001Welcome. Call to order the May 11th board meeting for peace. >> Mrs. Burgerer here, Mr. Burns here, >> Mr. Hood >> here, >> Mrs. Slate here, Mrs. Floyd here. All right. There's no one on the nobody to speak. Okay. >> Um first before we go, I know we did the principal meet and greet, Miss Jessica Pass. Welcome to Beachwood. >> Hi. Thank you. >> Um just want to say I know you had to take off so y >> um welcome. Thanks for coming tonight. >> Thank you. >> Um >> I'm thrilled to be here. I can't wait to work with every single one of you guys. So >> the turnup for your first meet and greet is more than all of my superintendent advisories. We're starting a stretch. Starting >> knowing your father. I'm a
002little worried. >> Yeah, you should be. >> So, just wanted to say welcome. >> Thank you so much. >> Uh, next up we have the superintendent three PS award winner, Miss Aaron Gates. >> She was nominated for exemplifying positivity. I chose positivity. This for Michael Brinkman. I chose positivity because or but wish I could have chosen all of the three Ps. Aaron Gats embodies all of them truly. Professionalism. She sets the bar high for all of us in the culde-sac wing of the high school. Whether it's talking with a student or contacting a parent or colleague. Aaron always leads with respect. From a positivity aspect, Aaron shows this every day when she greets her students as they come into the classroom, when she asks colleagues about their own kids or sets up a front porch.
003Friday. Aaron began began uh these this year as a way to welcome students as they come by our rooms. The teachers in this area bring lawn chairs and create a front porch where students pick up a positive affirmation note. Created, printed, and cut out by Aaron and a big hug. Progressive mindset. I've never been in a meeting where Aaron with Aaron when afterwards she doesn't lead with what went well in that meeting. Aaron wants to talk about what can be done to improve learning for kids. This is a large part of what motivates her to be a three-year member of the SPDM. Just recently, she shared with some of what they have done in SPDM, wanting feedback on the process. After PLC's, Aaron reflects on strategies and practices shared about how we can use these
004with our kiddos. I could write one more. Uh, but if you know Aaron, my words aren't going to do her justice and all that she does for our kids. so proud of her when I see her giving her time after school to work with kids or model for kids how to improve their behavior. I admire her as a colleague and as a parent of one of her students. I'm grateful she is at VHS. made an idea. That is fabulous. No, >> you're fine. >> So, well deserved. Aaron, thanks for all you do. Um, just being able to work with Aaron on SBM for a little bit over the past month and and just having hired her a little while back. Um, just nothing but not just positivity, the three Ps. Um, professionalism, great model teacher.
005Um so so glad that she's a Peachwood and um special thank you to the Autos Group for giving us gift cards. So every one of the winners gets like a gift card uh to one of those restaurants down there in Covington. And so special thank you to them for giving us a bunch of gift cards to give out. >> Uh next up we have Miss Bella Sloan or poetry out loud. You can stand up from there if you want. You want to walk all the way around. So, you won state, right? >> Yes, I did. >> All right. Tell us about cuz we I watched a little bit of the video uh when you were at DC. Tell us about that experience at DC. >> Uh it was amazing. I didn't really want to leave.
006Um I got to explore DC, but also um present some poems. It was it was lovely and I got to meet a bunch of people who also really enjoy poetry. It was amazing. >> Great. So, what uh what role did Miss Seaffort play in all this? >> She's my coach. She basically led me through everything. Um I would not have made it there without her. >> Uh how long have you been here at Beachwood? >> I've been here since I was a freshman, so three years now. >> It's your third year. What's the biggest difference from where you were to to Beachwood now? >> I'd say Beachwood is a much more um kind of close-knit community. It's very small and um very personable. >> Okay. So, are you going to do it again next year?
007>> Maybe. >> Okay. So, can you can you repeat? Can you go back to back state champ? >> Can you do it again? >> Absolutely. >> Okay. >> She was a state runner up two years ago. >> So, you can do it again. Back to back. That's what we do here. We do back to back. So, you are the front runner for next year. Well, uh congratulations. We're we're proud of you. Uh just another great thing to see like we get accolades for all the other things, athletics, but when the arts uh thrive here as well, it just makes us so much better. So really appreciate it. Good job. >> Thank you. >> Yeah, come on up. Her mom was able to make something. >> You're in the middle. >> Come on, coach. You come
008right on up. >> And we are so thankful for Miss Sey. She's made a huge difference in the lives of both of our children. So, I feel like that must be said. >> Okay. Thank you. >> Sorry. Can I get one too really quickly >> so we can recognize her on social media? >> Congratulations. >> Okay. All right. Moving on to our discussion and action agenda items. Um, A is to amend the board policy 1.545, excuse me, board meeting agenda. So, can I take a motion to approve the amended board for board policy? >> I'll make the motion. >> I'll second discussion of the second reading. Do we have any discussion? Not the right one. Any questions? >> I'm trying to find the >> Would it be helpful? I know I'm calling on you, but
009like are you able to call out the just the differences in an easily digestible way? >> I can't. You give me one moment. I can do that. >> Um so just as a some reference and context for the public before the vote. Um, this was a policy that was already in place, but after the board retreat, um, earlier in the year, um, the consensus was to develop some changes just to mirror what the sequence should be when we're setting the board agenda, how that's done, how that's done in collaboration with the superintendent and central office and ultimately the board chair because it is a board meeting. And so, um, we work through a couple drafts of that and then finalize those terms. And if you guys hang tight, I will Are you sending it? Okay.
010Um, we do have a redline version that was circulated amongst the board members. Um, but >> okay. And Lori is helping me. >> Yeah. I don't know if there's anything specific. >> Yeah. Here. Is this something that um at the other districts that you've worked in? Does it mirror the language that you've used there or how did you come up with it? >> Yeah, I can. Uh so yeah, this does mirror the language that's utilized in other um districts. Most importantly is before and I'll be really specific. Um there wasn't really reflecting that the board chair ultimately approved the agenda. Right? So we are at a board meeting and the board is the one that takes action. So arguably they should be the individuals that are taking uh final approval of that. So the actual
011changes that were made and to be clear this is policy 1.45 instead of the superintendent entirely preparing the agenda. Um that's done in conjunction with the superintendent does it board chair approves it. So that was one of the amendments that was made. The second thing is we had all these kind of um provisions related to like the board's focus and some of them were part of the board mission, some of them weren't. So, we just removed them to kind of make it more concise. Um and those were I think there was six that were in the first version. Those have been removed entirely. Um and then um the other thing that we kind of clarified is during public comment um again board meeting the board has jurisdiction over many things but it doesn't have jurisdiction
012over personnel issues. Okay. The only people that the board can hire and fire are me and the superintendent arguably the treasurer of the board and etc. So personnel issues actually are numbered under the purview of the board. So, we made an amendment the very last paragraph of that policy that says the board shall not hear comment on any items outside of the board's purview, including personnel issues. Okay, so those are the major call outs as I see them. Um, and again, just to kind of reflect, if we're trying to advance more sequence and order in how we're doing things, um, this is one of the action items that my office had made a suggestion to. >> Thank you. >> Of course. the uh the thing about no comment outside the board's purview, is that something
013we encountered or is that again something you recognize other districts you represent have that in their policy that we didn't? >> Sure. So, since I've been covering board meetings since October, November of 2025, I don't recall that being something that I've encountered for Beachwood specifically. Um, however, it is something that is popping up. I also think that for me, I have the the um advantage and the um wherewithal to know that you guys don't make personnel decisions and people are hired and fired. I don't necessarily know if the public appreciates that, has ever been told that. And so they may come in. I'm not saying that's happened at Beachwood specifically, but they have come to other districts and you know the public wants answers to certain things that may have happened, but the board is
014not a equipped to answer those, nor can they really because they didn't make the decision. So I think that it is helpful to include that information in a policy that is can be referenced by everyone. Um, and if you look at a host of AG opinions, again, the attorney general is going to be the one that is going to give you guidance on what you can talk about in open meeting and discussions, and they have always squarely come down. If it's outside your purview and jurisdiction, you really may not be able to have a comment on it. Um, so again, I have noticed here that Beachwood is very inviting to its public. They want people to come and participate. They want them to come voice maybe a position that's held. Um but again this is
015just a reminder that you know there's some things that just don't fall under the board's jurisdiction. >> Okay. >> Any other questions? >> Any other discussion? >> No. I mean the policy now on the um agenda reflects what we've been doing. It's just that >> it's now Yeah. We've been doing more that way for years now. >> Y ready to go. Mrs. Burgerer, >> yes. Mr. Burns, >> yes. >> Mr. Hood, yes. >> Mrs. Le, >> yes. >> Mrs. W, >> yes. Okay. >> Right. Moving on to B to amend the board policy 1.421, public participation and open meetings. Can I take a motion to approve that amended policy? >> I'll make the motion to approve the amended board policy 1.45 regarding the board meeting agenda. >> Oh, sorry. >> Sorry, we're on one.21 421
016public participation in the meeting. >> I'll second. >> Okay. >> That's why I just always say I make the motion. >> Keep it nice and simple. >> Any discussion on that? Do you Is there anything you want to add to that? >> Honestly, the amendments that were proposed in this policy kind of piggyback on the last question that was posed by Mr. Burns. Um, again, we just wanted to flesh out some of the guardrails related to public comment period. And frankly, we also wanted to, in my mind, codify that the board is operating what we call Robert's rule of order. Right? So, that gives us our SEC sequence. To Miss Burgerer's point, these are things that were being done historically. Um, it's just that now we can say, why are we doing this? We have
017a policy on it. So when you hear the call for a first and second motion, that's because we're adhering to Robert's rules and now we've just embedded it within our own policy so that future boards know why we may have operated the way that we are. So that isn't really a departure from anything. Um, again, nothing that I've experienced at Beachwood to date related to public comment, but there are things that the chairperson is equipped and authorized to do with this policy just to keep order throughout a meeting. Again, nothing that hasn't occurred here. Um, more cautionary and again, if it ever comes up, then we have justification with how we may be operating. >> So, thank you. >> Of course. >> Ready? >> Mrs. Burgerer? >> Yes. >> Mr. Burns? >> Yes. >> Mr.
018Hood? >> Yes. >> Mrs. Slate? >> Yes. >> Mrs. Wood? >> Yes. >> Okay. Um, moving on to C is the auditor recommendation and contract for Cloyd and Associates. If I can get a motion to approve the contract for Cloyd and Associates, which is the same auditor we've used the past three, the third year. Third year >> and we'll have to um at the end of this year, this coming year, we'll have to do an RFP to end that up. >> I'll make a motion. >> I'll second it. >> Then we can have the >> Yeah. Any other discussion? >> So I want to clarify that. So are we approving it for next year and then at the end of this year we will put it out to bid for the following year. So they'll
019still do the audit that we'll get next January. Correct. >> That's because the audit they're doing is this fiscal year. Okay. >> That's what we're approving for this fiscal year's audit. So when this ends in June 30th, >> they'll do the audit. So between July 1 and Christmas basically they'll do the audit and then they'll come to us in the winter present the results >> and at that point we will have either renewed them or accepted somebody else for the following fiscal year. >> Is it only four years? Is that every four years? >> Five. I think it's four that we've had them now if I remember. I remember looking this up. I know this coming year we have to rebid it or we have to take it out the bid. The only other only
020thing they could do, they could also like change the lead on it or something like so right now it's Mag Miller and they could maybe potentially put someone else in charge and you can kind of keep the same auditor the state allows that a little bit but because it's so hard to find an auditor. Let me tell you that right now >> it's hard to find people to bid on this work. >> So and everyone's experiencing that in the industry. Okay. Discussion. >> Mrs. Burgerer. >> Yes. >> Mr. Burns. >> Yes. >> Mr. Hood. >> Yes. >> Mrs. Slate. >> Yes. >> Mrs. Wood. >> Yes. >> Okay. >> D is just a discussion item. Um, no action will be taken at the meeting tonight, but we're going to discuss naming of the stadium board
021policy 5.1. I mean, we probably don't have reason for the working session at the end of this month. So, this is to kind of have that discussion that we could have had the working session at the end of the month. >> Just um board policy 5.1 says that the board can put into place with the superintendent a procedure to name u a new build of of any sort. Um, and so it was raised at the time maybe a year ago, year and a half ago about naming something uh for the former coach of Beachwood, Mike Gaggle, and u being stadium being maybe one of those options. Um, and so it was just if possible uh no rush uh just to start the conversation on um ideas around possibly naming um the stadium after someone who's
022reached that kind of status of success here mutually >> and the decision is ultimately ours as a group yours how does it decision for facilities >> okay any discussion anybody have >> talk about it >> well I mean when we first talked about like when we redid the facilities there was a um sheet put together about naming rights because they went and traveled through I don't know Justin were you a part of that I think >> the one I remember the the capital campaign >> right it was tied to the capital campaign >> can I ask you a quick she >> you said she put together >> no did I say she I meant to say that they put together >> okay I just that was put together and um but just laid out you
023know naming rights any kind of like donation that type of thing that went to capital um campaign. >> So I mean we I mean the but the policy doesn't say that it has to be monetary >> but I know we already have the arch up there. I mean, do we keep it named this like the official since it's not just a I mean, is this talk are you talking just the stadium or are you talking like the whole like with tennis courts? >> Just the like so you have the things that are named on campus now. You have the upper fields that are the Bramwell upper field area. You have the whole athletic pole complex is the Echer McNav. Um those are the only two things that are named. you have the hood fieldhouse. Um
024it used to be Daniel's stadium or Daniel's field Daniel Stadium. >> Okay. But that in the renovation got demoed and right of first refusal but they've not receive had any correspondence with us. And so in that policy 51 it states that do right of first refusal from that on on naming um but with that redo that build. Um, we had the capital campaign that listed out this room, every room at the new building, >> every several spots around campus >> to include the stadium. >> The stadium was on that list, but now the capital campaign is ending >> has ended. Exactly. Okay. >> And so, >> so no one had stepped up to >> uh there was a group of people that got together that had started to look at uh potential for fundraising to
025name that. Um but over the course of time in that year, year and a half, um has it been two years? I don't even know. It's been about two. >> Um a lot of people take us took a step back and said, I don't feel comfortable assigning money to someone who gave to the school already. >> Um versus >> I want to name it after >> my grandpa, you know, or my my mom or something like that. I'm going to get money in order to get that versus my mom didn't put any service into the school. And I don't know, I just think it was the discussion amongst the people who were interested in doing it. >> So, they wanted to step back from the monetary donation tied to that. Um, and so that was
026the discussion. I was just bringing it to the board's attention of is there a potential to name the stadium after him for the service that he provided to the the school um or not? Um, >> yeah. >> Okay. So, um, I can say I personally was one of those people who didn't like there necessarily being a price tag tied to it. I personally felt like the stadium should be named after him and I didn't necessarily agree with there being a certain financial threshold in conjunction with it. So, that's still how I feel. Now, I do want to clarify something Miss Bergus said because I think we might be talking about two different things. >> You were referring to the arch specifically. So is your question whether we necessarily have to redo the arch in order
027to name the Is that your question? Can we leave the arch as it is and still name the stadium? >> Yes. With like more stadium title like side or something. >> Is that what you were asking? I just want to make sure I understand. >> Well, I had twofold actually that we did kind of had we've had a procedure but the policy states that it doesn't have to be monetary. So because I thought it was different than that. So, and I thought it tied more to our capital campaign, but it's not. It's just for we have the ability to name it whatever we want, >> but um >> how you want to name it up and how that looks and and you know, >> yeah, I'm not quite sure. I'm like I think the conversation's
028good. Like what do we do with that? Do we rename >> Yeah, I'm open to all perspectives. I just want to make sure I know what discussion we're having cuz I think the discussion of whether to name the facility after him is ancillary to how do we display that name which I think you would mention the arch you know if you were saying >> whatever as far as the naming I'm fine with that but I don't think we should redo the arch that's >> clarification of the complex versus >> also that's another like are we just naming one thing or renaming the whole thing what are we doing >> the stadium I mean I don't think there's a boundary on the stadium I guess it's the field and the bleachers >> and the entrance way.
029>> I don't think it goes up to the tennis courts. I don't think it goes to the fieldhouse. I don't think it goes to the upper field. >> What is the entrance to all that? >> What is the entrance? >> What is going to be at the Kroger entrance when it's done? What's that? >> Beachwood schools. >> The arch will read Beachwood School. >> The arch beachwood school. >> Doesn't this one say Beachwood Stadium yet? Correct. Okay. >> So, they're not going to be the same. >> Correct. >> Potentially. They will not. So, here's a pot. I um the arch now says Beachwood Stadium. >> It is a multi-use field. It's not just a football field. It's a soccer field. It's a band competition. It's where graduations are held. So, my thought would be either
030keep it as Beachwood Stadium or personally like home of the Tigers. And then on the left hand side, opposite on the right where the board flag is, you call it Mike Yagel Stadium with a little picture of him and an explanation of why. So it still could be called Jagel Stadium, but the arch because it would be more inclusive to every student walking into that field be say either stay Beachwood Stadium or home of the Tigers. That's just a thought that I think is >> it actually was supposed to be home of the Tigers. I'm not sure how it got behind. Whenever the first drawings >> came up, it was supposed to say home of the Tigers. >> Well, we decided to name it after Mike. Then we probably should take Stiger Stadium off because
031we're naming no matter what we do, we should maybe change the home of the Tigers and put the plaque or whatever. >> But you shouldn't leave Tiger Stadium up there and name it. >> Correct. Because that's confusing. That was my thought. We can't have two stadiums just three feet apart. >> Amazing. But it's just it's just a thought. That's why we're having this discussion. >> But it was supposed to be I I didn't think I'd drum that up. I It was supposed to be him and the Tigers. >> No. >> Like way I don't know how it got >> I do think the plaque at least. Okay. If you just do >> Mike or Jagger Stadium at the arch, it doesn't explain who he is. If you put a plaque, you could explain why it's
032so important that he is being named. um a little little description. Um >> I think that's great. >> I don't think it takes away from it still being his name. >> Um >> the home of the Tigers Stadium Stadium explains it >> because the intent, if I'm understanding, the intent correctly is to honor the contributions that he made. >> And I think that I think that does Yeah. a great job. >> But the question is since it's not a monetary donation, what are the costs in order to do that? >> I think we have to make sure we're aware of that. >> Yeah. I feel like it it could look like this bronze or something like that. >> Yeah. >> Um that over to the side. Um and then I get a quote for the
033home of the tigers if we want that. >> Great. And I'm not saying that I necessarily do. Does anybody feel like the two arches should match that what it says at Kroger it should say down here versus No, nobody cared. Well, I feel like >> that's I said I'm not I don't necessarily feel that way. I'm just bring it up that we're going to have two different >> Yeah. entrances with schools at Kroger makes sense because >> kids enter campus every morning and >> I don't know >> and it's it's a good title because people seeing it from 75 seeing home of the Tigers Beachwood school. I mean >> I don't know if they're different. No one's going to walk to each one, >> right? Double check. Well, still the same. >> I see the
034I see the point of the same beach with schools. When you walk in, >> you're coming in from a different angle. You're not walking through by the school. >> But I'm not matching quote on him with the tigers. >> I just think it's >> And then we'll get a quote on the black. >> Yeah. We just need to know what kind of cost we're considering. >> Yeah. That's >> great. Love it. Okay. All right, moving on to the consent agenda. >> I'll make the motion to approve the consent agenda. >> I'll second. >> Okay. Any discussion? There's a few things on here. Is there anything you want to >> Yeah. I'll touch on the use facilities normal, field trips are normal. Um the change orders, you see all those change orders? Those are change orders
035that were created by the mistake of the person doing the change order. So the money used to do that, they're paying for that. So these are like money in, money out. They put the money in, it goes right back out to the change orders. So no cost to be sure. I think it might have been a total cost overall of a couple hundred bucks 800 bucks. Not nothing >> when it comes to change orders. Not what you normally >> and I think we're expecting something else. It's going to wipe that out eventually. >> Uh so below that you see a CFR request. That's a capital funds request. Yeah. Do you need me to explain it? You can explain it briefly. >> Okay, >> we've got >> Have you walked everybody? >> So, you guys are
036good. >> I've walked everybody everybody. >> So, we're in good shape to do that. That will offset a lot of our one-time costs. Snow removal, retreats, a lot of those things that pop up. Um, property insurance increase, all those things can be offset. We can use some of those funds to help with our sustainability of our of our campus. So um glad there. The reason for that is that bianium increase that the state took on equalization of our nickels. That increase is going to generate significant amount of more money to our bonding. Um and so it gives us the flexibility to do something like a capital funds request. So it's great. Uh PB plans, you can see those. Those are submitted by the high school, the elementary, and then the district. uh the English learner
037plan. That's uh something we submit to the state. Lawrence Delton Camp, Tiffany Rudy put together our LU uh the plan for English learners. Um the NTI is just we submit that every year to say if we were to ever use NTI days, we're allowed to. We've never used them, but it gives us the flexibility in the emergency case that we would. Um the RSP contract is for a couple slots for students who uh need extra support. Uh and then schedule. So pretty straightforward on consent. >> We Mrs. Burgerer. >> Yes. >> Mr. Burns. Yes. >> Mr. Hood. >> Yes. >> Mrs. Slate. Yes. >> Mrs. Wood. >> Yes. >> Great. Moving on to information portion superintendent report. >> Great. Uh we have first up our community engagement innovation team. Um this is the second to
038last installment of our five pillars. Um community engagement being the fourth pillar that we're going to reveal and I'll have Ryan and Sarah Stephanie come on up to talk about community engagement. excited about this one based on some of the work we've done over the past week. >> Thursday, this past Thursday, >> um we will be a little brief. This is the only one of our pillars where we had joint session before we presented. So, a bit some of this is going to be repetitive. So, we will be brief for that reason. But at least um for the public board meeting, we wanted to at least share. Um so community engagement Brandon you can um of course all of this stems from the beach of way we never want to forget that. Um and then
039we have our five pillars. So looking at the goals if you keep going for community engagement um again reminder three years we have three years to work on these things but the goals improve communication um making trans uh communication transparent timely um and accessible. Uh goal two increasing levels of engagement and expand our partnerships. And then three, cultivate trusting relationships with all families, including from a diverse community. Um, and you all got to hear the exceptional populations crew um, talk about that, even though it's a different pillar, they really worked on goal three. So, um, a lot of different actions that we're going to talk about. Again, not saying in any uh, way that we completed all of these in year one, but there were a good chunk. And so, we're going to go over
040um, kind of the three main areas that we worked on this year. Um, Ryan's going to first talk about communication. the next slide. All right. Um, so obviously one of the big things we wanted to to find out and we did this with our our surveys and and different uh bits of information is first how to streamline communication so that everyone can get it and but not be overwhelmed by it but also try to find and pinpoint different ways to communicate so that you know cuz people get their communication from the school in in a variety of ways. So, of course, you get your digital paper and inerson communications. Um, do that all the time. Again, our surveys that we have given out and continue to give out to get get some good feedback that
041we can take back and and make good decisions. Um, we got a new strategic plan. Um, Justin with his well attended super advis superintendent advisory committees. Um, his Tiger Nation podcast. Again, just another uh avenue of getting out the good news and all the great things that happen here at Beachwood. Um, the PR calendar that that Dr. Shoel sends out um frequently to just try to make sure that those opportunities are available for our staff. And then of course our school newsletters that are that our admin high school and elementary send out um every week. Um we've got of course class dojo district newsletter that that's sent out once a month. And then of course weekly emails to staff and from staff. Um then of course our monthly board presentations that we're doing right now.
042And then of course legacy that wonderful Carol Burn puts together and then of course our board report that's sent out I believe twice a year as well. So just trying to to streamline and find different ways to do that. >> And then of course with partnerships, um it was it was interesting because one of the first pieces of feedback that we were receiving was that we don't you know we don't have enough partners that are outside of Fort Mitchell. So we of course we have had those types of partnerships. So it was like how do we make sure that we're communicating that better? Um so we wanted to make sure that our stakeholders know that there's there's a whole lot happening here. Um we in addition to um adding LinkedIn, having additional um Facebook uh
043social media posts, we also of course we shared with you earlier in the year the partnership portal keeping keeping track of our um internship hours. Um by the way, just sitting there updating that we are up close to 15,000 hours that our interns put out this this school year, which was incredible. Um a menu of services for our partners. So, if I'm going and talking to different people, what does an edge challenge look like? How can you be involved? Would you like to be an internship partner? Really letting letting them know that there's multiple levels of involvement. Um, spotlights um for our internships. Really fun to see that on the uh new scoreboard this year. That was amazing. Um, edge partner highlights that those football games. Love to see the broadcasting class putting those together.
044Just that full scope of not just us doing the work, but some student work involved in there as well. um we just created um not only a partner list but a partner logo list that was shown at our Edge uh showcase night but also um in our broadcast in this last episode as well. And then of course always we're looking forward to next year um with uh quarterly partner recognitions and um and an event that we will host for our partners as well. So um coming to the innovation team. So that was some of the work even before the innovation team. The innovation team this year was looking at um how we communicate but also putting together a local accountability dashboard. Um so on our main state website, the Beachwood website, um we are required
045to put our state testing scores at the top. Um which is great and we're very proud of those. But Beachwood is so much more than that. And so we had the idea to create a dashboard of sorts where we would not just have our state testing data but have all kinds of data including look what she just said about the number of hours our kids are doing. Um things like that to share but not just numbers also to have the stories. Um people love to see pictures. They love to see little stories about the great things going on but keeping it simple where it's not too much. Oh wait will you go back? Yeah. Yeah. >> Come on. We're proud of this work. Um well no I was more want to want to give some
046caveats. Um so we had an innovation team working on this. What I'm really proud about with this innovation team is we had a really great mix of admin elementary staff high school staff classified staff um that was really engaged in this work. Two of them are here today with us um Rachel and Sean. So thank you for being here. Um but we had quite a large group that was really invested in this work. Ryan mentioned surveys. Um, so in addition to the initial strategic plan survey, you all seen the midyear survey we did as well for our team. The two questions to students, to staff, and to families, what do you want to know more about Beachwood to help us to know what what should we put on the dashboard? Not just us as staff
047picking, but what do people want to know more about? And then how do you get your information? Um, and you saw the survey results from that. We also did um a review of other similar sites, not just um in Kentucky, and how people feature things. um finding things we liked, finding things we didn't, but finding some examples even out of this state um where we want to take little pieces. And I think some of the best work we've done at Beachwood over the years has been when we go see what others are doing and find the best little pieces and then make them fit for Beachwood. Um and so the team has worked on um kind of what what we want on it first rather than the design. Um and so for each of the
048five pillars, we all felt like organizing it around the five pillars of our strategic plan. um those have kind of been rocks for us for a while that we would have a buy the numbers section, a quantitative data section and then a story section um for each of those pillars. And so um as I told you at joint session, which um if anyone doesn't know, our joint session is with our board and our two SBDM councils twice a year. Um and so we talked about this will be rolled out by the end of June. So the intent the last time we met as an innovation team was to take all of the work and input and spreadsheet and ideas that the team had based on stakeholder feedback and make a Google site. Then Justin had
049the great idea um that why would we limit ourselves to Google sites? Because Google sites are wonderful. You've seen several things we made on that. There are some limitations to what you can do and create. So he's like we can use AI to code our own website. Um and so we um partnered with Andy Collison um from UC also parent um Bamboo president Rachel's brother um and he came in um he has a grant you see has a grant um to work with educators on using AI and one of their big components is it's important that the leaders uh get involved with that work and kind of um get their hands dirty for lack of a better word and learn these skills as well to be in it with staff because of how much that
050is affecting the future. And so we um Thursday then pivoted and started uh coding with AI. And so what we have for you today is in no way a final product. Like I said, we'll roll out by the end of June. Um but we wanted to at least have a homepage template for you. Um and so this once we get a final draft of the whole site, the team is going to give input on it and all that. Um but the idea is um to have something professional looking. Um, again, something different than Google Sites can do. Explain our strategic plan. Um, and then each of the pillars again, we'll have where you can click on the left um, and go to a pillar page where you can learn more and see more examples about
051that pillar, but then have learning and leading, sticking with our Beachwood way, where you have a data component and a stories component where you could hover over those and see a feature. What we know especially from the survey feedback is that everyone doesn't want to even as we are going through it as a team everyone doesn't want to scroll and scroll and scroll. They don't want to read big things of text. So if someone wants to know more we absolutely want that information to be available and they can click and find out more. Um but if they just want to see like a couple of spotlights that are current and we keep current then they could hover over the learning and leading. Um so this is again just the homepage. um links to the Beachwood
052website, our strategic plan, our Facebook, um our Twitter X, sorry. Um and so this is the homepage. So we will be working to now code the rest of it. Um but it's pretty neat. We've also learned how to code the admin um back side of it. So you don't see that right now. It's also branded, by the way. I was happy with that. But um we where we have the right then to edit and change the positioning um to upload photos and all of that. But all of that is from scratch. And um so we now uh own the domain. Beachwood owns the domain. We are beachwood.org. And so we will be working to um code the rest website. This is the new park since joint session. Um I know you want to say stuff.
053So go. >> Well, I'm exciting. >> Why did you Why did you want to do it? Yeah. First of all, to show that our staff that we've got to somehow learn what goes on with AI and how to utilize it in a way that is beneficial to then understand how we can shape it for the staff and how the staff can shape it for the kids. Um it is here uh how we use it responsibly, how we use it effectively, how we use it so we don't get fooled by it, you know, like how do we maintain our critical and creative thinking skills through the process? How do we realize and get reinforced that by going through that coding process and using AI? It's like, man, if we didn't know how to think algebraically or
054we didn't know cause and effect or algorithmic thinking, if we didn't have the foundational skills of how to think, we would be lost, >> right? >> It would it would be a disaster. And so it's only reinforcing to all of us, especially us, is man, these foundational skills that these kids learn with pen, paper, with reading, with writing, with math are are going to be vital in order to use this. >> You could use it with training wheels and be left behind. Or you could take the training wheels off with a good skill set and stay at the front of the pack. And so, how do we make sure that we're building a curriculum that allows them to utilize this in in the best way that they could? But, um, we can't do that unless
055we understand it. So, us getting in there and learning just it's it's remarkable what people have done and created with this stuff, but to learn just the tip of the iceberg has been really neat. And then to see it come to fruition with a site that's like, yes, we were able to do that. That's not like you didn't we didn't go somewhere and do do it. We just talked to something called codeex our AI agent said okay we're looking for like the steps required and the credits that you have to buy through chat GPT and then the digital ocean and getting the uh the website. So all that was is is a really great learning experience. Um all of the cool product at the end. >> It's not a lot of clicks. It's not a
056lot of scrolling. there's not something you have to sift through to find what's really happening. interactive hover to see I I just really excited to keep working on >> so >> um and just you know people here AI security we talk about responsible use things like that there's no individual student data going into anything like this that we're talking all AP pass rate percentage things like that and so um but to think about that that was nothing Thursday like no template nothing um and what you can do and then how we can share that with educators um as tools how then our kids and what they're going to be able to do that will be way better than us in no time um is is pretty amazing. >> Basically, we used AI to make our
057own software. >> We're now we now have our own basically little software admin where we can build any website now using our coded information which is really neat. And then Tiger GPT might be on the way. We got a meeting coming with University of Cincinnati. They just built their own in-house >> AI. So you have some guard rails there and teachers can work within that system to say, "Okay, on this one, this particular activity, we're going to do Tiger GPT level two." So all the kids who are in it can only go to that level two by our guidelines. So I don't know if it's possible. We're going to ask them they can scale down the university level of Bearcat GBT down to Tiger GBT. And hopefully we're'll be on the forefront of having our
058own in-house AI agent >> for kids with a lot of guardrails, a lot of fire like more privacy I think for that. So Tim is excited about me. >> So Tim real quick Tim whenever I start talking like this be like it's going to be this can't do this millions of dollars. And so I just use AI to counter Tim. I said is that right? >> So far I've been correct. I have not >> how many tokens have we purchased anyway? >> Well, and to but to that point >> learning learning thinking about what we would pay someone to create our own website um and versus what we can do through learning is pretty cool. Um and then just to clarify, we aren't getting rid of our Beachwood website. We redid that several years ago.
059Um so that is staying and that is very comprehensive. That's the place to go to for all the different resources. That's a different purpose than this. it would be linked to it, but this is for the simple highlights. Um, you want to share, you know, with someone about the great things going on at Beachwood, here it is in a simple place, not lost in all of the other resources. Um, so that is what we'll be working on and and roll out in June. That's exciting. >> Sounds great. >> Yeah. >> Any questions? >> Thank you. >> Oh, sorry. Next up, we have Colt Place. He's going to do a presentation on our strength and conditioning program at Beachwood for all of our student athletes. Scott, >> welcome. >> Hello everybody. Uh say been almost two
060years. I don't think I've had the privilege to meet most of you. Uh cool place. Um this July, we'll be finishing up two years here at Beachwood. So, uh, in the time we've been here, uh, I've worked with pretty much sixth grade through our 12th graders, uh, all athletes, all sports, and, uh, just kind of wanted to dive into just a little bit of the data and kind of the behind the scenes and the way I kind of see things and how, uh, we've been improving our entire athletic program. So, just kind of at an initial glance while I've been here um over the course of the entire calendar year. This is kind of just a snapshot of just all of our different teams, you know, how much time they've kind of spent in the
061weight room on a month-to-month basis. On the high end, you know, some of our athletes are averaging about 10 11 months out of the year, which is going to be about the maximum that they can be in the weight room with just the policies in place from the KHSA of dead period and like that transition period after their sports are over. Um overall had a lot of uh good success really building up our middle school groups as well. We added middle school track this year to the weight room. Um young coaching staff. So we've been able to work together there. You know we got our all of our basketball levels, all of our football levels from middle school all through high school and then you know um cross country golf, soccer, archery. So it's been
062really really fun getting to work with all of those athletes. And then I work with essentially all the coaches. So our calendar rotates based on the season. So priority is always going to be our inseason teams. So right now we're finishing up spring. So baseball's priority, softball's priority. Um track and then our preseason's kind of that next of priority, which is going to be all of our fall sports. So soccer's already been getting in the weight room, football's been in the weight room, volleyball started in the weight room. So we're getting those things rolling. And then that um off season is kind of that last tier which essentially at this point right now would be all of our winter athletes. So basketball is already actually back in the weight room and they'll go through the
063entire summer. Um so in just in time and just kind of a large snapshot our average attendance per season, you know, we've had a little over 200 athletes on average regardless of sports age group, you know, that have been consistently hit in the weight room. Winter obviously looks like a really low number, but that's primarily just because our winter sports are a lot smaller teams. You're talking basketball, you know, maybe 10, 12 kids a team versus in the fall you have the soccer programs, the volleyball program, the football programs. So fall and then kind of similar to spring, you know, baseball, softball, football, track. Those are just kind of our large groups, but a lot of our kids actually do fall into multiple categories because we do have a lot of multisport athletes. So, you
064know, I've been blessed to be able to see on a week- toeek basis, probably over 200 athletes a week consistently. So, we've had a lot of kids putting in a lot of good work through that as well. Um, for me, so you kind of saw the large picture of a lot of different teams. Our main key performance indicators, um, I got the main kind of four things that I'm looking at. Obviously, we want kids to get stronger. So, we use the trap bar deadlift. U pretty much with all the athletes there. It's like a hexagon shaped bar and their hands are on it. puts them in a little bit more of a safer position there. Sprints are a big thing for any athlete. Uh any kid probably wants to get faster, probably has a goal
065of getting faster or their head coach thinks they would probably be a better contributor in their sport if they were faster. So max velocity is a big one for me. Uh we have the eye dasher gates. We use those to track our sprints. Gives me miles per hour and we're able to look at that over the course of year to year, monthtomonth. Um, and you know, having conversations with those head coaches of like, hey, here's the guys that we see are doing a really good job. Vertical jumps is another big one. We have a map the kids can stand on, they jump, it calculates how long they're in the air, gives me a number of their vertical jump. So, we have some consistency using some awesome uh technology and data there. And then the classic
066old school broad jump, we just get a tape measure out and see how far they can jump. So, these are kind of the four basic components of data tracking in terms of athletic performance um to try and if they're improving at all four of these, then I can tell that coach like, hey, this this kid, this girl, you know, they're jumping higher, they're running faster, they're getting stronger. Those are all the things we're looking for. And most high schoolers should be able to achieve all four of those simultaneously over the course of a school year. And then the one that's a little less trackable is movement competency. Like I talked about, we have a lot of middle schoolers in the weight room. the max strength is not going to be the biggest concern for those
067individuals. Um, it's just can they learn to move well, work out hard, do things safely, learn their body weight. You know, if they can't really do a push-up, getting really strong, picking something up might not be of the most importance for them. And we've had a lot of, you know, uh, participation through those young kids in the last year. Really happy with their progress as they get to be the high school group and see those, uh, data metrics continue to improve as well. The reason our trainings kind of um differs those because I kind of look at all the sports just a little bit differently. So there's kind of that technical tactical and the physical element. You know, some of your sports are very physical versus some of your sports are very technical. But at
068the end of the day, if they're getting stronger, they're getting faster and they're jumping higher and I can help keep them healthy. The rest of those will kind of take care of itself with that coaching staff as well. And then it kind of breaks down into more categories. So, we got speed, strength, power, conditioning, and mobility. Any given sport obviously varies a little bit. So, I kind of take all that into consideration. If I'm working with my volleyball girls, that looks a little bit different than working with a baseball player, working with a football player, working with a cross country athlete. So, yes, we have our KPIs. I want to see those improve, but there's other stuff that we're doing too to make sure that they're healthy and able to compete at a high level,
069whether, you know, they're having to serve constantly overhead. There's some shoulder considerations there versus somebody who maybe just runs cross country. They're not going to need to think about some of those things volleyball or baseball players would consider. So, looking into the deeper details, um early on our average for our trap bar deadlift across all of our athletes was around 205 lbs. Now, we're sitting at about 322 lbs for the average over the high school. So, we saw about a 68% increase. The yellow dash line there is just based on the national average. So, we can obviously see that the strength was well above uh the minimal kind of standards I'd be looking for. We did have a couple outliers who came to Beachwood and high school as tuition students that really benefited from some
070structured programming and they brought those averages up a little bit, but across all the sports really happy um with just the overall strength output. For me, speed's kind of the number one that I want to see everybody improve at. We might not all run the 100 meter dash in the Olympics, but everybody can still get faster. So they all started around 17, saw a 6 and a half% increase and the national average was around 4%. So very pleased with that overall and that's where those timing gates are awesome to be able to consistently track speed. Unfortunately, we did have some snow on the ground for like a month, you know, of the foot of it that kind of hindered some of our ability to sprint for a while, but we uh got right back out
071there as soon as we could. Vertical jump. Uh we saw about 24.1 early on. Now they're sitting around 25.8, 8. So close to the national average around 8%. Um, you know, I want to see that improve with all the athletes, but I think vertical for like your basketball and volleyball is a little more important than, you know, some athletes in other sports where maybe vertical is not as important. But 7.4% was our school average and, you know, eight was the national. So pretty happy with that overall. Pretty in line and want to continue. No, I got the individual records. I kind of skipped over that, but we got some individuals doing some really great things. things are current is 36.1. And then lastly, the broad jump being that horizontal, how far can they jump? Which
072kind of ties in also with their sprint numbers, sitting around 87, had a 5.2% increase, national average being around six. We maybe, you know, tweak a few things next year to see if we can bump that up a little bit more to kind of match our trap bar and our sprint since we're doing really well in those areas to just make sure everything's getting better equally. But overall, I think that should be the last one. Um, overall really happy with continued progress, success, being able to use technology and software. We have 10 iPads in the weight room. There's a software on there. Every athletes in there, they can enter their numbers as we're working out. So, there's a little bit of autonomy on their side of it as well. Um, but that allows us to
073be able to track all their numbers and then I pull that report and, hey, head coach, these guys are getting better, these girls are getting better. And then that kind of just creates conversations and also helps our athletes set goals as well. You know, they see themselves getting better and the machine will be like, "Hey, you did this last time. You know, maybe you can do more today." That type of thing. >> Any questions? I guess I should say >> nothing questions. It's great information though. I like it. >> I love that you have all this data. >> I have like five >> five questions. >> Be quick. >> It's just for learning. >> Yeah. Number one, you tailor the workouts to the sport. >> Yep. >> Based on whatever movements they have, what they're
074going to need strengthened, what >> I would say kind of generally speaking, first lens I look at is are we working out before or after practice. That's going to kind of dictate some things. And then I would say most of our kids, 80% of it's probably the same regardless of sport because at the end of the day, they are high school and middle schoolers and that time aotment kind of dictates. But yeah, there are always considerations of how do we change this from sport to sport. >> Okay. Um, number two is you had that tracking of uh this one. This says jump say raw jump. >> Yeah. >> Can you are you able to that's that's all of them. You want to break it down by the team. >> Yes, I could with the categories
075and structure. >> Yeah. So, like you could take the girls soccer team and say, "Okay, I'm going to look at your guys broad jump and say, "Oh my gosh, girls soccer broad jump grew a ton while >> archery did not." >> Correct. >> Uh but you so you can track that data. Okay. >> And can you break it from there down to individual? >> Yeah. >> Like that own kid saying, "All right, my broad jump was here. It's here." I had a ton of growth. Actually, my growth was higher than the national average. Yes. >> Okay. >> All right. That's that was my second question because I think as a parent I'd love to maybe not the parent maybe a kid might like to see their data in compar compared to that national average that
076baseline of how maybe they grew in some areas and they didn't in others. >> What's cool too is like the software when we max out and they record that new max now that system will tell them. So then the next time they do that lift they can see right there. If we're doing 70% of your best today, that's like what we're trying to achieve, then that, you know, the iPad will tell them, hey, here's what you should be doing today because you've done this and that's your previous best and this is where we think you'll be based on these percentages. >> So those max out days set that bar for them. >> Yep. Which on average, we max out like once to twice a year just kind of depending on the sport, the season. Um
077on average, you want like at least a couple months of good training before you would try and record to see where that progress is at. So I would say normal about twice a year we try to retest these numbers. Some we kind of hit more consistently um than others though, right? And then um engagement of coaches. Do you see engagement? Is there any strategy like I got to get these coaches a little bit more engaged or is that does that play a role in the effectiveness of your program? The engagement of the coaches? >> No. Uh, I try and >> I try and make it so that the coaches in the off season specifically can be with their families because that's honestly why you guys hired me. >> Um, in season the coaches, it's more
078built into that practice structure. So, a coach or one of the coaches is usually present. I would say a lot of our teams do a really good job of, let's say, they have four coaches on staff. They kind of take turns just making sure from that accountability standpoint, >> you take it off their plate offseason to >> correct. Keep it going. primarily I have it all set up that I would not need, you know, that help, but they're always welcome to be there. I encourage them to be there. But yeah, offseason, it's like, hey, this is your off season. You don't need to be here all the time because you got a family, too. Um, but I would say a lot of our staffs, somebody's always present and they kind of communicate that amongst themselves
079to get that oversight as well and help out. >> Okay. Injury prevention. Um, do you see any trends at Beachwood like all right, we've got to do something about this particular thing or is it or across the board or in the region? Do you see anything where you've like kind of said, "Okay, we need to train on this particular thing because I see it getting injured a lot." >> There were some issues um when I came in that we had that I kind of inherited a little bit that I thought were very fixable, preventable. That would be soft tissue, hamstrings, kind of sprint related stuff. In the two years I've been here, I feel like we've definitely reduced a lot of that. Um I think we've only had I think in the two years like
080concussions are down, soft tissue injuries are down. Um a lot of that slusher would probably have that information. >> That would be interesting. >> But him and I work very closely together, you know, on that. I feel like a lot of to say an injury is preventable is kind of >> a reach a little bit, but I think we have a lot of things in place to give our athletes the best opportunity to be present for their sport. >> The prime example I think of is when the football team won the state championship, they only had one kid not wearing pads that game >> in December. So, I mean, if you have 45 of your 46 kids available, that's that's the end that's the end goal. The best ability is availability. So, if the kids
081can't play their sport, then I mean lifting and all of that's not as important if they can't actually play. >> All right, last question. >> Barrier to grow. What What is your not barrier, but what's your goal for? What do you want to improve the most next year between now it's ending up the end of the school year? What's your like primary here's what I want to get better at for my program next year? >> It's probably a lot of the like younger kids, those smaller groups. Um, you know, I think the teams that have had a lot of success at Beachwood in the last couple years are the teams that have put in the most work in the weight room. Volleyball, track and field, football, baseball, like they are they do a really good
082job. I think it's getting those middle school kids more and more in the weight room and maybe getting to like more of a hybrid model in terms of like how we structure the school day or like the weight room day. I think as we get later into the evening with any sport outside of football, you're competing with club soccer, club volleyball, club basketball. >> So, it's just there's never going to be like that perfect answer, but >> uh I think >> building a culture amongst the younger kiddos. >> Yeah, I think I mean, not that we don't have it, but you know, outside of football, making sure that you know these middle school track, like I said, we added that this year. That was awesome. Got those boys and girls in the weight room consistently
083twice a week after lifting. Um, I think as we continue to just kind of grow the youth levels, a lot of the stuff through high school kind of takes care of itself by that point. >> Um, you know, cleaning trying to see maybe some of those other metrics get a little bit better, but I mean I think our attendance has been great. We haven't had a glaring injury where it's like, hey, this thing keeps showing up over multiple athletes. Maybe we need to address this. Haven't had any of that. So, overall very happy. um very similar stuff to kind of the previous model and most of the public schools in the tri-state kind of all use a similar after school model just with the schoolbased curriculum and uh after school opportunity as well. >> Great.
084I appreciate it. >> Yeah, thank you. >> No problem. Anybody else? I know Mr. Kaiser had a lot of questions. >> I just had a question about the attendance. I know um a lot of sports like you mentioned the club sports. Yeah. >> People play this one sport year round. Y >> how and you mentioned that um you kind of take that upon for the coaches on the offse are you getting good attendance from all all participants or is it something that's a struggle trying to get people to to come into offseason for the weight room >> for the offseason I would say like most of them are good like for example like basketball right now they've already started open gyms so their lifting is kind of built into their open gym schedule so they
085go to open gym for like an hour and a half they come straight to lifting with me so like some of that stuff like if it's we can build put it into their practice schedule. It takes care of a lot of that. Like they're going to go straight from being with their sport coach to being with me and you don't usually have like attendance issues. Um soccer for example right now like they lift a little later in the evenings. We've had to move some things around with track. You just there's no perfect answer. If there's five club teams in Northern Kentucky and they all play for different teams, >> you know, Timmy might have practice on Monday and Wednesday, Susie might have practice Tuesday, Thursday. It's just trying to create the best opportunity. And I
086think a couple of those like we have like an open lift time. I try and off offer two or hey I know you might have missed your designated time with tennis or soccer. If you can make this time just show up then too and that's fine. >> And all of that's like recorded in team builder as well so I can share that with the coach if they're not there like hey who showed up today? How many did you have? And we can have that conversation. How important is uh kind of like warming up for this, you know, before you work out? Because that me thinks when they jump in there, that's when the injury happens. >> So, I mean, our everything we do dynamic based warm-up. So, on average, it takes about 8 minutes. So,
087if I see the kids for an hour session, we're going to spend about 8 to 10 minutes warming up, 10 minutes doing jumping, running, sprinting, explosion stuff, and then that rest of that time will be weightlifting based. But absolutely got to spend time prepping the body before we go and do this stuff. Um, you know, whether that's on the field or in the weight room, you know, I orchestrate that as needed. I always try to get the kids outside if we can. But yeah, dynamic base, you know, we're not just doing like static stretches, touching the toes. We're got a whole sequence of things that I put together that I pretty much use with all of our teams and all of our athletes, and I share that with their coaches. And I know some of
088them end up kind of tying that back into their warm-ups before their sport practice as well, which is where you see a big reduction in injuries as well, just taking the proper time to warm up. >> Thank you guys. >> Really good. Thank you. >> All right, on to the finance report. Christy, you want to come up here so you can get >> Oh, you can fin um you know currently through April that's we have completed for 96% of our budget revenue year to date. We have some public service corporation um taxes to collect and we're still continuing to collect seek on a monthly basis. They spread the so we're pretty much going to be at 100 or higher probably of what we budgeted for revenue by the end of the year. Um our expenses
089on the flip side um we're about 71 and a half% of our budget. So, we're very in a good position right now, but keep in mind May is a big month because we do this in order to pay off the teachers contract the in they essentially get paid five times in the month of May instead of two times. So, you'll see that kind of waffle back and come in a line. But, we are anticipating they have a surplus for the year though. >> That's great news. >> That's all I have unless someone has a specific question. >> Justin has five questions. I know he might >> turn into >> All right. Thanks. >> All right. Um the draft of this 2728 school calendar. I know that we said it's set in stone stone, but it
090is set in stone. Um and it sucks that we we talked a little bit about that. >> Any questions on that? >> Oh, no. No. >> The only minor change that we talked about at joint session was the uh the day back from Christmas break that we've seen the trend around schools. It's depending on that day for professional learning, getting teachers back in the building, getting them acclimated. said Tuesday the kiddos come back. So that was the only major change. >> If no questions on that that's it. >> Okay. All right. All right. Um next session is um we have close session per KRS61.810 um for one for acquisition of property. Just take a motion in close session. I'll make a motion to go into close session. >> Second. >> Come back in 1 hour.
091So, we're dual