Cuyahoga Falls City Schools BOE Regular Meeting 6/30/2026

001Good evening. It's 5:30 p.m. on Tuesday, June 30th, 2026. Like to call to order the regular meeting of the Ka Falls Board of Education. Mr. Wo, you please call the role. >> Yes. >> Mr. Gomez, >> here. >> Mr. Harris, >> here. >> Mrs. Schaefer >> here. >> Miss White >> here. >> Mrs. Zimmerman >> here. >> Thank you. Item B is approve of the agenda. Number one's a motion to approve the agenda. It's recommended the board of education approves the agenda of the June 30th, 2026 board of education meeting. Action by the board of education adoption of a consent agenda means that all items are adopted by one singular motion unless a member of the board of education, treasur, or superintendent requests that any such item be removed from the consent agenda and voted

002upon separately. >> So moved. >> Second. >> Any discussion? Please call the role. >> Mr. Gman, >> I. >> Mr. Harris, I >> Mrs. Schaer, >> I. >> Miss White, >> I. >> Mr. Hi. >> Thank you. Item C is our opening ceremony. Number one isformational items. This meeting is a meeting of the Kaiger Falls Board of Education in public for the purpose of conducting the school district's business. It is not a public community meeting, although there are opportunities for public participation. If an individual wishes to address the board regarding a topic found on the meeting agenda, the individual must complete a registration form found inside the attendance notebook and present it to the treasurer. Following the introduction of the topic by the board president, followed by board discussion, the individual will be recognized. If

003an individual wishes to address the board running a topic not found on the meeting agenda, they must notify the superintendent and or board president of the topic no later than three business days in advance of the meeting. These individuals may share their comments during the board business portion of the agenda. In both cases, the individual will preface comments by announcement of their name and address and limit comments to three minutes. All statements should be directed to the board president. No person may address or question board members individually. And on the bridge board agenda for this meeting can be found your electronic device at the address shown on the screen. And for your convenience, hard copies of the board agenda may be found on the table by the signin book. The next regularly scheduled meeting of

004the Ka Falls Board of Education is Wednesday, July 8th, 2026 at 5:30 p.m. here in the auditorium of the high school. Now for our pledge and welcome Dr. Celico. >> Thank you. Please stand if able. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Welcome. Our vision Kyoga Falls City School District, the hub of our community, committed to a culture of caring. We innovate, we create, we personalize education for all. Our mission, every student, every day, every opportunity. >> Thank you, Dr. Salo. Uh we have three presentations tonight and first up is to honor our power of the pin statewide winner and I'd like to invite up Mrs. Belco. I just wanted

005to say a few words about um Riley. Um so the afternoon I met Riley Kennedy was much like any first Power of the Pen meeting. As a coach, I was excited, a little nervous um especially to meet a new group of writers and begin a new season. The students embarked uh the students seemed to share those same feelings as they embarked on their own writing journeys. That evening, I settled in to read the team's first writing responses, eager to discover new talent. Riley did not disappoint. The prompt was unfinished business. From the opening lines, I knew Riley was a natural storyteller. Her writing was witty, her narration engaging, and her characters immediately came to life. In her story, a student named Maurice seeks revenge after being wrongly accused of cheating on a math test when

006in reality it was his deskmate who had cheated off of him. The main character proudly recounts a string of petty acts of retaliation. I have so far stuffed slices sliced pieces of American cheese through the cracks of his locker, stolen the pencils off his desk every time he looks away, and stuck gum on the top of his chair. Most writers would have built toward an even bigger act of revenge. Riley chose a different path. When Maurice learns that the other student has tried to make amends, Riley's main character reflects, "I may not have finished my plan of rightful justification, but maybe that doesn't need to happen. I am perfectly fine with leaving it unfinished as long as things are set right." And one of the things with the power of the pen prompts is that

007you want to circle back to the the the initial prompt which was unfinished business. So that ability to blend humor with genuine insight is what makes Riley such a remarkable writer. Whether she was crafting a funny story, exploring a difficult topic, or creating vivid imagery, she consistently drew readers into her world. In another piece, Riley writes about a mass extinction event. Gone were the blending colors. Eternal darkness covered it all. She watched in horror and oncoming despondency as the bleakness swallowed it whole. The contrast between this haunting scene and the humor of Maurice's story demonstrates Riley's versatility as a writer. I wasn't the only one impressed by Riley. Riley captivated judges throughout the season, earning a first place finish at the district tournament, placing 12th at regionals, and ultimately becoming the state champion at the

008Power of the Pen State Tournament at Ashlin University. In addition to two of Riley's stories, In addition, two of Riley's stories earned Platinum Pen awards and they will be published in the Power of the Pen book of winners um next spring. So today, please welcome um Riley Kennedy and celebrate her success. You come on up. >> Everyone can turn around so everyone can see your medal. first place. So that's >> back for more. Congratulations. Thank you. Thank you. >> Our next presentation is on the Black Tiger Academy. Like to invite up Mrs. Maisie and Miss Kage. Well, they're getting settled. Um, Miss Maisie had some surgery, so she's she's making her way. So, we appreciate her coming in. >> Oh my gosh. Gosh. When was the last time? When was the surgery? >> Uh, June

00912th. >> June 12th. So, she's here. She want I asked her, I gave her an option. She said she would be here. So, um, let me just preface their presentation by saying a few things. Um, just to set the stage. So, um you I know you're aware of um times in which we we have students that may struggle um in the traditional school settings and in some instances they would exercise some of our students would exercise their right or um decide to attend Chennai for example or in other examples we might need to provide home instruction in some of those uh instances some of them are related to discipline others are related to students with disabilities and so what we're experiencing um are some students having a change of placement to home or to sometimes

010an interim placement um at one of the different schools that you have seen come through here um a PEP um we haven't used that just yet it's probably coming but um at alternatives at leap those different um options that we have and so we've we've recognized that we've um one spent a lot of money in doing that um we every time we have a child on home instruction we pay a teacher a rate to uh instruct that student. And then we also have times in which unfortunately uh we've had a number of expulsions this year, far more than we've had before. And um in those instances, some of them we continue to allow them, some of them to continue their education, but there's some effort that's involved in doing that. So what we're trying to

011do and um I credit the two ladies here they have been um discussing this and have really embraced it and taken it on to look at some options for students that uh may struggle that maybe uh again the traditional setting isn't the best for them. Maybe a um a full school day isn't the best option. Uh perhaps they need some blended learning. They learn best online with some support and facilitation from teachers etc. So uh one of the things we we did in in planning this I said So, you know that this has to be cost neutral before, you know, or else we can't even get out of the gates or at least a cost enough to offset what we're already paying in home instruction, the interim placements, etc., all the things I just described.

012So, um they went they went to it. We've had uh several meetings and they came up uh with the name Black Tiger Academy, which I believe existed in some form in here previously uh in the district. But we wanted to to present to you some of our thoughts in a way that we think we could really uh bring this to life for students who may be struggling or those also my last example I forgot to mention is maybe those that are coming off from a lengthy expulsion and they're like coming in the middle of a quarter and it's hard to go back into a classroom. they would need some time to adjust or you know the teachers have been so great about uh providing credit and figuring those things out but it is extra work

013on their end and so is there a possibility that when they come back from expulsion that they could wean their way back in maybe into this black tiger academy and then to the start of the new quarter semester whatever so you're going to hear all those things here today but I just wanted you to know the reasoning behind it that we're just trying to explore ways just to add another um option for our students as learners when we talk about personalizing uh education, Miss White. This is one of those ways in which we can do it. So, with that, I'll turn it over to the ladies here and um whoever wants to get started. Thank you. >> Um good evening. So, my I'm Christa Kohage, uh associate principal at the high school. And so, we

014wanted to go over what BTA could possibly potentially look like if you're able to follow along on the PowerPoint. Um, we'll go over the objectives, what we'd like to see the kids get out of this, what um, the structure of the program would look like, and then what our options are for either reintegrating students back into a traditional learning day or not, and then how that would look going from there. Okay. Okay. So, just to delve a little bit deeper into what Miss Kulich said, um we're the focus of this program, um we kind of modeled it off of what we did for our MTSS process this year at the high school. Um specifically targeting kids that need more individualized support. Um so, we've we'll talk about this um a little bit later, but obviously

015talking about specific goal tracking for students based on where they're at in their high school career, what credits they still need. Um, we also kind of uh folded in our career-based intervention program for our upperassman students as well. Obviously, the biggest difference for these students that are struggling for the traditional day, you can see um for a traditional day, they have multiple transitions throughout the day. They can struggle if they're already starting off the year behind staying on track. So the focus of this program obviously it's halfday very intense based intervention that would focus on making up those credits as well as staying on track. >> Would this replace the kind of credit recovery model that we have already or would it supplement that >> supple supplement? >> Thank you. >> Yep. So making sure

016that we have um a structure of putting why we would want to put certain kids in this program is important to us. So there are four things that we'd be looking at. The first one would be attendance um severe and chronic absenteeism. So uh but we know that we have quite a few kids who fit in that category. So, we'd also be looking at a behavior metrics of greater than five referrals, um, which also aligns with our MTSS framework, and then looking at their grades, um, less than a 2.5 cumulative GPA. And then we also want to look at um the the credits and how they're earning credits. Right now, we have kids who are coming up in their junior and senior year who don't have remotely close to the 21 credits they need to

017graduate. So um when we're looking at we uh differentiate it by grade level. So any students who are freshman who are who have earned less than three credits by the end of their freshman year, sophomores who have earned less than eight credits or juniors who have earned less than 12 credits. So what we would do is run these reports to see which kids overlap in those areas and then we would look at the our most high-risk kids to see if they would potentially this would be a good fit for them. So going back to that schedule, we have our cohort split into two different um morning and afternoon. So, we obviously would want to focus our morning cohort on the upper classmen um to fold in that career-based intervention as well. So, obviously juniors and

018seniors, if they're looking at either wanting to go to a trade school or wanting to still pursue college or wanting to just work after graduation, having the ability to take classes in the morning and then be released after lunch to be able to go to work, um we think would be a really successful part for those juniors and seniors that are looking to stay on track to graduate. So then that leaves the afternoon session for our underassmen, freshman, and sophomores. Um objectives are primarily the same, but obviously juniors and seniors, they have that shorter timeline to graduate. So it's a little bit more fast-paced and intense for that. Um freshman and sophomores, a little bit more um goal tracking, kind of career exploration, what they want to do after graduation is more of kind of

019their goal in the afternoon. And then this is just kind of a visual representation of what that day would look like. So we the only overlap that would happen would be during that shared lunchtime. Um based on our new schedules that are happening for the school this coming school year. This it would be the time during the middle school, but we talked about having lunch be in this identified space that we've already identified on the high school side. So there would be um less time for overlap with middle school students and with high school students. Right. The goal for for kids in this program would be for them to exit out of the program, whether that means they're graduating if they're seniors or whether that means they're transitioning back to a full day. So, we

020would want to keep them as separate as possible to still have that goal of wanting to go back to the traditional day. So, we have the start time a little bit um after the our school day starts at the high school. So, 8 o'clock versus 7:55. And then they'd be leaving the building about 10 15 minutes before the traditional end of the school day. Okay. So, um there are some things that we definitely want to prioritize. As I said before, making up um one of the biggest priorities is making up previous credits that they haven't earned. So, if they're a sophomore and they've only earned two credits as a freshman, then we want to get them caught up to the end of their freshman year and then get them back on track with the students

021who are in their cohort. um the students would be working through admentum. Um the difference would be that the kids would not be doing credit recovery online. So they'd actually be doing the entire admentum class with the guided notes. We'd have teachers in that classroom supporting them. We'd have a math teacher who's coming in during their duty time to work with students so that the kids aren't learning independently. there are teachers who are in there during that time who are supporting the students who are working through the programs with them and the students are working through the classes as a whole. Um so if you look at card number two the students wouldn't be unlike credit recovery in this program the students wouldn't be pre-esting to opt out of sections because this is the first

022time they'd be learning the material. they would be going through the entire class and doing all of the guided notes to go with that class. And then um the last one, the assessment protocol. So all of the mastery test, unit test, final tests would be completed under um direct supervision from the person who's in the classroom at that time. So the students would be able to use their guided notes to help them during the assessments, but um they would be sitting one-on-one to take those tests. Okay. And then um this is kind of just the accountability piece for the students and for the people who are in the class. Um we would be tracking like microtracking the students. So weekly the um teacher who's in there would be working with the kids to have meetings

023one-on-one with the students to track where they are in their classes. um how much they have left, what their goals are, doing goal tracking sheets to see um what they anticipate they'll be finishing during that week, and then reflecting on anything they didn't get finished, how would we then put other things in place to help them um help make sure that they're being successful while they're in there. And so they would be having weekly set weekly meetings. So every week this particular student is meeting with this person at this time so that that student knows that these are coming and they can anticipate that. Um and we'd also be utilizing our counselors too to teach lessons that align with goal setting and executive functioning to help the students. Um and then uh we've created a

024graduation tracker sheet for the students. So as they're finishing classes then they'd be marking off that that tracker too. So they have the ability to visually see hey this is what I'm doing this is what I have done this is what I still have left until graduation. Um and then the bench admentum the program itself comes with benchmarks so the students would be able to track themselves on the benchmarks as well to make sure that they're keeping up with the progress that's needed to complete a class by the end of the semester. We also have our social workers take a look at needs because like >> I know like kids that >> if they're attendance issues, Rebecca's probably already looked at them, but if they're kids that are impacted by the justice system, probably want

025a social worker as they're reintegrating. >> Okay. >> Absolutely. >> Um and part of what um we mentioned about like those graduation trackers and everything are in those packets that we passed out. um there's like a handbook and a bunch of stuff that we'll we'll get to um towards the end here. So, this just goes back to those expectations, right? The credits that they need to have, the the electives also. And so, this is truly for those kids that have fallen behind need to make up those credits to hope that they can be successful on that traditional day. Um and go to the next slide. And then this is where the parent piece and identifying those kids comes into play here. So this is also in that packet. So part one is the notification of

026these students. So in Miss Kolich and I kind of um figuring out what this program would look like, we kind of we already kind of looked at like what would some students typically potentially be successful for this program. And so we talked about what would be the steps in order to get the the parent buy in, the student buyin in order for it to be successful. So that stage one would be a notification. So um we didn't do like an end of the year thing yet, but obviously a letter would go out to parents. We modeled one off of what our MTSS letter looks like. Um and it would be one that we would want parents to opt into. So it would explain the whole program and at the end of the letter we would

027state that someone would be in contact soon to schedule a meeting so that we could all come to the table at the same time. That moves us into stage two. Um the action it says scripted call home. it wouldn't be just a message that goes out, but we want messages messaging to be the same for all students. So, just kind of working on the back end of what that phone call would state, what we would want to have in that phone call um to call parents home and get them into that meeting. And then stage three would be that meeting having the parent, student, counselor, and an administrator going over the purpose of the program, what grading, what attendance would be, all of those expectations, goal setting, and then a signed contract by the entire

028team at the end. And then just looking at um Oh, wait. Can you go back? Just looking at stage one, sorry. Because our goal is ultimately to get the kids caught up and back into the traditional learning sense. Um, this would also we would also have space in there to for our students who are coming back from either the juvenile court system or from expulsion who didn't keep up with their work when they were in expulsion. We'll have spots in there as well so that the students would transition. they'd come back into this where it's more structured and then they'd have an opportunity during that time to get caught up on the credits that they missed while they were out and in a more structured environment with our counselors who would also be working with

029the students. Um, and then after that initial meeting, we've talked about like weekly meetings with students, goal setting, making sure they're on track, but it's also important to have that family perspective, too, and inviting parents in to do mid-semester check-ins. Um, and so we've kind of have two funnels for that, which is also in the packet. What does it look like if your students on track and where do we go from here? What's the outcome? Rolling back to a traditional day, um, or staying in the Black Tiger Academy because it is working for you and we still want you to be successful. Um and then on the flip side of that, if we're not on track, what other supports do we need to offer or kind of encompass into um the day so that that

030student can hopefully become successful. So this is just a kind of a a culminating summary of Black Tiger Academy. So ultimately, we want to be able to identify the kids with some standard procedures. uh make sure that we're making contact with the parents, making sure that um we provide the environment where the students are learning the material, not just floating through, and that there's accountability for the students in there. Um that they have the opportunity to be able to create a pathway to their own success in their graduation. um making sure that we're doing semester progress checks, we're involving the family, and we're involving anybody else, any outside resources who would need to be involved as well, and then deciding how they go from there. Do we integrate, reintegrate back into a traditional day now

031that you're on track for graduation? Do you stay in here because you are on track and this is being successful or are we at a point where you haven't been successful? Um and then we start looking at other opportunities and other ways to provide an education to the students or make sure that they're receiving an education so that they can graduate. >> Yes. >> Thank you. Do you have any questions? >> Yeah. >> So is this like kind of like online learning with like guided tutoring? >> Yes. We there would be like a teacher that would be staffed in the room for both sessions, morning and afternoon, and then we would have like regular classroom teachers push in to get that ELA core subject support. We're still working on staffing. We've brainstormed a lot of

032different ideas to try to again make this cost neutral and working with people's existing schedules or maybe reconfiguring a person's job description. Um there was some thought that maybe there would be some people on staff that would be interested in assisting with this. So we still have a few things to work through. Um again, but we have some ideas. >> Do you know about how many students this might uh include generally range >> ultimately we'd like to keep the numbers for the morning and afternoon block around 15. Okay. So, but that would include kids coming back from expulsion, you know, making sure that we have room and then because kids would be able to kind of roll in and roll out depending on their success. So, we wouldn't initially start with a hardcore 15, but

033we would have space for that many students at any given time. So, this is this is a way to try to keep them with the district before sending them to alternative programs and see if we can get them back into our fold. >> Absolutely. Okay. >> And not only that, but to to give our students who who just aren't being successful, but also aren't going anywhere else an opportunity to be here and be successful while they're here. >> Um, so they they won't have much interaction with the rest of the student body. Are you concerned about stigma or um >> honestly like for us like the the piece for this is that a lot of our kids um they want to stay here but a lot of them aren't successful and I think there are

034there are places that students might go that might have that stigma. Um, so I think them being able to stay in the building, like they're still a part of our community, they're still in our building and they have the ability to at the end of the day, um, roll back into that. They're also a fall student. So like extracurricular activities they're still going allowed to be a part of as well. >> So yeah, a positive path to >> absolutely >> to getting where you need to be. I think this is just wonderful. I really appreciate the effort to, you know, show that the we are not giving up on these kids and the more the more you fall behind, the more hopeless you feel as a student about ever catching up. So, I commend you

035for the work you've done on this. >> I hope we can figure out how to make it happen. >> It sort of evolved and I do appreciate both of you excellent job and thank you for presenting this and working on it. Um, we this evolved from Each year I I'm like a broken record for 11 years of doing this job. I keep saying we need an alternative to expulsion. We need to figure out a way to give students credit. And frankly, our as I mentioned earlier, our teachers and counselors have been very willing to help our students. They don't have to. And I tell parents when they're before me in an expulsion hearing, our teachers and staff do not have to give you credit. The law does not entitle, you know, you're not entitled to

036to credit, but they have been working. But it's it's a lot of extra work and steps and processes and um we're happy to allow students to continue have that opportunity, but we're trying to get it in a way in which it's more controlled. And so that's how it this sort of started and working simultaneously finding out that these two ladies were interested in like kind of looking at a different way. And so we tied them together and we had a little committee that came together and we brainstormed some ideas with teachers and counselors and admin to try to figure out ways that we can make this work. and this is what they came up with. I credit them and what they've done. Um but I I do think we can make it work. We just

037have some more conversations with staffing and um working through some of those challenges. >> I was glad to see the goal setting and the reflection. I think that's really important for all students to do, but especially the these students that way it will help them see what they're doing and learning and where to go. So I'm really happy about that part. I think to Miss Zimmerman's point like about not having as much contact during the day, I think there are downsides, but there's also positives because it's I think this is also like bridging them and preparing them like going back to like executive function skills of goal setting and focusing. Um, and there's those beneficial pieces of that of like preparing them to in a way reintegrate back into that full school day setting because

038when you're in that unstructured world of expulsion, >> coming back into school might be startling at first. So, I guess my question is what are we then going to do about middle school students because they don't obviously need high school credit, but if you know the positives of this are it's helping these kids get back into the groove. We know we have a challenging discipline issue with expulsion at the middle school, too. So, is this something that you're going to have Miss Collins sit down with Mrs. Maisy and Miss Coage and see if there's anything we can do at that level as well? >> Yeah, those are some challenging conversations with parents as well because Chennet is not an option, right? Because they they only take high school and then we do put them on

039in online learning. Some of the teachers will work with them through Google Classroom and those are ways that we kind of limp through it. And yes, it it is more it's more critical for high school students to get the credits, right? Because middle school, even though we want them to get all their credits, it's obviously doesn't kick in just quite yet. We had some conversations about the middle school and trying to see if we could do this something, you know, 612. So, we want to start because we want it to be successful first. So, that's the goal. um once we can establish the who and the when and the what, you know, um which we kind of have in place. It's really the who that we have to figure out. But that would be a

040goal to to expand it to middle school. Yeah. >> Thank you. Any other questions or comments? Thank you both so much. I hope your foot heals. >> Yeah. Thank you. >> Okay. Presentation number three is 250th anniversary of America. Members White, did you want to give any comments and preface? >> Um, we just um came up with a committee for the 250th and we just thought of different ways that we could celebrate this throughout the year and I suggested that the board read some of the constitution or the declaration and the first 10 amendments. So that's how we got here with this idea. And so, >> okay, so I'm going to start with the preamble to the Declaration of Independence. in Congress July 4th, 1776, the unanimous declaration of the 13th United States of America.

041When in the course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth the separate and equal station to which the laws of nature and of nature's god entitle them a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed. that whenever any form of government becomes destructive of these ends, it is the

042right of the people to alter or to abolish it, and to institute new government, laying its foundation on such principles, and organizing its powers in such form, as to them shall seem most likely to affect their safety and happiness. Prudence indeed will dictate that governments long established should not be changed for light and transient causes and accordingly all experience hath shown that mankind are more disposed to suffer while evils are sufferable than to write themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurppations pursuing invariable the same objects a design to reduce them under absolute desperatism. It is their right. It is their duty to throw off such government and to provide new guards for their future security. Such has been their patient sufference of these

043colonies and such is now the necessity which constrains them to alter their former systems of government. The history of the present king of Great Britain is a history of repeated entries and usurpations all having in direct object the establishment of an absolute tyranny over these states. To prove these facts, let facts be submitted to a candid world. I will be reading the preamble to the Constitution of the United States of America. We the people of the United States in order to form a more perfect union, establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America. And the first three amendments to the constitution. Amendment one, freedom of religion,

044speech and the press, rights of assembly and petition. Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof, or abridging the freedom of speech, or of the press, or the right of the people peacefully to assemble and to petition the government for a redress of grievances. Amendment two, the right to bear arms. A well- reggulated militia being necessary to the security of a free state, the right of the people to keep and bear arms shall not be infringed. In amendment three, housing of soldiers. No soldier shall in time of peace be quartered in any house with in without the consent of the owner, nor in time of war, but in a manner to be prescribed by law. Amendment four, the right of the people to be secure in their

045persons, houses, papers, and effects against reasonable searches and seizures shall not be violated, and no warrants shall issue, but upon probable cause supported by oath or affirmation and particularly describing the place to be searched and the persons or things to be seized. Amendment five. No person shall be held to answer for a capital or otherwise infamous crime unless on a pres presentment or indictment of grand jury except in cases arising in the land or naval forces or in the militia when the actual service in time of war or public danger. Nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb. nor shall be compelled in any criminal case to be witnessed against himself. Nor be deprived of life, liberty, or property without due process of

046law. Nor shall private property be taken for public use without just compensation. Amendment six. >> In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial by an impartial jury of the state and district wherein the crime shall be have been committed. Which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation, to be confronted with the witness against him, to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense. Seventh Amendment, right to a trial by jury. In suits at common law where the value in controversies controversy shall exceed $20, the right of trial by jury shall be preserved and no fact tried by a jury shall be otherwise re-examined

047in any court of the United States than according to the rules of the common law. Eth amendment cruel and unusual punishments. Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. Ninth amendment, other rights. The enumeration in the constitution of certain rights shall not be construed to deny or disparage others retained by the people. >> 10th amendment. The powers not get delegated to the United States by the Constitution nor prohibited by it to the states are reserved to the states respectively or to the people. That brings us to item E. Treasur CFO's business consent agenda. Miss Toyco. >> Thank you. I'd like to recommend that board of education approve all items listed in the treasur's consent agenda. >> So move. >> Second. Discussion. >> Yes. Um it is June

04830th is that fateful day of my life. Um uh so today marks the end of the fiscal year. So these are just a few items we do every year to close that out and start our new one um on July 1st tomorrow. Um so we have the minutes from the last two meetings. Um we have the final appropriations for the fiscal year 26. Um so that encompasses all our expenditures um in those in those funds for this fiscal year. Um our temporary appropriations um for fiscal 27 and that just gets us started. So um by law we don't have to um adopt permanent appropriations until the end of September. Um and so typically we do it I do it anyway in July, but we're going to do it in since the meeting is so closed

049we're going to do it in August this year. But this just gives us the ability to expend funds while we're, you know, flipping everything over, getting everything going and and um pulling in those new budget numbers for for next year. So um I took it's about a third of what we spent last year um give or take some categories where I know, you know, either the funds are debt going down like our local share and things like that. So but most of it's about a third. Um and then advances and transfers, just a few transfers. um to close out the year. Um some are typical um that we normally do. So we always do our stale dated checks um per board policy. If they've been not claimed within five years, they get moved back to

050the general fund. Um and then um we also needed to do a transfer um which we've done in the past of just the different special cost centers for the locally funded um initiatives. So, um it's with all within the same fund just changing like kind of classifications of of which pot basically. So, um we know we're getting closer to the end of the project. So, we kind of know what's still going to be spent and what we'll have, you know, to be able to pay some of the debt that we've been doing and things like that. So, we move that in order to be able to do that in the coming year. Um, so we moved the remainder of the Preston principal account to the preschool principal account and then we did end up having

051to transfer a little under 100,000 to close out food service to end the year. So, um, which is right about where I thought it would be somewhere between 50 and 100. We've received all of >> Okay. That was going to be my first. >> Yeah, we've received everything um, so far for, you know, to close out the year. We don't I'm not anticipating anything else until school starts back up. So, >> questions or comments from the board? I had a question with the um forecast having to be so much earlier this year. So, do you see a difference in what you forecasted for end of year and your final appropriations as opposed to previous years when it was in May and your final >> appropriations? I mean, yeah, for sure. There's a there's a difference.

052I mean, >> that made a difference. So, we should keep that in mind in future years that we shouldn't count on that. >> Yeah. There's a lot of bottom line as opposed to in May when it was closer >> and people forget, you know, we've we had a number of, >> you know, invoices come in that, you know, like town was supposed to send us one and they didn't and they did like three days ago type thing. Okay. you know, so there's those unexpected um things that come up and over the course obviously of longer than just that month normally is what it is. And what's nice about when it was in May is that like it's all I am also doing at the time where everybody's like leaving. We're past PO deadline. So I

053know what's on the books is pretty much going to be it's just whether we're going to you know maybe expense it this fiscal year or next fiscal year. But um given that we've when I did the forecast we still had another two months before the PO deadline um you know we're going based by what they budgeted um and said they intended to spend but that's not always the case um and things come up as well um and then good and bad you know for them. So it was definitely that's the downside to to that is it's not going to be as accurate as a May forecast would would normally be. Um, and you're going to see the same similar thing in August because we will not even though we're technically in the new fiscal year,

054we are not in the new um we haven't started everybody's new contracts to pay them. So, none of those are actually hitting the books really. Majority of those start kind of in September. So we've it's between July and the end of September, we pretty much kind of get everything phased in as far as actual expenses that are that are happening. And so doing it in August is kind of going to be a little blind because normally like we have actual numbers to go off of. Um so we're working to to make sure that those are all lined up and everybody's accounted for salary wise since that's a big big chunk of it >> because we're just adopting a budget. So really there's no new financial data to look at at that point. >> Yeah. Yeah.

055Typically what I do is I take I'll take that first pay where I know everybody's on there, pull it out, and then kind of just, you know, forecast it out based on however many pays are left in the year, give or take. And we're not going to be able to pull that data out. We're going to have to kind of do it by hand this time and and come up with that. So >> that's that's helpful for us to be aware of that. Thank you. Any other questions or comments? Please call the role. >> Mr. Harris, >> hi. >> Mr. Schaefer. >> Hi. >> Miss White. >> I. >> Mrs. Zimmerman. >> Hi. >> Mr. Gomez. >> I brings us to item F, Treasury CFO's business. M. Sto. >> Yes. I'd like to recommend that

056the board of education approve the May 2026 investment schedule and monthly spending report. >> Second. We'll start with I just kind of talk to you about food service. So um we were I will say that we were at that point about if we ended May about 127. So we did have a positive month in June for food service. Um you know uh revenues over expenditures. So that helped um certainly. Um so it wasn't as much. It was about $30,000 there. Um the interest again we're we're dwindling down. Our this is the time of year too where our our cash balances are also dwindling down. Um as we gear up to look forward to the second half collections here end of July and August. Um so not a not a super great month. Um but there's

057it's it's still um it's still something. So um we're we're trying to utilize what we have and and invest it wisely to to make the most while we can. Um and then so we were we ended May with about three a little under 3.9 uh million and then if I recall correctly I think we're somewhere around the top of my we are right in the ballpark of like 700,000 750,000 um to end um the year with a few incumbrances open but that's it. So um you know as I was going through the forecast since February that's kind of about as you know we've incorporated some of those last minute things and after PO deadline and and final salary um payoffs for people and everything um that's about where we thought we would end up um

058going into going into next year. So um typically June is a very low revenue month um one of the lowest if not the lowest um throughout the year that in December. And I think that is it. Yep. That is all I have. >> Any questions or comments from the board? >> No. >> Please call the role. >> Mr. Schaefer. >> Hi. >> Miss White. >> I. >> Mrs. Zimmerman. >> I. >> Mr. Gomez. >> I. >> Mr. Harris. >> Hi. >> Okay. Brings us to your comments. >> I I don't have any. I don't know which way is up this week. Note to self, don't graduation party right before fiscal year end. >> That was more planning on my part, so blame myself, but >> it's been a week. >> Thank you. >> And it's

059Tuesday. >> Brings us to item G. Superintendent Co's business. Dr. Sco. >> Thank you, Mr. Gomez. It is recommended that the board of education approves all items listed in the superintendent's consent agenda. >> So moved. >> Second. >> Thank you. >> Yes. Thank you. Um we have a number of uh items for your consideration this evening. We have um some contracts. Uh grapple is workspace is um one that is for ADA accessibility in Google Workspace applications. Uh Google Docs, Slides, etc. Uh Miss Stewart has done a a great job trying to keep up with all of these mandates and in fact uh should be complimented because I think we're ahead of the game in doing so. And we uh extended it. They extended it to next April maybe or >> year. So yeah, but we

060but we're we're ready to go and this is just going to help. There's there's just certain things we can't do without assistance from um in this instance this this grapple, but there are other times where we're hoping I know Mr. Gomez had that question like we're hoping this is it that this last will be our last assistance needed, but that's um uh for your consideration. Um we have our online learning plan which is the renewal that we need to do by August 1st. So that again you see every year come up. uh our Wilson language training, that's our curriculum for our K through three uh teachers and staff. Our uh Pearson is the Ames Web, which is a requirement now for online uh math diagnostics. Again, another unfunded mandate uh that we're required to choose

061and so therefore we had to pick uh one and we picked Ames Webb for that. And uh you'll see there a renewal forou SRO's again. see that um every I think we do that every year. Um and then lastly, we have a number of personnel items. Uh we have uh Miss Brown is um asking for a few days for her to uh she has a number of trainings she has to do in preparation for the preschool. So that uh a lot of them are online, but they're they take a great deal of time for her to do as well as preparing for lure. So there are some things that she has to get done. So, I ask for a few days of your for your consideration. Uh, we have some classified appointments there. Uh, some

062coaches, fall sports, we're getting close to finishing those. I know Miss Bogn's worked hard on getting all those in. And before we begin, the leave of absence. We have substitutes. And then we have some resignations. Um, just a couple that I'd like to note. We have two uh administrators. We have Chris Black who will uh be resigning to take a new position as a middle school principal. and want to wish him well. He's been with us three years and really appreciate um all that he's done for our students. He's uh very very good with our students and families. Um they really are very complimentary of how he um works with them and all he does go above and beyond to help them. So we're going to miss that and wish him well as well. Wish

063him well. And then we also have uh the resignation of Miss Allison Bogdan. As you're aware, um, Miss Bogman has been our HR director for three years. Um, but really has spent the bulk of her time with us, uh, probably a couple of decades. I can't see her. There she is. A couple of decades, um, in the high school and middle school, but really where she's probably made the most impact because she had an opportunity to work with staff and students. And I know that, um, her loss will be felt and is uh, she's very special to a lot of people and our students. I'm sure they still remember Miss Bogden and um I think we even have some maybe student here of of hers as well. Um but want to wish her well. Um

064we do appreciate um everything that you've done and appreciated uh you as a member of our team and uh thank you for everything and best wishes to her. >> And that's it. >> Any questions or comments from the board? Want to comment on the Pearson with for the Ames web. That's us. Uh that bill just got signed by the governor. So we are ahead of the ahead of the game. It's something that we're going to be required to do. But I also want to commend Miss Dudon. She's really running through the finish line here. Um on her way to retirement. Um just really uh want to commend her for her work on that because um she's not leaving anything left behind. So uh wonderful. But I also wanted to comment on Miss Bogdan. I had

065her as a teacher 22 years ago um for humanities which was a class that Linda Ferrer who I know Miss White worked with told me to take as a freshman. She said it would open my eyes up to the greater world and it did and u Miss Bogdan was a great teacher and her presence will be missed. So we wish you the best. >> Okay, please call the role. >> Oh, can I add one more thing too? >> Um and I wanted to also add when >> just a quick story too. Um when my daughter was at the high school, it was when we were doing the dens and um you had to pick what den you were going to be in and she did not get her selection at the dens. And I sent

066a frantic email to Miss Bogden and um she was very calm. She's like, "Miss Schaefer, don't worry. We're going to get this taken care of. We're going to get her where she needs to be." And and she did. And Victoria was very happy where she was going to be after Miss Bogdan spoke to her and told her, "Don't worry, we're going to figure it and she got it got her into E squared where she wanted to be even though my daughter had filled out the form incorrectly. So, and um and then one last thing too I wanted to also say thank you too because I many many people know my son went did not graduate from Ka Falls and he had gone to another school that um my son was on IEP while he was

067here um and then he went to another school that did not honor his IEP and I thought about moving him back here and um and I talk to Miss Bogdan about putting him back at the school and while he would have done better academically here because I know that they would have supported him on that IEP, he had made a lot of friends at the other school and um we talked about it and she let me as a parent feel the feel feelings of letting him grow as a person and not have to worry specifically about his academics, but letting him be a person and a human. And I I appreciate letting >> and for me it was just um she luckily came back the last year that I taught before I retired and it

068was a pleasure because the couple years before that were kind of hard for some of us and so it was just so nice to have her there my last year before I retired. >> Well, I have only over overlapped with Mrs. bogged in a few months, but um I know you'll be very missed. I think you're going to make direct impacts on a new group of students and they're very lucky to have you and good luck to you. >> Thank you, Miss Appreciate it. >> Please call the RO. >> Miss White, >> I. >> Mrs. Zimmerman, >> I >> Mr. Gomez, >> hi. >> Mr. Harris, >> hi. >> Mr. Schaer, >> hi. >> Thank you. brings us to item H. Superintendent CEO's business. Dr. Celica. >> Thank you. It is recommended that the board

069of education approves um the following job descriptions that are listed there. I'll talk about them momentarily. >> So move. >> Second. >> Okay. Um you see a list a long list of um job descriptions here. Some of them are very minor changes, but I want to talk you through the ones that um that are probably u impacted the most. So um as we know we're we've been trying to make some concessions and we tried to do so through attrition at all in all classifications and administration is no is not exempt from that rule um and rule lightly is noted lightly um but with Miss Bogdan's departure um I've made the decision not to fill um well we'll fill the HR position but we are going to um shuffle our uh our um directors and So

070with that uh the first step would be to approve job descriptions. So we went through them all and made some adjustments and shifted um at the end of the day it's taking um the director of student services job description um and special education job description. really eliminating the special education job description. It is certainly not eliminating the duties, but directors having to pick up a lot more responsibility and our assistant superintendent. So, we took um the student services job description and really uh piece we we parsed that one. Um some of those job duties went to uh this the um I'm sorry, let me make sure We took we actually did do this. It's not it's it's a little complicated. So when I explain this, it's we we left the special education director of special

071education job description really alone. And I really what I did is I crossed it out and I put director of student services. And then I took what was on the student services job description and then distributed that work much of which went stayed in the in the description but it went under the special education um job description because most of that didn't change. So I'm explaining because it makes sense to me but to you it's probably confusing. So at the end of the day what's happening is we're eliminating the director of special education position but again not the duties. they will be assumed by the director of student services and um then those some of those uh duties will because Miss Eman still has all of her special education duties and assuming some of the

072student services we're going to redistribute to um Miss U Merkel who rather than having the title of um coordinator of wellness student wellness um we're going to change that I'm making the recommendation to change it to um coordinator of student services and she will assume a number of additional duties uh as will some will go to Miss Houseman, some will go to Miss um Shaw and so you'll see here that um a lot of those you'll see uh where it's highlighted um the different areas of what we've shifted and then you'll also note here that there are job descriptions such as um enrollment uh specialist I that formerly was registar and I'm making the recommendation to keep it in line in our handbook. Um and she has also assumed a lot of extra duties. Um

073her job is just really evolved. So enrollment specialist is probably a little bit more accurate in depicting what her work is. And then the um so her really her big change is really just who she reports to. So some of these you'll see um just really um show that. And I think we're going to maybe looking at it. We might have to have a couple more that we change. Um Oh, no. It's here. I'm sorry. It's here. The receptionist job description. That is um Fran. And so she was reporting to the director of student services. She will now be reporting to uh Miss Shaw as she oversees enrollment and registration. Uh so that is um again this will now result in the reduction of two uh cabinet level director positions. But it's a lot of

074a lot of moving around, a lot of moving parts, shuffling um and a lot of additional duties uh for those people that I that I mentioned. But I believe we will be able to do it. And then I added under human resources compliance so we can keep the title nine and the bullying harassment type issues even student issues in the same department. Uh so those will transfer over stay in human resources which which makes sense there as well. We'll break out >> questions or comments from the board question. So, go ahead. >> I mean, I appreciate the with the financial issues that the district has. I appreciate the the consolidation of the the roles and um the money savings everything. So when you um when you guys were deciding how to change the the roles

075of each person, who do you decide that in the department wise or does the people know ahead of time? Have you discussed that already with them? >> Yeah, I I met with everybody individually >> and told them what I was thinking and then I also asked them to take part in the exercise because they know their jobs best. I don't know. I know what they do, but they this is their opportunity to say, "Hey, this I do this or I don't do this or I need to add this." And so everybody I shared all of actually Miss Bogen shared all of the um job descriptions with with the team of us and then we all went in and made adjustments. >> My only concern is right now um the history of our district, we had

076issues with special education. We know that that's a big concern our families had. I don't think we're going to backtrack with that at all, especially with Miss Seaman. I don't have any concerns about that. But I think our community is going to see that we had a director of special education and that we don't have a director of special education anymore. And I think our community is going to have a very negative reaction to that because they're going to see that. And I think semantics-wise, we can explain that all to them. But we're going to lose that. We're going to lose that battle because there's no director of special education. So, what I would like to do is have a director of student services and special education because that's what that person's doing anyway. So,

077I would just like the title to be both so that our community still sees that that we have a director of special education. That's what this person's doing. They're doing both. I understand that intellectually in the grand scheme of education, we can understand that student services often does special education. Our community is not going to understand that and I think they're going to have a negative reaction to us taking away a director of special educa special education because I think that's what it's going to be seen as. So, I'd like to make a motion to amend the job description to read director of student services in special education. I'll second. >> That makes sense. I mean, it doesn't change the It's accurate. >> It is accurate because then there will be a coordinator of student

078services and a coordinator of special education and then there's a director of student services and special education. >> What are your thoughts? >> There wouldn't be just a director of student services. >> Dr. Sco and I disagree on this. That's why it's out of >> That's why it's out of consent. >> Yeah, you did. Yeah, we disagree. >> And I told her I said our community will have a a negative reaction to that. >> I Yeah, I understand. >> Well, for sure. >> Well, my explanation is that um so I did a little research on this before I made the suggestion and we talked about it. Um so the um many districts do have a director of student services that oversees all all our six district compact for example they have one district has an

079assistant superintendent that's responsible for that for special education and others but most of them are directors of student services and they do both um we and in my own opinion and in my own past experiences um districts that are bigger you know larger districts are able you know should have different people in those positions Um I still think there will be a loss by not having both of them. Uh but it's not unusual for it to be student services and to encompass special education because that is a student service. So for me it's a it's an awful it's a lot. I I've also spoken with Mrs. Zen a little bit about it and like the mouthful of director of special education and student services is not something you see. I mean I I did a

080little research on it. Um I I still recommend the director of student services but >> do they have coordinators of student services and then coordinator of special educations directly under them? >> Um in some instances your small districts are not going to have that. Yeah. I was trying to make it in line as well so you have and I know you know that's why one of the reasons I made Miss Merkel the recommendation there is so she could you know fit with the student services and the special education of course. I know that's the one that's missing. Director, director, you know, director, coordinator, director, coordinator. Um, >> we had a director, we used to have a director of >> pupil services and when that person retired, then we had a coordinator of exceptional children, which

081was very controversial. >> Um, the community did not like that. >> Um, >> the community did not like that one. And then >> that's when we started to have some issues. And then that title changed and then and then eventually we got >> Y and things and things got better. >> So >> very much so. >> Mr. Gomez, you think that they're going to see uh even though we have a coordinator of special education, people might see it as a downgrade. even though we do still have a dedicated person, >> they're going to see that we don't have I think people are going to see it as you don't have a director of special education and it's going to be and I because I know some of these people and I I think they're going

082to say, "Well, Heather's not in charge of special education anymore." And then I'm going to say, "No, she is." Well, that's not her title. And then you you just lose that semantics battle with people. And we understand this because we lose semantics battles with our community often. And if you don't phrase things correctly or you don't go through processes correctly, >> yeah, >> then we're just on the losing side of this forever. And I think that's a dangerous path to be on, especially when we have a levy on the ballot. >> Just to be clear, we we will always have a director of special education. It's just not in the title. I mean, it still exists because that's part of the job duties of the director. Just wanna >> I I know, but how much

083effort do we want to have >> in constantly having that conversation with people >> or do we just want to make it crystal clear that this >> is what this person does? >> Well, I can see it is maybe overly long and not concise, but um it's it's not inaccurate. So I come back to that. >> Does it make a a diff? I mean if we have both in the same does it really matter? I mean does it make it hard to >> except other than Well, I >> matter. I don't >> I don't have a long name. >> I just I don't >> it's >> I think if it's clearer to our community that way then you know I don't >> we never had a director well I shouldn't say never because I wasn't

084here but prior to if you remember Miss Cruz was um Dr. Cruz was in charge of all those departments and her title was director of curriculum >> and she had services and >> so yeah be going back to kind of like an older model. But yeah, I mean that's where I stand. I still stick with that recommendation and >> well if you don't >> agree with you at that at that time and a little bit before that we did have a lot of issues with um special education >> services. You know, we're we're committed to >> Oh, no. I don't think the services from a parents perspective from that time, not board member, >> right? >> And and I'm I'm now I'm hung up on the fact that we have a coordinator of student services

085and a coordinator of special education, but we have have a d then there would be a director of only student services. Like it it almost feels like it's leaving out special education. Do you know what I do you when you see him When you see it printed out like that, which I probably wouldn't have noticed until Mr. Gomez pointed it out. >> Do you see what I'm saying? >> It makes it seem less important. >> What you're saying? >> Yeah. >> Any more discussion on the motion to amend? Okay. Please call the role on the motion to amend. >> Mr. Gomez, >> I. >> Mr. Harris, >> I. >> Mrs. Schaer, >> I. >> Mrs. White >> I >> Mrs. Zimmerman >> I >> Any more discussion on the a motion as amended to approve

086the job description? >> Let's see. >> You have something to say. I don't want to cut you off but it looked like you had a thought. >> I did have a thought. Would there be a a more concise title that could encompass both those things? Or do you think dropping special education on the title would be >> I'm open to creative thoughts. >> We but we already voted on it, right? Yeah, we did. >> Well, if they come up with something down the road, I think we're open to creative. Let's just say that. >> Yeah, I think so. >> Okay. Any further discussion? >> Please call the role on the amended motion. >> Mrs. Zimmerman. >> I. >> Mr. Gomez. >> Hi. >> Mr. Harris. >> Hi. Schaer. >> Hi, >> Miss White. >> Hi.

087>> Thank you. Uh, brings us to your comments, Dr. Sco. >> Uh, so today, well, overall been spending a little bit more time at home, which is uh an adjustment, spending some time with the kids, remembering how funny they are. It's been enjoyable. I don't get to see them much. Um, I'm reminded of Autumn's humor. Um, so that has been nice to just be away and >> disconnect a little bit. Um, so, um, we've we've a lot of things that they enjoy, not necessarily things I enjoy, but they're enjoying having some attention from mom. So, that's been good. Um, today I went to uh summer school. I was actually there at the I was here today looking at a number of items related to the building itself, but um met a young lady who um

088grabbed me by the hand and was very excited to tell me about pizza today. So, she's >> Yes. very sweet and um she wanted pizza and then I got excited because I thought she it was about lunchtime and I was hungry and when she said pizza I was like oh good I'm gonna have lunch but it really is until Thursday July 2nd because I read it they showed me it on the board so I I lost out but I got to see uh speak with Miss Edington and Samus Bissell and had a nice conversation with them and appreciate the work that they're doing in the summer with our students. Um and then as I mentioned, we walk the campus to kind of get in preparation for the new year and how we'll um uh different

089things that now have we as we've lived in the building for a few months um the team has compiled lists of things that we need to um still yet purchase or fix or you know whatever. So we're working on a number of things uh towards that so uh when the teachers and staff return that some of these things could be already handled for them. and then just uh really working on convocation and retreat how I often spend my summer and doing some writing and um yeah so it's been a little bit more relaxing that's about it thank you >> thank you Dr. Falcon brings us to item I board business number one's a policy first read uh section D fiscal management DJH credit cards um there's some law changes here but there's also a piece

090in here that we caught that said like the treasur is supposed to give us an annual report on like the rewards. So, we put um that that'll be given to us in July because we just thought it was silly to say there would be an annual report with no timeline on that. So, that's one thing. And she gives us other annual reports in July. So, we thought that that made most sense. >> Awesome. Right. It's it's included in like the interest technically on on there each month, but we'll put I'll put it all together because there is a like a bonus one time a year for usage. >> Yeah. >> So, we thought that made sense. Um and then section J student Jed student absences and excuses JEDA currency JHCD administering medicines to students and

091JHCD R3 administering medicines to students use of epinephrine delivery systems. These are all um based on changes in state law and I I know Miss White um mentioned about the epinephrine delivery system. So it's not just a EpiPen anymore. There's a nasal delivery device. So, um the state legislature um is permitting either or of those and I know Miss White talked about how beneficial that is because there are a lot of needle averse people in the world. So, if you have any further questions or comments, please reach out to us because otherwise that's on the next meeting for approval. uh brings us to number two, levy resolution additional 5.5 mil tax levy. It's recommended the board of education approve a resolution submitting to the electors of the school district the question of an additional 5.5

092mil tax levy for the purpose of current expenses pursuant to section 5705.21 of the Ohio Revised Code. >> So moved. >> Second. discussion. I think it's important that we do this. We talked about the statement of facts um at our meeting last week about the things that we would have to cut if this fails and I know we're continuing to work on that. Um if you look at that list and the things we're considering, they're not things that I don't think anyone wants. So, I think it's important that we put this before the voters and um see what they say. >> Yes. And Dr. Salo has just outlined how she has worked to reduce administrative positions. Um I think we're very fortunate we were able to reduce force by attrition rather than layoffs. So, and

093we haven't had we haven't asked for new money in how long? Seven, eight years. >> 2019. >> Please call the role. >> Mr. Harris. >> Hi. >> Mrs. Schaefer. >> Hi. >> Miss White. >> I. >> Mr. Zimmerman. >> I. >> Mr. Gomez. >> I. >> Thank you. Item three is a change order for Hammond. It's recommended the board of education approves the change order from Hammond Incorporated. >> So moved. >> Second. Yeah. So, we received bad news on our soil when we uh demolished Bolic. So, in order for them to put the new uh parking lot in, they had to, you know, test the soils and find out what's there. And it was not good news. We didn't really anticipate good news. There was some contingency um money there. I want to say around

094$75,000, but this is in addition to um what we've had aotted. So, it's a big number. It's a lot of money. Not happy about it, but I don't think there's really anything we can do. So, we have to do the change order in order to have moved on with the project. >> Well, it's built. It's practically built. So, >> I was going to say in positive news, the parking lot does look good and it does seem that um the weather has been positive in terms of getting it done because I know they said by August, but we're just at the uh precipice of July and it seems like it's >> uh moving along uh with great speed. So, >> it's not sinking. >> Yeah, it's not going to sink because we've got good soil. >>

095Right. >> Please call the roll. Mrs. Schaefer. >> Hi, >> Miss White. >> Hi, >> Mrs. Zimmerman. >> I >> Mr. Gomez, >> I >> Mr. Harris, >> hi. >> Thank you. Item four is ratification of agreement with the Ohio Association of Public School Employees. It's recommended the board of education ratifies the agreement between the Kaal City School District and the Ohio Association of Public School Employees. >> So moved. >> Second. >> Discussion. Um, I just want to um thank the OPC group for um working collaboratively on a resolution and a tenative agreement and they've um ratified and we're looking to do the same with your approval this evening. Um but I do appreciate the the conversation and our ability to work through things even under these circumstances which are not easy for for any

096of our our groups. So just appreciate that partnership. Any comments from the board? Just want to thank President Hinkle for her leadership and I'm glad that we can get this ratified. Please call the role. >> Miss White, >> I >> Mrs. Zimmerman. >> I >> Mr. Gomez. >> I >> Mr. Harris. >> Hi, >> M. Schaefer. >> I item five, future agenda items. Uh at our next meeting we have uh finalizing discussion about uh rental rates. We will have um more discussion about statement of facts. Again we will also have a presentation on the fresh farm. a presentation on strategic plan. Am I missing anything else? >> Those are the ones I can remember at this moment. There any other future agenda items to come before us at this time? >> No. >> Okay. >>

097Brings us to item six, committee reports. Oh, we also have athletic recognition at the next meeting. I don't have any committee reports tonight. Mrs. Schaefer, do you have any? >> I do not. >> Uh, Miss White, >> no. >> Mrs. Zimmerman? >> No. >> Mr. Harris? >> Yes. Um, so just a quick update from the uh state house um Senate Bill uh 450, the capital budget was signed on the 15th uh by Mike DeWine. Um that allocated or appropriated 600 million to CC. Uh Senate Bill 19, as Mr. Gomez mentioned, uh was also signed. that will go into effect September 23rd. That's the math intervention uh bill. Uh sorry, I'm trying to read my notes here. There were some property tax amendments uh added to House Bill 479 which was signed on the 24th which

098u amended the property tax reform that was passed back in the fall as well. So there's it's just a lot here. I have information for you guys. >> That was for the county auditors. They didn't know how to prepare people's tax, >> right? Yes. >> Because they passed this one and then they passed this one and it >> your bill would be different depending on if they did this and then this or this and then this. So, it was telling the auditors how to do that. >> That was perfect. Perfect. Mr. And then, uh, just a couple other things here. >> Uh, the Senate passed House Bill 3. That's the school bus safety act. That bill would create the school bus safety grant fund with OD to assist districts with the cost of insulting safety

099features in the new and existing school buses and increase penalties for those illegally passing school buses. Um the House passed uh House Bill 523, the Future Educator Support Act, which will provide uh financial support for student teachers. And a couple other things I just wanted to mention here. Um and I believe it was mentioned that the uh attempt to abolish Ohio's property tax system. um they announced they did not get enough signatures on that. So um that that they're going to try again uh November 2027, they said. Um and then update from the um Department of Education. Earlier this month, the federal department of education announced it will be moving special education services and civil rights responsibilities to the departments of health and human services and the justice department respectively. This plan follows inter agency

100agreements announced November 2025 that began shifting uh major um education department programs to other federal agencies. So I you guys probably have seen something like that. I don't I'm not a I don't know how well that's going to work out, but we will we will we will see. But that's my update. >> Thank you, Mr. Harris. Next item seven comments, and you're up first, Mr. Harris. >> I have no comments. >> Thank you, Mrs. Schaefer. Um, I had some time on my hands this week recovering from surgery and I decided to take the aptitude test, the OSBA aptitude test and I passed. So, yay for me. And it's hard. It's so hard. >> Gets harder over here. >> Okay. >> And that's it. I don't have anything else. >> Miss White, >> just a a

101reminder in your roar. Um, our wonderful school treasurer, I think, put another really good article in the roar about the voucher program and what it means. Um, it's it's just amazing that they're going to add, I think, more than 1 billion and then, um, the fair school funding plan was never fully implemented. Um, so the state again is letting us take the burden of the costs. um we get approximately 80 882 per student while a voucher used by a resident student can be worth up to 8,48. So it just highlights this discrepancy and I just wanted to say make sure that you read it. Um it's worth it. It's really a very good article. Thank you. >> Thank you. Mrs. Zimmerman. >> Well, my son is doing summer band and um so I've been bringing

102him >> there every day. >> What's his instrument? >> Flute. He plays the flute. I think he picked it because it was the lightest and smallest. >> He does piccolo and marching band. It gets even smaller. >> I maybe he'll maybe he'll the I don't know upgrade downsize to piccolo someday. Um, now I do have an observation about the parking lot which you guys know which is that I would encourage anyone listening who has to park in the parking lot to ignore the bus lane stripes and just park in two, you know, lanes down the middle kind of like the ones on the side. Um, I have seen people park three deep in the bus lanes which, you know, parks people in. So >> that's called double parking. That's um yeah, I think I know

103it's confusing, but um every time I come here, I'm like, well, this is a mess. So, >> we'll see if things improve with a new parking lot. Um and then finally, thank you, Mrs. White, for encouraging us to look back at our founding documents. And um I think it's just worth repeating that public education is a foundation of our democracy. having an educated populace and and offering quality education to everyone, no matter what your background is or where you're from. Um, makes us all informed citizens and voters. So, um, I just appreciate celebrating our democracy. Thank you. >> Thank you. I'm up last. Um, I have a couple things. one. This Friday, the city of Ka Falls has its Fourth of July celebration. Um, downtown Kaiga Falls and fireworks at uh around 9:45. So, I

104just want to remind everyone that that's our local America 250 celebration. The village has a is doing a um movie night July 2nd in the Arboritum. I know it's going to be very hot, but they're doing that I believe around 700 p.m. is the gathering time for that. And also, um, just while you're getting your calendars out, uh, the annual Silver Lake Garden Club Festival is July 18th, Saturday the 18th. So, wanted to get that on folks calendars as well because that's always a fun time. Um, I want to talk about um property tax, the supposed relief that the legislature is doing because I just paid my second half property tax bill and the the wonderful relief that our state legislature did saved me $30.88. >> There you go. >> So, they talk about how,

105you know, we're doing real relief. We're focused and we're going to send relief back to the taxpayers. I don't, you know, I don't know what kind of relief that $30.88 is supposed to do for me, but I made sure I calculated it five times because I wanted to make sure. Yeah, $30.88 was my savings. And they they're really patting themselves on the back about >> Take yourself to dinner, Mr. Gomez. >> I don't you know, >> yeah, that's >> some place cheap, >> right? But that's that's the supposed real savings that and relief that they're providing for taxpayers. So even as they shift the burden, continue to shift the burden back to the local folks, over 60% of the burden is on local taxpayers, not businesses, just local property owners. And then their their real

106relief is $30 in my pocket. So thanks a lot to our legislature for that. And then one other last thing I want to do is in the school management news that OSBA puts out for June, they have really great article called before the levy, before the cuts, financial clarity is essential to student advocacy. And just a few quotes, it says, "Unit run for school board to reduce services to children, but many school boards across Ohio are now being asked to make cuts to their budgets. And those cuts involve decisions that will determine what students experience, what families can rely on, and what a community is willing to protect. Board members are often the closest elected link to taxpaying voters and amongst the most prominent local advocates for their district's children. When financial conditions change, that

107role becomes even more important. The board table is where state policy, community capacity, legal obligation, taxpayer competence, and student need meet. That is why financial clarity with families, community members, legislators, and one another means talking about more than just the budget. The budget is the document. The cost of services is the reality behind it. And the cost of educating children is what district leaders must understand to make informed decisions about state funding, levies, reductions, or priorities. A teacher is not just a salary line. A bus route, counselor, reading intervention, special education aid, school nurse, building principal, safety measure, maintenance crew, or extracurricular program is a service students and families experience in real life. Those services have costs. They also have purposes. The board's responsibility is not simply to approve numbers. It is to understand what

108those numbers provide, why those services matter, and what changes for children when those services are reduced, redesigned, or removed. Financial clarity, in other words, is board leadership work. And it goes on from there, but I'm going to stop reading there as I know you all appreciate, but I this is just a really great article and really powerful words. And there's um some ideas in here for future finance Fridays, which is why I'm going to pass it over to Miss Stoy and then she can share it with Miss Stewart because it talks about some like different things that you can look into in different numbers that I think would probably be helpful to share with our community as well. Um but I just thought that was really powerful. I wanted to share with all of us.

109Uh item J's executive session first code section 121.22 22G1 is hereby moved that the board adjourn to executive session to consider the employment and compensation of a public employee or official. >> Second. >> Please call the RO. >> Mrs. Zimmerman. >> I. >> Mr. Gomez. >> I. >> Mr. Harris. >> I. >> Mrs. Schaefer. >> Hi. >> Miss White. >> Hi. We're in executive session at 6:58 p.m.