Board of Education Work Session & Regular Meeting (June 23, 2026)

001order. >> Yeah, I hear you. >> Good. All right. So, notice of this meeting was given in accordance with the provisions of bylaw 0164B of the Riverside Local Board of Education, which was adopted in accordance with section 1.450 of the OC and Ohio Administrative Procedures Act. Can you take role, please? >> Yes, ma'am. >> Miss Greninsky >> here. Mrsy >> here. >> Mr. Odino >> here. Miss Brewster >> here. >> Mr. Buyers >> here. >> All right. Can we stand for the pledge of allegiance, please? >> To the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right. Um, that brings us to our working session. I don't know if you want to kick us off. >>

002So, yeah, we are really excited about this. Uh we have Dorene Osman from the impact group to kind of go over and she's been doing a lot of work with the district um and those involved and has some presentation of findings of the all the community input and all the state student and staff input as well as draft goals and um yeah draft >> objectives that's what I was looking for draft goals and objectives for feedback to go. So I'm going to turn it over to her so we can move forward. You do have a copy of her presentation. Yes, good good afternoon everyone. Um, thank you for having me back. I feel like I've been in the district for months now um through all the community engagement and I just want to thank you

003for the opportunity. You have um a great school district. Your students are incredible. I I've loved um talking to your fourth and fifth graders all up to high school um staff members and um it was a great opportunity and I don't take that opportunity lightly. I'm I've been very honored to be here and I've learned a lot. Um also you have a lot to be proud of and so tonight is just a c culmination of um really what we have done. This is a big highle picture of it. You have the um survey results, you have community feedback results um but really that engagement process when we had our board work session in March seems like a long time ago but when we had in in March those priorities to to make sure people had

004the opportunity to be engaged and to have an opportunity to come to the table. So um so be it um in in different ways. So we had two SWAT analyses. We had one with the board. We had one with the district leadership team. We had 23 focus groups which is incredible. We had eight um student focus groups um at all four elementaryaries middle school. We had several at the middle school. We had sever several at the high school. We had four parent and community focus groups and we had 11 staff focused groups um over multiple days obviously. Um so those that face toface time we also had five onetoone interviews with different uh community leaders mostly your municipal leaders or township leaders um depending on what the city part of the um organization the five

005um communities. Um and then also we had an opportunity for surveys 536 surveys and 100 um from the parent communities and then staff member responses were 149 which was that is a really good that is a good um response rate. So just to give you a high level what category best describes you you can see most of your respondents were student I just want to h I'm not going through the whole um we'll be here all night I'm going through just the highlights who are these people that responded to the survey. Um, parent and guardians um were your definitely biggest respondents um at 77%. Um but you did have alumni respond. You did have community members respond. Some organizations and some schools don't have a lot of community members that respond. Um and then so

006there were some others um that they were um retired teachers and they didn't identify in any of those other um categories. So that was really good too because you have retired people paying attention to your school district. So that's a great opportunity. Um what schools you have a nice distribution what you would expect of course lammuth and um you have ver the riverside campus um had the most respondents there um which is great um and again this is a glimpse um this is most of your this is now staff um a highlight of who answered the staff survey about um obviously the classroom teacher the gened teacher is your biggest respondent rate and then a nice distribution across the board um and that other is school counselor um long-term subs, you had an SRO. SRO's

007responded in that other and a computer technician. I just wanted to give you because most boards say who who's that other? Just to give you a glimpse. Again, um your high school, your Riverside campus had the largest response. That's where most of your staff, that's a high concentration of staff. Um again, preschool, Riverside preschool is your smallest staff group. Um but still this is what you would expect out of um that um that response rate which goes to show that getting that word out to your staff members all staff was really important. Um this was a parent community. Do you think your district is headed in the right direction? Almost 61% said yes. 11% said no and unsure was 27 and a half% or so. The opportunity for unsure is something that's really important because

008they're insured. they don't know. It's a communication opportunity telling that story, telling the good things. So unsure does not mean it's bad. It means we just don't know. And thinking about all the respondents, it could be community members and so on and so forth. Um and again, here's something um following the most important when you're evaluating the quality of the future direction. Um your respondents, this is high, I'm giving you just the highle slides here. Your respondents were definitely ensuring safe and accessible up-to-date facilities, which is great because I've watched your last few board meetings. Um, so really thinking about some of these things are already in the works. maintaining class class size, offering a wide range of academics that came out clear in the in the academics and other opportunities that came out clear

009in the surveys and this in the focus groups is the opportunities your district creates for students whether it's the arts whe performing or visual um whether it's athletics whether it's clubs getting kids involved um you're the you have communities at the middle school so that brings a big middle school smaller and on teams there are still middle whole concept which is amazing. Um and then providing those um experiences all really important um to your community. Um the staff obviously maintaining class and personalized learning the personalized learning network has been a priority for this district for probably four three four three year three um three or four years. So that that is something that is important 86 80% almost 81% u maintaining that class size personalized learning environments. So that is that that came clear that

010creating those um lessons and the pedigogy behind that um kids learning in an authentic way is important. Um and then also the the facilities are important too in the parent and community. Um what do you feel is the most important topics facing public education or Riverside local schools? Um aging facilities was the top. The second was um state funding in public schools which is is a good thing that they know that it's a blip. Um and then um student mental wellness and safety are some of those higher ones also along with academic opportunities. Um so that's what your parents and community said with this question. Staff same kind of thing. aging facilities and funding in Ohio schools. Um those were the two largest as you can see. There were other academic achievement is up there.

011Um federal and state mandates, student wellness um all of those are priorities for the district. And again, I'm just giving you those t like the highest level um all the other questions in the surveys um delve a little bit deeper into um communication or um extracurriculars or the student support systems. Um and then you have you have the full results there. But I wanted just to give you a a base of what your community and your staff said. Um so from that and including all the focus groups there were overarching themes. So the overarching themes from the survey and from the focus groups and the um the one-on-one um interviews and the SWAT analysis, this is what the overarching themes um were driven from. And so the overarching themes also I'm going to give you

012a preview um are the basis for your goals and objectives. Okay. I also want to just say you this is a work session. There's no you're not voting tonight. There's no vote. There's no motion or anything like that. This is this we still need your great minds and viewpoint and feedback on the the goal the draft goals and objectives. So just um so you know that so one of the most important topics that and themes that came up um is that rival rigorous and relevant and responsive learning for students. Um that was one of the top priorities that just kept coming up in almost every focus group. Um and again you can see that personalized learning. Um and then also there what came up is this leveraging te technology thoughtfully and responsibly. We heard in

013focus groups even from students that the Chromebooks are important but they can't be the mo they have to be a tool for learning not the vehicle for learning. So really and a lot of school districts are really struggling with that because we have so many amazing resources that are even adaptive to students learning needs. So if they answer questions correctly, they're they level up or if they're answering them incorrectly, they level down. They're responsive. So these are great tools for reinforcement and refinement for student learning, but it's still that interaction with the teacher and really from one another. and it goes right along with the personalized learning network, student well-being and um responsive learning for every student. Um again, I just want to highlight the um I'm sorry that student well-being, that sense of belonging,

014um kids being um attached to their schools, being involved in the schools. There's a ton of research out there. If kids feel that they have um a purpose or a connection to their student to their school, they come to school more. They're more involved. They connect, they have they have their people. Um and so really for this part here is really strengthening the communication of what is out there. You provide and you've built up as a school district built up a lot of resources for kids, but how do kids access it too? So, it's not it's it's continuing to make sure that it aligns, but it's also making sure that that word kind of gets out. Um, and then promoting the positive um the positive relationships, really incorporating student voice. Your students, they had great

015things to say. Your elementary kids though, they want more footballs on recess and a zipline. >> So, we talked about we talked about what strategic planning is. >> Dr. Thompson. >> Yes. So, I was a fifth and sixth grade teacher. fourth, fifth, sixth, fourth, fifth, and sixth grade teacher. And I um back in the day, we were we had to do recess as part of our day. Um I I hated the footballs because by really by October it became full tackle football because they were, you know, Sunday football, Friday night football. I mean, seriously, I'm like, oh, when they so I chuckled when they said, "We really want more footballs." But they also said we want to get to know um especially in the bigger schools, we want to get to know our friends. Um

016so coming from this, you know, this the smaller elementary the those fifth graders especially. Um so how do we make those relationships and opportunities for those relationships um and and listening to students um preparing every student for their future. This is really um it's that hands-on learning. It's authentic learning. It's those opportunities, whether it's college credit plus, which your students take care of, they take advantage of here. It's the um electives that are at Lemouth. Um it's all of those things that equipped them really for their world. It's problem solving skills. Um it is um I heard more especially and Dr. Ort was with me in the uh parent and community focus groups like where's wood shop, you know, where's the hands-on stuff? Um and so that the students said the same thing like we

017want to learn and then do also. Um but especially the parents like we like they want authentic learning. They want the kids out in the community. They want them um not just this the stand and deliver put them on a Chromebook and that's not what we're talking about here but just making sure that those that personalized learning you have a strong foundation for that. Um um a thriving and well supported staff. your staff is very well respected. Um, your staff, a lot of them, a lot of them live here or have are alums from Riverside. So, there is um this really collective pride in the Riverside schools. I've never seen so many people wear their Riverside um spirit wear and I came here on Fridays um but I was here during the week also. Um

018it was not like another if they live in another school district. I didn't see I didn't see not that there's anything wrong with Chartan. I mean, Andy Feetchek was one of my I was his first principal. So, I mean, and so anyways, I didn't see other districts. I didn't see other schools. I had a school that I worked with a year ago and the um the teachers are like, "Can you make it in the strategic plan that you're not allowed to wear another school's t-shirt or shirt here?" And I'm not even just talking about the privates. I'm talking about the other public schools, too. So that was not the case here. I was actually talking to some of the Lumuth teachers about that. They're like, "Oh, I that just isn't done here. If it is,

019then you're like, what are you wearing?" So, but that but if you think about it, what message does that send? Kids are watching. Kids are watching at all times. Um, and other your your peers are watching and parents are watching. So, I'm not saying you're going to man Dr. 13 is not going to mandate that everyone wears Riverside because it's it's already here. Um so that's something to build on. Um I'm getting ahead of my notes. So anyways, but to to invest in that professional growth, leadership development, um more say, more voice in professional learning, um building up their own leadership skills. Um I know that you have a robust professional learning. Um, also teachers wanting time and to collaborate, but also um providing supports for all staff members, meaning your secretaries, your um pair

020of professionals, your um your uh kitchen staff, your um what do you call your latch key program? >> Latch key. >> I got every district calls it something different. Okay. Um latch key. It's really making sure whether it's onboarding and mentoring, but that it doesn't just apply to teachers, but all staff. So, that was something that came up on that unified culture. I think I hit on that part of it. Um facilities that came up a lot. Um the the facilities, especially the Riverside campus and then the two ele um the two other elementary schools really. What is that long-term plan? wanting a ter wanting a plan um and making sure that that is still in the front in in the forefront and even the two new buildings um and I guess I can include

021loose in there too newer buildings um continuing to make sure that you're up the upgrade of safety um you have a great SRO presence here um and in the schools um but making sure that the safety the notion that safety is never done you're never it's not a check the box hey we have we have a secure vestibule or we have we can lock down. We have whatever whatever security thing is. It's that constant um paying attention to that that not only the physical plant but how um that see something say something that culture of this is a we thing not oh what is the administration going to do to keep us safe but it's really a collective responsibility financial stewardship. So these are just like the not to note there are not any aha

022moments here. It's just maintaining that financial stability. Um the discussions that you're continuing to have about how to fund schools, especially what I call the roller coaster of bills in the in the state house. Um really maximizing um the impact of district investments and supporting student success um transparency um and clearly um communicating about the fiscal responsibility. the treasures website you there's so there's a lot on there anybody can find it I just don't know if anybody knows what it means when they click on do you have the checkbook right >> so and you have all the report all the which is great I mean I a person that knows school finance can click on that and know this is really easy it is it's not about transparency it's about communicating in in small bits

023too about what does this all mean so um you are guys are transparent as all get out it's there I just don't want if people know how to what that means when they click on it because school finance is way different than some of the other accounting principles in finance too. So um communication really strengthening that strengthening communication especially with your non-parents also making sure that the schools all have consistent information especially when it's a district-wide initiative. Um and then fostering that two-way culture of two-way communication and explaining especially the why of things like why behind a decision. Um so after the decision for the um how funding schools like the why of that why are we doing it this way versus that way um and so things and just and making sure that that

024history is constantly there. community connections. Um, again, comm connecting with the community. Um, you have a lot of community people that are like, "Oh, people just need to know they how do we how do they access um being able to help and being able to um engage whether it's in a small way or in a larger way. Um, and then being able to make sure they leverage those partnerships. Um, and then really positioning, and this is something that, um, I reviewed our notes from the board retreat. um positioning Riverside as that destination destination district um and as this community hub um because it is joining those five communities together. So that was the theme and the last one is navigating this landscape. I just I don't know if it's because of the timing of when

025we were doing focus groups and what was coming out of Columbus and all this other stuff, but that ca that started that rose to the top, especially in the community um and staff focus groups. In the staff focus groups, that's good because sometimes staff don't know what's going on. So, um I thought that was a good thing. So, again, those are the themes and how I got to those themes, how we got to those themes was taking all of that stakeholder feedback and then we coded it. Um and then um we were able to um identify those. Does anyone have questions about that? So we are I'm going to introduce the goals and the objectives. So taking all of that like I like we Phil and I said in the uh workshop the board workshop

026it was um we take all of that information and we draft the first the first draft of the goals and objectives and then your administrative team including your principles all of central office uh treasur's office um everybody got together and kind of we all heard the same thing we did the I gave the overall themes and then they really got into um the refinement of the goals and the supporting objectives. Um so there's been a lot of back and forth. It is not done. The intention is not to be done tonight. Um but right now the these five goals that I'm just going to highlight here. Um your your charge after this after tonight's session would be to um really look at them provide your feedback and I'll give you some guiding questions too. provide

027your feedback on those goals and objectives and then the process. Have you been shared with Dr. Martino, >> right? >> Yes. Don't share it with me directly. You know, don't the whole not respond to all that kind of stuff. Do take one and pass it. >> Um I gave it in one set. I gave it a nice easy reading document, too. So, okay. I've learned over the the last couple years. Um go one, elevate student learning, engagement, and sense of belonging. So you're going to hear a lot of the same things that you just heard from the themes because this is the community's way. What we just all that stakeholder feedback is the community's way of saying these are our priorities but also your administrators who walk that who walk that talk every day what

028needs to be what from their perspective also what needs to be done in the schools. So, elevating student success and sense of belonging. Empower every student for lifelong success by delivering rigorous personalized learning experiences, cultivating um character, expanding opportunities to foster a deep sense of belonging and maintain a safe and supportive learning environment. So, there are six goals. Now, I don't tell you the evolution of this. We had it in two separate goals, but they're so interrelated. um the administrators said you know what we should buy we should combine these because you have to have that safe environment is think about Maslo's s you know that hierarchy so it made sense to combine them so they are there are six and that's really because of the fact that they have been um combined so really

029the summary here is that that rigor it's that school environment where kids all kids can learn it's expanding extracurricular um programs to build meaningful people peer connections. So, it's like it's recruiting your your kids to participate, like making it palatable, making them um one of the things that kids um especially the the eth and ninth graders um they weren't necessarily aware of some of the clubs, the athletics they they had a good handle on and unless they were like on an art track or interested in um art or music from middle school years, they might not know what's available in the high school. So um again that sense of belonging when they participate at least in one extracurricular or co-curricular um their achievement actually goes up attendance all of that um behavior was um definitely

030um popped up in reg student regulation and we're seeing a lot of that really since co all over and I know that you can attest to that too but really helping our teachers and our staff understand some of those behaviors and how to um recogize especially what comes before that behavior might uh that might spike. Um so really getting them on the same page. Um and that ties to that authentic learning also. Um and then really focusing on that um the purpose of the use of technology um including generative AI in the classroom and it's really to strengthen learning um and it's not it's not the vehicle for learning. there there is there's a huge nuanced thing there. Um and then we heard a lot about that over relying on screen time especially in the

031focus groups and in the open-ended questions. Um does anyone have questions about objectives and goal one with their objectives or we can save it to the end too? Okay. Goal two is about the um support staff wellbeing and professional growth. um empower and invest in a thriving dedicated staff through meaningful professional growth and a supportive workplace environment. Um it has three objectives and um Dr. Tanner and I talked about that yesterday. They are pretty hefty objectives though. Um so foster that collaborative environment with uh the professional development um wellness and morale and then also um mentor mentorship and onboarding. Those are those are pretty big hefty tasks. Um so really focusing on that and doing it well too. Go facilities maintain um maintain modern modern equitable facilities that inspire pride community pride and meet the

032evolving um needs of our learners. So the objectives um I'm summarizing because you can all read um you're already you already have been working on this. So really it is um to to get it moving and to refine and implement. It's and that's what you're going to be doing that long-term facilities plan um addressing that aging infrastructure updating and running environments um including the district operations safety security and that emergency preparedness. It it's really what's you're doing as a school. Not all schools have to do this but it is the time is kind of now for you guys. Um and then part of an essential part of that is continuing to monitor enrollment trends and I know that Dr. Thompson has been doing that. Um but that will be key because of um the planning

033is making sure that you have the enrollment. Um there is that per there was a a pretty big perception that enrollment is going is just going to skyrocket and it's not and and we know that it's not but how do you communicate that like they see all these developments going up and again it's not just in five years but what does that look like in 10 and 15 years and the longer you know just like forecast the longer you get out the more crystal ballish it becomes a little bit um and then aligning the facility improvements with the current educational standards Um, again, these are huge really the um the long-term master facility plan implementing that and getting that that could be the objective for the entire goal. Um, but there are other things that

034go in there too. Okay, goal four is communication and we did se uh we did separate internal and external. Um, it was really important that this, and this came really from the staff, making sure that they feel informed and that they get information first and and that probably happens anyways. It might be like 2 minutes before the official message goes out, but they want to make sure because if they're asked or they just they would like that information first. They want to know um they would like to know ahead of parents and um students um and sometime if at all possible. Um and then really get uh actively value feedback from parents and students and residents to guide the district decisions but also the why of it. and then strengthen communication um and with staff

035and students um by creating regular opportunities whether that's focus groups, continue focus groups or an advisory group whether a principal does that or the superintendent just that constant um cycle of that two-way communication and then um really trying to unify those five different um communities and townships and municipalities um and then building on alumni um outreach also and expand really the outreach to broader community, especially those who do not have children here. And then goal five is financial stewardship. Strengthen long-term uh sustainability through financial stewardship. um um cultivate and sustain relationships with local businesses, provide monitor local and federal um policy changes, state policy changes, advocate for Riverside's interests through by professional organizations, elected officials, and adapt adapt practices accord accordingly. So, I'm especially pointing this out because you're part of this objective. So, how

036do you do that? You do that through OSBA. you go to make sure that you're informed, making sure that you are being prepared to um to make decisions and to vote on that. Um how your superintendent and your treasurer and your your uh principles do that is through their professional organizations also. So that's BASA. Um that is um the Ohio Association for elementary school administrators and secondary school administrators. Um there's also the special ed um piece of it too. So making sure that you're because that did come up. We have to be prepared for this this swinging of what's going on. Again, leveraging grants um provide um clear accessible timely communication and then create engage a diverse um financial advisory committee. This is not this this is not your board committee. This is more of

037a getting your community involved and then they become your key communicators. Um and this is not meeting every month. This is like a twice a year thing maybe or whatever you guys decide. Um but this helps when you want to come out and you want to do something creative with finances or um you're you're building the capacity of your community by having this. So I know you already have your your board who are you have two board members that work with Dr. Thompson and Dr. Regina. Correct. And that's a monthly that's on your website too by the way. Um so um this is something a little bit different. Um so the next step really here is um just so you know again all of your administrators have had a look at this. We will continue

038to refine especially after your feedback. Um so the goals you can kind of see where um that different people are going to definitely take the lead but that doesn't mean that they have all the objectives like they're in charge of all of these objectives either. Um so we will get a little bit into like the next steps of that. So the board's responsibility is to really look at the goals, look at the objectives and provide that feedback. Um and at the and the board of education approves at the goal and objective level. They don't approve the action steps and timeline and everything because a strategic plan is meant to be dynamic. And so let's say you accomplish something ahead of time. You're not going to come back to the board and say, "Oh, we got

039this goal and objective done ahead of time. we have to now revote on the whole strategic plan. Um board updates and reporting out is the way that the team is held accountable to that. So really you hire um a superintendent and treasurer to make sure that the strategic plan is implemented and then reported out correctly or and in a regular manner. So guiding questions for you all. Um oh I'm going to go back. So the board um you're visioning back during our board of education retreat you had three main buckets there you have financial health and planning student achievement and connection and facilities and community engagement um so looking at the goals and objectives you you can see your voice as I know that people will be able to see their voice and from there

040I just wanted just to do a quick reminder of what the essentials were we talked about a lot but those are your visioning statements. So, as you review um what do you want to achieve for our students, staff, and community? Do the goals and um supporting objectives, do they make sense? Are they ambitious yet achievable? Do they align what you're trying to accomplish? And is there anything missing? And is there anything really does anything have to go? >> So, real quick, just based on what my day job is, um work a lot with strategy, goals, and objectives, right? Yeah. >> And when I look at these, I definitely a lot of great information in here. I guess where I want to make sure and I'm concerned is that I see the goals um objectives are

041awesome. Like I look at them as often why are we doing that? Like what is important? So to improve our reading scores, I don't know. I'm coming up with something right. >> That's usually what I see in objectives. Then we can put measurement on them. I'm looking at these and a lot of these are like activities to get us to meet those objectives. So I don't know is there I really want to make sure that somehow we outline what those measurable outcomes are that we are looking for based on these um different activities. >> Exactly. So that's part of this next process. So after the board approves the the document then the administrative team will get together and we will start to talk about four different areas of the strategy or the action step development

042and that comes with baseline. So what is your baseline? So looking at an objective whether it's 1.1 which is um pretty heavy in aca in in academics what is your baseline so t we have a ton of academic data in Ohio schools a ton um so what is that baseline and so I also encourage during this process in that measurement piece to say okay how do we know what do we know what does success look like for this objective so we have our baseline but then what does success look like and and begin to they're not true KPIs, but they start to become like maybe four maybe three to four things that what does that look like in measurement and then how can we use that baseline to make sure that we're going to get

043that in feed what does success look like and then from baseline we go to recommendations like what do we want what should the strategies be what should what does how to improve the current state what resources do we have so that talks about the the budget um and then And what are some of the other what are some other these are just highlighted questions and what are the recommendations and then for the implementation stage at the end of the day how are we going to put these actions into place so that that all comes as because this is going to be a probably a five four or five year plan five I think um they're pretty hefty goals and objectives so we don't we'll take like year one we'll start to put timelines to it

044we'll take year one and that's what will be the priority priority for year one. So, we don't do this all at the same time because first of all, you'll never get anything done. You'll become overburdened with all of the stuff. It should really support what you're already doing, but take it to another level. So, it's it's a little bit different. We used to do the spelled out action steps for everything and by year three and four the action steps and they were they were obsolete. Um, so this is the strategy development is what your leadership team will be doing on a regular basis. >> So I I'm look I look at this and I think it's really lengthy. >> Um, >> you know, like I was just I was playing around with number two for

045example and I look at it and I say I don't know if I look at 2.1 I can I can bucket that down to a few words. Prioritize strong professional learning environment, you know, like by making this a little bit smaller and by making it so that some of these actually have metrics already in them. >> Yeah, >> I think this is really too much. >> That's what I was kind of getting at. I think what you just said, you said much nicer. >> Thank you. >> I I look I I mean from my perspective, this is one, two, three, four, six things under goal one. And that's why can't we just have one like one thing like one thing we are going to elevate student achievement and and I mean it's a lot of

046stuff >> it is >> which which then makes it almost untenable for people to achieve because there's so many things we are now looking at well we just might as well do everything a strategic plan from my perspective and what I've always been taught a strategic plan is It's three things. Three things. One, two, three. We're going to do this. And when we do that and we've accomplished those to to the metrics that we've set out, really short, one page. We're going to move on. Like we we've successfully implemented that strategic plan. We're going to move on to a new one. I feel like we're doing too many things and now it's just again, it's a document that it's not really a strategic plan. >> And we're also not starting at square one on some

047of this. For example, personalized learning. we've got quite a foothold on that already. Um so the question becomes how does that fit into some of the other goals and you know part of that is you know differentiation how we're meeting the needs of gifted I mean I I know what you're saying trying to >> especially gifted >> I mean when I look at when I read all of this material and I read it all and I took notes on every single page a few topics came out academic rigor and success and facilities and well I mean finances goes along with it but it really wasn't but that's part of all of that. I just I I just tend to think this is it's unwieldy for me and I think that's been part of our issue

048with our previous strategic plans is it's not short and concise. You know, I had an example of an organization that did a strategic plan once and their their strategic plan was one word, merge, right? And that's all they needed to say in order to figure out how they were going to get to their next step. That was what they were going to focus on. It was one and it was it was concise. It was easy. It was like, okay, that is what that's our focus for the next we've got to figure out how to do this. I I'm I'm not saying it's not good work. We've done a lot there's a lot of good data in here. I just don't know we're there yet from my perspective and we do a lot of strategic planning

049in the nonprofit world. So yeah, >> I I'm part of the Martha Bowl Jennings Foundation done five plans there. So yeah, I >> um so I I hear I do hear what you're saying. Um but we also want the work to be the work too that you're that you to get to get to that goal point. um we go back to the drawing board and refine um to make it simpler. Um there are six six objectives because we combine two goals. Student well-being was very important. If you read all of them, you know student well-being, student mental health, um um feeling connected to their school. Um that was a priority of of of people. So that h that did rise to the top. Um and I think maybe what happens so when I think about

050the district right to Belinda's point it's maybe four things right and then maybe when this goes to one department they say well here's my things underneath it and I think that's as I look at this so for instance in my in my organization we have our overall plan but then when it comes to us we then say okay in our organization we're going to do x y and z when it goes to the other group they're doing x y and z all of it to go up to that top. So maybe that's what it is is that because when I look at some of these, maybe some of them are, you know, for curriculum, some of them are for uh finance, some of them are for communications, right? So it almost is like let's create

051that top level and then let each department parse out what they need to do to make sure that we hit our um strategic v vision overall for the >> I think when you think of schools I think you do see all those different components put together and that's kind of how I see it like you were thinking like go one yes that's a focus and that's our everyday task but that's really focused by the curriculum team and all the work they do and all the work that goes on in the classroom when you look at um goal two and it talks about support staff well-being and professional growth that's getting more to our HR side of our practices, our administrators um and all that communication thing. >> Communication is is really our communic I mean

052yes it kind of ties into everything but I could see like the person we assign that communication goal to that's that's an easy one. Um you know who we assign the facilities goal to and work with that. I think I think we have people who work on that team but that's a different team. They all support goal one. Absolutely. We all go back to goal one, which is why we combined it and made it the most robust, but I don't think we can get to goal one without some of the other things that come out of it. And you know, I think goal one is goal one because that's what we do. Um, but all of the other things, yes, they are supporting of that and to it, but our ultimate goal is, you know,

053to prepare students for their future. And I think getting to that point, this is where that kind of does does help some of that. Um, make sure they have high quality staff, make sure that we have safe and um, equitable facilities. Make sure that we let people know internally and externally what we're doing. Um, and you know, I think they all kind of interact with what's going on there, but I think all of that data came out. These things came out in everything that we saw and they did come out as themes. And so I can see both sides to make it simple. But over a five-year process, you know, that's a part of it as we continue to refine it. Sometimes we get so caught up in our roles that okay, I'm a teacher.

054Well, you know, maybe finances doesn't impact me because I don't have that much of an impact in finances. Well, you do because the the material you're selecting and what you're looking for and all that, but maybe I don't necessarily see that as much. So, how do we kind of, you know, educate you around that? Maybe maybe at least from my perspective what I'm looking at is for action statements rather than a lot a lot of the verbiage that's in here >> and that is what your administrators deliver rigorous experiences expand opportunities provide a safe learning environment right like I I don't know that I necessar like people have different ideas of what does that mean to empower like is a student going to be empowered I don't know like we use We use a lot

055of verbiage that maybe is not necessary and if we shortened it, it would just look simpler to >> but then it becomes more ambiguous >> deliver. Yeah. I don't think that it does. >> Well, I think in the sense of giving a presentation, it's always going to seem too robust whether it's you or me. But I think when you look at what she's presenting and I don't disagree with you by the way I come from well came from a company that had three OKRs for the whole year a major just three but you go and open up another packet and there's 10 sub bullets for all that. So when you put it all together it seems pretty thick. So if you if you were to list the five object the five goals that you put,

056it would take up this much of the page. I just kind of folded this to show you just five things. >> So if you if you look at it visually just like this, it doesn't seem like it's that it's overly comprehensive. >> So I I see where you're both coming from. Same thing with um the portrait of Riverside Beaver as an image. It's simple. I think it has eight objectives if I remember correctly. Eight attributes. I think it's eight. >> Now you got a questioning if there's more than that. I thought there was >> Maybe there was. I thought there was eight. Either way. Um, but it's simple because it's one page. It's a one p. I looked around earlier. I couldn't find it. >> It's outside. It used What's back there? >> Yeah. We

057got to order more. Yeah. >> At the end of the day, it was it's a simple onepage graphic. So, I think that if you take just the goals, maybe not the goal cuz like goal number five is only two words, financial stewardship. Maybe the the the other bold print underneath of it. I think it gives us a place to start. And to your point, maybe you look at 1.1 in the first year and then 1.2 in the second year, for example. >> And that's how we map it out. >> Yeah. >> I would even >> That is how we map it out. >> I would even still go back to the department though because for that first goal, there might be something that we can do in curriculum. There might be something that we can

058do in finance. You know what I mean? Like I think it's important. >> So each group might have a goal. >> Sure. Yeah. That's how we do our work. There's overarching goals and then Yeah. every department as how do we how do we help get to that goal? >> So when I read goal one the actual goal I read that as the statement elevate student learning engagement principal belonging like that to me is the goal and then the the verbiage underneath that is the kind of a subexlanation of said goal. I think if we made those and worked the language on for the goal two and goal three um you know well goal two support staff well-being and professional growth like that kind of is is a goal statement goal three facilities that's not necessarily

059a statement like if we made that into a simple short goal statement to have five simple statements >> and then maybe explanations if needed to support the objectives and then I think the action steps would come directly from you these objectives that are listed which has a lot there's a lot in it especially in go one but again that's our key business and that's kind of our core and you can't do one without the other and I think that's when they combine them together they said well we can't just do because student um you know well-being came out just as loud as academic success and so I think we have to address both at the same time in in everything we do >> it actually came out louder >> honestly it >> it did >>

060I would I would agree Um, >> one of the things I would ask is like when you look at your goal, so our goal is to elevate student learning, engagement, and sense of belonging. I would ask you guys, why? It sounds stupid for me to ask this, but this is what I I think it's important to ask. Why is that important? Why is that our goal? >> Like why why are we doing it? >> Yeah. >> Are you asking that? >> But actually, that's what we do. But that's my point. That's my point. It's our job. So I don't know that this is a goal because this is how you >> but to say that just I can take I can take a school that is not like Riverside and any school can say that

061but what makes Riverside special. >> That's why to me is not a goal. >> I think what is saying is that is an objective not not to use business terms that is not a KPI. You cannot measure that. >> What does that mean? Stop using that performance. Wow. >> A KPI would be a key performance indicator. I didn't even be a metric >> that comes in that comes in. We're ahead of our like I said the the administrative team starts to sorry the administrative team when they start to map this out they look at what baseline what baseline do you already have? what recommendations to further we should specifically say that >> but this is this is the process of your administrators that they do you're that that is the weeds for a board >>

062I don't I don't know that it necessarily is if we as a board are looking as if we as a board are looking we already know we deliver we deliver student learning if we want to increase rigor >> to to yeah >> to increase achieve achievement by 20%. That to me would be a goal. This really isn't a goal of a school district because it's what we do every day. If we have a specific goal we want to meet, then what is it? It increase engage increase achievement by 20%. >> Well, it depends on on that first one 1.1, what is the baseline? And then what are those specific recommendations based on one? It could it could be it could be your eighth grade math scores are your eighth grade math scores are something to

063look at. they just they are they're across all of Ohio. Okay. So, you're not only going to focus on eighth grade, you're going to also make sure in those K3 that K3 indicator um of early literacy, not only that, but what your um your KR, so the kids coming into kindergarten, what are you doing before then? So, those are recommendations. And then when are you going to implement that? >> So, that is that is what your administrative team does. That for me is like something that we're supposed to be gosh darn it doing every single day. >> But to sp to pay special attention to it. >> We should be paying special attention to it every day. >> Every day. >> Yeah. But looking at your score and Yes. And looking at your scores too.

064Looking and I'm just taking one piece of academic achievement because there's based stop testing like a lot of the data is done after grade 10. So, how many some of your indicators there how many kids are going to CCP classes instead of staying here? I'm just it's not just your test scores. How many what is your attendance issue? You know, those are things. What are your what are the opportunities you you're adding? You're actually having on-site um CTE classes here, which is really a cool thing. So, how do you how do you keep those recommendations? I do hear what you're saying, but if you have no specificity to any of that and I caution just first of all as a 35 year educator in in public schools and doing this for the last two years,

065I've seen some of my clients smush it all together and they can't even get started because it's so big. >> But I'm not talking about smooshing together. Again, I I I don't know that I can say this as a goal for us because it's what we do. This to me is more of our mission. Elevate student learning, um, engagement and sense of belonging. that's our mission as a school district. So to your point, that's what we do every day. So then my my question would be what is our highlevel goal that one piece that'll help us get there, right? So I I I guess yeah, I just have trouble saying this is a goal because >> So I realize that that is we do this every day, but the key word is to elevate from

066the baseline. >> Is there do you would you say yes, this is our job. This is what we do every day. But there is absolutely nothing to improve on. >> No, I'm not saying that there's a goal in here. >> I know the goal is to elevate from the baseline. It's >> too big. I I'm too big, right? Like >> big but also too many >> from my perspective like a goal for education. >> This is a work session. So you you should be giving feedback. a goal for educational would be would be I mean if that's our goal is to do something in this arena we want to what is our is our main focus we want to increase third grade reading scores by by 20% like that is that is specific it is

067specific and can measure it and >> that would be in the that would be in this part of it those and you're not only going to increase third grade reading >> that you know what I mean it is so you're talking about a pre >> so right elevate student learning ABC increase reading, do this, do this, do this, and those are the things that we want to achieve. This is all like um I don't know, it's >> Yeah, I think um part of this so what your question is to give feedback, right? >> And I want you and this is great. You should be giving feedback and I I can go back and and rework based on your feedback. Um >> and you don't your feedback is not only speak now and forever hold your

068piece either there. You're not it's in the next meeting. You know what I mean? like you're >> I just I just don't know. >> I don't know what to expect out of this. >> Like at the end of it, we should be expecting some metric to be achieved. >> There's more slides. We should probably get through that. >> Yeah. Yes. Thank you. >> So I no I would say too I think it gets back to what the visioning process was. I mean, what does this look like? Is we want Riverside to be the that destination district, but what does a destination district look like? And and it's not just test scores. >> No, >> but it's test scores and safety. It's test scores and all >> pride community and and allies, >> all of those

069things. And and I think that's that's what makes a lot of this ambiguous and challenging in all the case because if it's just hey eval >> elevate third and 10th grade test scores that's pretty easy to do >> to I look at a strategic plan maybe a little bit differently and if I was if I was to say what is the most important thing this district wants to do I would say we've got one goal get new facilities period end a story and I'd be done you know get new facilities increase increase test scores by a certain percentage whatever I'm finished. Like it it's it's so much stuff. We're trying to touch every topic and every subject. And you can't you can't have a strategic plan that does that. You need to focus focus focus

070laser focus on these three things for the next year. >> And your team Well, it's five years. So it's a fiveyear. It's a fiveyear plan. So that's why you're mapping it out. That's why your administrators are mapping all of that out. And so let me let you made a good point. Let me get through the other slides. I'm going to skip over vision mission. Um So your team after you approve it after we refine when it's acceptable to you as a board as at the goal and and the objective level level your team is coming together in August whether it's we'll have enough to work with probably um we'll be close and looking at establishing the baseline we're going to we're going to go over a timeline. So you will see that there's a a

071time frame to this. So what are the priorities? So we start to prioritize because you can't do everything at once. even raising eighth grade math scores or 10th grade scores or raising government looking at government where looking or looking at geometry scores in the high school like what does that look like that is those what are your indicators so we map it out by time frame and then we assign a lead and a co-lead we want to have bench depth so that is all mapped out all right and then we put it all together to make sure that you're not doing everything at once so this is one of the progress monitoring tools that we developed for clients is having the goals and the objectives um and then you map it out. So there's baseline,

072recommendation, implementation, then measurement. And then there is um a second tab to that is being able to report out where you are in the pro on your progress monitoring for each of the goals and the objectives. So it has the it has your timeline, it has your baseline timeline and it goes out um and you will automatically it's helping for accountability and resources. So we talked about I think somebody mentioned if we just had the goals. So we produce you know the the a strategic plan document and also poster creation which doesn't really it's just for communication strategies but the work is after the board implements the goals and objectives the work is from at the administrative team level with the responsibility of point of measuring and reporting that. So in that measurement a lot

073of districts that we work with are are identifying KPIs not 10 per per um objective they're prioritizing for this is an objective about um it is a a real one um reviewing communication tools. So one of their objectives and recommendations was to redo their website and then also adopt parent square. So they had under their re their they had their current baseline their recommendations implementation and then their measurement. So that was just for that goal. They broke it down. They identified what those priorities were. So if it is eighth grade math it if it is third grade reading um it's more than just that. Um but what those those KPIs are then or measurements is in that measurement piece. So as they are developing this and you don't develop this all at once. Think about

074five years ago. We were coming out of COVID. Things have changed. The world has changed. Technology has changed. AI has changed. You cannot map out the the baseline or recommendations, but you can have that where are you going? We've started our uh um board workshop in if you don't know where you're going, how do you get there? And that that really is in summary what is a strategic. you don't know where you're going. And yes, of course, if you don't have a strategic plan at a school without student learning, that seems that doesn't seem that seems to be a disconnect. It is what you do, but you can get better. Anybody can get better. Even the top district in Ohio is working on getting better, and that's it's in their strategic plan. So, um again,

075I think we have to think about the vehicle for feedback. Um, I I can make things shorter. I can talk to Dr. Martino after you have a chance to like, excuse me, really digest the goals and the objectives. And going back into um these the goals, do they make sense? If they're too long, if the goals and objectives, if they don't make sense or they're too long, we can revise it. This is this is for feedback. the board of education by your own policies, you are responsible for setting the the strategic direction to enact that every day is you hire superintendent. So, and those are the things. So, I just you um I worked with your administrators. You have a really good capable the conversation was wonderful actually and the back and forth and the

076refinement. Um they're very thoughtful. Um >> I think We can we can do whatever. >> Well, we well we don't want to get lost in translation is to take away from the hours of work that you and your team did. >> Well, it doesn't matter. >> I know, but it's still worth noting. Okay. So, uh don't want that to get lost in translation. I also think that there's a happy medium. We don't want to swing the pendulum so far the other direction that a strategic plan that those are very on purpose words. It can't just be a slogan. It can't just be one or two goals. It has to be there has to be some robustness if that's a word to the plan. So again, I don't want to I don't personally think that the

077the whole package is too much. >> I think that maybe we could gift wrap it um a little more tangible for the community. I think the graphic that you showed on there, maybe not necessarily, maybe we don't align on all those goals per se, but the concept of the visual I think is great. But at the end of the day, a strategic plan should have some page turning involved in it, especially if it's for five years. >> Well, that's yeah, that's the point I would make is when I do this for work, it's for one year for myself, and it should be a much smaller list of items, but this is for five years for, >> you know, so >> maybe it needs some work, but we'll get there. >> We will get there. And

078that that's really the this is your first read on it. I encourage you to think about and um how do you want them Chris? Do you just want them to email you their thoughts and then you'll share them with me or >> Yeah, we can do it that way. Let's do kind of as as you start to digest it and have some ideas, um let me know. I will compile them all and get them into some sort of document. >> What date do you want to find? >> Um 10 p.m. tonight. Yeah, >> I won't be here. She's only giving your PHONE OUT TO TEXT things leaving this week. So, no. >> Well, I would like to have this up on I mean July. So, it's like when the July meeting is 23rd July the

07923rd. So, it's by the 10th. >> Um that's two weeks and a little more. >> And do you want it electronically? Is that easier to give feedback? >> No, it's easier to say it out loud, but >> Well, I can do it out loud. I mean, >> text speech. Yeah, >> you you're referring to us giving feedback. >> Yeah. >> Say Chris, he can write it down. >> Yeah, I I am I'm referring to for you all to have feedback because quite honestly, the administrators have had the opportunity for the last week and a half or two that now we we kind of cut it off last Friday, so we were ready for today, but we were still refining on Friday. So, um, or Thursday, sorry, not Friday, this holiday. Um, so we're we were

080still refining after a week >> just by July 10th. >> When are you back? >> July 1. So, >> I'll put some time in when I get back. >> Yeah. >> So, July 10th, if you guys could have feedback to Dr. Please. >> Is my day ahead? >> Just kidding. Um, >> all right. >> Thank you. Thank you for all the hard work and all the information. >> I just have I know that we're already past the time, but I do want to just that vision and mission because um just looking at the vision and mission um just talking about what it is a mission is really um what you do right now. It serves as a daily guide for um decisions and actions. And then the vision is what I am. So this what

081what the world looks like if you succeed. It's it's really the future is future focused and using what you've been using. Um the recommendation really was educating excellence in one community pursuing greatness and getting better every day. >> Thank goodness. >> So this would be this would be like baked into the strategic plan. you know, this would be integrated the the vision and the mission. >> These are things we've always used and they've just kind of been out there and never truly identified. They do have a formally adopted mission statement which is longer than goal one to be fair. >> Um, but really has a lot of that education lingo and a lot of word smmithing in it. And we wanted to I think my goal was to keep it simple, keep it concise, keep

082it to the point, and make sure that's recognizable and it fits it. And I think that's kind of where we get to it. And it sounds like that's the goal of the board with some of the other parts of the strategic plan as well is to shorten it up, condense it, and hit hit some of the highlights. And I think when you get a group of educators in the rooms working together, we want to fix everything at once. Um, and so the focus on specificity is important. um to get to it because I think we can see all different types of access to it. So, I think that's a welcome addition. >> This this has to reflect your district, too. It it must be a reflection of the district. You have a lot of community

083feedback for this. And so, part of it is that you want to see you want people to see their voice or their at least th those themes that came out in those discussions too. So, because if you people I People get frustrated when you ask me and you didn't I don't where is all this? So, um that's something to definitely consider too. I'm not if it needs to do I've reworked whole plans before based on board of education or board of directors or executive boards um depending on the organization. It it is totally it has to reflect you. It has to work for the Riverside schools. It has to otherwise it will sit on a shelf. So, and your feedback is important. it needs to guide the district. So, but I do need I will

084by the 10th. That would be great. >> Great. Thank you. >> Thank you. >> Um, so next meeting announcements, we'll skip closing items. Um, so motion to adjourn from work session at 6:06 p.m. >> So move second. >> Thank you. Can you call the role, please? >> Mr. Buyers. >> Hi, >> Miss Brewster. >> Hi, >> Mr. Ardino. >> Hi, >> Mrs. Grassy. >> Hi, >> Mrs. Kenski. >> I >> Motion carries. 5 Z. >> So, before we begin, there's no public here or as long as we start. We can't start before we even start after. Does anybody need a quick break? >> Yes, we have a five minutes, please. >> Um, I did bring copies of all of the feedback if anybody wants it. >> Yeah, I did want to see a little more.

085I know. I think we have So, notice of this meeting was given in accordance with the provisions of bylaw 0164B of the Riverside Local Board of Education, which was adopted in accordance with section 1.450 of the OC and the Ohio Administrative Procedures Act. Can you please call role? >> Mrs. Mr. Kinsky >> here. >> Mrs. Grassy >> here. >> Mr. Adino >> here. >> Miss Brewster >> here. >> Mr. Buyers >> here. >> Please stand for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. On behalf of the board, I'd like to welcome all students, staff, parents, and interested community members to tonight's board of education meeting. I'd

086like to remind everyone that this is a meeting of the board of education held in public for purpose of conducting the school district's business and is not to be considered a public community meeting. There is a time for public comment during the meeting in the public participation section on the agenda. Have a A motion to approve. Oh, I'm sorry. Motion to approve our agenda for this evening. >> Motion. >> Second. >> Sorry. >> Motion wasn't you. >> All right. Um any discussion? >> Just that there's a lot of questions, but we'll we'll have discussion as we come upon them. Correct. >> There is discussion at each section. Yes. Yep. >> Any other discussion? Okay. Can you call the RO, please? >> Miss Brewster. >> I. >> Mr. Buyers. >> Hi. >> Mr. Adino. >> Hi.

087>> Mrs. Grenki. >> I. >> And Mrs. Grassy. >> I. >> Motion carries. Follow. >> Great. I'll make a motion to a meeting to approve meeting minutes for May 13, 2026, May 21st, 20. What? >> Nope. I was just going to second it. >> Oh, >> all right. I'm going to make it a motion to approve meeting minutes for May 13, 2026, May 21st, 2026, and May 29th, 2026. Can you get a second? >> I'll second. >> Thank you. Any discussion? Can you call roll, please? >> Mrs. Kreninski, >> I. >> Mr. Buyers, >> I. >> Mrs. Grassy, >> I. >> Miss Brewster, >> I >> Mr. Adino I >> motion carries five brings us to special reports. >> I do not have any special reports because we covered it in the work session. >>

088All right. Uh that brings us to unfinished business. >> I'm sorry. Did you Mr. Did you use your all your questions? >> All my unfinish was responded in his email. So we'll get >> information. Okay. Any other unfinished business? There was um you know concern about the status of the um remaining uh lights at the stadium, but I'm sure when we get to that topic buildings and grounds will be >> you'll give us more information. Any unfinished business? All right, that brings us to new business. Mr. Arino, >> how'd you guess? Okay. Um so I thought it'd be important for us uh after some discussion in curriculum and programming um discussion on identification and selection of curriculum and programs and basically just giving Dr. Dr. an opportunity to share with us uh the vetting process

089and how they go about it and maybe we can find a way as a board to reinstill and I'm used my words carefully there to reinstill some confidence for our teachers and staff to feel like they have the autonomy with the administration's approval to pick content and curriculums that best suit the needs of students today. So yeah, I do think this came up um especially in the prior strategic plan discussion about the need for um social um just wellness and caring and and all the total staff um safety and security and even talking like behavior modifications, durable skills, those types of things and programs that fit that. Um our staff needs to feel like they have something where they can work within that and and really focus on those skills. Uh we set the goal

090in the strategic plan to focus around a portrait of a Riverside Beaver. Um and really what those skills look like in those programmings and sometimes to get to find preK to 12 programming um even selections along the way is is challenging to create that you know from scratch all the time. So for them to draw from uh different types of programs and all that and yet feel safe to use it. And I think there's some concerns about what they've, you know, what they've been trained in prior. Um, the board made a resolution to pull that off. So, how do we bring back some of those skills that they were taught in those trainings to really and truly reinforce and and enhance those skill sets that the board has identified and that everyone selected has identified

091as important in that portrait of Riverside Beaver? How do we continue to to enhance those skills to make sure that they are they are enforced, that they are they are there, that they are structured, and that they are taught within what we think is a very safe um and collective and and beneficial um setting. And I think that's the that's the challenge that's coming out now, especially with our goal to move forward with MTSS. We talk about MTSS or multi-ter systems of supports. I know that I would yell it if I use too many acronyms. Um there's there's two parts to it. The first part that we have pretty much down is the academic piece, the academic component. We've got our our T1 or base level, you know, kind of prescripted instruction, what we expect

092to get to within 80%. And if they don't get to that 80% proficiency, then we let then we put in interventions and then we get tier two and tier three depending on where we're at and how they respond to those. I think it's this next step, which is the behavioral component, which fits which it fits in one. And it really is, they do have to work together because if the behaviors aren't there, then the instruction may be really good, but if the behaviors in the student isn't, then how do you know like what you're doing is working? So really establishing what those tier one behaviors are. Um, and sometimes we have to teach those behaviors and we have to really truly implicitly teach and what and how we implicitly teach those behaviors and those attributes

093and what we identify them as. So finding that that set of materials and and everything together to work with them that fits what we are to make sure we vet it correctly so it fits, you know, overall, you know, the goals, the vision and the mission of this district, but yet still falls within um a set that we can put out in front of our students and and our teachers and say, "Yes, this is some this is a tool that you can use um to teach these because as identified in what we just talked a lot on it and these are these are issues that come up and I think that's where we came up with as a as a sticking point to our MTSS process is where do we go now for what's our

094tier one um to go to in in the academic side it's pretty easy we have our corebased curriculum in the behavior side um you know we need to teach those skills as well and set those baselines and what do they look like and what do we use >> so on thank you for that on the flip side of that what what can you share with the board in the community to instill a sense of confidence that the vetting process is thorough and all the content is age appropriate and not overpoliticized or even politicized over and I think that that's the materials that we use and that's a very challenging concept because a lot of times curriculum companies try to make it for everything and it's what do we vet what do we use and what

095do we put in our standards that come out and published out in our resource kits that we provide for our teachers to use and I think that's a when you talk about things like behaviors and strategies and and all of that and social skills and just general collective gatherings. How do we make sure that we get that so that it is appropriate within the cultural context of the communities um and yet makes everyone feel like they they they belong to that sense of community and we are all one community. So that's a that is something that we look through and we as we go through those units we do have a group that works together with them to make sure that hey these are these are fair there are processes and policies in place already.

096One of them is the the parents bill of rights and the board adopted that parents bill of rights policy which has been recently in place where things that are controversial parents can ask parents can ask that they are opted out parents can file complaints and and they get they get addressed at that point as well. So there's a process for that too. um for all of that that's there. So there are these things that are in place um as of recent to allow parents to have some choice in what they but yet still um we provide some of those baseline skills and we have a strategy to measure against um and to really look into you know MTSS is a very datadriven process. So having that baseline data is important as well. >> I don't

097I don't know if you're specifically referring to MTSS or just basically curriculum. I think I think part of the question that came out was how do we vet curriculum period? How do we vet a new math program or how do we vet what do we look at what are the metrics that we look at? Yeah, >> I think that was I think that was more along the lines of what we had been talking about at >> um the curriculum. >> Yeah. Overall, not specific to MTS. Sure. Although that's what sparked the conversation, >> right? That's part of what sparked it. But when we say oh we're going to adopt, you know, the board is going to adopt a new curriculum for social studies for example. How was that selected? Sometime we'll talk about it in

098curriculum or you talk about it at the committee level, but I think the board needs a better understanding I think of what that vetting process looks like so that they can feel comfortable that some of their questions are answered is did you look at this? Did you look at this? Did you look at this? So that we can have a more thorough understanding of how that happens. >> And one of the things that you know we did with the reading, we didn't have much choice. the state came out with a list. Uh we um Melissa went out and looked at what are other districts using um bring in some samples, let uh teachers try it and and then narrow it down to a couple and um you know just see what's working for our kids

099because what works in one district may not be be working as well here. So, um, and I think the process we used to select, but when you're limited in what you can choose, like the reading, that that was an issue. Um, because yeah, it used to be you could choose anything you wanted, but the state with the science of reading limited your choices. >> But it's also it's also helpful for board members to understand the process so that when somebody from the community goes out and they say, "Well, why the heck is why are we doing this?" so that we have some ability to articulate what that reasoning was. Here's why we picked it. Here's what we've heard, why why it was picked. Here's what was looked at. These were the things that were important.

100These were the things that were prioritized. And this is the one that fell to the top. So, >> I just think to explain the process I don't think I think I want it right now. No, I don't want it right now. this is just new business like maybe that we can have some >> Yeah, I think there's a couple different processes we're getting ready to outline. For instance, um the roles and responsibilities and what the construction process looks like. So, I've talked to Dr. Tino and Dr. Thompson about how do how do we put that in writing? So, everybody, we have new board members, things didn't work always the way they typically did before. So, we want to make sure we level set as we go into this construction project at Buckeye. This might be

101another one like how do we choose curriculum? So, we can definitely outline that process. Um, I think it'd also be important to do for professional development because I think that's a question, right? So, there was some professional development. It was never curriculum that was questioned in the past. Um, and just how do we pick professional development or bring that to our teachers that we're supporting them too. So, I don't know if I caught that in the underline like I think some of this is support for teachers, not just about curriculum. It is it is sometimes about the professional development they get and then is it at any point because things shift as the pendulum shifts do they feel safe using what they've learned within the classroom and using the terms and the vocabulary and phrases

102they were using in the classroom or are they violating some sort of >> um policy that took that out because they're using a term like morning meeting when they're sitting together and that's >> I don't know that a policy took it out >> or a resolution >> a resolution yeah so I I think hopefully they are bringing that to >> the attention of administrators and part of the question what can we use if those were if that was a professional development we had to baseline student behavior what what is available to them moving forward and what is what is safe I think teachers by nature are rule followers um and and really and truly and they they they they don't want to get in trouble and it's and how do we do what's best for

103kids in setting this baseline so that they feel like they are following all the rules. They know what the student needs and what resources do they have to put in what those student needs and what could they go what's their go-to when they struggle and I think that's the hardest part of the the challenge. >> Let me ask did the question of can we do a morning meeting come up? I mean is that >> so the question I think the question that came up at curriculum meeting was can we resend I mean it's it's on videotape right? Can we rescend the board resolution that occurred previously and I don't remember exactly when it was >> um taking out responsive classroom and I think we we came upon the conclusion that I don't want to resend

104a resolution but what can they be doing in the classroom that supports students because now they're afraid to do anything at all. >> So but I think we go back to that resolution. I think the question was asked at the table. What specifically do you want them to stop doing and they nothing was given? It was just remove the books from the classroom. >> Uh one one of the things that I wanted to ask is that I know that they've been using PBIS. Um and so that is positive behavior intervention support. Did I get the acronym defined? Um so you know there's a lot of um that type of support built in. I don't know what teachers have been doing since the the real issue before in in doing some research on it and and

105finding um you know feedback from different things is that the the social emotional um support or learning. Um that was the a little bit of a red flag because some parents did not want that. And one of the things that came out of this, if you're spending 20 minutes a day on on a group for all students there, there were students who needed intervention and you know in forms of remediation, but also students who needed some enrichment and so that time was used. If you have 20 minutes a day, you add that up, you're supporting the academics first. Um, but do we need to do these other things? And that's why I thought we had the PBIS going on. We had the supporting students where they were in their learning because a lot of frustrations

106and concerns come out of that if they're feeling that their needs are not being met academically and um but you know throughout the the the year I don't know I mean is that what they've primarily been using PBIS? So PBIS is is part of MTSS and it's not a curriculum, it's not a program, it's not it's an acronym for a strategy. So in order to implement any of those strategies, you have to have best practices. And so when we talk about what do we use to do PBIS or what do we use as Riverside to do MTSS, we have to talk about strategies, professional development, best practices, maybe a curriculum. We have not yet picked a curriculum. We did do training and that's what's being referred to here was that resolution to remove the training

107and the materials based on that. Now, what I hear you saying is that we shouldn't be spending 20 minutes supporting students behavior across the board. But that's actually what PBIS is. So, if we're going to do PBIS, then we have to spend the time implicitly teaching behaviors to students. That was part of a morning meeting. Morning meeting. And that terminology falls under the umbrella of a curriculum. I shouldn't say that. Of a program and strategies and best practices that we did professional development with teachers for that they were instructed they were not allowed to reference, use, or have the materials in their classroom. So you can't have PBIS and not address social emotional behavior. You can't have PBIS and not give teachers professional development and strategies. So those two things, they have to come together.

108And so that's that's the concern is we can't address this big issue that we see across the board in the strategic plan because teachers are concerned about what materials they're allowed to use in their classrooms. >> Right? And if you if you review all this survey documentation and every single survey group and every single one of the focus groups, it was an issue that they they talked about student supporting student behavioral wellness and whatever and those things are important to every single group that was surveyed and every single focus group. So I don't know how we don't allow teachers to do some of these things that they feel are important that they've learned how to do. And I think that's what they were >> that's what we were try that's what we're trying to address

109with >> Yeah. So morning meeting to me I think when my kids were in elementary was circle time. >> I mean they sat on a rugg in a circle did the same thing. It just didn't have a formal name of morning meeting. >> You do the weather. You do a couple of different things. >> Yeah. You're not doing the weather. I mean you're doing you're teaching behavior. How do you treat each other? How do you >> how do you interact? What do you do if you get in a fight on the playground? What do you do when this person's too close to you in circle? You know what I mean? So again, but if we don't use common language, then when you go from kindergarten to first grade, now you got to learn what this

110means all over again. It just it it just sets everybody back if we can't use common language, common strategies that have been identified as best practices. It's just it's it's just a statement of fact, >> right? And regardless of what the resolution did or didn't do before, it's not going it didn't when the resolution passed, it did not add 20 minutes back to the classroom and academic learning. So, it didn't solve that. I'm not saying it needed to be solved. I think the 20 minutes were probably extremely valuable um in the sense that it was addressing a specific thing that got the day set up. And in today's world, it's a lot different than when any of us can remember being in elementary school, middle school, or high school. Things are very different today. and

111the students need to teachers need to address that and I'm glad that they are and not to jump ahead but when we discussed MTSS one of the areas uh for improvement was behavior and I think Mr. you did a great job summarizing and I'm going to botch it now, but you were talking about children coming into kindergarten not having the I shouldn't speak so broadly. Some of them not having the behavioral standards that we're looking for entering into kindergarten. And it's programs, let me let me not say the word programs. It's a it's strategies like you just outlined that help address that. And it also benefits maybe there's a student who's a rockstar comes in as just a A+ pupil and follows every rule. But they need they learn together in that sense and they're

112building a community in that time frame just like you would sitting at the dinner table. You have three kids, two of whom are rock stars, one of them maybe is flinging food. Those those other two children are going to learn from that conversation that you're probably going to have with your child at the table. So I think there is a benefit to the group aspect um specific to behavioral needs and the objective of adding this to new business isn't to resend or make a vote. It's for us to have the conversation we're having. So I'm glad we are but and I don't know what I don't know what the next step is and that's why we're having this conversation but to at least start a conversation around how do we make sure that you and

113the administration feel confident in picking content as long as there's a vetting process which you've already outlined. I I think that this hits it because when you look at any type of tiered system, we need a tier one >> before we can get to tier two. We've got, you know, Miss R, she talked about our tier three with all of our um social workers who are our signature health counselors who come in and work with our kids. And quite frankly, we have doubled the number of signature health workers, you know, in the last 10 years. And that's that's pretty scary um that we have that many needs. that we are addressing the needs every single day. And in fact, I just had a conversation um at the golf outing with um Sheriff Bellnap who mentioned

114all that we do with that, thanked us for it and said he believed and he doubled down on it even at the jails and kind of all that. So, how that combines and all that that's there, yes, there's a need for all of it, but that's tier three. we need to get tier one and what the baseline is to try to wean people off of those so that when those services when they graduate here what is the next step and how are they successful in their world and can we provide those services and that's finding that tier one curriculum or whether you call it a curriculum or >> strategy that everybody how do we how do we work through some of that and teach those throughout focused on and I love using that portrait over

115fever document, but focused on some sort of anchor document that says this is where you're at and this is where success looks like. We've identified that. How do we get to that? And then how do we identify who needs supports and what do we put in before we get all the way from okay I'm throwing dinner at the lunch table to all of a sudden now I'm talking to where's the middle? >> How do you measure growth? How do if we're not putting in interventions and looking at that data over time, how do we know if kids are improving? So, right now, we don't have that tier one to then provide research based interventions that are going to hit our tier two and then try to decrease how many we need to have tier three

116types of service. >> And do we know what other districts are using for that? I mean, you came from East Lake. I guess I would like to see what's out there. Things evolve continuously. we've we've kind of, you know, we've done a little bit of digging. Um, everybody's doing something a little bit different. So, you know, our goal is to, you know, look at those types of things that are available and decide what's right for us. Um, in that process, you know, we need your >> and and this is not one that's a straight off the shelf. It has to be personalized to Riverside. >> Um, because all of these when you look at what they all are, they all go they can all get caught in the rabbit hole. they can all go down

117where we know is acceptable by our community and I think that's a part of it where they all kind of kind of sit because I try to be so comprehensive. So where do we go? Where do we sit at? What do we see as being you know important and valuable kind of for moving forward and what does that look like um to >> and are you talking I mean it sounds like the whole student body but it looks different at elementary. >> Yes. And it even looks different at primary versus intermediate. So >> this is high school. So, one size doesn't fit all, but that there's common language. I understand that. >> But I also want, as Joe said, we don't want it to be controversial either. So, >> so I think you're hearing from

118the board, we're okay for you to pursue something because I think we believe >> our teachers need that for support. Yes. >> Students and our students. Yeah. >> Okay. >> Thank you. That's it for me for the last 10 minutes. >> All right. So, that brings us to the board of education um and liaison reports. First is buildings and grounds operations committee and the strategic plan leaison. Please, Mrs. Grassy. >> So, I don't think that we have to discuss the strategic plan since we just did our work session. Um we'll get you feedback by July 10th. >> Thank you. Um the buildings and grounds meeting we just held this morning. Uh we talked about the staff who come in for the summer and how that program is working out and it is working out so

119well that we may have to eventually put some limitations on that because um that the response to that program and having them come in and take some ownership and pride in their facilities has been overwhelming. So, that's going very well. We talked about some national averages for staffing in buildings. Um, and that we are well under what the national averages are for taking care of our facilities, which doesn't include the custodial or out exterior maintenance, but the interior maintenance. Um we have eight maintenance staff and based on our building sizes we would need about 12 based on national average. So that seems to be going well. Um I did ask about the work orders uh last school year. We have some information here from Mr. that we did 347 documented work orders from September 1st

120through June 1st and but that didn't include all the extraneous things that people will stop somebody in the hall or an administrator says hey I need something to be done um and I just ask that perhaps we can go to even putting those into the work order system as those occur so that we can have some better metrics on the value that our staff is providing to the district. So, we can look for some information on that perhaps within the next year. Um, we talked about some of the things that the maintenance staff has done versus having vendors do it themselves uh ex externally. So, I'm just going to I'm just going to read the information that you provided because it's very succinct. So, some of the maintenance things that they have done, put a

121new uh univvents, we're talking univvents, into the tech closet. We put new univvents and units in the Riverside High School choir room, new units in the John Rand room, which had limited heat, and new units in the lecture room that had no heating or cooling for over 15 years. And the total on all of those projects cost the district in-house $26,000. And if we had gone externally and done those with contractors, that would have cost us $191.5,000. Um, so that's significant savings that our staff is doing ourselves. Um, the savings is $165,542. So I thought that was significant. Um so those are those are things that we are doing that may not be budgeted for in other ways and it may not look like savings because we are spending money to do projects but it's

122less than what we would have spent had we done it with other people. So um the gas line replacement is in progress outside. You can see the equipment that's outside. Um, so they're doing that. The parking lot over at the house next door is in progress of being expanded and so we're putting in a gravel lot which will hold 30 to 40 parking spaces. So that's in process. Um, the Buckeye modular is going to be coming down within the next week in lie of doing the Melidge um modular unit. When I ask why we're not if we're not doing the Melidge unit, that's because the electrical that powers the lights to the parking lot at Mel Ridge runs through and is attached to the modular unit. So >> there's there's significant additional cost to bringing

123that down. >> So for now, we're going to leave it there. >> There will be nobody and it'll be storage. >> Yeah. Um but is it did you say it is being used >> as storage only? storage only. >> Okay. >> Yeah. >> In other words, have four classrooms that are empty, >> right? >> We are currently working on um getting started with the Buckeye asbestouses abatement. Um and that's on tonight's agenda for the gym, the kitchen, um and and the stage. So, that's on our agenda for this evening. They will be doing air quality testing before, during, and after um inside the building and inside those areas specifically and making sure that they're uh able to open up that building when that's finished. >> What were the areas again? The kitchen, >> the gym,

124the kitchen, and the stage. Okay, >> that's for the flooring, correct? Correct. Just the flooring. Um, the Buckeye edition is projected to start the first week of July. Um, and the stadium light polls. Who wants to cover the stadium light polls? Who wants to cover that? We have items on our agenda this evening. >> So, we do. Um, I'll I'll take it. >> Yeah. Go ahead. Um, so >> two items on your >> on Sunday, two Sundays ago, I believe it was the 14th. >> The 14th, um, when nobody was around, we had a stadium pull fall. Um, we have it on camera. We don't know if it made a sound. Um, but, um, we then went and immediately closed the stadium off. We brought a company in who does that to inspect the remaining

125poles. Um that inspection is rather lengthy and um put together pretty quick, but it's okay. >> Wow. Double-sided. The long and the short of it is three of the four polls are bad. Um and they are set to be come down. The the remaining pools are set to come down tomorrow so we can open the stadium back up to the public. Obviously, we don't have any night access to it, but we do need to get those poles down so our stadium is is safe. the >> when you say bad >> the welds are bad actually cracks in the welds from the >> weld. So the same thing could happen again. >> Yes. Yes. >> Um we've had these checked. So when the written poles were installed in 2002, we did have them checked by an

126engineer in 2010. They checked out okay. Um we had them checked a couple other times. We have not had them checked recently. Um I think the main reason is we didn't even think about it. Um, and it's it's a regular thing and I don't think it's on a regular list of things to do that came through as a maintenance list. We will be checking new ones um which is also on the agenda tonight um to have new ones put in in time for the first um the first night events of the fall season. It is something that takes some time. We're hoping to get through everything to make that they're up and ready to go um by then. So, we have to work quickly on it. So, we do have an an agenda item to

127replace all four with LED lights. The good news is we will save some money from an electrical standpoint. So maybe 30 40 years we'll save on the cost. Those lights are on all the time. Um and they are especially in the spring. Um they're they're on a lot. So that is one that gets there. But >> in the interest of safety, we have to take them down. We are filing it with insurance. We will see what insurance comes through on that aspect. We have not heard back from insurance with regards to the one pole that fell as well as the the two vans that it fell on. So, we're waiting um for a report back from insurance on both of those as to what the next steps are. Um with that, I'm assuming they're going

128to want to tow them there. We we did move the vans into the garage before the downpour of rain. Um our fortunate for our for us when we started the vans and actually the insurance inspector was there first. she opened the door and kind of run to check the miles and turned it on. The airbags did not deploy, so that was a good thing. Um, and really a safe thing. So, we were we were good with that. We're able to both vans were drivable to some extent into the garage. So, they're in the garage now, but they're definitely not safe to transport any kids in. >> So, the items that are on the agenda this evening in buildings and grounds are for the removal >> and for the replacement. when I I did ask if

129we had to bid those out and the answer was no because it's an emergency and so um the contractor that will be used to do the new ones is already on the national list >> um approved list so we don't have to join a consortium or whatever and it doesn't have to be bid so um we are good to go >> if we approve the agenda item this evening are you waiting on insurance to see availability of vans that we we have to wait >> we we do know that Uh, I think the one van is a question as to whether they're going to total it out or whether they're going to try to repair it. Um, the other one will most likely be a total. I I think we're waiting to see. We We've

130got some leads on a couple vans that are available. So, if we had to replace quickly, we can. Um, it just I think it's they're not as um sparse as they used to be. But, we are we do have our transportation department looking. >> Okay. Thank you. >> And that's all I have for buildings and grounds. Thank you very much. Right, that brings us to curriculum and programming committee and the booster organization leaison, Mr. Aino. >> Thank you. Yeah, we had a meeting last week and uh we had a guest at our meeting uh Katie Lweber. I am saying that right? >> Yes. >> Nailed it. Thank you. uh she's our curriculum supervisor and she did a great job of sharing with us the preliminary OST Ohio State testing data scores for this past school

131year and um she was happy to report that about half of our scores saw uh improvement year-over-year um very close to what we saw last year in regards to one one grade to the other or one category to the other. We did see significant growth in sixth grade math up 9%, eighth grade math up 8%, biology up 7%, ELA 2 up 4%. Um, so we were all proud to hear that of course. Um, and then we shifted to discussing the new curriculum of CPM or what's known as college preparatory math. Thank you. Um, and how that impacted those test scores. Um and just as a reminder to everybody that new curriculum CPM was instituted in 3 through six uh language arts, six through eight math and honors algebra 1. What did I say wrong? >>

132CPM was just 6 through eight last year and it is >> six it's six sixth through 8th grades. So >> of course it's college program math >> and then it is it will be um nth grade algebra geometry and algebra 2. >> Yeah. Thank you. And making sure you were listening >> because of the concern you hear all the time about so much being, you know, online that there was a workbook. Is this the one that had the workbook? And so there'll be paper pencil. I just want to point that out because it's very important. >> So the introduction of CPM or any new curriculum, they were saying that typically there's a tendency to have an implementation slide, but we did not see that uh specifically in sixth and eighth grade. little dip in seventh

133grade, but they know that's a strong focus for them going into next year. Uh moving out of CPM, um there was also a little dip in fourth grade language arts, but um that's a big focus for them for next year. So, we were happy to hear that. Um then we moved on to uh behavioral MTSS, which we've kind of already discussed at length. Um so, I'm not really going to hit on that because I think you guys did a pretty good job of summarizing that unless there was something else you wanted me to add. Okay, I think we we nailed that. Okay, then we moved on to uh special education profile. Uh this data was from 2425, although can you remind us why it's a year behind. I I forget why it was a whole

134year. Just how it's reported. Okay, thank you. Regardless, the data was is trending in the right direction. We met all of our compliance regulations, including graduation rate for special education, uh, which was a 10% lift year-over-year at a 69.7%. So 10% one year is outstanding, and that was very on purpose work that they were doing. Um, and then areas of improvement. We discussed uh, proficiency rates and gap closing for students with disabilities. Um, and Mrs. Rit outlined some of the work that they're doing behind that. Uh then we moved on to preschool where we met all of the indicators for growth and acquisition of knowledge um specifically in preschool. Then we wrapped up the meeting discussing new uh Senate Bill 19. Correct? >> Yep. More to come on that but changes not going to be

135implemented till the 2728 school year. Two big things to note. Um it requires intervention for students who score at the limited level for math and or ELA. Um, we do consider this a win if I remember how you described it. Um, and then the second thing is there's a new requirement for teaching quote the success sequence which seems to come with a lot of extra baggage. Um, but it is a segment to be taught later in high school. Doesn't seem to have a lot of fine print as to how it's implemented. Um, but did you want to elaborate on that at all? >> No, I'll I think so. >> No, we're good. >> Okay. and to come. Yeah, that summarizes our curriculum and programs meeting. >> Thank you. >> Yes. >> Um policy committee legislative

136leaison. >> Okay. So, uh tonight um we will be uh doing the final vote on the public participation at board meetings after many revisions. Thank you for your patience. It'll be item number 15. Um and then um um Dr. Martino was kind enough to send me the legislative report uh before our um Ohio legislators went on um vacation or break or whatever you want to call it. They won't be back until after the November election and then it's kind of a lame duck uh session because it's, you know, the people that are there but not the new people that are coming on board if any. And then um uh some of the bills that did um make it to uh Governor DeWine's desk that we anticipate them sign him signing off on um are basically

137some budget correction measure with homestead exemption funding and property tax law changes which I know you've been monitoring and um you know our own um you know um uh what do you call it? uh commissioners uh they are going to continue that homestead thing for another year but then we didn't take a full impact we were able to have some offset correct >> no we took the full it was only a half a year collection so we will >> a half a year so this year will be a full year >> the full 1.6 millions. >> Yeah. And so, yeah, that's an issue. Um, but yeah, I mean, just looking at some of the details, it sounded like they were trying to find ways to not have that be such an impact for us, but

138I don't see it. >> In one of the bills, they did provide an additional, I think, was $500 for every um homestead family that is actually being reimbursed, which is nice. Provide some re relief. So if there is a little bit of relief there, >> but the relief doesn't come to the schools. >> No, it wouldn't come it's it's less on your money. It goes right to the family. >> Yeah. Okay. >> Okay. Then there's also the math achievement and academic intervention bill. And the big one is Senate Bill 19 uh that Joe mentioned. And um so the the the thing is we already have some assessments in place in the district and I know we paid for those assessments but since this isn't going to start until the 2728 school year. Um it also

139talks about that there are going to be multiple assessments. We're not going to be testing kids on this and this and this and this. You know it it's just going to be kind of paired down. But they also are giving us um >> to clarify what that means. There were some districts who would screen on one assessment, >> right, >> for third grade and most predominantly for the third grade reading guarantee. So they would screen on one or use one um and if a student didn't clear it from that and didn't clear it through the OST, they would try a third um to get the student to clear it and they would use something like that. And that's what they've taken away. They've said you can you pick one and use one. We've always we

140have always used the practice of just selecting map and using maps. >> Yeah, the map testing is what we're using. >> The map has been on the list for >> Okay. >> So, are we because it says um it creates a grandfather clause allowing schools with a contract that existed prior to September 30th of >> that is not impactful to us at all. That's >> that's not going to Okay, good. I just wanted to double check that. Um, so, um, that's kind of where we're at. But the math acceleration is the new one. And there was a lot of changes in that, which were good because said, you know, the limited the lowest uh, performance level on on a state test that those are the kids that really need the most intervention. And uh, so,

141you know, there has to be a plan in place for for meeting their needs. Um, and so, uh, but it also talks about the student achieving an accomplished score on a math achievement assessment and student holding an average class grade of A or B in the math course. Um, that there um could be some advanced math course work. >> It's not could um it will >> it's yeah, it's specific, >> but we have a year to work that out. >> We have a year Well, we do have a year to work it out. It will go into there will be a policy that comes from it. I I'm sure Neil will put something in place where we have to start to pick from it. But it came from initially out of the budget bill where

142they said any student who scored a five needed to be given next or basically in essence subject accelerated. It took that out because their goal was to get algebra and eighth grade access to more students. So in on the sixth grade math test, those students who score a five um currently have to are enrolled in a combined seventh eighth grade math test. And as long as they score proficient or above and or and this is where the board has the option to select in their policy. So whether they score proficient or above and or have an A or a B are enroll are to be enrolled in algebra one and 8th grade. Um obviously the parent can opt out of that if if they don't choose that. And also um the other part of that

143is do they have an accompanying diagnostic score? So on the map so is the map showing that same level um of of achievement as well. So it's it's some things to work through through a policy committee as as we work through what that looks like um for us specifically. We do identify in sixth grade we do put um our students who score gifted immediately into an honors sixth grade class which is it takes the three years of curriculum 67 and they compacts it. Um, this would be an additional course that we have to create at the middle school for a seventh eighth grade compacted curriculum, which really is a lot of seventh grade standards, a little bit of eighth grade standards, but the question is what are they missing and what class do they go

144in in that algebra class that makes up the rest of those standards because the standards that they don't typically teach in those compacted classes are geometry, which if you look at our scores, that's where they need that base level so we can kind of continue to improve upon that. I'm glad that there are some multiple measures there and it's just a child any given day you take a test you don't want that to be the end all. So I'm glad that that's the situation. Um but one of the concerns especially um teachers were very concerned if we were going to have to have the math achievement improvement plans. They they called them the MAPE you call them MIPS. And um so uh right now that's going to be um basically um the bill's going to

145create them, but uh current law and reading and um achievement and improvement plans are going to be on a building basis, it says, but obviously direction is going to come from the district. Um and um you know it says that you know they're really targeting third grade students that are not proficient on the math test. So it's kind of like that reading guarantee we had. We're trying to catch them early. Um so and um let's see what else. Uh just some general things they talked about the patriotic youth organizations in schools. Do you miss this yet? you used to have to go through all this. It requires districts to permit federally recognized youth organizations to promote patriotic workforce readiness or civic involvement to speak um and you know basically that during school hours up to

14610 minutes during a school day at least um uh once a year. So it doesn't sound >> Robert Robert Cup added that he's part of the Cup Patterson finance bill. He's a he's a huge supporter of the Boy Scouts. >> Okay. Um it's a boy scout recruiting um to allow them. So it's the boy scout troops come and ask us, >> we allow them 10 minutes. Now I think >> what they don't speak to is we have multiple troops in the area. So I don't know whether it be first come first serve or or or how we do it. Maybe they all come one day. So we'll work out what that looks like, but yes, that's something we don't allow at any time. >> Okay. And I don't know where we stand on this yet,

147but um this is coming uh CTE um which we renamed our wing, but um it's basically for technical education allows homeschool students to participate in these programs of their resident school district as part-time students and requires some such students to be counted toward the district's enrolled ABM. >> That would be more towards a vocational center like Auburn. Okay, >> that's why we call our CTX so we don't get confused. CTE stuff typically does not apply. >> So it would affect Auburn more than >> it would affect Auburn more than it would already. >> Pardon me. >> Anyone in the home who lives in the districts can go to Auburn already whether home or not? >> Yeah, you coming from home. >> There there are some there are some >> Okay. And then you know we

148have had at times uh shortages on subs. I know Mallerie's done an excellent job um you know trying to keep that pool going so we don't come up short. Um and we do have building subs as well, but it also uh House Bill 455 uh they're talking about allowing alternative resident educator license holders to teach in any of the grades preK through 12. So I guess we'll just keep an eye on that. It's not a done deal cuz that sounded like um >> it hasn't gone through entirely. Okay. Um and um >> yeah, and this this last one uh Senate Bill 276 requiring districts uh to allow neighboring high school students to participate in extracurricular activities if the students home district does not offer such activity. provided the superintendents of both districts agree to the

149participation. >> So, seems to have been we'll keep an eye on that >> forever. It's It's already >> It's a hockey bill to be honest. Somebody's got a hockey player that they want to play and that's >> what it is. >> Okay. >> Yeah. >> All right. >> We already allow kids in the district that go to >> So, in the district, if they go to private school, if we don't if they don't offer the sport, they're allowed to compete in their resident school. So, Lake Catholic doesn't have lacrosse. So Lake Catholic students can play on our lacrosse team if they their residents. This states that our students who attend here, if they want to go play hockey, we don't have a hockey team. They can go to a neighboring district to Menor to go

150play on Menor's hockey team if the superintendent. You still have to have an agreement to allow it. Um but it just it does permit it for >> they still have to try out. >> They Yeah, they still have to try out. They still make the team. There's all of that, >> but that's still kind of bad. Say to this district and if you try out with a kid from a neighboring district, like that's >> there's there's a lot of there's a lot of qu the a lot of things are happening with some of this that are are somewhat questionable and it's it requires superintendent agreements and it's what am I agreeing to is is a lot of the questions that and they say they don't come out with the answers yet and their answer is

151well con consult your legal counsel. Oh, so Dan's gonna be busy for your question. >> Well, if we're agreeing to things. >> All right. So, interestingly, the legislators are on break now until after November. >> That's so long. >> Election. Yeah. >> That's crazy. And the commissioners are actually meeting Thursday at 10:00 a.m. to and they are it's anticipated that they will be passing the property tax abatement again for the next year. And so if anybody is interested in attending the commissioners meeting that's 10:00 a.m. on Thursday, >> but I know that you superintendent met with some of the >> So we met with Yes, we've met with two of the superintendents and treasures spoken with two of the three commissioners. We do we do anticipate it to pass um and it will most likely

152pass 300 um this time going through. Um I think they do have questions moving forward after this year as to whether one or the other. And I think the homestead um I know that a lot of districts and ourselves included said okay we understand the homestead one that makes sense. Um what owner occupied you give us that one back at least so we have some so we don't necessarily have to go back to the voters in all cases. I think that's where every district, the majority of Lake County districts are are feeling this um and needing to go back to the voters and local taxpayers to make up for the fun of it because it wasn't it's a pretty significant amount that it makes a difference. And >> I know that there will there's there

153will be a gathering at prior to the commissioner's meeting that there will be people rallying prior to that. know if anybody is interested. >> Thank you. Um that brings us to the superintendent's business advisory leison on report. I was unable to attend the last meeting of the school year. I believe it was a capstone review. >> Capstone. Uh we did we did a review on all the things that the business advisory committee um did this year and it was a lot and a lot of celebrations that happened between all the new uh programming that was kind of created um through Dr. locker and then the committee and the sub and the subcommittees and just the opportunities for our students. Shared some pictures from the check out the truck day um the fifth grade experience and

154and all of that. And then the end of it was the senior project fair and they got to go out and talk with seniors about their fair about about their projects kind of put their projects out there and talk with our our students about kind of how that worked um through that. So exciting stuff. great time when our our business members can get in touch with our students, kind of again see what great kids we have. Um, and we can showcase our kids much better than me. >> There was a lot of work done. So, good celebration. All right, that brings us to the superintendence report, please. >> All right, so first on the agenda, oh, that's me is Buckeye Update. Just one the most recent update on the bucket update is con the construction

155of the 12 crafts room addition and gymnasium is set to begin in early July. We are set to receive funding for that soon. The selling of the cops went rather well. Um we do need to have a groundbreaking. Uh my suggestion is we have a uh kind of but hold on July 1st board meeting at 7:30 in the morning. Why don't we have that at Buckeye and we can do the ground meeting right after that. Did >> you get that? >> Um >> yeah. So, if that works, we can just schedule that meeting, that special meeting at Buckeye, and we'll do the groundbreaking immediately before or after at 7:30 in the morning. We'll have the construction TVA there. We'll invite our local officials and all that and put shovels on the ground and kick it

156off. Um, >> so they're going to take down the trailer, but then what are they doing at the playground? >> So, they are working on a construction plan to fence it off so students have access to it as much as possible. They are going to have to they will limit access at some point. Okay. Um but they they are going to try to give them as much access as they can. They've been working closely with Mrs. Stolen >> just okay >> um through through that whole spot. So we are we are anticipating construction to begin um that first week of July. Uh the spring renovations the renovations of the new addition will be committed by will be completed and turned over to us uh substantially completed and turned over to us first quarter of the

157of the new year. Our plan is to have students move into that the similar to the way that we did with Riverview this year. Uh with the difference being that then we will turn parts we will turn a section of the building over to uh Cleveland Construction to do the remodeling on that side and then kind of move through the building so that it is done um at the for the start of the 2728 school year. So we are excited to have that. Before you jump ahead, could you sorry to throw this on you, could you take a minute to remind us full scope of this project because I felt like we've had so many discussions some of it might have gotten lost. So, it is a 12 classroom addition to Buckeye and a full-size

158gymnasium with a stage. Um, two floors, so six classrooms, six classrooms, and then renovations of the existing classrooms to include windows, floors, uh, ceilings, lights, HVAC, all of that to make it more equitable and modern to be, you know, to be equitable with the remainder of our program. >> And then a new parking lot. Um to the parking lot standpoint, they are they are extending the one side. Yeah. Um I think they will be seal coating the other and patching as needed. They're not addressing the front due to cost. The cost limitations on the front was one that the what they could rearrange of it wasn't worth it. So in terms of a value engineering, we did value engineer that out already because of the of the circle and cutting out and it wasn't necessarily

159the work involved. It's actually the drainage of the water and the issues where the runoff goes and and all of that became more of an issue. >> So, it was the it was the facelift to the front and also all the windows in the front and the including the windows in the stage area in the front of the building. >> One of one of the alternates is to put a window into the stage to put a window into the break. >> That's an alternate at this point. Not >> that's a that's a >> if we have money >> if we have the money and we think we might. That's what we really want. But as of right now, the facade, the color of the brick, >> the color of the brick is the same. They

160will match the color of the brick with the new >> the pylon sign, the the marquee for the building, >> we're we're hoping to have a new marquee as well. >> Okay. >> And obviously the vestibule is already new. So >> the vestibule is new, so we will build off of that. >> So the um existing cafeteria um are you keeping the stage or taking the stage? >> They are keeping the stage at this point. They're abating it and they are keeping it. They are going to redo the flooring, re refinish the stage. It will all be student dining though, kind of the second level of student dining. >> But the new gym will have a stage. >> The new gym will have a actual stage designed for performance. >> How how much do we

161know how much the alternate was for that additional window in that stage area? That is not We don't have that. >> We don't have that yet. >> Are they undoing any of the stageness of the old stage like the curtains, the lighting? The curtains and light are coming out. >> They're all they're going to have all that. >> It's going to look more like a second floor is my understand. >> I think and I think the only reason I asked that is because we >> and and maybe I we can have some conversation at I don't know what meeting, but we have funds from the donation from our that I don't know that we've necessarily determined what to do with yet. >> Yes, we have. >> Oh. Okay. Well, then never mind. >> I'm sorry.

162We are We have >> Have we earmarked those? >> We're using them towards any of these this career programming that's benefiting all of the students in the district. So, we Yeah. And I think that we talked about maybe we did. >> Okay. Can you admit that pos it's a possibility that you don't remember because I'm a good possibility. >> Thank you. Because I DON'T WORRY. >> I DON'T WANT TO FEEL LIKE WE DID. We did talk about it. Yes. And that's kind of because we know that we're going to continue to offer programming for kids all the way from K through 12. So, we thought that would be a good way to fund these projects. >> I'm just doing it. >> Yeah. And if there are windows, if there is a need for room darkening

163like that, there's shades in between the glass. >> Uh not in between there some way to darken. >> Yes. >> Yeah. Okay. >> What about the special space uh teacher spaces? of any of that being touched. >> Yes. Yes. Um so so the specials rooms are being addressed kind of independently um to some there is going to be one of the rooms will be I believe we put um technology up in the front. Um the actual they're building specific kindergarten type rooms in the current building. They're using some of their there's like an office space to put restrooms in when in the back as part of remodel which made a lot more sense than building them on the new park because it's closer to the office and it really did flow throughout. Uh and the

164room size is similar to to the new rooms. Um the teacher space obviously because there are more teachers we we are in need of a larger teacher lounge um and teacher work room. >> That's a teacher's closet right now. >> Yes. So that is being addressed um in one of the rooms that are there being converted um to that area as well. >> Continue your >> and additional staff restrooms is is another that was a must have. So we made sure we put that. >> Um so next up uh is an update on Melidge because obviously um we want to make sure that the Buckeye project moving forward um considering that the timeline comes in and it is still meeting our time. It is our intention um that the 2627 school year will be the

165final year for Melidge as an elementary school. We need to make sure we continue to have those conversations. Um most current Melidge students again will attend Buckeye. Small pockets might move to Riverview Parkside as we work on redistricting. We're going to get those out as soon as we can. Um not having a transportation director right now makes it a little more challenging. adds a little bit of a challenge to that, but we will continue to move through a lot of that redistricting work to get it to not only the board to see as draft form, but then also to our families to be transparent with it as it goes out and as we move through that all the way. Um and then we will plan all the subsequent events at Melidge that are important including

166the clap in the final clap in final clap out um you know come back almost a homecoming event to do the other buildings and we took them off plan for school purposes and the board will have to make a resolution um as well um as that as we move forward with that. But we do want to make sure that the timelines are still we don't want to something at that point. We're working to make sure we get is there a time limit or a time frame that we have to do it. I mean, we know that it's within a year, but is it is it months? Is it? So, we make sure we make that minimum timeline. >> So, are they are you anticipating when you say that it'll be done in the spring um

167the new addition uh Buckeye >> the final Buckeye projects will be done for the start of the year. So, the spring will be done and then the move in will come after that. So once that once the spring edition is done, our students in one of the two wings, we'll move into the new edition. >> Yeah. >> And then we will say, "Here you go, CCI. You have this part. Go tear it up." >> And they that'll give them three more months of construction time to work on it. And then once our students are out the very next day, they'll get the rest of the building and they will take it. >> But we will be able to fit >> They have said the timeline fits and they and as we redistrict and move through,

168they will be fine. >> Okay. Um, so I mentioned this, the decommissioning and transitioning into the three larger elementary schools provides equitable spaces and it has been part of our facilities plan uh actually dating back to 2015 and throughout the 2627 school year. We are going to celebrate um Mel Ridge and the and the greatness that the building was um and how it served the district. So we will continue to do that throughout um to make sure um so as an update to our elementarymentaries, we're going to have three elementaryaries. Buckeye will be K4, fully renovated and expanded. Parkside will be again K5 and Riverview will be preK5, which is recently expanded to house house a preschool, all in new buildings, all with climate control, all with specific, you know, um specific dedicated gymnasiums, uh

169spaces for events and all of that. So exciting exciting times for the district. >> What So is there is there going to still be some five year five grade grade five at uh Lemouth? Grade five is still at Lamuth for the near future. Um because but it is also smaller and as we redistrict it will look different. >> I mean these will all end up K through five or K through four >> in the in the facilities plan they end up K through four and they'll move to a 56. >> Um would it be possible to have maybe two Buckeye two Melidge students at the groundbreaking? >> Don't know about that. Um, >> not not that they would >> with the short turnaround. I I don't know. I mean, >> I don't know if it

170would be advisable. >> I we've never had those before and all of our other ground. >> It's just merging two schools. >> It is. I think at the at the ribbon cutting, I think definitely it would make sense. >> So, when we do the ribbon cutting, I think we want to bring all the families together and have some. >> Okay. So, >> uh, stadium lighting update. I think I hit through that. The stadium light pole that fell. I think we did hit that all of that. So, we're going to move forward. >> And is that PI? >> Uh, yes. >> Yeah. >> All right. So, exciting news. State champ Allison is a state champion after placing first in the 100 meter hurdles for division 2 girls track. Our intent is to invite her to the

171July meeting and celebrate her uh championship. She's the first Riverside girls track and field individual event state champion at Relay, but she's the first individual girl that we've had. Um, Dr. Bassich was uh was our male shot put footer. I think you won shot champ. >> So congratulations to her. But not only saying not joining that um there it is. Allison join joins Mike Richner who's our wrestling champion. Russ Peris um in the in the hurdles. Um Ms. March >> Mchek. Lisa Adams um who teaches for us. Mi Missy Ezo and Karen Pumprey in the 4x8. Uh like I said, Chris Bassich in the shot put. Maria Salvi in the gymnastics beam. Julia Hixon, two-year state champ in the 53 uh backstroke in 21 three-ear state champ and the girls softball team in 2025 um

172for our state championships. So all all good excitement with that. Um but we had a great weekend for the spring sports in the uh state championships. So she also plays so also placed 11th in the 300 hurdles. So she can run over 100 and those are higher the 100 hurdles are higher. She runs over 100 really fast and then she runs really long and jumps at the same time. Reese Chantry placed eighth in the long jump. The girls 4x1 um which is on that again and so was Reese placed sixth. Josh Porter finished placed second in shot put and 11th in the discus. Mark Poji placed fourth. Um, coincidentally, Josh and Mark placed second and fourth in the regionals to get the states as well. Um, um, so congrats to them. Kendall Maleb was 10th

173in the long jump and our 4x2 team um of Colin Boris, Kendall, Caleb Jackson Moore and RJ Johnson placed sixth. Um, so great job by them. The girls softball team also made it to states uh as well. Unfortunately was not the same um outcome as last year, but congratulations to them to backto-back regional championships. They did lose to the eventual state uh champs, Kings Mill Kings. Um and they were playing some great defense on that game and made some amazing plays. So, congratulations to Kings Mills for their state championship team and also to Coach Ross and our girls for such a two great seasons back to back. Um you'll notice around the boardroom we have all of these signs. It's part of our staff celebration. We hold an end of year staff celebration to celebrate

174our our staff as well as special recognition to our retirees. So, we put these up and hung them out as we um fed our staff pizza and salad from Fire and Ice who came over, came across the street um and brought their woodfire pizza oven and served up our staff and it was just a great day and a great way to kind of end uh the school year for all of our teaching staff and we always invite our all all staff are invited and we we had a lot of great turnout this year. Really continues to grow every year. Um it's actually passed most of their contractual time and they still come. Obviously, it's the free lunch, but it's it's just a good time. Um, and they all enjoy it. Uh, it's job fair time

175on June 17th. So, that was last week. We hosted our annual Riverside job fair. Uh, 16 inerson attendees, down a little bit to be completely honest. Um, but we did receive 37 non-eing applicants in May, June. Um, uh, part 13 substitutes hired by the ESC. We do provide the training right here on site. They get all of their paperwork needed, so they're ready to go from the first day of school. As always, to those who are watching, our job postings are on employment page. They continue to evolve as we need to. Um, and we will be at the annual tailgate. So, we'll have a booth there as well represented for us. And since the last time we graduated, so congratulations to the class of 26. Another beautiful night for the weather. Great, great facility. Um,

176under the old lights cuz we'll have new ones for next year. >> Um, so congratulations to the class of 2026 and we wish you the best of luck. And that concludes my report. >> Thank you. That brings us to the treasures report committee updates. So finance audit and personnel committee and alumni association leaison. Mr. Buyers. >> Okay. We had our finance committee meeting last Tuesday. The agenda review highlighted numerous year-end financial items including OC agreement, the revised exempt and classified handbook and the salary schedules that associated with them and student fees. Of note on the students PN, the high school proposed reinstating a $50 annual student parking fee consistent with neighboring districts. Uh federal grant uh grants were awarded though slightly lower than last year. Uh they were discussed and remain consistent with expectation. discussion

177of the search process for the transportation director as well as the payroll specialist and recent job fairs success occurred. Uh as Chris mentioned, the cops bonds were recently sold and more favorable favorable for the district, lowering the first payment needed in the upcoming fiscal year. And uh the 15 million will be received by the district shortly. Um, and lastly, by transitioning to DCW from the Lake County Insurance Consortium, the district projects benefit savings of 700 to$ 1.1 million compared to remaining with the consortium. Uh, DCW is collaborating with the district and budgeting unit to investigate year 2 programs for further potential savings. Um, that's all I have on the committee meeting or yeah, the committee meeting. We did um for the alumni association, we did have our golf outing Saturday and I want to say

178it was I feel like it was a great success. We had a lot of fun. Um pri we had a lot of great prizes. Food was good. Uh and I think on behalf of the alumni association um you know just want to thank everyone who came out and golfed and um hopefully they had a good time. >> How did their turnout was it? We had we were able to do this at Shotgun start. I think we had 16 teams total. >> It's it was the highest since I've been participating. It was a really nice turnout. Great day. >> Um a lot of fun. >> Um yeah, >> I think Dr. Thompson has a good time out there. He's out hitting the ball a little bit and I know Mr. Orles he he was crushing them

179so it was a good thing. >> All done. >> That's all. >> All right, then we are going to turn it up over to an update from the treasurer. Well, before I start, I do with um a heavy heart have to announce that um we are investigating the golf outing. Um the winning team clearly well their scores were unbelievable. Um yeah, so there's some real questions there. So there may be some prizes that they were awarded that need to be given back >> and then appropriated which is a perfect word for today to the winning the actual winning team. >> Yeah, we we'll look into that. >> So just know that that's her team won >> with an outrageous score. >> Well, not with all this string. I mean a lot of you weren't allowed

180to bring the whole ball of string. each person was allowed to buy one. So we, you know, >> buyers the world's biggest ball of twine on his figured out what it was towing on the backart. >> It's a fundraiser. So we bought some to string. But but on a on a serious note, um I would be u remiss if I didn't thank uh my department and recognize the time constraints have, as you all know, have been significantly crunched back. Uh people working very diligently, Mr. Patrezy leading that effort as well and also doing that with one person short. So the department has truly stepped up and done uh remarkable work to get everything closed and and prepare the documents that you see before you today um etc etc. So uh what we're going back to

181is just the the May monthly financial report. Uh we'll start with cash balance trends compared to the forecast because that's really what we're focusing on. Um so these current these are current actual estimated trends compared to the forecast. So what's our variance? So so far on when it says unfavorable of course that means um not what we would have we'd like it to be the other direction favorable. Uh but current year-to-ate revenue collections are uh about $101,000 less than we projected. Um, our year-to-ate expenditures indicate a 330 almost $331,000 unfavorable comparison, meaning uh we spent a little bit more uh than we anticipated. And so the net total impact is $432,000 unfavorable on our 5-year forecast. So June 30th when we actual cash balance was uh $20 million trade over $20 million and we're looking

182at being right around $18 um,727,329. Um those estimates are including actual data through um through May. I'm sorry that should say through May and indicate that the June 30th 26 cash balance will will be that$ 18 million which again is 330 almost $331,000 less than the 5-year forecast which was the current 5-year forecast is 191. So again just kind of highlights the cash balance. Um what that amounts to is an operating deficit of $1.3 million. Uh a lot of that deficit can be traced back to uh our county commissioner's decision on the roll back and the homestead. So >> how much was that? One >> 1.6 million. >> So it's all attributed to that basically. >> Basically. Yeah. So again, the $100,000 where where where did that occur? So local taxes and reimbursements uh we

183did slightly better than we anticipated at $48,000. State revenue at $56,000. All other revenue uh is where we took the largest hit at 26,000 uh for a total of 10181. And then um that's about 018% less than the forecasted amount uh at through May. And of course that largest variance comes from all other revenues. In terms of um our cash flow versus actual amounts uh our investments uh down a little bit um less than projected. And what I'm starting to see now two months straight is we're just not making as much off our investments as we as we have. And I think if you have your own portfolio, you're probably seeing that depending on how diversified you are. Real estate taxes a little bit better at 86,000. Tuition and patron payments 78,000. Uh miscellaneous receipts.

184You can see the rest all the categories which adds up to that 101. And those top two categories uh that are impacting us the most are in our investment earnings and real estate taxes. And that represents about 44% of the variance. Uh the total variance again is point um uh 018% of the total forecasted revenue. So expenditure analysis um gives you a breakdown of where we spend our money. And we we I show you this slide every time, but I think it's important for people to understand that we are a service industry. We are not, we don't produce anything. We don't sell anything and our dollars are in our people. So when you talk about tightening your belt, if you really start to look at this, it it illustrates just how challenging that can be.

185Um things like purchase services, they're very difficult to limit. um you know out 84% of our budget is salaries and and and benefits. The rest is fuel, electricity, etc., etc. So, for us to shave millions of dollars off of our budget is incredibly challenging to do. Again, um this is um actual expenses July through uh through May, which is salary and benefits. You can see the numbers purchase services. Again, you see the number and that totals up to and matches uh with um our variance we've talked about before, which is our increase in expenditures of $3.6 million. So where are those dollars? You can see that purchase services and all other expenses are the lion share of where we um underestimated salaries and benefits. We're actually doing better at 311,000 than we anticipated. This year

186is going to be particularly difficult as we hit the 5-year forecast in August. I would I anticipate coming back mid year because we will hardly even we may get one payroll run before the 5-year forecast has to be put together. So that means more guessing essentially. So our forecast cash cash flows versus the actual amounts. Um this gives you some specificity on what really um created the largest problem and challenge in terms of finances but it's tuition and similar payments. Uh those are out of the control of the district. Um hard to estimate hard to know. I mean we just got Camille where we just got some bad news. Well, actually, she handled a kudos to Camille, if you don't know, is she's doing what's right for students, but she's trying to do it in

187the most cost effective way. So, she's done some, I think, pretty um admirable things to keep our costs down, but they're still rising. They're not rising as fast as they could have, but they're still rising more than we had forecasted because you just you don't know. You don't know. You just simply don't know. Um you can see that represents that tuition part is is is what's hitting us on our total variance of our overspend. So still a two uh 2% un unfavorable variance. um that's really close and um and our expenditures at 6 we're not even hitting a 1% variance. So our which what this tells us is that our forecast is pretty accurate. So, while the district continues to realize favorable savings in salaries and benefits, which is good, um that's all being offset

188um um particularly through our our tuition payments, our purchase services, and our investment earnings declining. It's all kind of contributing. and we'll continue to monitor these trends closely and we'll keep you uh a breast of what's happening through our finance committee but also at our board meetings at large. >> So without the takeaway of the property taxes we would not have been in deficit spending by 300 grand. >> What we still have out there that we have to wrap up is we have encumbrances things that have been encumbered. We don't know exact. We're trying to close it all up so we can know how how much of those things that we encumber we're actually we're not going to get we're not spending at all. So that's going to come back. I'm I'm very curious to

189see what that's going to do to our total spend. But imagine if an infusion of $1.6 million more in revenue, we would not be in deficit spending. So it was a hit out of left field in the middle of the school year. There was no way we could >> but we still managed to weather it fairly fairly well. All things considered, >> when we went into and a lot of the reductions that we made through attrition and continue to make through attrition prior to even this happening as as we planned um were to be more favorable and put off of any type of new ask. And unfortunately, every time we seem to say, "Hey, we've got this going on." Something just hit us in the gut and knocked us back. Whether it was the 13th

190healthcare payment or then right after that, we weathered that. We found out a strategy. We're okay, we're still good. Then here comes the roll back and piggyback and boom, we took that. Eventually, we just it it we broke. And that's that's kind of where it came from. And it was, yes, that had a big impact, but there were other things that also did. And then you add the cost of fuel which yeah I just thought a lie it had it out there but that's a significant up cost and >> all of all of the things kind of continued on and it just became a >> but we still would have managed >> we would have managed one more year we're we're scrappy but eventually you know >> and it'll happen again next year. Can I

191ask a question on the I know it's not the general fund on the PI fund. Will we be encumbering the lights and the all of that for current year or next? >> We will encumber on July 1st. >> That's why we haven't done that yet. >> So at least we'll get another collection of half collection of PI. >> So in terms of our investments and I'll wrap this up quickly. This is our total investments and where the dollars are. Um, and our yield is now dropped below 4%. Um, I showed you this slide last time, but I put a I put a red dot on there and uh perhaps there we go. So, this was as of June 15th. Look how inflation keeps rising. So, inflation at 4.2% 2%. Hopefully that'll come down, settle back

192down, but that's where it was as of June 15th. Um, when you add salary increases plus steps plus 10% renewal on healthcare and we saw $86,000 more in state revenue or property taxes, I'm sorry, local property tax collections, not state revenue. Local property tax collection. So because of what's my favorite one? >> House Bill 920. That's what we're up against. So next year when I I say this to prepare you for a 5-year forecast. Yes, we're going to be upside down. Next year we're upside down this year by 1.3 million. That's going to be closer to 4 million. And there's nothing we cannot cut our way out of it. And and that's imperative for people to know and understand. And we've gone 10 almost 11 years without additional revenue. That's buried. The state average is

1934.5 years. So more than double what the state average school district has done. And I I people need to know and understand the financial crisis that is upon us and upon many school districts as you know. I think virtually almost everybody will be on the ballot in Lake County or is anticipating except for the one that just passed which was uh >> I think Wickliff, Fairport and Madison are not. >> Madison needs to be but is choosing not to. >> I don't know about Fairport's situation. Fairport I think is a year out >> and Wikliff took them three times but they just passed. So permanent improvement fund I own this is not different but what I what to just to kind of put it in perspective um we we're going to have a 4,000 400

194well probably more like $500,000 hit on the lights before it's all said and done. So, I'm going to assume we're going to get no money. I don't think that'll be the case, but if we do, we'll transfer it in. And um but if we if if you just do, you know, just do a quick glance across here on our deficit spending, you're just -400,000 minus 400,000 - 400,000. You know, you take it out. You can see what it's going to do. it's going to significantly impact our PI, not not cause an immediate problem. Um, we can absorb it for a while, but we have to be very cognizant of the fact that we knowingly and I think a good decision, but we tied up onethird of our PI money in Buckeye. Now the the large

195balance you had before that's a different topic entirely but that decision needed to be made in my view and so um but we will have to start to think about um how we can um potential potentially at some point or another the PI will have to be addressed. Not yet. Not right now, other than being smart and conservative with our PI spending. But so when you think about, well, we sure could use an extra parking lot or we sure could use this or we this one needs resurfaced if it's if if it's not in what we capture in our budget, which we have a certain dollar amount set aside for that. But if it's an extra, yeah, we have to really give pause about how crucial that need is. Now um you said that we

196will get u money for buck and we can invest because you don't need all of it. So is that factored? No, no. I No, I I've not put any investment dollars from from the PE because this is this is why I I think we shouldn't we're going to have we know about $475,000 unencumbered essentially. As long unless we run into, you know, change orders that we don't foresee. If we don't run into those things, then we've got, you know, half essentially half a million dollars plus whatever we can draw on investments. It's not going to be a lot because we can't invest the money that long, but we should be able to make some amount of money. As long as we don't run into catastrophic issues, then we might have a $6 or $700,000 balance

197that we can do some of the things like address the front um or whatever it might be. You know, the windows in the cafeteria are what what will be the cafeteria, right? Um you know, that the the idea of putting in large big windows in the front would be amazing. really change the whole look of the building. Um maybe we could do that. Um it's just but for for now my recommendation would be we don't do don't do that yet. Wait till the projects um the unsuitable soils is a word you'll I hope we don't hear, but I've heard it in other construction projects and you can't see it until they start digging up and what they're going to find. Um, and every time that's 70,000 here, 80,000 there, and that there usually large change

198orders or what they might find when they rip into a wall might find something where didn't anticipate, contractors didn't even anticipate, the architects didn't anticipate. Um, so but once we get through that part and we get a little further down the stream, then we can start having discussions if those things don't happen about because we have to retire that those dollars. Can't just spend it on anything we want. >> So, um, we can take a look at how we can upgrade that facility. >> I'm I'm assuming Go ahead. >> I'm assuming the million dollars includes the turf. >> It does. That includes the turf turf in there. Yeah, cuz we >> and that's another thing that we we are working um on right now. We've we've had some meetings. Chris has led some meetings. Um,

199we've we've we've talked to Subaru and hospitals and different different um potential supporters who might want to enter into a a contract with us uh to drag down potentially some of they're not going to pay for all the turf, but to drag down some of it or the logo on the basketball court to help offset that which is built into this PI and That's none of those are in there. So, there's a way to scrap and dig and we're going to scrap and dig and try and get ourselves out of this hole. But I don't think anybody anybody would have said I think that pole's probably going to fall. I I don't know. Of course not. >> I've never seen it before to be quite honest. And I guess we just get to look at

200this the whole time. Um, I did also want to make sure, um, I showed this at our at our committee. I think it's really important to give you a sense of and give the community the sense of what we're trying to do at all levels to try and save money. So, we need to wait till we get a little bit closer to January. Is right. Is it January? then we we'll have a real solid idea of what this number looks like. But of the different things that we've done to try and cut our expenditures and as it relates to healthcare, we know on the low-end scenario that we're going to save we're pretty confident we're going to hit that 727 mark, but it could be up to 1.1 million. It could even be a little

201bit more than that. We'll know more and then I'll make the adjustment to the 5-year forecast at after uh after we're into the consortium for 6 months and those bills are all rolling in and we have a better better handle. But this is what DCW is predicting. It's telling us that we anticipate to save. Um, so anywhere from 727 to 1.1 million and that doesn't include some other things we're looking at like uh plan performance, pharmacy rebates, script sourcing, some other things that we're trying to do out of the box to uh uh further reduce our expenditures. So maybe it'll be a little bit more. I don't know. Uh, but I think people need to know that imagine if you were in your home and you didn't get a raise for 11 years. How would

202you fair? Um, and we're still that's that's our story. Um, and we're keeping our head above water and doing everything we can to cut our to cut our cost. Last slide. Um, temporary appropriations are on the agenda tonight. um for fiscal year 27. That's just to get us through the month of of uh July. Then in um and then 26 final appropriations are on the consent agenda as well. In 20 in um June, excuse me, July, we'll do the permanent appropriations for fiscal year 27. And then in August, the forecast And then we'll submit all that to OD and then uh we'll closely monitor it and we'll do uh an update mid mid year once we know the the healthc care etc etc. Um some payrolls run and we'll be adjusting it as we go

203along as well. Um, and now and um, of course you all know Dan and he just got here. So, welcome Dan. >> Thanks very much. >> You're my favorite lawyer. >> Oh, I'm sorry. Dan is my favorite lawyer who handles who handles u all of our challenges to property valuations. And he has he actually has saved us $400,000 extra. I think you got on the >> That might be right. >> Yeah, I think it was about $400,000 extra. So, any questions? >> No. >> All righty. >> Thank you. >> All right. That does bring us to public participation. So, anyone wishing to address the board of education will be recognized by the board president. Speakers are requested to speak from their seat, identify themselves in their topic. Comments are limited to three minutes. Any public

204participation tonight? >> All right, I take that as a no. >> I know. >> All right. Um, so now we're on to our consent agenda. So, first up is consent agenda for finance and audit. Big one. Okay. I would like to make a motion to approve the items A through double E listed on the finance audit consent agenda as recommended by the treasurer. >> Second. >> Thank you. Before discussion, I'd like to point out a few donations. We had $1,000 from an anonymous donor to nutrition services in memory of John Lowour. $100 from Anita Pine to nutrition services and $1,000 from the Anderson Anderson Family Foundation to the alumni association golf outing. >> Um, any discussion? >> Uh, our insurance coverage is on here to source. That is for the policy year that begins when?

205>> July 1st. >> Just asking. >> They're still going to cover us, right? >> They are. I think they build us before the full fell. Oh, right. That's I guess that's why >> we haven't received the photo that says they haven't. >> So, let's hurry up and approve that. >> Yeah. >> Any other discussion? >> Okay. Yeah. I wanted to ask um so the property tax advance resolution >> was that >> what letter? >> This is letter D. I think that's just normal person, is it not? >> Is that under the right thing? >> It's under finance and audit. >> Yeah, it's part So, it's just them paying us. We have to make that request. >> That's a yearly resolution. >> Okay. And then just for clarification in general, um obviously I'm aware of um

206the attorneys we employ for different reasons. So um we have um uh uh this would be uh item G >> G. Okay. Thank you. >> But no H >> H. Okay. >> Under grand acceptance. Um so we have our main attorney. I guess is that like >> that's retainer >> retainer >> and then all the others are per hour and build. >> Okay. And >> it's just so I understand um are they you know like designated for certain things? I guess I need to understand like um for example John Pagerski is he primarily special ed services? He does he does he did a lot of the work with the DCW switch and the insurance company to get out of it. So kind of keeping him involved in that. He had something come up. We've not

207received the final like there's that part of it hanging out there. Um our runoff claims versus what comes out. So kind of keeping him on as he's most familiar with that situation. >> Okay. And then Western her >> uh special ed predominantly >> and Scott Scriven is special ed as well. >> Okay. So you >> and then I think there's some bond counts now. >> Yeah, because I just remember conversations about >> we talked about having one person for special ed, you know, because there was such a need and it was so timely. >> Unfortunately, have too many issues. >> Too many issues. So you had to move >> diversify. >> Yes, >> they have certain. >> And remember these are just purchase orders. They're not necessarily expensive if needed. >> Only if needed. >>

208Yeah. Okay. Got it. Please give us people to turn to if we need to. >> Yeah. Okay. And then uh let me see. Um we're aware of Fairport because we do their satellite food service, right? >> Correct. >> And the fees um the only increase was the parking. >> Yes. The only increase was the parking fees. parking fee which was typical at other schools and the sliding scale for uh preschools based on need >> that's a change >> based on the new poverty levels. >> Okay. Okay. >> And it has not been updated in a little bit. >> All right. And we don't employ anything like that for um regular school fees, do we? So students who qualify for free free lunch >> um can if they fill out the application and check a box

209to share with us they will qualify for exemptions. >> Got it. >> Okay. >> So can I ask about the parking fee? >> We used to have it >> long ago. We got rid of it. >> We got rid of it. >> How much is that anticipated to bring in and where will it go? So there's about 400 or so parking passes that are issued. So 400 time 50 $2,000 that will go to the principal account for some miscellaneous. We used to do a lot of the principal accounts to the fact he's overspent in some cases. Um and a lot of the issues that they used to raise things for the principal account are donated to other miscellaneous charities which is great. Um we also still need that principal account for items that we can't

210legally spend for other things. >> So 20,000. Yeah, not too >> but then also some of it will be your um bring down some other >> and and I can tell you that we're trying to clean it up clean up some areas um of different accounts that are way underwater. Um, and I wouldn't call his 08 way underwater, but it's about $7,000 underwater. So, he just without without a revenue source, then it impacts what what can and can't be done in terms of just various things that a principal would want to do and that you would typically see in a high school. And that's in general fund. So he's allowed to be negative at your end. >> I don't I I I don't like the word allowed, but um >> I get it. >> but

211it's a technicality. >> Well, what we have decided to do is advance those dollars. Not >> so that they're made whole. >> Well, he's not. when we advance it, we're taking it out of proceeds from this fiscal from fiscal year 27. And that's what we've done with across the board. Um, and we're in we're we've been talking with Chris about how we're going to address those and and we need to sit down with the various staff members that run groups about what they can do and make sure they understand you have a budget. you just can't >> spend because I would also say a lot of these things that we want to do over the last and especially out of our principal's accounts when you see what they're coming from they're for student awards they're

212for student opportunities student activities that are great ideas >> field trips they all come with a cost um and that cost sometimes either used to traditionally go to the PTAs and the PTO's well the high school that can never sustain one because of the multiple boosters groups and there's only so much time in a parent's um life and I think at the other levels too there's just a lot and that 08 is becoming more and more taxed and just needs opportunities 20 years ago the high school 08 was the most flushed with cash account that was there because we were allowed to sell um >> candy bar >> Coca-Cola and candy students and we're not allowed to do that anymore so that was a huge fundraiser and that account was, you know, absolutely flushed with

213cash. Well, that got since that's gotten taken away in terms of making things for kids and allowing those fees for I mean, it's it's something that's just there that this is an opportunity to allow, you know, Mr. Hall to have some of those things in their camp for student activities, student events, staff events, things like that that quite frankly leads back to student staff morale, all the initiatives we're trying to do for that account and and really help. And there was not a single district, correct me if I'm wrong, in Lake County that does not charge a >> There's not one that does not charge absent. The lowest was Perry um and they were at $10. Menor was at 60. We're in line with um Madison. Actually, Madison was 53. And they had they had

214a two-tier schedule, but we are absolutely in line with the rest of them. I think the one that um Auburn is 30, but you're only there halftime. So >> leave it to Auburn to be the highest charger. >> They're you know they they print cash. >> Oh yeah. >> Their printing class. >> Any more discussion? 3D print. >> Is this supposed to say 2027? >> Fiscal year 2027. >> You resolution purchase orders. Just want to make sure >> blanket purchase. >> Yes. >> That should say 27. >> Yes. >> So those are for next year. >> Yes. That should say 27. Thank you. >> Missed one. And it was explained to me about the ESC because I know we don't pay to belong to them, but the way the money goes to them and then

215we get like, >> you know, in other words, we spend that down, but it's run through the ESC. Correct. >> You're talking about flow through money. Are you talking about 675? >> The 675. >> Well, the 675 is dollars for substitutes. >> Okay. And we do also have flow through money that goes through that you would see expenditures written against as well. But that's not it. That is that's >> that's strictly subs. >> That's strictly teacher subs. No no other subs. >> Okay. >> Just teacher subs. >> Okay. >> So that's what we're anticipating we'll spend. That's what we'll what we'll >> um encumber. And hopefully we don't spend all that but >> Okay. Okay. Okay. Call the roll. See >> perhaps >> possibly. >> Do we have a second? >> Okay. Thank you. >>

216Okay. Miss Mrs. Kinsky. >> Hi. >> Mr. Buyers. >> Hi. >> Mrs. Grassy. >> Hi. >> Miss Brewster. >> Hi. >> Mr. Idino. Hi. >> Motion carries 5. Okay. Consent agenda for personnel. >> Like to make a motion to approve the items listed A through J on the personnel consent agenda as recommended by the superintendent. Can I get a second? >> One second. >> Any discussion? >> No discussion. Can you call the RO, please? Mr. Aino. >> Hi, >> Mrs. Grassy. >> Hi, >> Mr. Buyers. >> Hi, >> Miss Brewster. >> I >> Mrs. Kreninski, >> I. >> Motion carries. Five. >> Right. Consent agenda for curriculum and programming. >> Motion to approve the items listed A through E on the curriculum and programming consent agenda as recommended by the superintendent. Can I have a

217second, please? I'll second. discussion. Take a roll, please. >> Mrs. Grassy, >> hi. >> Miss Brewster, >> I >> Mr. Adino. >> Hi, >> Mrs. Kreninski. >> Hi, >> Mr. Buyers. >> Hi. >> Motion carries 5. >> Consent agenda for buildings and grounds operations. Sure. We have a motion to approve the items listed on the buildings and grounds operations consent agenda as recommended by the superintendent. times 8 F. We need a second. >> I'll second. >> Is there any discussion on these? >> All right. Well, hearing none. Can I call the RO? >> Mrs. Grenensi, >> I. >> Mrs. Grassy, >> I. >> Mr. Adino, >> I. >> Miss Brewster, >> I. >> Mr. Buyers, I >> Motion carries 5. >> Brings us to policy. Okay. Um, let's see here. Uh, item 15. Somehow the

218staple came out of this. Um, so, um, I need a motion to, um, adopt the revised board policy as recommended by the superintendent. Do I have a second? >> Second. >> Any discussion? >> Glad it's finally happened. >> All right. Um, >> will you please take the poll? >> Yes. Dr. Johnson, >> Miss Brewster, >> I >> Mr. Buyers, >> hi. >> Mrs. Kinsky, >> hi. >> Mrs. Grassy, >> I >> Mr. Idino. >> Hi. >> Motion carries by vote. >> Next is Board of Education business. Um, so resolution declaring it necessary to raise annually an amount for school district purposes and requesting the state tax commissioner to estimate the respective rates at which it would be necessary to levy and add property tax and a school district income tax on the earned income of

219individuals residing in the school district to produce the amount to produce that amount. >> I'll second. >> Thank you. So, can I I just want to make sure we're clear. This is This is the second. >> This is This is not the second. >> No, this is a resolution. So, I've been given very specific instructions on this. This is a resolution of necessity. Um I do have copies of said resolution and ballot language for the board. So, if you want to take one of those and pass them on. Um that is after our work work session or after our previous when we discussed some of this um we sat and had a meeting to work on language for what the resolution proceed would look like um in a huge trust with Mr. Purcella Mr. McIntyre

220myself Mr. C Mr. Dr. Thompson Mr. Patrezy we had a huge Zoom call we uh Mr. McIntyre came up with this idea to redo the resolution of necessity because of the issues that came up with specifically not putting um targeted numbers in initially. So the idea is to redo the resolution of necessity with the targeted percentages in the resolution, submit that to the state um immediately for them to come back with a with a number that we would then do assuming that passes a resolution to proceed. So we have to ask him question about what those numbers look like to go into the to that. Then we would need to do a resol a a motion to amend the proposed resolution to add those numbers in. So we have to do that. And so there

221there will be a couple votes. Dan and David will help us get through this, but I think I'm doing okay so far. So the first thing we have to decide is what is the percentage that we want to say set in the in the actual resolution and proceed that says this is going for operations this is going for PI and going towards PI for the duration of or for for the actual issue itself. So kind of what does that look like from a board standpoint? We've talked about 7030, we talked about 8020. um where we end up with and we said we wanted to stay conservative to those levels because of the growth that's there and involved in what happens after the 30-year cops and and all that but really kind of having some of

222those discussions I think now to set that through as to what is the tenor that the board is comfortable with moving forward um and what that looks like kind of forecasted out. >> So do you have what it looks like forecasted out or >> I do not have what that looks like forecasted out >> but we have to put numbers in here tonight. We need to put numbers in there kind of looking towards that. >> Do you have a recommendation on the on the waiting 8020 7030? >> Our recommendation is 8020. Um we've also um since discovered that um if we place these dollars in a 070 account that that gives us the flexibility unlike the PI account to transfer in and transfer out. >> It is >> capital projects. Is that what it's >>

223Yeah. It's just a capital project where we can hold dollars. Um, so that's where we're we're recommending that we put it. Now, that doesn't mean that the payment still wouldn't come out of PI, but we can go from the 070 to the PI. So essentially what we would be doing is um in the in we know in the first 3 years 80 20 we we can't go over that because well we're going to make ourselves upside down and get ourselves in trouble on our general fund. So until this thing starts fully collecting, we're going to take out two, at least the plan currently is to take out two issuance, two separate cops issuance of 60 million. Two years later, 60 million um hold those dollars in the 070 and then each year each this time

224a year every year um we're going to make a transfer over to the PI to pay our cops issuance. And if 20% isn't enough, we'll have to transfer from >> and that is in the resolution. Yes, the resolution spells out to that that the monies are for the project and if the and if the designated percentage isn't enough, the rest of it is to complete the project payment. >> So we would have to just >> and that would have to be by board resolution every year. >> One board resolution every year. Just to be clear, that's not necessarily have to be reflected in the ballot language. >> That is the ballot language is that is what is only permissible by the state of Ohio. >> And so it doesn't have to be designated there, but

225it has to be designated >> in the resolution itself. >> I think we also mentioned that the 20% going into that 070 account as it comes through will also help as the PI now is a little bit under as well. It'll help to catch that up as that payment catches up until we have to start making those payments. I think it will also help our cash balance. >> Yes. >> Like the restrictions on cash balance if we put it into another fund and the fact that we're going to designate a certain percentage of it 20 whatever whatever the percentage is at least we're designating a minimum >> that's going to go over to that and people will be able to >> sort of understand that I guess. >> Yes. So thoughts on percentages. >> So

226well I guess the recommendation I'd like to pursue it this way. The recommendation is 8020. Does anybody have any concerns with that? Are we I just want clarity on this. Is this to get the information? But this isn't putting it on the ballot. >> This is to get the information. This is all had to vote again because July >> that's the July 1st vote. This is the this is we collected everything. We took we took everything back. We've kind of reflected decided this is the best approach to make sure we had all the concerns addressed and we're crystal clear in kind of the out the board's intentions the outcome and the project out properly. So, >> and then let me ask a question. After the bonds are paid 30 years, we're all dead. I get

227it. Yeah. Let him live to 90 about it. Don't remember it. You and I will be dead. >> Meanwhile, when that happens and you're not dead yet, um you can ensure that like >> 20% >> like the 20% is still going to is going to continue then at that point go into this capital improvements fund. So it's almost as if it's additional PI money at that time to help >> deflect some of the stuff from the buildings that are now getting to be you know >> Yeah. >> Okay. Just >> so 8020. >> Fine with 8020. Right. >> So we need a motion to amend the resolution to add 80 to the the 8020. >> All right. So, can we make a motion to amend the resolution to show or reflect an 80% for current

228expenses and 20% for permanent improvement? >> I will second. >> Thank you. >> The amen the amendment >> amendment >> to >> that's all we're doing. We're just amending the resolution right now. >> Any any discussion on that? >> No, I just have a question for purposes of rules. We already motioned and seconded with this one and then there was no vote. >> Right. We're amending it now to reflect the 80 the board's intention of 8020 and then the vote. So this vote is just that hey 8020 gets written in the lines. Okay. >> The next vote after that is we're voting on the resolution as proposed with the 8020 into it. >> You coached them up nicely. That's what I just said. Good job >> today. Can you call the RO? >> Yes, ma'am.

229>> Mrs. Kreninski, >> I >> Mr. Buyers, >> I >> Mr. Idino, >> I. >> Mrs. Grassy, >> I >> Mrs. Bruce, Miss Brewster, >> I. >> Motion carries 5. >> So now we do need to vote on the resolution of necessity that now indicates there's an 8020 split. 80% for current expenses, 20 for permanent improvement. >> I will second that. >> I think the motions are already on the table. That's just >> But you second it then, too. So, you're >> You already seconded. Yeah, that's we're on the table and ready to vote. We can call this. >> Hey, somebody says I call for a motion. I say I'll second. >> Any other discussion on the resolution on necessity >> now? So, so to you, you just voted >> just to do the 8020

230split. Now you're voting to approve that not the second not the second >> this sends it to the state for the this sends it to the state tax authority to come back with how much we have to put >> you're not voting to put it on the ballot right yes we voting July 1st meeting >> right um >> can you call the role >> yes ma'am >> Mrs. Kreninski >> I >> Mrs. Grassy. >> Hi, >> Mr. Adino. >> Hi, >> Miss Brewster. >> Hi, >> Mr. Buyers. >> Hi. >> Motion carries. 50. >> Does it usually take them a week? It was quick. The last >> It was quick. It was a weekend. I had it by Monday. >> All right. Next. Um, sorry. Board of Education updates. Anybody have any board of education

231updates? >> Hearing none, I'll go to next meeting announcements. Uh, board of education special meeting July 1st, 2026 at 7:30 a.m. >> At Buckeye Ground. >> Oh, we're having a meeting at Buckeye. >> Yes, cuz the groundbreaking is a meeting before. >> Can you What's that? >> Groundbreaking before after. >> after. Can you make after Let me just mark my calendar. Okay. Yeah. Curriculum and programming committee meeting July 15, 2026 at 7:30 a.m. Finance and Personnel Committee meeting July 16th, 2026 at 7:00 a.m. Buildings and Grounds Committee meeting July 21st 7:30 a.m. And then Board of Education meeting July 23rd at 6:00 p.m. Be it resolved that the Riverside Local School District Board of Education hereby adjourns to executive session at 8:13 p.m. For the purposes of discussing the appointment, employment, dismissal, discipline, promotion, demotion,

232or compensation of a public employee or official conference with an attorney to discuss disputes involving the district that are subject of pending or imminent court action. Riverside Local School District Board of Education hereby designates all matters discussed in this executive session as strictly confidential and finds that this designation is warranted because of the status of this matter in the need to preserve confidentiality to properly conduct the business of this board of education. Can I get a second? >> Second. >> Thank you. And can you call the role, please? >> Mr. Buyers, I >> Miss Brewster. Hi. >> Mr. Odino. >> Hi. Mrs. Graassy. >> Hi, >> Mrs. Penski. >> I >> Motion carries 50. Great.