001[clears throat] >> June 23rd, Tuesday, at 5:30 I'd like to call the meeting to order. Mr. Bedoya, please call the roll. >> Mr. Miller. >> Here. >> Mrs. Brackett. >> Here. >> Mrs. Burke. >> Here. >> Mrs. Ryan. >> Here. >> Mrs. Stover. >> Here. >> Okay, thank you. No presentations tonight, as long as this is correct. Um and then just a few items for information and discussion. The first one [clears throat] is um relating to our bus tracking app, and this is a topic that came up when you guys had board office. I mean, it's come up many times over the years, but most recently >> during the board office >> office hours. >> So, we've invited um Mr. Nightenboff here today, so that he can kind of fill us in on some of
002those discussions over the years and some of the things he'd like us to know, so that we can have a more educated conversation around it. Mr. Nightenboff, whenever you're ready and you'd like to share from or Mr. White, whoever would like to start. >> Thanks for coming, Angel. >> Oh, no problem. Good to have me. Um yeah, thanks for having me as as part of this. And really I guess I guess the parent app it has been brought to me um a few times. I I can't say that it that it's been brought a bunch of times. I think probably on an average of like like three to five times a year I might get a call from a parent asking if we have something like that, if we're looking into it. Um And and
003my my my answer to them is always I I don't want to bring something to the district that isn't going to work. And I I feel like from the experience that I have with them and and from what I hear from the different groups I'm in, the different transportation supervisors, that they're they're really they're not what they're what they're kind of advertised as. From what I can see, I did have experience at another school district that had some major outages. That was, you know, for almost four years ago now, cuz I've been here on I'm going in my fourth year now. So, I'm not saying that, you know, maybe that technology isn't getting better, but um um my whole stance is I I haven't seen anything that makes me think that's a 100% win for
004the district. Um I know that for parents, especially the younger parents, they're they're, you know, they're they're kind of nervous about putting their kids on a school bus, that kind of thing. They would like to know, you know, when their kid is getting to school, when their kid is going to be coming home, that kind of thing. Um we uh this year as we uh as as I I get down, so so really the the the the best part about those those uh the tracking apps are for districts that have unstable routing scheme. >> [clears throat] >> So, you're talking about districts that that are constantly changing up their routes to be able to get the kids home every day. We've been lucky enough since I've been here to to have uh stable routes. We've
005only had to And when I talk about unstable route, I'm talking about maybe splitting a route in half, maybe putting one route on three different routes and altern- altering their timing quite a bit. >> Probably is that as a result of bus driver shortage? >> Exactly. Um and then also like doing a like a like a a drop and go where say a a a bus will pick up a load of kids, take them home, and then come back and get another group of kids and take them home. So, if you have that much instability in your routes, that's when it really helps cuz you're going to get a lot of calls from parents saying, you know, or you're going to have to communicate with parents when their kids are going to be getting home
006uh cuz it's it's a drastic time difference than what they're expecting. Um we've only had to do that once since I was here. We had to put uh a a high school middle school run, we were able to put it on two on two buses out of one bus on a day where it was a light day. We were able to take them home. Both of those routes just happened to be right next to each other. We were able to get the elementary school kids picked up in an amount of time that was compatible with their regular route time. And so we've only really had that kind of instability maybe once since I've been here. Another reason you would have the parent app is if your if your substitute drivers if you're using substitute drivers
007that have have never seen your your area before when you're using just fresh people never seen it before. We're we're fortunate enough that that we have a staff of substitute drivers that First off, we have four substitute drivers that have been driving for us for more than 3 years. So they are they know the routes pretty well. When we bring on new substitute drivers, we train them on the routes. We bring them out and we make sure that they make sure that they know the routes. So before we even put them on a route, we we give them plenty of time to ride that route with the driver, to take notes, to know what to expect, certain kids, that kind of thing, the the roads, that kind of thing. So So those are two of
008the things that that we've been fortunate enough to not really I don't feel like our our routing is unstable in any way. I feel like like sometimes I guess what it comes down to is if you're going to what what kind of service are do the parents expect and what kind is is okay. So if we're talking about being 5 to 10 minutes late, I feel like within a 5 to 10 minute window is a time that that really isn't isn't like the end of the world, put it that way. We We have our We We expect our parents to have their kids out 5 minutes before the route start. And if we're running within a 5 to 10 minute window, that only leaves them outside for maybe, you know 15 minutes at the most.
009In the mornings, our routes run pretty close to being on time where we're within 5 to 8 minutes. Um if our routes [clears throat] run any later than 10 minutes in the morning and afternoon, we make a serious effort to get the Parent Square notifications out to them. Um just to and and this year with Parent Square it really helped a lot and we really tried to put those notifications out more um than we have in previous years. Um one thing that we don't do is we don't tell them exactly when the bus is going to get there cuz we really if a bus is running 10 minutes late, then I don't really want to say hey it's going to be it's going to be there in 3 minutes or 2 cuz usually you know,
010it might be a little later than that. Um so we try to if if a bus is going to be 10 minutes late, we send out an alert. If the bus is going to be 10 minutes later than our original alert, then we send another one out. That's kind of our our system, what we try to go by. Whether that's, you know, good enough for the the parents in the school district or not, that's, you know, for you guys to decide. Um Uh I I can see if if you're really looking into Parent App, I can see our afternoons being a reason for it. I In the mornings, I feel like we run pretty consistent. Like I said, within that 5-8 minute window. Afternoons are tough cuz we just we're going through a lot of
011construction on 77 right now and all it takes is for one person to go into the median there and then we got major, you know, backups and that kind of thing. So you know, that I can see that being, you know, a hassle [clears throat] knowing that in the afternoons we're we're dealing with a lot of traffic that that a lot of districts really don't I don't even think I I've never been a part of any district that's been so closely tied to a major highway. So you know, I can see I can see some of that. If if we're talking on there's different I guess I guess there's different things about these apps that uh you know, a lot of them there's a communications um aspect to it where you can use that parent
012tracking app to also send out alerts, which we already have that with ParentSquare. Um a lot of the apps what they'll do is they'll they'll a parent can sign on to the app and and they can get up like a ping like a notification when their bus is within a 10-minute range of their house. And then they can also get a notification when their bus reaches its destination in the morning. You know, that's that I I could see that you know, if that's something that you know, or decides to do that would be if you decide to go with something like this, I think that would be my recommendation. I'm not real keen with just giving out information of where the buses are at all times. I I feel like there's some issues with that,
013too. Um some other things um that that were mentioned before that you know, there's there's some modifications that need to be done to the buses to be able to to use this app or whatever app and it all changes with whatever company you use. Right now our our routing software has its own parent app, you know, that that we can get. I don't know if that's the best one or not and I don't know which one is the best. Um >> Do you know the cost of that by chance? >> You know what? I sent I sent a email out to to our rep and uh she was supposed to get back with me and she didn't get back with me in time for this meeting here, but I need that information. >> I asked
014him the cost of it. >> So you probably didn't hear me. Sorry. >> You know, um >> So on these bus tracking apps, if you're familiar with them at all, I I don't know a ton about them, but so is it just it's not that we need someone at the transportation center doing anything. It's just merely tracking the bus. You're just signed up to track a particular bus per se. Cuz I'm thinking about people who have to be updating or doing anything, but it's just that the bus is alerting the location [snorts] of the bus is alerting the parents and there's no communication needed from you. >> Yeah, yeah, there's some Yeah, yeah, basically there's some if you're if you have a certain bus say you have bus one on route A and then you
015switch out say you want to put bus two on route A, then you would have to change some you you'd just change some stuff in the program to you know update what bus is going to be running what route. >> So you have to do that. >> [laughter] >> And the last minute Hazel we got to switch a bus like suddenly like that. Yeah. >> Why is my kid going to a wrestling tournament when they know them not? Yeah. >> Right. That's a thought. Okay. >> I think I've heard a lot from not a lot off and on from particularly elementary parents and to your point I don't know if majority of elementary parents are interested in it cuz by the time they're in high school they're driving or getting a phone or there's other
016things going on, but for elementary particularly since this agenda went out I've heard from a few people knowing that we're going to talk about it. And I think that so over the weekend I looked at what other districts are doing and then tried to download a couple just to see it. I I that I find I think would be helpful if not giving out where the bus is at all times, but knowing okay the bus is 5 miles from my stop now I can go outside or just having the information and I think parent expectations with how plugged in everybody is now have changed maybe a little bit even if we have smooth routes and things are always great. Whether we lean into that I don't know, but I think expectations maybe have changed a
017little bit um in terms of information people want where their kids are and those types of things, but that one of my questions was if there's an issue with the app if it's glitching if they can't log in, are they then calling you guys? Would they call the vendor? Like, do we have staff support? >> You know the first phone call's going to be at the transportation department. >> Or they're going to call the bus garage. I don't know where that would be. My question is, do we have the staff that critically as it's launching, kind of support that and what that looks like. >> Well, it would be it would be Elena and myself, you know, probably handling most of that. >> Would it go to IT at all or no? Like it I
018mean it depends on the issue. >> It might depend on the issue. >> Yeah. Well, and my one concern about that, I guess, cuz I know the one particular instance that was brought up to Jeff and I at our meeting was the day of all the storms, which was a crazy day. >> The winds. >> The wind, yeah, and the trees that were down and routes were being changed and I know I had to turn around like three times trying to get home. You were texting us, we were getting updated. Scott Dresser was getting like we were getting a lot of information, there was a lot happening. That was what was brought up, which is really a very unusual circumstance, but I get it that it really did delay things and people weren't sure and
019I'm sure nervous about getting their kid and I fully understand that. But my concern is on a day like that when it's pure chaos, it just adds 25 phone calls to the transportation department being like, "Something's not working." Cuz in a storm like that is when we could have the most issues where it's not working. And then to add chaos to chaos is you get a million phone calls of parents saying, "My app's not working. I can't tell where my bus is. What's happening?" And you're dealing with that when really where we need your focus on is getting the kids home safely. So, that would be my that would be my one concern for something like that is suddenly we have this secondary issue that's creating extra chaos at a time when we really don't
020need it. Cuz it felt chaotic that day anyway. I'm sure for you it felt especially hearing what the bus drivers were saying coming back, yeah. >> Yeah, and I I thought about that today, too, what that would have been like if we would have had an app on that day. And really it would have been a lot of parents calling saying, "Hey, I didn't have my 10-minute, you know, alert letting me know that my kid's on the way." You know, that so it would be Yeah, I think you would probably Yeah. Like you say, probably more if not the same amount cuz you really wouldn't have an answer like what, you know, parents are expecting with with a with a a service like that. >> Right. >> There would be be a breakdown of that
021service, for sure. >> Yeah, that would be my concern. >> I think what's hard is and I got this over the weekend is when people ask Like you look at all the districts that have them, it's quite a few who have them, and they say they're making it work. Why can't we? Right? We know there's barriers, we know there's concerns and things like that. And I don't That was hard for me. I don't have an answer, right? We go through some of the concerns and things like that, but then but these other districts are doing it. How are they doing it? I So, I think that's I personally would support looking into it, you know, not necessarily jumping on it, but looking into it, see how are they making it work? Is it working or
022do they have them and they're not really working? And I don't know. >> That's a fair question. >> Cost, all those things. >> Cost is a big question, yeah. Especially if we need to modify all of our buses. >> Yeah, I worry about Like does that negate warranties on the buses if we're modifying them and then something goes wrong? Reprogramming, staffing is definitely a concern. I think just the time, creating chaos. I worry about um like our safety support services. So, if there is a car accident and these parents are having you know, >> there's some sort of alert that goes out if the bus is in an accident, then you've got parents going to the scene, which they naturally will, but then you've got concern about like can the EMS safely get to the
023bus to help the people cuz you certainly want them there before parents are there. In the tree situation, parents have gone to find their kid on a bus and created more of a hazard. Um that's part of the concern. And then I'm curious, you guys had We had the I I forget I apologize. I forget the name of the organization, but we did the bus driver safety training where they came in. So, a little bit of a concern if I'm remembering correctly is just kind of the knowledge of where the buses are any given time was part of their concern there. That creates a safety issue just like you obviously know that our students are in the school building >> Right. >> during the school days. And so, that I would be curious what they
024feel about. >> Oh, yeah. That's a good question. >> Does that create a safety >> Well, that's what I do That's what if we were going to do something, I do prefer what you suggested, which is just like a ping when it gets to a certain place rather than like I'm watching the bus go somewhere, you know? Because I also think there's a reality that a bus is going to be running late and a parent's going to track it and they're going to show up at a stop and be like, "I really need to get my kid." And we can't do that. Like kids get off at particular stops. And it's just reality that it will happen someday. The bus is running late because of whatever. And a parent tracks and is like, "You know
025what? I'm just going to meet it at that stop. I'm going to grab my kid off the bus and then more chaos, right? Like I mean, and that's nothing I I mean, I'm a mom, too, and I've wanted to be like, I'm not talking badly about our parents because I might want to do that, too, someday, but we can't do that. And it would be very easy if we could track like, "Oh, I see they're right at this road. I'll just catch them there and talk to the bus driver and convince her to let him off." Or something like that. That would concern me as well. So. >> I think where I stand on this is that we have now I think had over fairly consistent amount of time a I don't know how significant,
026but a fairly significant amount of parents talk to us about this and bring it up in several different ways and directly, indirectly, at our meetings. And so, I I would feel most comfortable if we would at least get to a point where we have done some additional diligence and we've reached out to Brecksville-Broadview Heights who has had this for a few years. I did some I had some conversations with people in other districts and this is anecdotal of course, but this is one parent saying, "I love it. It works great. Once in a while it'll go down. Technology goes down. So we have to account for that and what that would mean for staffing calls." And I think calls to other districts on how they deal with those specific issues would be helpful. It makes
027it so much nicer to know exactly when a bus is coming and when you have to go out to the stop and get alerts if it's running late. That's the consistent feedback I've heard from parents who have this technology in other districts. And so I think it in order for us to be able to have a conversation with a parent as to why or why not this does not work for Revere, I think we have to have the information of other districts around us that are using this, what problems do they have, does it have the additional staffing costs that we've talked about, and needs from that standpoint, what will this cost us in general, and then we can make a a more educated decision and be able to talk whether we're pro or against
028this and and have some data to back that up with other parents. That's that's where where I am at I'm at on it right now. >> Yeah, I would agree. John, from an IT, have you seen these before? >> I have not worked with them at all. Brecksville got it after I left. So I didn't have any experience there. The one thing that I would have questions about is how the bus communicates its location cuz you can find a location from GPS because your device is talking or getting that signal from a satellite, but it has to tell somebody where the bus is. And I know that like if if Verdine wants me to call him when I'm on my way home, I call him when I get to Hale Farm because by the time
029I get to AJ's house I've lost the call cuz when you drive across the river you lose the calls. So we have lots of places in our school district that have really bad cell and so if that bus disappears, then how is that you know, so I would ask those questions. You know, certainly they may have other ways for that to work. They might use radio signals or whatever. I don't know what the technology looks like, but I would definitely ask that. In terms of support, we do have we have a mobile app for for progress book, which I guess people come to IT and then they have problems with the mobile app. I hear from our parents maybe twice a year on that and most of that ends up getting pushed to the progress
030book people to handle that. And the same is true with ParentSquare when people have problems with the ParentSquare app. Assuming they can log in. >> Mhm. >> You know, if there's a problem with the app itself, that typically goes to the company and they handle it from that point. So, yeah, yeah, we would field initial questions on those, but I think once they're accessing their accounts or however that works, getting the right buses in their app so that they're not tracking somebody else's kid. >> I never thought about the switching buses thing. >> Once that's done, you know, I think it would just be a matter of them the company providing that support. >> Yeah. >> We do have a I don't know how big of an issue this is. Somewhat unique to our district.
031I think one of the parents brought this up in our meeting and she talked about she has a house that's set back significantly. We do have a fairly reasonable amount of homes that are in the district that have very long driveways where they have to plan and account for that when they're at the bus stop. And so maybe this is if this is something that could in any way make it more convenient for our parents, maybe that's a good thing. I I don't know how much that we would take that into consideration, but it it was I think she did bring that up. I've heard that from other parents as we do have that in our district in in the wintertime when there's snow and plows coming, it it could be potentially helpful to them
032from that standpoint. Even though we are stable from the for the most part in our routes, which may not be the same as other districts that don't have that stability of the routing. >> Do you have statistics? I don't know if you've ever tracked this, but about how often our buses are behind their scheduled time? Do you guys track that data? >> I can I can look that up. Like if I get a parent that that calls in, I'll I'll go ahead and and look back um over a amount of time just to kind of get a range of of where the buses are running. Um some routes run like clockwork. Other routes don't run quite as much. A lot of that is driver related and you know, we do drivers and that. In fact,
033that's one of the big trainings we're going to have um at the beginning of the school year cuz we're we're going to have some um some some good like fundamental trainings with a lot of our newer drivers to kind of teach them some of the, you know, ways to you know, stay on time better. >> Okay. Didn't we pull the number of >> We pulled 58 alerts uh from last year. >> Okay. >> So those were um 10 minute or later alerts. >> Okay. >> Um I don't think I think three or four of them were from that from that windy day. >> Okay. I'm surprised it was only three or >> [laughter] >> That was a crazy day. >> Okay. Yeah, I mean I think it'd be interesting to talk to I don't know
034if you know the other transportation coordinators, but to talk to them to see how it works in their districts or like do they get a lot of parent phone calls? Does it go down a lot? Do they have, you know, how does that Does it add more chaos to a chaotic day? That would That was my first thought was that day was so crazy and if we just had a million parents calling it would just >> I've seen when I was looking this weekend I've seen some districts where for whatever reason they'll start with one app or service and then they switch the following year or the year after cuz I think and maybe it takes a good fit for that district. I don't know. So that's something to think about too. Like long term,
035one you initially choose, do you typically stick with it in these districts? Have they changed for other reasons? I'd be curious about that. >> Or did they sign up for a one year free pilot? modify all the buses and then we go, well that app >> work." And now we have to re-modify all the buses. >> And that's just another >> out with the with the apps. They started out by you you would have a a routing software, and then they figured, "Well, we could just marry an app with uh random software." So, for a lot of years, they were bringing in these apps that weren't completely compatible with with the software. So, then within the last I'd say eight eight eight years or so, the the routing softwares have been uh using it been
036just being designed with the app in in mind, but also there's a bunch of other bells and whistles you can get with these apps. I mean, we could get full on fleet management. We could get um like a field trip part of it that goes with with organize our field trips and our you know, the stuff like that. So, they're they're now they're selling these whole suites that just like a transportation suite. So, I think with the apps, they're they're working better because they are being designed with a certain routing software in mind. >> Yeah. The feedback from the couple There's two different groups of parents that reached out to the school board of education. They said, "When it does go down, it's usually on a specific bus going out, and the whole thing very
037rarely goes out for whatever that's worth." But, I think there you have to set that expectation if we were to do this with parents. Like, this is technology, and technology does have glitches sometimes. It's not going to be flawless and perfect. But, I'm sure those districts can tell us the percentage of times it goes out. I would assume that that the the apps will provide some sort of feedback. >> And there's no idea when you said bells and whistles, I could feel Rick Tensing out. Rick Tensing out. But, there's no idea of cost? I think of course. We have no like there's no base. Like, is it 75,000? Is it 5,000? We have no idea. In terms of cost. >> Right now our routing software costs us 5,000 bucks a year. So, if you add
038something on to that, I'm not sure what it what the cost is. I'm sure it would not be as much as but you know, I I guess it I have a I I actually talked to the the rep [snorts] for our routing software yesterday and she was supposed to get back to me Tuesday. Yeah, so. >> Okay. Any other things you'd like to add to the discussion before I know you're it's almost 6:00, so >> I I don't know. I just like I I um you know, I I just I like I I I tend to I tend to like to hang our hat on being on time, you know, and I know we're not perfect, you know, um but I would like I would just I my goal with our department is you know,
039is to just have just parents know that at certain certain time, you know, we ask for 5 minutes. We have 5 minutes before the bus arrives. Um some districts ask 10. We ask five, you know, I would like I would just like to be in a spot with our training with our drivers that hey, we're going to be out there within 5 minutes of when we tell you, you know, to come out. You know, I would like that a lot. I know it's not, you know, I know it's in the real world, you know, but that's I'd like to hang our hat on being on time and and giving parents a giving kids an experience that that doesn't revolve around their phone, you know, I've been in I've been in a district where, you know,
040with with apps like that and I would pull up and they would be looking at their phone, you know, and it's like there's way more to catching a bus than than looking at your phone. You know, there's the sound of the bus coming down the road. There's, you know, all your neighbors getting ready. Everybody, you know, and it's a a experience and it's it's something that's in the world. You know, and I I you know, I'm probably just dreaming at this point. >> I like your dream. >> I'm with you on that dream. >> Okay. >> I think um we just need to be really clear about what problem it is we're trying to solve and then whatever the solution and cannot impact the safety of our kids. So, that I guess that's my primary
041concern is that we are trying to create a solution to a problem that might not exist and I worry that it will impact how we get our kids to and from school safely. So. >> Yeah. >> Okay. Thank you. Any other comments, questions or Okay. So, I guess the the takeaways are let's just figure out a cost and maybe do a little bit of due diligence in other districts and then we can bring it back up and get some updates. >> Thank you. Thank you. >> I really appreciate >> Yeah, we appreciate you. >> Thank you. Thanks for coming. >> Yeah, you too. >> Before we move on, just making sure nobody has any additional comments. Okay. >> I appreciate the due diligence cuz I do I think it's a good question like are we
042solving a problem or you know, is it a convenience? >> Yeah. >> From other parents it sounded like and as we face changes to our financing coming up >> Sure. Every penny counts. >> Every penny counts and it's much it's much I think it'll be smoother to just not do something as opposed to provide something and then have to take it back down the road. >> That's tough, right? And it's very likely I mean, just thinking about other software that I have been that I've dealt with bringing on. Once you have it, it's usually not a one-year contract, but some kind of many-year contract then you're paying and renewing. So, okay. All right. Well, I'll be curious to hear the additional information once we have it. Thank you, everybody. All right. On to the next
043agenda item, which is the Board of Education student representative. We started to just kind of touch on the idea of this last month. I think that was just last month. I think And um I've looked into it a little bit more. I'm hoping other people have some thoughts um as well. So, I'm just wanting to continue that discussion. >> Yeah. So, um Pasha and I had a chance to connect with my friend Rachel Klein. She is on the Blackhawk uh Board of Education, which is a district in Pennsylvania. They've had a student representative since 2015, and we got to ask her kind of a lot of questions about how it worked and what it looked like and the benefits and how people felt about it. I don't know, Pasha, if you want to kind of
044share what you took away from the conversation. What I took away is that it was kind of no big deal. Um the board doesn't even really get involved in the selection of the student. Uh the student's responsibility is that they come and they report out on each of the buildings. So, they are responsible for connecting with the admin at each building to kind of collect a report to share out with the board. Um they do sit with the board up at the front, uh and they can certainly offer input, but she said very few students actually offer input on items on the agenda. They are they cannot bring though up or add to the agenda in the meeting. If they want to make a proposal, they have to submit it to the board ahead of
045time uh for discussion and for review. Um so, it is really more of a participation in terms of report out on what they collect from the schools, and then offer any color commentary from a student perspective if there's an item of interest on the agenda. >> Yeah. >> I don't know if you want to add anything. >> That it was they specifically had them at the work session so not at the formal meeting. Um so it was more >> they have them at the formal meeting. It's the other way around. They have them at the formal meeting not at the work session. I thought. >> I don't know. I wrote down work session. So what are the other but um because it was discussion based I thought they had it at the um work session
046but yeah, proposals submitted writing um They had two students which you know, we talked a little bit about would you want one? Would you want two? I think the two students is interesting. It gives more opportunity. It gives more opportunity for the junior student to grow into that role as a senior and kind of like assuming they would want to continue that would be like a continuous role and then the newer student would be um fit backfilling that as they go. Um when we were specifically talking to her cuz that's one of the questions that I had is like how do you pick the student? So the student there's some student requirements like they need a certain GPA not high but not so that they're we don't want struggling students to add onto their plate.
047So they needed to be average. They needed to have been in the district for two or more years which I think that was an interesting perspective because you learn the culture um of a building. Um they had to do an essay and get a petition signed with a certain number of signatures. So they had to like put out some effort. Not just drop their name name into a hat and hope that somebody picked them. Um they had to really like put effort into it which I think is what you would hope for this role anyways. You would want them to want to be here and want to kind of be engaged in that. Um Yeah, give update from all all the schools not just the high school because they're the student reps for the whole
048district even though obviously it it's the best fit with a high schooler. Um Let's see what else did I write down. >> So, were they going to each building and meeting with like the principal to get to get >> I mean, that's what she talked about, but I mean, we could do Yeah, I mean, obviously, I'm just kind of relaying the conversation that she had. I had written a bunch of questions. Just some of the thoughts and concerns that we had that I had, too. Like, what do we do if they have unrealistic expectations, right? Like, I want all you can eat buffet. Obviously, that's not going to be one of them, but for lunch and like that's cost prohibitive. So, like they just might not know where some of those boundaries, legal boundaries, financial
049boundaries, anything like that. So, that was one of my question is how do you kind of vet what they're bringing to you, but in this case, they don't bring anything. Like, the work session is what it is, and then if they had wanted something to be on topic, they should be bringing that to the board before the agenda's put together so that it could be added or not added or addressed in some other way. Um so, I think that that was it. And then just thinking forward thinking, if we wanted to try this next year, I think you had had you had said you had a conversation with Mr. Ferris, and thinking kind of because the way this would normally work is maybe they would start the application and essay and petitioning like right after
050winter break's over, and then have kind of the spring to get all of that stuff in and have the selection done and then be presented um to the board maybe in the May meeting. So, it's the end of the school year for who's coming up the next year, but obviously, we're beyond that scope this year. So, maybe allowing Mr. Ferris and some of the the groups. I know we have that student voices group that was started, and I don't know what their their student body looks like for that. I don't have any idea how many kids are on that, but >> It's pretty robust. I was surprised. >> Is it? Okay. So, I think that was Mrs. Ferris' suggestion is maybe select he could work on him and the council or something could work on
051selecting a couple for the upcoming year so that we can kind of get our feet wet, so to speak. >> Yeah. >> Um >> Our district has a really robust policy that spells everything out in terms of what they're expected to do, what they whether or not they can vote, the selection process, everything. So, there's kind of a template to follow. >> Um >> It And I I would recommend that we probably just put a policy together just so it is documented and found like within the board section of the policy. >> Okay. >> I do like the idea of two students, a junior and a senior. Um what Rachel had said was that the junior almost never came. They kind of served as an alternate if the senior couldn't attend. >> So. >> Yeah,
052so they work together and then also independently as well. >> I think when I initially brought it up cuz I I I'm all about the student engagement portion. I love that cuz I don't think we hear that maybe enough, if that makes sense, from all the buildings. So, I think we are missing that. I think that if my first um like gut reaction is that I know this is fully a me problem, but what if I have a child at the table, I self I will I know I will self-censor, right? Like it's just like if I'm at home and my kids are There's certain things I'm not going to probably discuss as fully as maybe I would if the child wasn't participating in the discussion. Um there have been times where we have had
053contentious board meetings over you know, whether it's the public coming to comment. Um you know, we get into some serious discussions sometimes out outside of executive and in public. So, that I I that worries me um a little bit and that from the from the initial idea is something that has sat with me. Um, so I I I personally don't know if that's the way to get the the student engagement, I guess, that we're looking for. I And as I sat with that, I saw in your email, whenever that was, about the potential of a student advisory council. And I thought, is there a way like to mesh those two things together where we're getting that student engagement? Maybe they Maybe you have that council and I don't know whether they can speak on that
054yet, I don't know. But maybe that council then comes and presents at a meeting monthly or maybe you I don't know. Like, is there a way to mesh all of that together to where we're getting that student engagement, the representation, we're hearing from those students, but it's not really like one or two students speaking for the whole student body, and then also kind of being in that adult environment that cuz we're elected to take that on, right? We're elected to sit up there and take it and that's part of our role that we signed up for and they necessarily aren't and they're still kids and so that worries me a little bit. >> Yeah, I think it >> I've thought about that. Yeah. >> Sure, for sure. And I I definitely did too, but I
055think it's slightly different when you're talking about junior and senior, especially senior, just because they're >> They're still kids. I don't know. I mean, >> it. Well, then I think in the way that we converse with one another, like someone could say like, I thought Courtney was kind of tough or whatever. Like, I don't know. But like, I wouldn't want to have a difficult conversation with a kid. >> Yeah. >> Like, even if they're seniors, like, I don't want to have a difficult conversation where they bring an idea that that I disagree with and I have to say I disagree with you and then now we're having a conversation and it feels like I'm picking on a kid. That would concern me, but I would feel mostly for them being at the table. I mean,
056I know a couple of you are newer and weren't here during some of the really contentious meetings, but it's hard to sit up there and even if they're not directed at you personally, we all feel it. And we can all sit there and you all feel that someone is angry at that podium. And that's hard. And I'm nearly a 50-year-old woman and >> [laughter] >> it's hard. Like that's hard. And that that is my main concern. It's a kid sitting in that position. No knowing full well, I'm sure they they're adult enough to process that that's not being directed at them. Still hard to sit there. >> Yeah, I think that's why my preference would be work session because you don't have that public comment part of the thing and um we're for the most
057part gathering input and discussing topics with each other. Um At the work session, that would be my preference for that reason. Because I totally agree. The most uncomfortable moments when you're in the seat are those moments. I mean, that's just the reality of it. I mean um >> It doesn't feel good. >> about what your idea is to see if it aligns at all with this or if it's something completely different? >> Uh yeah, so planning to put together a superintendent student advisory council committee group of students. And so the idea would be to select students that are representative of the district uh high school probably be high school heavy but have middle school and figure out some way to work with that and virtual students also. And then give them opportunities to speak or
058just have student voice. So we'll probably put together planning to We'll really work on this in July but put together a series questions. I'm not the first superintendent to come up with this idea. I know a number of superintendents that have a student advisory council. So I went and talked to them about What do you What How do you prep them ahead of time? What questions are you asking them? Do you have answers prepared before you meet? You know, how much pizza do you have to offer to get kids to show up? You know, like those kinds of things, but just great uh like a leadership chance for them to come and share. So, the uh But, it is something where I was thinking about it too and reflected a little bit on the cell
059phone policy and how we handled that before the state made its changes. And it was it just an interesting process because at the time I set up meetings with different groups. I had the community meetings where parents came. I went and met with the high school students. I went and met with the middle school students. And it was interesting to process and some of the changes and things that came from the reflecting on that. What I really liked about the process is what everybody was represented or at least every voice was represented. When I had that high school meeting, we had seniors, juniors, sophomores, and freshmen. And I had seniors who were leaving, so the policy wasn't going to impact them at all. And I had seniors that were like, I think you're ruining the
060high school experience for our high school students. Like, I've had my cell phone and it has enhanced my experience here at Revere High School and it's >> It's so much better as students and public. >> That's right. And then I had students on the other shirt. I think it's a great idea. I watch students all the time. They're just on their phones. Research tells you it's bad for them. They shouldn't be doing that. Right? And then I went and talked to eighth grade students who were like, I've been looking forward to this opportunity to use my phone at the high school, be treated like an adult. I am ready for it. I should be able to have my cell phone all day long. And I had eighth graders come and say, We haven't had our
061cell phones on us ever before. I don't see the need for it. The research tells you it's not good for us. I think it's a good idea. You shouldn't do it. Right? And I got the same kind of thing from freshmen, sophomores, and juniors. And with all those voices, you know, we made some changes to the policy. There were things we talked about that you know, we allowing students to be able to check their phones at the locker room. Knowing parents needed to communicate. Talked a lot I think, about lunchtime. That was probably the most contentious with our high school students. Man, they wanted those cell phones at lunchtime. High school staff, I heard it from every staff are like, "Finally, one uniform approach. No cell phones." And cell phones were so glad to hear
062it. But, I don't want to deal with the cell phone power struggle with students that don't give them up, right? So, we had to come up with plans for that. It just was a way to give a lot of voice to a lot of different students. But, I think and I think there was value in it, though. Just like you guys are doing now with your board office hours, where it's just different than our board meetings. It's just a different venue, where people are coming and they're sharing things like bus apps and uh yeah, more recess time for the middle school students. Things that just don't necessarily come up in the board meeting. So, I think I wondered about like, would what [snorts] we like the goal of this and I think like student voice
063and student leadership almost wanted to do we would we be better served to say, you know, the League of Leaders is a group of students at the high school who has like 40 to 50 students that represent every club, organization, grade level at the high school Mr. Ferris has put together to come and meet every quarter or so and they just talk about issues in the school and things. So, I wondered, do we send a board member or two to the League of Leaders? Do we uh when as topics come up where it makes sense for student voice, do we have like one or two of you come to join me in my superintendent's student advisory group to talk about those things. And we prep them ahead of time. Here's the question we're going to
064be asking. We're going to be revisiting the cell phone policy. We want to know, what do you think? What changes should we make or should it stay the same? And just to hear from all of our students. Um I think there's a lot of value in that and I think I'll I'll if with the I don't know Blackhawk District very well. Uh you know, I'm sure for the two students who come, it's very valuable for them. Um but it's hard to what you lower to minimize it just down to two, right? To keep it at two. I think that would be hard. So, I've thought a little bit about it like how do we create that leadership opportunity? Um would we better off to try and create opportunities for us to go? You know, cuz
065I think even as new board members, you two have gone to a number of different student organizations. And I feel like I consistently hear from students who appreciated you coming and hearing and talking with you. So, those are some thoughts I've had about it. Hopefully that answered your question. It was more than you asked for. >> Because I think I think you're getting that engagement even on a on a like a broader level, right? You It's I like [clears throat] I like that we have brought it up cuz I think that we had been missing that piece. Um I do just have those concerns about the student at the table and that I just I don't I I've been just thinking about it. I I can't get around it. Right? Like I just can't I
066don't know whether that's the most appropriate. And I don't know, maybe it works there and it works I think you said Dublin an article or information from Dublin and in Columbus. Like I think it might work in that in other districts. I don't know about that being the best way to get engagement or whatever, if that makes sense. Um can anybody take part in those student >> Yeah, I'm glad you asked. Yeah, I'm glad you asked that because I uh John shared with me John Spencer was a person I heard at our retreat last year, well known in educational circles. And he was talking about student voice. And they were talking about student leadership opportunities. And the question was, well, how do you determine who these student leaders in this particular school they were working
067with it was you're a student leader if you show up to the meeting. Here's the meeting, here's what we're talking about. And it's really what we did with the cell phone thing. It was just with the after school. I went with the legal leaders, but I also just high school students after school. Here's the time I'm coming. And I had a good group of about 30 to 50 students or so that represented every like all those different opinions and it [snorts] was yeah, if you wanted to come and I like that because it'll put us in a tough spot, right? If our students want to leave, we're going to have to If we cut it down to two, it'll be a tough spot of who's [clears throat] What happens with number three, number four, those
068kinds of things. So, I like that idea of saying, "Listen, you want a leadership opportunity? Here's what you have to do. Show up. Come share with us what you think." >> Yeah. >> And you've got it. That was that John Spencer thing. >> Yeah. >> Do you want to add to that, Marsha? I know you read that, John. Do you want to add anything to >> Well, that was a case where they were just getting student feedback on project-based learning that they were doing at the classroom level even um or at the team level. [snorts] And they asked both open-ended and closed-ended questions. So, it was questions about specific things they were doing, but also what's working for you, what's not working for you, what changes would you like to see. And so, sort of
069giving students the opportunity to bring topics to the table as well and not just getting feedback on a particular you know, this is what we're looking at for our AI policy. Do you want option A or option B? You know, let them bring things to the table, too. Let them have a voice in the things that are important to them. >> To be totally fair, I think you said Marsha shared it. Marsha sent it to me. So, Marsha, do you want to add anything >> [laughter] >> Marsha, where did you get I Where did I get it in >> No, I'm just kidding. >> I follow John Spencer on Instagram and that is where I got it >> [laughter] >> initially. And then I went down the rabbit hole blog and I got so caught
070up in vintage um innovation >> Yes. >> that I shared a bunch of things with John and I went down the rabbit hole of vintage innovation where he went down this rabbit hole. So, he actually has a little bit more information than I do. But, it made me think a lot about our CCP AP keeping high school students engaged, what we're offering, and how important being a parent of a 15-year-old how much I've learned that instead of suggesting to her what might be right for her, I have to get her input because she her voice is important. So I loved that the leaders are the ones who show up. And I loved that it wasn't just about high school because while our seniors and our juniors have a lot of experience and they're ready to
071step into the next phase of life our kindergarteners and our first graders are just starting with us and they have ideas, too. And sometimes kindergarteners have the best ideas of everyone. That's just the truth. >> Everything I need to know I learned in kindergarten, right? >> Right. But they also don't have that fear of they'll share. >> It's a bad idea. >> Right. They will share their idea and I honestly, selfishly, I liked the opportunity for their voice in what they what they're learning. You know, we have requirements, we also have opportunity to hear from them what does you know, what does science look like that gives them what they need and want and you know, so I was really excited about that idea of more voices. >> Well, and what it just came to
072me while you were talking. I was thinking about it, but >> [clears throat] >> I think when you had first mentioned the idea, you had talked about them coming prepared with a talk or something or a statement report on what's happening. Um, which I just think a little bit it's hard I feel like it's a lot of pressure on one student to be the voice of the whole district. I think that's a lot of pressure on them to make sure that they're hearing from all of the people. So, I would worry about how they collect all that information. So, I kind >> This is voluntary. Like you guys keep talking a lot about pressure. I'm sorry. I didn't mean to cut you off. I apologize. I just want to be really clear like these are
073kids who want to do this. >> I fully get that, but I also think Once you're in it though, sometimes it's different. >> Once you're IN IT, YOU'RE LIKE, I THINK THIS IS a great idea and then you're like, "Oh, man, like how do I get all of like am I representing the whole high school?" It's really hard for one cuz you have kids who are in this group and they hear from these voices and do they really then hear from all of the voice you know, I just think it's hard. So, I like this idea cuz you anyone who comes comes and then maybe gets to like a rotate maybe kids can take turns and it can vary through the buildings who gets to come if they want to and give a report at
074the work session or at a meeting and then again, it's another leadership opportunity. We're hearing from different voices and if they want to based on the meeting that has been had with you or if any of us come or blah blah blah, but then it's it's multiple opportunities for different kids to get a chance to stand and report if they want to on what was discussed and and that could just be something that could do you know, something that they could get get help kind of creating that, but it would be kind of a fun opportunity. I just thought of it as you were talking like that would be a fun opportunity for different kids to get a chance to report back on what they heard at the meeting and what was important from the
075voices that were all there. So, yeah, feels representative, but >> I think I'd view it more of a like a student council leadership or class leadership right now where they're like going for it. They have responsibilities that they have to fulfill. You are going to have sometimes students who don't realize what they got into. Right, they like run for it, great for my college application, didn't really know it was going to be all that it is. Um, and I think you're just going to have that ebb and flow if we move forward with this that like that is just that's just the state of being a teenager. Some are going to be all in and really dedicated and >> [clears throat] >> um, you know, throwing themselves into it. I will say I have I've
076heard from a couple people. I did have a good conversation with Mikey Cao. I talked to him about this and he really loved the idea because he felt like he was able to bring that perspective when he was on the board as a high school student. So, that was really interesting to talk to him. I didn't know how he would feel and he really just said like I think it's a fantastic idea. I felt like I brought a perspective um that the rest of the board just could not possibly have without it. So, um that was a good conversation. >> from like I guess it just depends I guess it just depends the approach you prefer, right? Like I think you're going to get that same information in a lot of ways from the annual
077meeting with more students, right? And all those students versus having a student at the table. I just I guess for me at the end of the day I'm just not comfortable having a student at the table. And I hate saying that because I feel like that makes me feel like I'm not anti hearing from them. I think even hearing from more of them through the ends council or advisory committee is a better way to get that engagement in a more appropriate way. >> Yeah, so kind of to take it back to the problem we're trying to solve, right? Is to have that student input, right? So, at the meetings that we have now all of that student input is filtered through the adults. So, a student and and I love the idea of engaging student
078getting their feedback and you probably will get a beautiful view of what the student body thinks, but it's going to be in your words translating what the kids said. And so, unless they come unless they come and give a presentation >> I think that's what's important to me is I want to hear from the kids. Even when we do like the presentations from the building, it's the adults talking about the kids. I want to see kids at the meetings speaking about what's important to them, what they hear, what they see, and all of that. And so, if that happens through a board representative, if that happens through an advisory council I'm again I'm not looking to like dictate how it all happens. I think the problem that I'm trying to solve with this idea is
079a student voice at our meetings and hearing from them versus filtered through adults. >> I agree with that and that's what I agree. And so I think having them letting them in is cool. But having them speak more about that presenting about what they spoke with >> about Mr. White and I I I agree I do agree with that. Yes. >> So you're talking about having them come after they talked to Mr. White >> Yeah, like in presenting whether it's in a work session and talk about what their experience was like and >> what they talked about at the meeting. >> and then they are here. Maybe even have the people for that discussion, right? And then say or not we don't really know, but you know, incorporate a lot of it incorporate some of
080all of it together. But keep it within that advisory group but they still I don't know if that makes sense, but >> Kind of like what I did come and give a presentation. >> Yeah. >> It is a way to like to control and I can tell you that you're we had a discussion with Mr. Ferris and it's universal amongst every high school principal at graduation time the nerves about what student speeches and what they will actually say when they stand up to speak to give their speech to the entire community for graduation. It is always a nerve-wracking thing for those principals of what they're really going to say. Are they going to stick to the script or is the student going to go off the script? It's just a reality and I think when
081you put a student at the table with us we're going to have that same kind of reality. Are they going to come share what we think they're going to share or is it [clears throat] is or not, right? So I think we just as we move forward keeping those that balance in mind of that's just the reality every high school principal has to deal with those graduation speeches every year and they'll think there's a student they 100% trust is going to stick to the script and you get that surprise, right? You just never know. And that's just the reality what we face. So I think we having a way to minimize those chances for students to go awry a little bit would be important. >> And we still have public comment. >> What's that? >>
082We still have public comment. >> I can't control that necessarily. >> We can't I'm in the business of risk management. I can't fully get rid of that risk. >> So, but I think the things we talk about are ways to risk that minimize it and still make sure we're hearing from the student voice. Does that make sense? >> Yes. >> Yeah. >> Okay. Anybody else have any comments to add to the discussion? >> I'll say something. >> Okay. >> If that's all right. >> That'd be great. >> Of course. >> I like all these ideas. I I like this idea a lot. I like the idea that you're talking about. I think we have a leadership problem in the world. And I think our diligence to develop leaders is really important. And developing leaders is
083difficult. You have to be extremely strategic. And you have to plan and provide opportunity for people who might feel like they have that inside of them, but they don't have an outlet or feel like they know how to do it quite yet. And I think providing not only opportunities for them, whether it's at the group that you would develop or or this, those are important things. But it's also providing them exposure to how things work and seeing other leaders and how they operate and how they govern. I think that's really important. How things work is an important thing to somebody who has leadership inside them. They want to know how things work so that they can develop their leadership skills and how they want to lead down the road. So, I I don't I don't
084personally have the concerns of them being in the meeting. I understand why you guys would have would have would have those. I get it, but that's I don't have those concerns. I feel like I want to cast a wide net and do as much as we can to develop our kids who will go on to do amazing things as leaders in the world and as many opportunities as we can provide them in teaching and learning opportunities. I think it's important. The mechanics of it, I think we can work that all out so it works within whatever we're all comfortable with, but you know, if it's only two people and they have to do some work to do this, I think you're going to find that you're for the most part you're probably going to get
085pretty engaged students who are providing some sort of quality content or reports to us that will be useful in some way. Most importantly, they're going to see how this all works. If this type of environment is something they want to be a part of, they want to be a leader, they want to be in a bigger group setting where their voice is a little bit more camouflaged. Um, but I'm just my personal stance is let's cast a wide net and provide as many opportunities for leadership growth and development to our kids as we can. >> I like both ideas, too. I think they're both good, so. Okay. All right, let's put some more thought to it and then discuss in the future. Okay. If nobody has anything additional on that, let's move on to item
086number two, which is reviewing our draft agenda. Mr. White, would you like to take over? >> Sure. All right. We will, you know, pledge allegiance to on our own. So, first we'll find the song we're >> Yeah. Oh, come on. >> I'm pretty sure I'm not interested in the pledge of allegiance, so >> First grader. >> All right. >> So. >> Uh, recognitions recognitions and presentations. Um, we'll have the RMS Legacy Project, the OEA grant awarded to REA to support our Revere students through the heart of Revere uh, public speaking. The agenda items in the Board of Education's agenda at this time there are no items. And then the Cuyahoga Valley Career Center will you You update for June? >> I will. >> You're probably busy. >> Yes. Not sure what it is yet, but
087it's exciting. There will be an update. >> [laughter] >> I'm glad you said it. I almost forgot. I told Brennan, "We should probably take that off. It's June. They're out of school." So, I'm glad So, >> We meet this week, right, right? >> Yeah, that's right. >> Exciting stuff happening. Exciting stuff to report. [clears throat] Stay tuned. >> All right. Mr. Bredahl, I think you're speaking for the first time this whole meeting. >> I know, right? He did the He did real well. >> [laughter] >> Oh, yeah. >> It was so long ago. But he did did do it. >> Items uh 1 through 5 are fairly standard that you're used to seeing. The item 6 transfer, as we've had in the past on occasion with uh our boys golf coach a couple years, with
088our girls golf coach, they asked for their payment of their sub most stipend to be placed into their team account instead, so they could use it for the benefit of student athletes. And this one would be to use it for the benefit of our chess club student participants. So, we want to honor that uh request that was made. I will not even try to pronounce the name. I'm going to pass on that. So, um I think it's Ningchao Zhang, I believe I was told it's spelled >> very well. >> he just said I'm not even going to try. >> [laughter] >> That's why I was told that. >> Nailed it. >> It's a husband and wife team that does that for Revere and uh they had big shoes to fill when they took that over,
089and I think they're doing great. And then uh items 7 or 8 are just annual measures that we put on there. The FY27 initial appropriations would be our budgets to start the year. Um the general fund one will be nearly similar to the forecast. Forecast tries to hit an expenditure more closely, where this is budget numbers. We never spent the full 100% of budget, so there will be slight variation, but not much. The other funds are as required by law to establish something there, and then each month I bring you a monthly financial report to update that. Item eight, all those monthly financial reports you've approved, and then anything we needed to do in June for closing, those will all be in this culminating document. Makes it super clean when we prepare for audit that
090we give Mr. one clean document rather than trying to track all those individual adjustments throughout the year. I like to compile this. I've done it this way for probably 35 to 38 years, and it serves us quite well, so that will be that culminating document. We're ready to roll with those, so. It's kind of nice having payrolls on the 5th and the 20th now, and then the 20th creeped to the 18th because of the weekend, so we were able to get things closed out in a really good fashion this year with those dates, and then June 30th for our meeting like I got front-loaded on the payroll and back-loaded on the board meeting dates, so it made super super nice our time here, so we're we'll be good to go. Thank you. >> All right.
091Superintendent agenda administrative personnel and new administrative hire, supervisor of technology. I think we posted director of technology, supervisor of technology, we did coordinator of technology as well. >> We We made a job description, we didn't post it that way. Yes, yes, there was a >> After It was not easy, so we were really excited to land Andrew Tuss, who'll be going to us from Wadsworth City Schools. We're excited about him having joining us. He was not easy to find, but we're grateful to have him, so. And then we have a up to five days transition to give him time with Mr. Shanker, so that way he can transition over. And then the number two, we have internal transfer. Position Stephanie Machado to Back Elementary School as school counselor, replace Carigan who retired. Then we have
092new hires. At letter B, Brian Mack, fourth grade teacher. Who's Devin Meyer, fourth grade as well. Heather Bomberg who is our gifted intervention specialist, new to us. And Regina Schalkowski coming in as intervention specialist close at the high school. We do have a new gifted coordinator as well, but that is through the ESC. So you won't see her on our board agenda. Chloe, that's her first name. Any questions on any of those? All right, and then letter C with the salary increases for that list there. And then letter D is the read around review your programming. Um or I'm showing KO listed there. And then letter E, we have the jump start programming. Any questions on either of those two? All right, letter F, athletic supplemental contracts for the upcoming 26-27 certified 26-27 school year
093for certificated staff members. We have Colleen Brady, assistant cross country coach. And then we have letter G is our game workers. We have a list of five there for you. And then number three, classified personnel, we have internal transfers and change of positions. LS going to high school guidance secretary for us. And for the middle schools, we change there. We Patricia Patrick going to Richfield for intensive needs aid. Further list all the way down there. Any questions on any of those on I've overlooked? >> I just have a typo. Sorry. So, um one of the resignation for change in positions for the substitute bus driver to full-time bus driver, you're missing the last name, Ashley's last name in her >> [snorts] >> approval to hire. Sorry. I'm nitpicky. I apologize. >> It's all right. No.
094We will get that fixed. I think I've seen my typo. >> Yeah, it's in the resignation. It's not in the approval. >> Okay. >> [sighs] >> All right. That'll take us to letter B, new hire at classified with Winthrop Sarah 3-hour instructional aide. And replacing [snorts] Patty Patrick. And then substitutes at letter C. Instructional aides, library aides. And then we have Kolosky, Brian Moore, letter D, we have bus drivers in training, Brian Moore and Terry Johnson. Then we have our letter E, our summer paint crew. Autumn Farrow being added to that group for us. So. And then we have student auditorium workers are listed from Tom Shero. And letter G has our athletic supplemental contracts classified. Ted Lockburn, Moore. And then we have a correction there for Rivera boys lacrosse. We had approved Emery Lee
095as a volunteer. Instead, they're going to divide up 70% 30% between Logan Carson and Emery Lee Lee that supplemental. Any questions up to that so far? >> I have a quick question. >> Sure. >> For Bethany Pratt, which is exciting, for going to the middle school, the only thing I'm missing is will her job get Is her job in play? Am I missing that? She'll get that job if it's posted, right? Or no? >> Yes, But, because that's not a certificated position, it's I'm waiting until the end of summer because I I hire somebody now, they're going to be sitting and waiting. So, I'm going to post those positions. Probably I'll probably post them the last week of July, so we can post hire those beginning of August not board them before the start of
096school year. >> It's exciting. It's great for her. Thank you. >> You're welcome. >> Sorry. [snorts] Just a clarification on the lacrosse coach. So, Logan was a 100% and Emery was volunteer and now they're going to split. Logan was a >> uh Lee, the young man with the last name of Lee was accidentally put on as a volunteer coach, >> Okay. >> not as if they were splitting the supplemental. So, we're correcting it. They're splitting it 70/30. >> Okay. >> So, this is correcting this past spring's error. It was it was board approved back in January incorrectly. >> Okay. >> So, we're correcting that now. >> But, it's still 100%. >> It's still it's still 100% supplemental. Just one of them is accepting 70% one based on the time they gave the program. >> Okay.
097Thank you. >> Do you have anything to add? >> No, that was her question was did somebody go from 100% to 70? I think the answer is yes. >> [laughter] >> Thank you. Zero to 30. >> I just get right to it. >> The math is mathing. Great. >> Letter G, we have the athletic supplemental contracts for classified supplemental. Oh, geez. >> We're on H. >> Sorry. >> We're on H, yeah. >> I flipped back, sorry. Co-curricular non-athletic supplemental contracts 26-27 classified. And then program volunteers, a list of four there. We have game workers that are classified. A kind of lengthy list there. Including two student workers. Any questions on those? Number four, we have student services, extended school year services. We have 20 27 students that are receiving extended school year services representing grade
098levels pre-K through 10th grade. So, you will see a number of staff there working to support those students this summer. SLP and then intervention specialist. Teachers, aides. Tutor. >> Is that a typical number for our summer program? For staff? >> Yeah. >> Yes. >> Yeah. >> Questions on any of those? Okay. And then letter B, we have the Applewood Centers, the Gerson School agreement for 26-27. And then we have uh letter C, the Thrive Early Learning Center student enrollment agreement. And then we have a Two Foundation uh school program agreement for our three super seniors. And then we have letter E, our Summit County ESC Kids First Tops program. And then F is the Cross the Thread Solutions. That is our sign language uh for this school year's extended school year contract. Letter G is
099the LLA therapy agreement. That agreement is for our OTs, PTs, and SLPs. And then Summit County interagency agreement. This agreement doesn't cost the same thing, but it's just part of our uh partnership for child find and Help Me Grow programs for our preschoolers. And then we have a professional service contract uh for Morgan and Mann. She's our Wilson program provider for middle school and high school students. And then the letter J, the Educational Service Center of Northeast Ohio is for ESC employees like our preschool and some of our aides for the 26-27 school year. Any questions on those? All right. Letter number >> other business MOU with the REA and then same MOU with REA B for uh day vacation day carryover. Letter C we have curriculum recommendations second and final reading. And then >>
100[clears throat] >> at letter D we have curriculum recommendations at first reading with no action. >> Um I just want to make a note. I read through the summary of that motion and thank you. It was very succinct. It explained exactly what we needed to know. So, I appreciate it. >> Thank you, Ms. >> I'm going to get these stuff. >> Yes, so >> Thank you, Ms. >> Yeah, thank you. Letter E is MOU school resource officers agreement Salt County Sheriff's Office. And letter F is our US or UCA cheer camp and field trip. Letter G is the review of Model UN team Chicago International Model United Nations United Nations conference field trip. >> That's cool. >> Letter H board policy first reading no action new board policy 6.09 preventing chronic absenteeism and we will
101be reviewing 6.51 and 7.29. >> Are you proposing any changes to 6.51 or 7.29? >> Not at this time. >> Okay, thank you. >> Yeah. >> This is a list of a lot of policies that kind of either have to be annually reviewed reviewed or every other year reviewed and these were like the low hanging fruit to like start chipping away at some of those. So, um look for other ones that I think will [clears throat] probably need discussion as the year goes on. >> Do you expect like a larger dump of these or are we going to try and do a couple at a time? >> That was my hope is to do a couple at a time so that we don't have to hold a special meeting. Um so, if you want to
102share the list with them again maybe of all the ones and maybe the last time they were renewed or reviewed and so that we can start looking at them. I just glanced at the list really quick. I mean, I know you did share it a while ago, but >> Yeah. >> Um these were the like let's chunk away a couple. >> Yeah. >> [snorts] >> We have no more standing information discussion items information next board meetings for month of July. July 11th, concerns of the public, community announcements, executive session. Nothing planned at this time. Then we have adjourned it. Again, I will not be at the regular meeting next week cuz I'll be out of town. >> Okay. >> Good. >> All right, any questions for Mr. Mr. White? I almost called you Mr. Berdine.
103Sorry. See how tired my brain is? >> We have a similar hairstyle. >> Um we do have reason to go into executive session this evening to talk to discuss the employment of a public employee, so I need a motion and a second, please. >> Motion. >> Second. >> Mr. Berdine, please call the roll. >> Mr. Boland? >> Yep. >> [snorts] >> Mrs. Wright? >> Yes. >> Mrs. Brighton? >> Yes. >> Mrs. Burke? >> Yes. >> Mrs. Stone? >> Yes. >> Okay. 6:44 when executive session. We don't anticipate action, so