent me today? I'll make sure they're all posted. Thank you. Do you have any other motions? We have to make an alternate for elementary, middle school, and high school. I would like to make a motion for Ms. Herbert to be the

111alternate for the high school student voice committee. Second. So you do roll call Mr. Kushner when you're ready. Toya Dowd-Alberger. Aye. I'm sorry, made the motion. That's correct. To add Ms. Herbert to the high school student voice committee. All right. Any discussion? Would you call the roll, Kathy? You have a specific way you want to call it. Okay, I'm going to call the roll. Ms. DelValverde? Aye. Ms. Zimmer? Aye. Ms. Herber? Aye. Ms. Walsh? Aye. Mr. Kirshner? Aye. And I'm going to request we have a five-minute recess. So we can find out who the other committee members are. Elementary is John and Deanna. Middle is Deanna and John. And high school is you and Latoya. Okay, perfect. Which are all back. My apologies for my impatience a moment ago. What did you say, John? I'm

112sorry. So who is John and Deanna? It's middle school. I motion for Latoya Daldalberger to be the alternate for the elementary voice committee. Do you have a second? I second. I was going to do two different motions for you to do elementary and Latoya to do middle. Okay. You want to make that amended? No, we don't need to go on break because she gave the information to Ms. Walsh. You can amend my motion. Okay. I want to amend Ashley's motion to make Ashley the alternate for the elementary school student voice committee. So what motion do you have? Is that the only one right now? The next one is for Latoya to be the middle school alternate. So Ashley's motion is on the floor right now. You amended her motion to, okay. So do you want

113to just withdraw your motion, Ashley? Yes, I can withdraw my motion. Yes, okay. So you're going to make a motion, Ms. Herbert, to have Ashley be the elementary school. So we have one motion on the floor and that is for Ms. Zimmer to be, or member Zimmer to be the alternate for the elementary school voice committee. Student voice. And I second that. Let's be honest. The alternate for what again, please? Elementary school. Thank you. Voice committee. Alternate will be Ashley Zimmer. And that was a motion by Ms. Herbert, second by Dowell-Delberger. Okay, thank you. Roll call. Any questions? Roll call. Ms. Dowell-Delberger? Aye. Ms. Turner? Aye. Ms. Herbert? Aye. Ms. Walsh? Aye. Mr. Kirschner? Aye. And I want a motion to have Latoya be the alternate for the Middle School Student Voice Committee. I'll second.

114Alternate for... Middle school voice. Any discussion? Mrs. Daldalberger? Aye. Mrs. Zimmer? Aye. Mrs. Herbert? Aye. Mrs. Walsh? Aye. John? Aye. Passes unanimously. While we're here, Mr. Grubb, if it's just make sure that we can get everything out when we do final forms and all that. If you have any questions, let us know if we can do anything to help support. And I don't know if we can have a comms rollout too, so that way it's on social, so that way parents and students know, and that way we have a little bit more longer time over the summer to promote and get the community involved, please. You also have the emails from last time too, so if we could do an email blast to those that applied the year prior. It'd be great to add that

115in the comps plan, please. Ready to go on to the next item. Item C6, discussion and action item to cancel the July 9th, July 7th, August 11th Board of Education meeting. Ms. Dowd-Alberger said she was not able to attend the next meeting, if I'm not mistaken, correct? That is correct. And then the July 7th is very close to the holiday, and then August 11th is our first day of school. So it logically made sense just to cancel them, in my opinion. I don't... disagree with this. However, June 9th was when Mr. Fuji was going to come in and present. Mr. Fuji. Did you say Tujun or Fuji? Fuji. Yeah. And I think we kind of agreed that he did a good job last time. I think we're all on the same page with using him.

116So as part of this, could we just authorize the board president to work with the treasurer to authorize him? And then for the treasurer to reach out to the board and see if we can agree on a date. Would that be okay? So that we don't disturb his plan on coming in. You mean a date for what? So he was coming June 9th. Right, correct. A date for his work, for him to work with the board retreat. Could we just authorize that now so we don't sidetrack him and siderail him for months? My personal opinion is I don't care if we reach out to him. I just want to know what the cost is before we commit to anything. Yeah, that's a good call out. So, Mr. Fuji is the work session that everybody said

117we needed for setting our long-term and short-term goals. I think we already, didn't we already set a not to exceed number? I don't recall that there was one for me. What's that? I don't recall discussing one. Maybe that was directly with him. Okay. I mean, I would be fine if Kathy reached out to him, got a figure, and had Adam or Jamie reach out to all of us so we're in agreement with the dollar amount before we move forward, if everyone's in agreement with that. Am I misremembering? Did we have a dollar amount? I thought we did a not to exceed, but I could be remembering wrong. I don't recall a dollar amount, but if we could just get an estimate, and as Ms. Simmers stated. We do have a board development fund specifically for

118this. That more than covers anything we're going to incur. Well, you could do like a not to exceed amount because like you said, we do have that discretionary fund for the board just for this purpose. All right. Thank you. We've been trying to coordinate. Jamie and I have been working to coordinate with Mr. Fitch since March. since March and it's had dates that had to be canceled because of whatever reason and I just think it's really unprofessional to say, hey, we're going to cancel you again. Not to mention we made a commitment to the community and to the district to do a work session for our long-term and our short-term goals. It looks like we discussed it on the February 10th meeting and we did not set a dollar amount for anything along those lines

119that I can see just for the record. Thank you. So we have a motion on the floor for C6. Ashley, you made that motion, correct? No, I was just discussing the rationale behind. Oh, I move that we... cancel the June 9th, July 7th, and August 11th Board of Education meeting. You're making a motion to cancel? Is that what your motion is? Yeah. It appears that the board, that's the preference of the board, correct? I would not want to cancel the June 9th. We've been working with Mr. Fuji for several meetings and have had to reschedule him. There's a motion on the floor. I second it just for, I second your motion. I understand that. I understand, Kathy. So we have a motion by me and a second by Latoya. Any further discussion? I will say

120I hate to see us kick the can down the road with Mr. Fugio. I'm sure there's a way we could move forward with that. And I'm not sure that it's not possible that we can since we have the funds, but we'll figure that out, I guess, somehow and try to communicate out. I don't know. Any discussion? All right, Mrs. Dowd- Oh, God, I'm sorry. I was overstepping. Go ahead, do it. All right, Mrs. Dowd-Oberger? Aye. Mrs. Zimmerman? Did you want to say something, Deanna? It looked like you were going to. She started to and then she stopped, so I wasn't sure. I just wanted to make sure. Yes. Mrs. Herbert? Aye. Mrs. Walsh? No. And I am a no, the motion passes. We're on to item D, executive session. Do you want me to read

121it, ma'am? You can go ahead and read it. It is recommended that the Gros Pointe Madison School Board of Education enter into executive session to consider the investigation of charges or complaints against a district employee or official pursuant to ORC 121.22G1 and to confirm with the board's counsel or attorneys concerning disputes involving the public body that are subject to pending and imminent court action if applicable pursuant to ORC 121.22G3. the board further acknowledges that no formal action or vote will be taken in executive session and that any subsequent board action will occur in open session. So moved. Second. Roll call please. One moment. All right roll call. Mrs. Daldalberger. Aye. Mrs. Zimmer. Aye. Mrs. Herbert. Aye. Mrs. Walsh. Aye. And I am an aye. Motion passes unanimously. May we take a five-minute recess prior to

122entering executive session, please? Yeah. On all of these contracts, are they all 260? I gave my copy away. I'll need one back. Oh. Okay. Jatina Threat is a 260 contract. This is for up to five days to work in transition. Thomas Holdren has a 260 day contract, although I will be asking at our next agenda for a bridge contract starting July 1. Okay. Chad Gossett is a resignation. Jeff Altman is an unpaid leave. Did I skip anybody? Yeah. So tell me, could you describe the bridge contract for me, please? So the bridge contract means that basically... He will start officially here July 1 as a full-time employee until this contract starts on August 1. So it's a bridge. 30-day bridge. Yeah, 30-day bridge. It doesn't involve any overlap with his current employer. No. Thank you.

123Any other questions? Aye. Mrs. Zimmer? Aye. Mrs. Weber? Aye. Mrs. Walsh? Aye. And John, your mic's not on. So just so that for the recording, I don't know if they'll be able to hear, but I know we all said aye. Yeah. It was 5-0 pass. Can I introduce him? Yes. He's been patiently waiting back there and brought his wife along tonight. This is Tom Holdren, our new deputy superintendent. Already in red and black. He comes with a wealth of experience. He's currently the assistant superintendent, was currently the assistant superintendent of Licking Heights. We're excited to have him join, Tom. I just want to thank Superintendent Grubb, President Walsh, board members, really excited to be a part of the team. And I can't wait to work and support and serve our students, families, and staff here

124at Grubb Port. So it's always a great day to be a cruiser. Welcome, sir. Thank you. His wife, Ariel, is a teacher in Reynoldsburg. He's promised her dinner tonight. Anybody have any recommendations for them at 937? Roosters. Roosters. Thank you so much for being here tonight. Congratulations. It is also Taco Tuesday after Stuller. Okay. Item G. The superintendent recommends that the Corp of Madison Schools Board of Education approve the attached special education contracts as outlined in the five attachments. I'll second. I was thinking he had something else to say. I'm sorry, who made the motion, please? I first and Ms. Simmer was second, sir. Thank you. Any questions about the contracts that are on this? No? All right, Mrs. Daldalberger? Aye. Mrs. Zimmer? Aye. Mrs. Herbert? Aye. Mrs. Walsh? Aye. And Mr. Kirshner? Aye. Passes

125unanimously. Superintendent recommends the Groveport Medicine Schools Board of Education approve the attached contract with Teach Town. So moved. Second. That was Ashley, Ms. Zimmer first, Victoria Dott, over the second? No, I'm first, Ms. Zimmer. Flip is. Flip. Yeah. Mandy, do you want to come up and just give us the two-minute run-through? So TeachTown is a separate curriculum from what the rest of our kids get because a lot of our kids are served, well, a chunk of our kids are served OS, alternative assessment. and they are not on the same standards as the rest of the kids. We also have a large subtraction of our kids who don't meet the qualification to be alternatively assessed, but are still very, very low, and under the old standards would be alternatively assessed. So they have to have access

126to a general ed curriculum. They are not able to access CKLA the way that all of our other kids are able to access it. So we have to provide them a different type of lens. This contract will actually be less next year because we won't be buying books for the first time. We won't have exorbitant shipping costs from shipping books. We won't have the PD because we're going to do train the trainer PD. And then we won't have an integration cost. So it's actually ends up being, it is more than what I'm currently paying, but what I'm currently paying for what's called unique learning systems, our passage rate for alternative assessment is zero. So what we've been doing. Could you repeat that please? Our passage rate for. Our passage rate for alternative assessment is zero.

127Could you explain? Meaning that the kiddos, so most likely you would assume they're like multiple disabilities types kiddos. So those kids in those class take a different type of test that are like the regular special ed kids take. They don't take an OST, they call it alternative assessment. That passage rate should be about the same, if not better actually, as the kids who take the regular OST that have an IEP. It's zero. And what are some of the causes? Well, a couple of causes would be. obviously the curriculum that we had is not user friendly. The teachers don't like it. It's clunky. So we actually piloted this over right after Christmas break with preschool and everybody else. We used it that way to make sure that they were going to use it because I'm not

128using it day to day. Right. We want to make sure that the accessibility is there for kids as well as the staff. So there's the curriculum product we had itself. Plus, to be very honest, the way that we were doing our learning centers, we had kids. too far in the gamut for teachers to be able to effectively teach. So if I have a kiddo in a learning center and they're on the alternative standards, they have this curriculum. But if I have kids in that same learning center who are not on alternative standards, I have this curriculum. It does not make any sense to expect our teachers to teach two vastly different types of kids, do different curriculums in a class, and it be done well. So we're working to remedy all those things. And part

129of it was they felt like they didn't have the stuff that they needed to reach those other types of kiddos who are never going to be able to pass that test or going to struggle and things like that. So this all started out of a response to what the teachers were asking for. And so with that, then I would assume you guys worked with the union and all that on this or the discussions that the teachers had input because the other one wasn't. Okay, I just want to make sure we get that. Yeah, no, it came up several times in CT time. So for collaboration time with our coordinate with my coordinators, I came up with them numerous times as well as it came up the very beginning of the year at SPED committee about

130the vast shift in differences in the ability levels. And they weren't using it. We didn't audit and we were like, well, why aren't you using it? And it was, well, it's not user friendly. It's not all those things. And it was like, okay, we got to use something, right? That's research-based. So what can we do? And they actually. Julie in preschool actually found T-Shown. And then I talked to some of the neighboring directors who have been using it and who are moving to it. Is there any way to, I don't know, with our, when you guys meet and you mentioned that like y'all had a committee meeting, do you guys have notes from that too? Like when you have your... You said there was like a committee meeting or something. What is that? Oh, collaboration.

131I thought you said there was also some other committee. Am I hearing you wrong? It wasn't a committee. So what I did was I asked for volunteers who wanted to help pilot it. And I got volunteers from every grade band. And then because Cruiser Excel has been up in the air, I did not order Cruiser because I did not order preschool because that reason. But then high school didn't, they found that it didn't actually meet all their needs because they do more foundational life skills stuff, nine through 12 than it had. And this is the ELA, math, science, social studies, and SEL. So it's that amount of money and all those things for five subjects. So this contract does not include. the preschool then? It's a whole different program. But I'm not opposed to asking

132for the preschool program. I just didn't want to ask for something, something happened, and then have been entered into an agreement that we couldn't fulfill. So what grades will this affect? K-8. Thank you. K-12. It's K-8. When the high school piloted it with everybody else, they didn't feel that it met their needs. So we did not purchase it for them. So what says K through 12 students substandard package? Because that's just how they name their package. They're only getting access to the things that are through that grade level that we purchased. So yeah, you're getting K-12 package, but only using the K-8 part. Right. That's just the title of what it is because their interface is all the same. What they push into that interface is going to be different. So my understanding, this is

133for like moderate. to severe special education students. And we have a package for 325. Do we have 325 moderate to severe special ed in our general classrooms? So we, not in our general classrooms, no. So we do have... In any classroom, I guess, sorry. It's okay. So we do have over 300 kids that will be using this curriculum. They'll be using it in those learning centers. That's the curriculum for those kids. So when you say moderate to intensive, most people just think of multiple disabilities and stuff like that. Really, you have all kinds of different disability codes that are going to be using this based on their needs and then what's in their IEP. Question. Have we looked at how they would transition once they finish the eighth grade, go to the ninth grade? How

134would they transition to the software that's used at ninth to twelfth grade level? Is there going to be some kind of... transition on that since they're learning one way and then they'll have to shift to another learning style. Yep. So that is what we, as we do the, as we implement it, one of the things that we want to make sure that we do is that the person, the people who are doing the eighth grade are really taking notes and data on how are the kids doing and what do they need? Because that's also going to help inform, do we need to have this K-9? K-10, just not 11-12. So that could be a big variance, but we wanted to make sure that we had some of that scoring going through as a whole. And

135does this work with our current program, Amplify? Do they transition together or are there services that Amplify can't provide? Correct. Those are services. It's a level of content and way that it's worded and ability that kids can't access it. Okay. If we add preschool to this, is there going to be additional costs besides the normal fee? Well, that all includes like the random shipping costs and all that. So the preschool cost itself, when I had him look at it, I always go in, give me the max, and then I can pare it down to what I can get bare bones, right? And so the max for preschool, everything, the whole can caboodle is like $83,000. Again, a large chunk of that being stuff that we won't pay for every year. We can always tailor it

136down too. So like we, they, the one thing I also like about Teach Town is that they have a la carte options. I don't have to buy stuff that I don't think we need or that we're not going to use. So I can also tailor the pre-K if we choose to do that. Would it be beneficial to table this till next month so we have a better understanding of the preschool so we don't pay double shipping and handling? The preschool doesn't have books, so they don't have materials like that. Most of theirs comes in the form of lessons and having teachers have lesson plans on how to do things with them. The other thing we did not buy was the manipulative package, and that was because, to be very honest, I could go to Dollar

137Tree, buy that, and write that off of my taxes. I don't need to pay a huge company to send me popsicle sticks. So we literally went bare bones as much as we could. But what I can do is ask him to send me a cost for preschool at the different tiers individually based on the amount of kids that we have in there. If you'd like me to do that, I can send that to Jamie to share out to you guys too for future reference. Okay. Anything else? Thank you. You're welcome. Thank you. No problem. So you have Pierce in second? Yeah, we have Mrs. Daldalberger first and Mrs. Zimmer second. Okay. Mrs. Daldalberger? Aye. Mrs. Zimmer? Aye. Mrs. Herbert? Aye. Mrs. Walsh? Aye. Mr. Kirchner? Aye. Motion passes unanimously. Superintendent recommends the Girlford Madison Schools

138approve the attached contract with Franklin County Truancy Intervention Prevention Program for TIP. I move second. Second. I will say Ms. Zimmer first and Deanna second. It was between. All right. Did you have your mic? Did you? Okay. Do I have it backwards again? No. Okay. You just had the wrong person. Wrong person. So we had, who was it? Wait a minute. He needs to know. Oh, I got it. I was second. Ms. Zimmer was first. I was second, Mr. Kirshner. Okay. Thank you. At the agenda setting meeting, we had pretty extensive conversation about this. And so we have Destiny Jones, the truancy supervisor from Franklin County here tonight. Are you going to talk as well? Come on up. And I'm sorry, I forgot your name. Jeff O'Perry. For the record, I tried to make him

139an assistant principal earlier and he wouldn't take the call. You get nothing. Okay, so good evening. My name is Destiny Jones, truancy supervisor for the Franklin County Juvenile Court. So the TIP program was established about eight or nine years ago, and I believe Grove Court was one of the school districts that started this program. And the program started because of House Bill 410. House Bill 410 decriminalized truancy. And instead of counting days, they started counting hours. So our program is a diversion program where our truancy officers, we have 10 of them in six different school districts, and they go into the schools. And once a kid meets those. or I'm sorry, meet the habitual truancy triggers. That's 30 consecutive hours, 42 hours in a month, or 72 hours in a school year. Our truancy officers

140come in, they have a meeting with the school officials, the parent, and the child, if they're in high school and middle school, and they come up with a plan to try to figure out why they're missing so much school. They give them 90 days. to improve their attendance and then once that 90 days concludes it's either they have improved and their success or they file charges against them. What I passed out to you guys are the stats that I'll let Jeff go over from last year versus this year. I will say that Groveport-Madison, we don't have Columbus. We're not in Columbus City Schools right now. But Groveport-Madison has the highest habitual truancy that we serve right now. This year, we served about 601 kids. I've been, once again, Jeff McQuarrie. I've been with the program

141going on a little over seven years. As Destiny stated, that growth was or is one of the first or had been with the program since it started. The numbers you see before you here are pretty much pretty similar over the years. What I did is compared. this year's data with last year's as you can see We're at about 600 youth we served compared to last year, about 595. The follow-up meetings, these are basically the meetings, the 30, 60, 90-day meetings that we have once we meet with the family, the absent intervention plan meeting. And this is basically the truancy specialist actually takes over the meeting. So initially, it's the parent, it's the youth, depending on from... 6 through 12 is the parent and the youth where we all sit down and try to combat barriers,

142whether it's food deficiency, whatever the case is, to alleviate whatever the issues are. As Destiny was saying, we moved 30, 60, 90 days. We had 1,096 of those meetings this year compared to 1,048. We had 130, about 133 court conference meetings. And what those are, those are really, those are where we really get the attention of the parents. So usually somewhere between 60 and 90 days, if there's no improvement, we actually have them come downtown and meet. basically as a last resort to say, okay, you know, we've worked with you for 60 days. You know, what's going on? And that's normally where they get to, you know, we usually get their attention. They come down. We, you know, we go over the plan to see if anything needs to be amended. If not, we give

143them another 30 days. And then at that time we tell them, hey, you know, either we'll file a complaint or we'll close the case. Moving forward, you can see here, which was one of the big improvements from last year, we had 63 truancy filings. This year, we had 37. That's a big improvement. That means that the rest of those kids that we served this year have been a success. We only had to file on 37 families. And those are the numbers that we like to see, even though we increased the number of how many kids that we saw this year. I think that was major because previous years we had two truancy officers in the district. Last year, we added a truancy officer because it's overwhelming because we had one just handling the elementary school

144kids and middle school kids. And then we had one at the high school and our elementary and middle school. truancy officer was overwhelmed. It was a lot of kids to see and she couldn't see all of them just because it was so many kids. So we did increase in number a little bit, but the filings went down shows the improvement that we have. And neglect filings did go up, but we had a dedicated truancy officer actually in the elementary school, as opposed to one officer trying to kind of juggle the elementary and middle. So those numbers did go up. As you can see, the residency investigations where we go out, knock on doors to verify if a family is living in a district, if they're, you know, if the youth has, yeah, if they need

145resources or if they... and no one's had contact with them. So we actually do that, come back, let the district know. And that helps with the district, their attendance to be able to, yeah, the enrollment center to either find out whether they've moved on or if they're just not in the district altogether. So below is a breakdown from building to building of the truancy filings, as well as the referrals. So, you know, I will say one of the main things with our truancy officers is that as far as the contract that you got, the district pays half the salary and the court pays the other half the salary and full benefits. So, you know, keep in mind, you know, trying to have a person do this, you know, include if you were to bring someone

146else in or, you know, someone who else, you know, a secretary or. a social worker who already have other responsibilities to actually have to go from school to school. So, you know, as far as, you know, you know, we understand the importance of, you know, you guys' job and reductions, but also, you know, the impact that our truancy specialists make. And especially with, I don't know if you guys heard about the new House Bill 96 with the new policy, attendance policies that boards have to come up with and submit to the court. You know, that's a big thing. all about family engagement and our truancy officers help with that a lot like you have to engage that family for them to respond that's the only way that we're going to get these kids in school

147so they can learn questions yeah i see trends where like the top one has very elementary school looks like things head in a really good direction and then i see schools where it looks like things are headed in a bad direction. What do these numbers mean and how should I interpret them? So essentially, like I said, year 24-25, we only had two truancy officers in the district. That one truancy officer handled all of the elementary and all of the middle schools together. So the volume of cases that were coming through, she wasn't able to get to as she could this year because we had one dedicated to elementary, one dedicated to middle, and one dedicated to high school. And sometimes Like for our program, at a certain time of the year, we need at least,

148before you can file, you can only file, you have to work with them at least 61 days. So you have to file, you know, within the 64 days. So like between March, April, May, some of the numbers may, you know, may go down a little bit as the school, we come to the end. So, you know, and we're working with more kids. So we actually, you know, had a... We had a meeting this year with all of our districts to come up with a plan, a universal plan. So all of the schools, so when you go, when you leave Ashbury and you go to Dunloe, the plan is the same. You know, the meetings are the same. It's ran the same. So we put together a package for the district, you know, to work with

149them to come up with how they want to, how they see truancy, how they want to work together and how our truancy specialists will work in unison. So, yeah, the numbers kind of fluctuate some here, but as Destiny was saying, we had an actual dedicated person at the elementary, at the school level, and one middle and one high school. So if I see Dunloe. had 70 truancy referrals, 24, 25, and then 44, 25, 26. Is that an indicator that something amazing and good has happened at Dunloe administrative changes or what does that tell me or anything? Well, it could be a number of things. It could be because basically the school does the referrals. So, you know, the school will, is the first, you know, touch with the family to try to, you know, alleviate

150any issues. So, It could be maybe it was a staff, you know, shortage or someone who wasn't able to make the referrals. Or it could be, I'm not going to, you know, it could be because we had, you know, we have a really good person there who was able to make that, you know, make that impact where the numbers did go down some. So it's just, there's a number of things, number of trends. And sometimes from year to year, we see. We see fluctuation in the numbers. So it just depends from year to year. I mean, if you have a social worker at the school that's dedicated and somebody who we can work with year to year, that makes a difference. If you have the staff, family movement, there's just a number of things that

151can. I think one of the biggest things in a lot of the schools and not just this district is that our truancy officers are pushing for the school officials to meet those families at tier one, like start at tier one before they even hit truancy. If these kids are missing one day, two days, like let's go ahead and call home then. Let's see what's going on if that's not normal for them. So I think that's a big part of it. Early intervention is going to be like the best thing for, you know, us going forward. But I think that our truancy officers, because we push them to. when they don't have habitual truancy cases for them to work with those kiddos who are not really habitually truant yet, maybe chronically absent. And so they can

152prevent them from becoming habitually truant. That's where we want to get to. That's the point that National Hospital 96 is a big push for. Let's meet them at Tier 1, Tier 2 before they get to Tier 3. We don't want to go out. So how do we assess together to know that you're communicating and we're understanding where we're getting it right and we can communicate to you where we're doing it right. So we learn from each other. Like you said, maybe you have a less effective officer somewhere and how do you assess that? And then let's say... We see the numbers and we have some rock stars and some non-rock stars. How do we make this as good as it can be? So we have a meeting. We have a mid-year meeting usually with not

153to yeah we usually have it with Paul. We don't usually have it with Jamie but we have it we have the meeting mid-year meetings with Paul to see where we at numbers wise and then we would like go over those numbers and adjust where we needed to adjust. If we saw one school having more cases we would either put another truancy officer out there not officially on the payroll but just move one of our other currency officers with less places to help that from the officer out are we have a team we have a really good team of our ten truancy officers and they really do a lot to help each other out when there's a big push um for truancy at certain schools or certain districts I think you said something along the lines

154of where one of your, I would say larger currency problem. Is that, is that including like bigger districts like Southwestern and City Schools? Yeah, we have, so we have, I'll tell you the districts that we have. We have, um, Groveport, we have South Western, we have, um, Hilliard, we have New Albany, we have Reynoldsburg, and Canal. So out of all of those foods, you guys have a high. We did have your hand. We no longer have. Even when we add you guys. So it is the once a year, one mid-year thing or not. So we should re-ratch it from there. And that's the whole thing that we're working on. Like I said, I think one of the things we do is we communicate. And like I said, we make sure all the schools are on

155a core. And our choice officer leads, asks, and downloads. And it's the same core. It's not one school. operating here and the other one you know whether they're not getting referrals or they're not you know getting the um you know the resources you know to even help the youth so we're working on that to make sure that you know things are done universally and every month we are changing our 20 officers numbers I'm not sure. Personally, I would think I think it's the change in demographics where I've seen over the years where there's just a number of kids moving in an area where a change. Like you were saying, you live in an area where you start to see a lot of different new faces, different cultures, where folks are starting to integrate. I think

156that plays some part of it, where does urban areas change as well? You can see it. So I think that might be it. So you didn't mention the city of Columbus. That's not one you guys do? We initially had Columbus. So would we be more comparable to what you're experiencing there now? I know about attendance last fall and it was pretty much all of the suburbs and what the different attendance rates were and Whitehall's was right on our number but there were some trends up and down. The other thing I want to share, this is not an excuse but just from a factual perspective, every school that I know of for sure in Ohio attendance rates went down after COVID. People got used to not going places, not coming into school, not going into work.

157And our truancy rates increased. It was a significant amount. I don't want to say double, but since COVID, the rates increased a lot, and we've been trying to slowly bring them back down. The other thing, when you look at some of the facts and figures, I guess you have to have those conversations to say, is more filings a good sign or a bad sign? Is there more filings a good sign because there's more follow through and it's being addressed? Or are more filings a bad sign because we have more kids who continue to be truant after we try to do intervention with them? So I think this is a separate piece that we have to look at and compare to what are our attendance rates by building. If you put our attendance rates by building

158next to some of these filings, I think we could piece together. a better picture of what's being successful or what's not being successful um and and do it that way. So I just wanted to add those few things into the discussion. And I'll add one thing. Our filings are flagged. So as opposed to, you know, the courts already have, you know, basically us being part of the court. So the magistrate, you know, knows the TIP program and, you know, we'll see that, okay, they already know that they, you know, put in the due process and what has happened. So they have an understanding when they, when the families come before them. Just one more question because I'm curious. I get like high school, it's hard to deal with teenagers and know where they're at all

159the time. And I'm never going to be a parent to say what my kid won't do. But the elementary school, right? Like I'm confused on the disconnect there because school isn't optional. Right. And so we file. So the filings that we do for the elementary kids, we're mainly talking to the parents because this is your job to get your kid to school. And but what we're finding, I've had to cover for a lot of truancy officers in different districts, including Gopher. But what we're finding is that parents don't like they lack accountability, like they lack care and concern for school anymore. And so we do have to file education and neglect, call children services, do all these things that make them take it seriously. And I don't know why they feel like that. I think

160it's just a societal issue. And so I... it's always my push for like administrators like in the summertime send out stuff like engage these parents that's the only way I like I am a firm believer of engagement and um and getting these parents into the schools um getting these kids into the schools and so um I think that as long as we continue to try to get get them engaged. That's the only way that we're going to have them come into school every day. And that's one of the reasons why we do habitual filing for middle, high and neglect for the elementary is more apparent, of course, more parent focused where we'll, you know, we ask the children's services get involved. We make referrals. So we're not just, you know, we're. We're not just truancy

161related. Our truancy officers, a lot of them have relationships with the families where they can say, okay, well, I've worked with you for two years, three years. What's going on? Let's try something different this year. As Destin stated, we try that tier one to try to get to them before they even hit that threshold. So, you know, just with the elementary, it's rough. I think one of the other things is a lot of these parents, you know, we talk about the kids having mental health, but a lot of these parents have mental health. And so a lot of our truancy officers as well, like they will link the parents with mental health services if they, you know, can admit that they're struggling. But the biggest thing for them in that first initial meeting, that first

162initial contact, they're trying to find out what's going on. What are you struggling with? How can I help you? How can I be there to assist you? Because we do know that the school gets overwhelmed with all of those students. So that's the biggest thing that we try to push for our children. Last question. I'm not going to. Oh, sorry. When you see a reoccurring thing. Do you guys report that to the school? Like, hey, many, 10 of your students are having this issue with the school or at home. Like, how do we identify common causes so that we can address it from our end? Yeah. So the schools typically are good at. notifying us because that's where we get all of our referrals from. So they will notify us and I think Tabitha, Shamara,

163and Jonita, I think they all do a great job working with the administrators there and into identifying issues. And what we're finding is schools, traditional school is not for everybody. And so even if we have to give out referrals to other options, like we want you in school somewhere. Which we're not. We want them here. We do want them here. We want them here. But we want them to be productive, too. And if the kid is telling me, like, I don't like coming here every day. So what can we do to help you? I don't want to come to school. It's too crowded. And kind of. Mr. Grip, basically, like you were saying, after COVID, we've seen the spike in mental health, you know, anxiety with 90% of kids. Well, you know, from being at

164home to, you know, all of a sudden I'm in the building again and it's all, you know, we're getting a lot of bullying, of course, you know, just things that, you know, identifiers where we are trying to be proactive. and say, okay, you know, hey, you know, like you said, you know, going out in the summer. Hey, last year, this year, you had issues with, you know, with food. Yeah. So we had proposed that our truancy officers go out with some of the social workers, you know, over the summer to say, okay, hey, before you get this, what's going on? Hey, what can we help with? Excuse me, Nate? Another time. Thank you. Sorry. Well, thank you so much for all that great information. Thank you. Can I have a question? Yes. I was actually

165going to ask Ms. Foster what her intake was when she was in the building, or Ms. Decker, their feedback on it. Because I didn't even know we had it, to be honest. Yeah. I definitely, counselors and our social workers are doing a great job, in my opinion, too. do those interventions prior to the additional tier or level of truancy that needs to get involved. I think I'm a kindergarten teacher, so it's very different as a kindergarten teacher. It's not the child's health at school. And so the elementary grades are a little bit different than the secondary grades versus, you know, the primary grades versus the intermediate grades, subject to their parents getting them up. Okay, I believe I have Mrs. Zimmer first and Mrs. Daldaburger second on that one. We call the roll. Mrs. Deldo-Berger?

166Aye. Mrs. Zimmer? Aye. Mrs. Herbert? Aye. Mrs. Walsh? Aye. Mr. Kirshner? Aye. The vote passes unanimously. Thank you all for being here this evening. Thank you so much. Thank you. You too. Thank you. You as well. Superintendent recommends Groveport Madison Schools Board of Education approve the attached contract with EPS. So moved. Latoya, did you get the first one? I did. We both said the same time, your call. All right. So first is Latoya Daldaburger. Second is Mrs. Herbert. Now Ms. Zimmer. I did the second. Okay. I'm sorry. I can't hear. I can't see you guys. All right. Thank you. Nate, give us the two-minute rundown, please. Okay, I brought the contract with me so I make sure I look over it with you. Mostly what this is, is monitoring for fire alarm for all of

167our buildings, access control for our buildings and camera licensing for our buildings. I looked up, I actually called them and I looked up last year's proposal and it was only it was four grand less than this and that changes from the building at 4500 and all the services for that building cameras access control fire alarm. Anyone have any questions. This is our typical contract that we have with this company. Yeah, that's correct. And it changes minorly year to year based on how many devices we have that they're supporting. It looks like the total now is $54,898.98. Yeah, and that is up from $55,17. Thank you. Any other questions? Yeah, so we're paying. Tell me about the. the camera systems, are they being remotely monitored? So the camera systems, that is licensing for the software for

168the camera and support for the year. They do maintain and service our servers and there's one in each building. They do maintain and service what? Our servers. Okay. So the cameras, are they remotely monitored by them? No. So why aren't we? managing our own cameras? We do manage our own cameras. This is software licensing to use the cameras. And then a maintenance contract along with that. That's all the cameras in the district. Are they access? There's a spread. Most of them were access. Some of them are Bosch. Some of them are Sony from when we couldn't get access during COVID. Okay. 495 I think cameras in the district and over 100 of those are just at the high school. So does this include this company doesn't provide any sprinkler maintenance or they do? I don't

169think they do. I think we have a different company for that called FHS if I'm remembering correctly. FSP? FSP. Okay thank you. Any other questions? All right. Mrs. Dowdell-Berger? Aye. Mrs. Zimmer? Aye. Mrs. Herbert? Aye. Mrs. Walsh? Aye. Mr. Kirshner? Aye. Motion passes unanimously. The superintendent recommends the Groveport Madison School Board of Education approve the attached SRO MOUs with Groveport Madison Police Department and Madison Township Police Department. Ashley Zimmer moved. I will second. I guess I'll start off. I have a whole lot to say about this and I'm glad our resource officers aren't here today. We have had a resource officer that, in my opinion, might even be responsible for us not having a principal and one that has dispersed tear gas multiple times in a confined space while our... principals trying to deescalate and

170restrain a student and who I feel has escalated. These contracts do not allow for us to change SRO officers. These contracts do not allow for us to evaluate our SRO officers. And I think we need a big change. I think... If it were me, there would be one SRO from each department and then we would use private, well-trained security as much as possible, more skilled in de-escalation and more able to assist the staff with other enforcement and disciplinary action, disciplinary items. And honestly, in talking to the chief at Grove, we... We don't get the best. We don't get their best. The best don't want to do it. And we don't get a lot of choices. And I think we need to make a change for the safety of our employees and our students, quite frankly.

171I've watched the videos and I've seen escalation instead of de-escalation. I've seen not fit for duty, in my opinion. There's people, you know, if somebody's got your back, I want them to be able to have your back. And I don't think we get that. So I am very much opposed to four SRO officers with some of the ones that we have presented to us. And I don't think if we can change that, if we can't change them with our abilities here through this contract, then I would say hire less and let's hire. private officers that we can have greater control and training and expectations of an interview and make sure they're motivated that way. I'm going to say the other thing is, so in some instances you get SRO officers that are born and bred

172and want to be SRO officers. And in some cases you get... people that are biding their time to the end of their retirement. And I think we're not getting exactly what we should be getting right now. So that's my opinion on this matter. Would we be able to meet with a representative from the elementary school, a representative from the middle school, as well as the high school in regards to their opinion of the SROs before we vote on this? Sure. Just that way we get feedback from their mouths versus hearsay, in my opinion. And is there any, you know, feedback from the building principals? I don't know if they've ever been included on the list day to day, but have the schools been included in the evaluation process for SROs? No, and if you look

173at the contract, the selection and the evaluation and what our proposed contracts have are with the police departments, not us. I will tell you that it wasn't any type of a formal poll, but I wanted to get some feedback. So I emailed all the head principals and just asked about this because I knew the topic might come up tonight. In general terms, younger grades are less dependent on the police officers than what the older grades are. There was a mix of different kinds of feedback, but if we wanted to put a group together to come in and talk, you could hear some things firsthand and more of an interactive experience. There are some pros, just a few things. Presence of law enforcement in schools, safety education. School safety planning as far as training drills practice

174crisis response. District communication with first responders. Now I'm not saying we wouldn't have this without SROs. Assistance with traffic and arrival dismissal and coverage athletic events, special events, graduation support. And obviously when Mr. Kirshner just said that, I kind of realized that that was one of the many things that Paul used to do was. uh get our sros for board meetings so i need to make take note of that to get that taken care of um you know there were other feedback uh also and many of the comments from the principals said um and i'm paraphrasing We like our police officers. If we have to choose between an instructional staff or a police officer, if we're looking at reductions, they're always going to side with the instructional staff. Could you restate that? Yes. So, again,

175I'm paraphrasing general terms, but I didn't ask the question this way, but they said if we have to choose between an SRO or an instructional staff person, we're going to side with instructional staff. In other words, some of the people said, if I have to choose between, for instance, a title teacher or an SRO, I'm going to choose a title teacher. For what? If we're talking about reductions or cuts. I didn't ask it that way, but they were saying if I was a forced choice. No, I'm not suggesting a reduction in security. I'm actually just suggesting what I believe would be a higher level. We're paying. We're paying a really good price for these officers. And so I think, quite frankly, for that money, you could possibly get people more wired towards education, more. If

176you look at, you know, the goal is to have a higher educated. individual, right? I mean, that is the goal of this. If we look at our policies or our goal, I think we'd get higher educated. I think we could probably get maybe better trained, maybe be more physically fit. I think if we put it out there, I think it would be worth it to be able to select a couple people that would deescalate better, that would protect better. Like I said, I... And I do think there's probably some documentation towards some of the issues, right, as far as what we're talking about. So, you know, I'm not calling out any names, but, you know, and you mentioned the football games and I can I can draw a direct coalition there. If you correlation, excuse

177me, coalition correlation. If Josh Shorten goes under the bleachers with his whistle, they disperse and they stop. And then I see officers who do what they call a leg sweep and they end up on the ground, not the kid. So that's the difference I'm talking about. is just, this is the job, protecting our principals, protecting our staff, protecting the students, which can be very physical and also very mental. And I just want the best of the best doing it. And I think we do need resource officers. I think having somebody from Grosport and somebody from Madison Township is ideal, but I can tell you. From what I understand, there's a new chief, so maybe there's a new idea. But from what I understand from the chiefs, they're not lining up to be resource officers, and

178we're not going to get anything different unless we come up with something different on our own. So with that, have you had a meeting with, you know, when we're looking at our safety plans and things, have you met with the township? City Council recently before these contracts came to the hall does he was safety security he meets with them and so did before these contracts came was there any you know concern um or what was saved like I guess that's my question like we already know that there was kind of you kind of did your informal survey um was that kind of discussed prior to this coming or you're not sure I'll have to follow it with him okay um then another thing is since we do have these before us I don't know where

179we will land as far as recommendations of table or not, but I would want to ask because of the climate of things, as you mentioned in the. the contract when it talks about the selection process for some of these. Is that language just been the standard? Have we ever challenged it? Have we questioned it? Have we asked for a compromise? Because I would like to see where it'd be agreed upon, not, you know, I think we've done what we've done because we just had to, we did it that way. But now having to say in the conversation and having input and weight on the performance and input where it's an agreed upon selection. So I will confirm with Paul. My understanding is when we asked about this before, it was because of the police association

180had procedures for bidding on jobs that we weren't allowed to have, say, in selection. But I'll have to confirm that. Finally, I'm sorry. Yeah, I was wanting to do a follow-up so we could get that what that is in writing and then if there's any exceptions because this is not necessarily their site. It's being a, this is like a contract for them to come work for someone. It's work for hire. So it's not like it's a, you get this precinct, that precinct is different. So I would think we would, we, I would like to see what the exceptions are with the union, if any, but if there isn't, then there isn't. But I would think it's not like an assignment per se. And do they do all their other assignments the same way? Okay. She

181said if it's contractual. And that's probably then what they're talking about with their contract. The pushback. Okay. That makes sense. So just for those that are listening, we have our union rep here and she was saying if we are asking... Right, right. Our union rep from GMLIA, let me be clear, but she was just talking about what the master agreement and how the similarities would be if it's contractual. If we try to circumvent that, we would be creating unfair label practice within their organization. So that is probably why we can't make those changes. So then back to John's point, if we, you know, looking at other means of security instead. My statement has nothing to do with the SRO officers. I think they're needed and necessary. But I do agree with what John said. Yes,

182people, believe it or not, I believe, I agree with John. De-escalation is a skill that every S-R- Yeah, Mark. 1036. John. 1036, June 2nd. And I agree too. So I agree. I'm not, I'm with you. It's important that they do have that skill set they're going to be working with in our district, with our kids and with our families, because anyone, no matter. what their agreement is with us. We want them to embody our same principles and values. And I have seen situations where it started at a 10 and it didn't have to go there. You know, we could have met somewhere, kind of talked through it just respectfully and got the thing resolved without escalating it all the way to a, you know, problematic. and a poor reflection on the district. And if we're

183going to have people in those positions, then they need to carry on values. So I think if we could have a discussion on how we could have more input in that, or if people are put and we don't agree with their actions, how we could get replacements or something, if that's an option. Nope. Okay. I agree 100% with what Deanna said. Mark that. I had one last. I'm sorry. I'm speaking right now. So I also have a question about the contract. Like our contract, you know, there's no cap on the district's financial obligation in the contract with them at 70% of the salary. We have no cap, whatever their salary is. To me, that is not a good clause. And they have, which we've all said, they have sole control over the personnel decisions. So

184there's that automatic renewal forever, unless we get notice. kind of a problem. And there's undefined additional costs. So I think we need to look at the contract overall in general too about what all it's telling us we have to do. Substitute coverage is not guaranteed. If they're not there, there's no guarantee that they have to provide a substitute. It's just they're not there. operational issues or look for future agreements. I would like to see a look at the contract a little harder. And I think they're both identical, right? And they just say different names. Let's go ahead, John. That's all. Sorry about that, Kathy. So the final thought I have is, as we've learned from Canal Winchester with the sheriff's department that they use, I think possibly Franklin County Sheriff may also. offer us a

185greater depth when you talk about substitution and a greater depth when you talk about selecting resource officers because they obviously have way, way more officers than both of these police forces combined. So I think there may be an opportunity to expand and include the county, which also has K-9 units and other resources that we currently don't have. But additionally, I know with the Canal Winchester contract for general policing, they get three officers no matter what. And with Groveport and the township. they're always struggling, at least the townships always struggling to have two or three officers even on the road because they're always on vacation and the vacation takes away. With the county it doesn't matter if they have three officers on vacation, they got three more to send them behind them. So I think that

186I think Franklin County is also somebody we should engage with this issue and they may have some shining stars waiting for us. that could maybe are the kind of person we're looking for, maybe actually are hoping to be SROs. So I've heard a couple of things I want to summarize. One is getting a group of representatives from the different grade levels for feedback. And do we want that with the board members? I was going to say, could I do a motion to postpone it till either after we meet with? building administrators or if it's not too far out August 4th, so it's done before the school year starts as well as reach out to Franklin County, Chair. I want to keep going. The questions we need to ask are- Could you wait one minute? I'll

187second the motion. Second. We have a motion. I second it. Thank you. Motion by Ashley to postpone. I think the police departments will say August 4th would be way too late for them to have somebody. If we decided on August 4th to have somebody signed up, ready to go bid on the position, if it's a bid process or selected for the position, they're going to say that's a quick turnaround time. We probably wouldn't be able to do that. The next meeting is July 14th. Would that be better? I think July 14th works for me. I'd say with the police department. Okay, so. Do you want to amend your motion, Ashley, to July 14th? I want to make sure we hear from the building administrators before we make a decision. But I can amend it to

188July 14th. So you're going to withdraw your motion or start a new one? Would that be all right? Because that would be easier all the way around. Then we'd have to vote on amending your motion. I'll withdraw it and just postpone it to the 14th. Second. Okay. So I have written down motion to postpone until July 14th to allow feedback. from building administration? She wants to meet with Wright. I'm just doing until July 14th because there is no guarantee we're going to be able to meet with administrators before then. And if we need an SRO, we need it. So we've got to have a definite date. Can you slow down and say that for me again, Ashley? I'm just doing it, postponing it to the 14th and not doing any clauses on it. There is

189no guarantee we can meet with the administrators. Okay. So your motion is as simple as to postpone until July 14th. Exactly. Thank you very much. Okay. So we have a motion on the floor by Ashley Zimmer and a second by Latoya Dalberg to postpone until July 14th. Can we go to vote on that before we carry on? Can we vote on that before you? Yes. And at the July 14th meeting, Jamie, can you make sure we have people here who we can talk to to address the other, to hear what their comments are and pull on and give us thoughts on that and we can talk to them directly here at the board meeting. Would that be good? I don't know that we can. Can I make a suggestion? Yes. Me of all people. What

190if we called a meeting of the whole, a special meeting, just for the simple feedback from people to get them to come in and let the board hear from them directly? Like a single topic. What if we had a, at least two of us have a policy meeting that was scheduled the last Thursday. The last Thursday is the Tuesday, I'm sorry, is the 30th of June. That gives you exactly four weeks. There's five Tuesdays in this month. Actually, I have maybe even another idea. What if, because people are going to be going off duty at different times. What if I did a Google meeting with all the administrators? and recorded it and shared that with the board. And then they're not dependent on people coming in for a meeting and schedules. I could schedule a

191meeting, do a Google Meet, ask a series of questions like open-ended, get their feedback. And if you had any individual questions you wanted me to ask, send it to me. I could ask those questions, I could record it, and then you could all watch it at your leisure to see feedback from different people. My whole question is, since we're potentially talking about specific officers, is there going to be any issues with public records? Well, I don't think we have to mention them by name. I feel it's going to come up. I have another idea, and that is going back to the... committee of the whole or a whole board meeting, but also making it a community round table and bringing in maybe Obetz police, Groveport police, Madison Township police, and the county, and just having

192a round table with everybody. I don't think that's a good idea at this point. Personally, I think we need to speak with our staff where they feel they can openly. speak without any repercussions because standing in a room and trashing an officer can be rather intimidating. Well, I don't think it's one or the other, actually. I think he can do what he's talking about. But as far as us expressing. or the district expressing to the different parties what our concerns are and seeing what's available. That's outside of that scope. So I think one doesn't supersede the other. I think you do the Google meets. I'm just saying this is a pretty high value proposition for the safety of our staff and students. So why not just do a community roundtable, bring the players and the

193chiefs, the city council, if they want to come, the township trustees if they want to come. the county if they want to come and just express what our goals are and see what see if they have anything more to offer and see what they can if they would they can come up with i just think it might be it might do a lot of good things for us just bringing the community together and also letting us shed light on what our options actually are because we might have we might have it just occurred to me now we might have resources through open. We might have resources through the sheriff that we would never even know as we go through this process. If all we're doing is taking feedback from the staff and they don't even

194know eventually that, hey, there's this option. Maybe there's an option with the sheriff's department. Maybe there's an option with this alternate police department. Jamie was going to reach out to the sheriff's department just for the record. Jamie was going to reach out to the sheriff's department before we do anything. I had that on my list of things to do to contact them. Yes. Can we just can you finish what you were saying about what you were hearing and kind of go over that and then maybe we can put a pin. Well, we have motion to postpone. Do you want to go ahead and finish that? I think we're throwing out more things, but I think he had some ideas on what he was how he was going to proceed, given what we the feedback we

195get. Which I was just going to kind of summarize my my takeaways, but. Contact Grosport Madison Township. I just added OBETS on to Franklin County Sheriff's Office. And I don't know if I need to do any footwork with private security staff or not. That was one of the notes I had written. We need to find out if we can be involved in the selection of the officer. Do we know if there's any replacement clause or evaluation part of this as far as the role of resource officer? Trying to read my writing here, I'm sorry. Removal of a percentage of the cost and go to a fixed cost model and substitute coverage being part of it. And then the original thing that I started with, you'll want to feedback from the building administrators by the different

196grade levels about what their needs are, what they see, what they would like. So that's what I had for my takeaways to do. Yeah, another one I was thinking, I don't think there's anything in there for performance standard. So we should probably have that in there that we want them to have de-escalation training. training with adolescents specifically. There is required SRO training that's in both of the contracts that they need to do. Yeah, I saw that, but it seemed to be pretty limited, and obviously it's not effective. De-escalation, at least, hasn't been effective. From what I've seen on the videos that I've seen, it's been the opposite. So everybody likes the idea of the video that Jamie proposed? I don't have a problem with it. It's a time saver, maximizing technology, and we're able to

197get things moving. It's fine with me. And if we send, can board members send you questions that they may have? And everybody, do you want to have a date set for that? Like next week or whatever? Yeah, I'll... I'll send an email out to all the board members asking for questions and upgrade a big list of questions. You know, we'll want to have this meeting sometime next week before people start going off duty on vacations. That'd be great. And then you said you were going to reach out to the different law enforcement. Did you say OBEX also? John had mentioned OBEX. Yeah, it looks like a portion of their student population is in our schools, but I don't know how that affects it. I know Fairfield does canal in Franklin County, so I'm not sure

198how jurisdiction works, but I'm sure Jamie will find out in short order. And then Jamie, he'll share what you find with the board on that, right? Yep. And then we'll discuss it, postpone it until... The motion is to postpone until July 14th. Any other questions or comments for Jamie? Can we have roll call, please? On the motion to postpone until July 14th. Yep, roll call. Mrs. Gallo-Bergman? Aye. Mrs. Thummer? Aye. Mrs. Herbert? Aye. Mrs. Walsh? Aye. Mr. Kirshner? Aye. Motion to postpone. July 14th passed unanimously. Superintendent recommends the Groveport Madison Schools Board of Education approve the attached rental agreement with Pitney Bowes. So moved. Second. Is that you, Kathy? Yes, sir. Mrs. Wallace. Does anybody have any questions or concerns about the Pitney Bowes? This is the standard contract we do every year again, isn't

199it? Yes. All right. Mrs. Dattelberger? Aye. Mrs. Zimmer? Aye. Mrs. Herbert? Aye. Mrs. Walsh? Aye. Mr. Kirshner? Aye. Motion passes. Let's not go back into executive session again. We're now on to, it says Jay. I think it would be okay probably. Board members comment. Announcements and brief comments from board members. Just one. I do have a comment. I know I'm not a board member. Nate and I visited Canal Winchester City Council Chambers and saw their AV system. And I think we were looking for, we've seen what they have and we're still waiting to get some information. from the tech director there are some details but I guess what we're thinking is we know we need to do it for in here an executive session room and we want to basically put a scope of work

200together to go out to bid and because we need to do this for accommodation yes we're going to be spending some money but we think it's important to do this so people can here and be able to interpret what's going on. And so I guess I'm seeing some nods here, but we're looking for that direction of clarification to go ahead and move forward to do that. Yeah, I provided scope. And when I spoke with Mr. Brown, he was going to send me the company that they consulted with to build that proposal. I'm sorry. Mr. Brown? He's the tech director of our... at Canal City. The company that they consulted with to build the proposal for Canal Winchester? Yeah. That's what I sent you. Right. I was going to reach out to that company to have

201them help expand that proposal to fit our space. Okay. Or ask if that is an appropriate next step. So I'm confused. Technology Service Pros is my company. Yes. So you're going to ask them if I can develop a spec? When you and I spoke with Steve, you said that you didn't build a proposal, you put the system in. No, no, you misunderstood. The entire system was mine. What I was expressing to you was I had nothing to do with who they selected for closed captioning. The entire system is my build, but I gave you the scope already. And I'm happy to help. But you can't hire me, obviously. I thought there was a third party that David works with. You have the equipment list, you have the scope, and I'll be happy to help in

202any way I can. So they're going to help with the captioning. We're going to have real-time captioning. Is that what you're saying? Yes. In addition to the system that they have, we would need to add closed captioning. Their closed captioning works way better and it's just a matter of the system working way better. That's all it is. They're using YouTube closed captioning just like we are, but it works better because people are speaking more clearly, I think, and the mics are better. Does it identify the speaker, have punctuation, not be a wall of text? Yeah. Perfect. All right. Any other comments? One thing I'll just say, and this is certainly not my area of expertise, they have a screen at each station and there's a ledge, which I'm assuming that ledge helps with the directional

203sound part of this? No, the sound is coming off. of the backside of big ceiling speakers aimed out towards the audience. No, I don't mean projecting the sound. I mean the mics picking up the sound. Do we need to have a ledge, a larger ledge? Does that have any impact at all? I don't know. I just think the system has better feedback control and higher gain before feedback. Okay. I want to say thank you for offering the moment of silence, Ms. Walsh, for the family, for our student. We got an email tonight, too, and I wanted to thank our district and those social workers that volunteered to provide those resources, and a shout out to the community leader. Miss Addie Red, who is doing some great work with a, it's a summer camp along with

204Change City Church and Multiply. I'm going to stop the point of order because it's a shout out to the community member, Miss Eddie Ray, who is annoying. And I'm sure that's not what you said, but that's what everybody's reading online right now. Eddie Ray, who is amazing. Is that what you said? I'm sorry. So could you go back and repeat that, please? Yes. Thank you. So in the unfortunate tragic passing of one of our students, we have had some things going on in the Independence Village area and wanted to give a kudos and a thank you first to our social workers and staff for resources that they put together and are constantly putting together to support our students and families. Second, to Ms. Addie Redd. who is a community member on independence, doing the work

205with our students as well and the families in that community. And the City, the Change City Church, who has offered a camp there, which I stopped by today. We also had some educators out there wrapping their arms around the students. So, I mean, this is their time off. So the fact that they still showed up was huge. And I want to thank them as well. And this is what it looks like when everyone chips in, does their part. And wanted to just mention that I did reach out to the, just wanted the board to know, to the Columbus City Council. as well as I believe there is a bridge that can be built between the school and other municipalities where our students and families live. So I have reached out to City Councilman Mr. Shannon

206Hardin, Council President, excuse me, as that is his district as well, to see what we could talk about resources and things like that, as well as our state rep and the county commissioners, so that way we can have a comprehensive... rapid wire, not just like a drop in and just be gone because this could have a long term effect for those families with this being at the beginning of the summer. So I just wanted the rest of the board to know of my efforts and feel free yourselves to reach out to those same parties. You know, many hands make labor light. That's an old African proverb. And I think the more of us that speak out and use our voice beyond the board here as elected officials to collaborate with those other elected officials. we

207can get our students and families what they need across all municipalities. So I just wanted to provide that input to the rest of the board and thank Mr. Groob and our incoming student services director, Mr. Martin, on the work that they're doing and the work that they've currently done. With regards to the possible changes, are we able to apply for any grants to help offset the cost of that? Which changes are you referring to? I can certainly look. I can look too. I just wasn't sure if it would qualify for anything given that. If it did, you know, it's maybe unique enough that it would qualify for some kind of funding. That's what I was thinking. To try and offset the cost a little bit. And then at the first May meeting, I was not

208able to attend, but I had sent a request to all the board members to request to meet with a parent in our community and executive session. So I just want to go on record requesting to have that meeting at the next board meeting if possible, unless anyone objects. I don't have an objection. And thank you for sending your email. Any other comments? I'll try to make it brief. So I want to piggyback what Latoya said about the tragic loss within our community. It impacted me. I didn't know the student personally, but my players on my team actually was friends with the young lady. And seeing the impact on their faces impacted me tremendously. And having the thought of what that family is experiencing. It's just unimaginable. So my heart goes out to them and prayers

209for their strength. Switching gears a little bit, since we haven't been here for a few weeks, graduation was lit. Enjoyed seeing the family celebrate those accomplishments. And, you know, it doesn't bother me. exaggerated celebrations because we don't know what it took for that child to cross that stage. And it takes moms, dads, grandmothers, grandfathers, neighbors, cousins, aunts, uncles, you know, brothers, sisters. It takes a whole village to make sure we're putting our kids in a position to be successful. So kudos to all the families and all our graduates. It was just good seeing the joy that they had. That's it. Oh, and just the flag that the district has given out free lunch for those that may need it. So just putting that on the radar that take advantage of that resource. But you were

210saying that last part. The district is providing free lunch for students. Oh, thank you. The flag came up. Yes, it's just the flag. Sometimes that closed captioning gets me. Thank you so much. And we also received an email at the beginning of the board meeting asking if we could attend the celebration of our student. So I would appreciate if we could come together as a group and all the time, I think it would raise support. And I forwarded it to you too, because I think it just came to the board, Jamie. So then that way you have that. I also wanted to piggyback on what Ms. Herbert said about graduation. And this year, since it's like my third time or so, I actually took a different seat and I took video of. pictures of watching

211the teachers and the educators who were selected to give the diploma and I went back and watched those and just like wow it was a different view to see they were just as excited or if not more than the student receiving their diploma and that's who Groveport is and I think that just kind of took me back to when I graduated and what I went through I was that student that I had to have everybody you know to get me through and then do the whole army thing but I just think it was really good to see that and experience that. And I wanted to get that over to Ty. So I think that's another way when we go out and do recruitment, that is what people need to see, that part where educators are

212connecting with those students when they're graduating. And then lastly, I have a list of things that I've compiled because I have a, you know. the smaller kids and the summer reading is kicking off and they have like these great ways to do things electronically. We've got the canal branch that's open and their kickoff celebration at the main library. is June 6th, this Saturday. And I've went, and not really because of my mom, when I was a little kid and I volunteered at the library because I love books. So I wanted to make sure that we knew that. And then also the Gateway Film Center. If you have a library card, Sundays, free movies at one, you can get up to four. um tickets on one library card and so as long as you have a

213columbus you can go to the gateway film center i know transportation may be a challenge for some of us but if i just want to at least put it out there so someone can make it it's a free way to do something with your kids i know times are tough money's tough gas is high trillion dollars for some gas right now so it wouldn't hurt to have a you know, may spend the gas, but it's not going to cost you to go to the movies to see some great, some great shows like Iron Gully, some old ones, Iron Giant. And I think it's running all the way through the summer. So just wanted to put that out there and shout out to Donna and Larry James Foundation and the board at the Gateway Film Center

214for partnering with Columbus City, the Columbus Library. Pizza Hut has a reading program. And if you read, you get a free pizza each month, personal pizza. Hamilton Road participates too. Just throwing it out there. We probably need to get Ty just, I mean, Ty to reach out to the moms here on the board so we can give him a good list of stuff to put out. Seriously. Because we're doing it for our kids and I don't know if it's getting out there and we can make sure the families know of all the free opportunities and things that they can get. Even the library thing is free to sign up online. You don't have to go into the branch anymore and get your little paper and go and get it stamped. It's all electronic through your

215library card and you set up your account. So I just wanted to, because it kicks off on the 13th, if I'm not mistaken, the actual, the points and stuff, which you can sign up now, but the big kickoff is there. canal has a celebration there's individual small kickoffs as well throughout the um the county all right now we will make a motion to adjourn some of our second rather because you made the motion