001All right, let's call this meeting to order. Beth, do you call the role, please? >> Mr. Bod, >> I. >> Mrs. Gart, >> hi. >> Mr. Guay, >> hi. >> Mrs. Matney, >> hi. >> And Miss Was. >> All right, pledge of 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. >> Okay. Uh minutes. Is there a motion to approve the minutes? >> So moved. >> A second. >> Second. >> Any discussion? >> Okay. Beth, can you call the role? >> Mr. Bod, >> all I abstain. >> Mrs. Gart, >> I. >> Mr. Guousay. >> Hi. >> And Mrs. Matney. >> Hi. >> Okay. I don't believe we have any guests or hearing of
002the public today. Unless Mr. Olinger would like to say anything. >> Our one guest. Okay. Well, then we're going to move on to our presentation from our chief academic officer. Here we go. Well, I'm excited. This time of year is always a great time to celebrate all of our accomplishments and to reflect on how we keep staying great and how we continue to get better. So, I'm going to share with you tonight the results of our local state report card. There we go. Okay. So, our overall school ranking this year was five stars. We were five stars last year as well. However, this year, you'll notice there are six categories in which you can be rated and we were five stars and five of them. Remember the five-star rating means that we've significantly exceeded expectations
003in those areas. And a three star, which is what we are in college, career, workforce, military readiness, means we're meeting expectations. So three stars means we're meeting. Five stars means we're significantly exceeding. We're just going to go through each section of the grade card. So achievement um is how our students perform on the Ohio State tests, which is the curriculum they're taught. So how well they've learned the curriculum and then how well they perform on state tests. Um our performance index score continues to grow a little every year, which is great news. This year we are 106. It puts us 26th in the state, and it's our second year being number one in Franklin County. Um this year too um buildings are also rated individually and this year all three buildings were rated five stars.
004So that's also another celebration. Progress measures growth. So we use something called MAP or from NWA and you've been getting probably those scores from your kids since first grade. MAP does a projection of how well kids are supposed to score on the OST. So, we have an idea if you're doing this well on MAP where you should whether you're going to be proficient, accelerated, or advanced. Um, and our students are exceeding those growth targets. Um, so, and that we've done that for a second year in a row. I put some comparisons in for the state just so you can get an idea of where we fall in line with other um, school districts. So only about 9.4% have received stars in five stars in that progress area. So we're really doing great at using our
005map data and then helping to ensure kids get what they need so that they can grow. Gap closing. Um, we talked about this a little bit last year and gap closing is looking at all of our different subgroups and ensuring that all of those cate all those groups of kids in different categories are growing equally as fast as our overall group. Um, again we see received five um stars in gap closing. I'm a little excited because I am also the gifted coordinator and um we always hit it in identification and service, but we hit the performance index this year and I'm so excited because we've never done that. Um so the performance index for um the gifted cohort was what 118 and we hit it. So super excited. The gifted team and I are always
006like why are we not hitting that? And so, um, we've done a lot of thinking and working and we finally did it. Um, chronic absenteeism is, um, we've met chronic absenteeism for four years in a row now. And that just means our principles are really setting plans with our students who aren't coming to school regularly and trying to get them here and get them caught up and coming up with creative ideas. We've hit our um ELA and math targets for the last four years um which is very very exciting for all all groups of students and about 33% of Ohio school districts rece receive a five in this category. Graduation rate um if you pulled my slides up from last year and inserted this year you would see last year's four-year rate was 100%. So
007this year's 5year rate is 100%. Our four-year rate is 989 and Ohio is growing in this category which is good news for the state. Um before there were less than half and we're almost at half receiving five stars in graduation. So that's a good thing for the state of Ohio. >> Angie, can you explain the difference between the four-year and the five-year rate? What are those what what does what do those mean? >> Yeah, so um students in our general population graduate in four years. students um with certain learning um differences may take five years to graduate. They they don't age out of high school till 22. >> Oh wow. >> Early literacy. I'm super excited about this. Um last year we were four stars. This year we're five stars, but >> only 5.5% of
008the districts in the state of Ohio got five stars. That's amazing. So very excited about that. Our proficiency rate in ELA was 88.4%. And the improving literacy rate, that's just showing that if we have a kid struggling in the fall of one year to the fall of the next year, we're closing the gap and we're helping them get off of a reading improvement and monitoring plan. Um, and our team at Stevenson has been working very hard uh to make that happen. And then our promotion rate is 100% again this year. Can >> you touch on that real quick? It's been as they've changed the third grade reading guarantee over the years. Where does that stand right now? I mean, I don't want to go I don't want to deep dive into it, but what essentially
009is the requirement when you talk about promotion? >> Okay, so every year they raised the bar >> and they're continuing to do that. I couldn't remember if they like >> they're flat now. So, the 700 the proficient 700 is the score. We can still use the alternate MAP score. Some kids do better on MAP than they do the state test and those can still be flopped out. Okay. The only difference now is is parents have the right to say I want them to go anyways. >> I don't care what the tests say. I want them to be promoted. So when we say 100% promotion though, is that basically saying where is is that you know not taking into consideration like a parent saying I just want them to go no matter what or is that
010it does there are ways to if you have um an individualized education plan I can if the parents want they can exclude them. So, our 100% rate does does include that. >> Okay. >> There's not very many of those, >> but they are there. >> Okay. College, career, workforce, military readiness. >> Just real quick, this is the first year, second year, first year that that we've gotten a rating on this. >> Well, >> so it existed last year, right? >> It existed, but we didn't get a score, >> but we didn't have any data. Is this >> I have data from uh this this data is always about postgraduates. >> So it's always it's not our seniors, it's the graduates that are in college. >> Okay. >> So Devon's work last year is not factoring
011into this or it is not >> a little but not >> it was only a year. >> Yeah, we were both getting our uh footing on how this works. >> Um >> Angie has a good footing. I'm serious. I've spent some time learning from her. >> Um, so you'll hear CCWMR. That's what they say all the time. They're going to change it next year. I don't know why they are. >> Um, this is a really easy calculation. >> Put their footprint on it. >> I know it's crazy. >> The nicest part about this is that it is based on your four-year cohort, not your five-year cohort, your fouryear graduation cohort. And kids can, the hard part is kids can only count once. So if you have 87 kids, you want 87 kids getting a point
012somewhere. And I'll show you what more what that means exactly. So these are all the areas that we're tested over. Here's something that is really different because when you see our ACT scores, you're going to say, "How can we be doing so well and our ACT scores be so low?" ACT remediation free means you are remediation free in language or English reading and math and all their subgroups. That has changed over the last few years. Um and ACT in math used to be 18 as a remediation free score. Now it's 21. So they're they're raising the bar and then they added more bars. So um ACT remediation has a lot of parts to it in order to earn that re that uh remediation free score. >> So just keep that in the back of your
013mind. Um honors diplomas then your AP is three. You have to take three APs and get a three plus on those. Just not one. So, when you see the AP scores and you're like, gosh, there's so many kids doing it, they're getting threes. Well, they don't count in this unless they get three AP three different AP tests with threes on all of them. And remember, we've removed a lot of barriers because we want kids, it's we're still right-minded. We want kids to take those AP courses just to see if they can do it. Um, the 12point um industry credential that has to be in a single field. So, you have to put together 12 points that's in a single career field. Um, college credit plus classes, you have to have 12 semester hours. Uh, military
014and then apprenticeships, pre-apprenticeships and completed apprenticeships. And then proficiency, if you go to the career center that you show proficiency on one of your WebEx exams. Uh, and the other one is Ohio means jobs. You need the seal and the 250 hours of internship work in order to get a point there. With all that being said, this is where we are. Remediation free. We're still working on. We just started a boot camp last year, so hopefully we're going to see some growth there. Like I said, that's a a growing target. And and just real quick, Angie, if I may, um I did go to five other districts and look at their remediation score. So I don't remember exactly, but it was like Tangi, Arlington, Dublin, Beexley, and plus or minus two points above or below
015almost right where we were. Marrymont. >> Yeah. Yes. um our honors diploma. And remember, these are larger numbers, but these kids only count once. So, you might be a kid who's ACT remed remediation free, honors diploma, and 12 college credit. I get we get one point for you. You don't get to count in all those categories. >> So, I know what I'm I want to make sure I'm understanding this correctly. The numbers that you have in the columns for each individual row, >> that's percentage of our students. >> A percentage of students. Okay. >> Yes. But it's not like how many points we got in each. >> Yeah. So otherwise this would equal 86. >> Um so you can see some areas that we've really grown the college um credit semester hours. I contribute that
016a ton to our two micro schools. Really just our one micro school because it's a year delayed. But our micro schools where kids are um taking three semester hours or six semester hours um every semester. uh they'll leave uh the you our early IT students will leave with their first two years of school finished um and they can either turn that into an associates degree or they can take that to the University of Cincinnati and finish a 4-year program. So I attribute the raise to that. Um we did have a student in an apprenticeship for the first time. And then you can kind of see that we've been working on making the career center more of um a path that students are interested in taking and we did have a raise in that as well.
017So we still have areas to grow and things that we can do. Um one of the things that we're doing as a team, we have a spreadsheet. So we're three stars this year. There's four. Only a few district got four stars and no no district in the state of Ohio got five. Zero. No. No one. So, one of the things we're doing is the Ohio means job seal. It aligns with our learning attributes. So, we're going to put a lot of that in our junior and senior classes so that all of our students earn the seal. They won't earn the point unless they do the 250 hours worth of work. But when we are we're tracking and seeing where kids are and it's been great because we're down to like 12 kids that got zero
018points last year and we looked and dug and tried to find ways and just couldn't. But we are looking at every child and we're pulling kids and saying, "Okay, you know what? You have the Ohio Means Job Seal. Do you work?" You do. Great. Let's let's get a contract with your employer and we're going to count those hours. So, we're finding ways to make sure that um all of our students count for a point in one way or another. Um because we are preparing them. We are thinking about tomorrow and we are preparing them. Um you know, right now I might have a student who is really a great kiddo and they've taken three college credit plus classes, so they have nine semester hours and then they might take an AP class and then they
019don't pass it. >> So, they don't count. But is that child going to be successful in college? Pro. Yeah, probably, >> right? You know, yeah, probably. So, um, we're not going to jump through hoops. We're just going to make sure that if the child can get a point that we work our tails off to make sure that they number one, they know about the experiences at the career center, that they know about the micro schools, that they know that they can use Ohio means jobs. So, we're just going to be very dedicated in making helping kids find their right path. And the reality is, I hate to say this, they are still kids. >> They aren't thinking I'm going to be this. There are some kids that think like that. There are many others that
020don't. So, our goal is to just make sure we know where every student's going and try to track them to make sure that we give them every opportunity to look at different pathways. >> Angie, what's the snapshot in time for these? So like if the like the 25 so 20 25 you said there's 86 students do they have like until the day of graduation to meet those and if they don't then it doesn't count >> that's a great question. So, um, right now we're looking at the kids that graduated last year. >> Mhm. >> And I told you there were 12 of them and I have until No, I have till the end of October to look for anything that they might have. So, like two kiddos had nine semester hours and I was like,
021"Oh, they have AP." And then I looked and they didn't pass their exams because I could have gone in and fixed that. Um, so I have till the end of October the next year. If I had a student that um went to the career technical schools, um, I had a student that went to a career tech hockey tech and that student is now an apprenticeship, but he he already counted for something else, so it didn't matter. But I can go back and look at the apprentice Ohio apprentice log to see if any of our students have joined an apprentice like over the summer or their first couple months in technical school. So I have till October. >> Okay. Okay. >> After that graduating class. >> Imagine for schools that graduate like hundreds and hundreds of
022students. >> There are superintendents that are very very upset about this that have hundreds of >> staff that just will simply go into trying to track for every I mean >> get where they're going. But I I'm curious about the ACT piece there. And I understand that every kid only counts in one spot. So, um, so just trying to understand what I see that where it says like for 25 that 32 point is that six% um, met that ACT remediation free. Now, if that kid also counted an like I'm confused. So, there's no duplicates there like if there's an honors diploma or is it this is just like >> these are just flatout. This is just flatout percentages. Well, but the the idea that like our kids are graduating with all these other indications of
023success yet we have such a low percentage in my mind meeting a remediation free. It's like where's the disconnect? Is it between our curriculum and what ACT tests? Is it simply prep for the style of testing the ACT is? Is ACT aligned with colleges but we aren't or are we but ACT is not? I mean because people are going back to relying on these tests like the colleges are going back to relying on these. So where is the >> So colleges will superscore. >> Yeah. >> And this doesn't count any of that. This is the one time you take it, you're remediation free. And all kids want to take it more than once. My own personal kids took the ACT. One took it three times, the other one took it four um to try to
024increase that score. And then they take the best of all of those and superers score them. This remediation free is your first shot. >> Oh, okay. >> It's the one time >> and kids take them multiple times. We >> That was one of the arguments. I shared the notes. I don't know if you had a chance to read them from the Alliance for High Quality Schools. the one-time shot >> was one of the arguments against using ACT remediation and in particular because end of course exams you have multiple times to retake and it counts. Um, but I do think it should be a focus of ours in a reflective growthminded way of how can we better prepare our students to >> and a do better >> and a result of that before this was even
025scored when we looked last year at the 48.3 we weren't scored yet but we were looking at the data and um Stephanie Dugan wrote a grant to the education foundation to do a boot camp to see if kids would come and it was huge. So this year the school district is taking that on um and we're going to do that again. So we do take it seriously, but it is something that these kids do usually take more than once in lots of districts and then they super score them, >> right? >> So good news, next year we're already at four stars. We're if everything >> really good news >> calculates the way we've been monitoring next year we're already at four stars. So we're only looking to get >> better. um our AP metrics were
026um about the same me number of exams as last year but our percentage rate went up to 87.5 and so our kids if they take one they are getting at least one three on their exams but again remember the CCWMR is three APs with three >> I'm sorry does that so that means not 87% of the tests that our kids took got three or more but 87 7% of kids had at least one. >> 82. >> So if they got like a two, a two, and a three. >> They got at least one. >> They count as one. >> Y >> How many fives did we get? >> I don't know, but I'll find out for you. >> Yeah, we should know that. >> I can I can find that information out for you. I
027got to write a note down. >> That was a big number. >> I mean, that's >> 89% just 88% looking back historically. >> Absolutely. It was a big jump. >> And do you think that do you know if that's I'm trying to read the numbers, sorry, my older eyes. >> So in 24 it was 70 and now it's 87 and 25. I think a lot of that had to do with we have um choice professional development in the summer for launch and I had a lot of teachers do AP learning. Um we also bought a an something called u companion. I'm not getting it right. >> That um that is an AI tool that teachers are using to help students with some of their um AP writing >> and that is helping teachers look at
028things more deeply and helping kids refine their practices. So, we've been looking at ways to >> and it looks like it's not just that more kids are taking tests really they're they're doing better on the test. >> Yeah, they're doing better on this is about the same number as last year. And is this so this would be a senior. This is just looking at the senior class. >> No, this is all kids taking juniors and seniors. >> Juniors and seniors. If I'm a senior and I got a three my junior year, >> I would still count though because I've had a three. >> Yes. >> Right. >> Yes. I was kind of hoping I was going to dig that up on those two kids, but it didn't happen. >> Um Okay. in in college um
029enrollment and graduation. This is a really hard thing to monitor, but um we do um subscribe to National Clearing House Research Center, which is really the most reliable data you can get on college graduates. You can ask college like you can ask alumni from here, hey, if your school called you and said, would you give me information? Most of them are like, uh no. So, it's hard to get the information. So if the college isn't collecting it, it's hard for us to get. So National Clearing House is the best information we can possibly get. So um Ohio is at about 48% of kids entering college after graduation within two years and we're at 82.9. And then um kids graduating college after six years is what they're giving them. Um Ohio is at about 30% and
030we're at 57. Well, we could round up and say 58. >> Is that 58 because the majority No, >> that 58 are the 58. That 58% are the people who p who reported their college reported they graduated from Grand View High School and graduated with a degree from their university >> within six years of graduating from high school. >> Is that how I mean, how do we feel about that number? Is that >> Well, I So, well, I have several questions. First off, Angie prefaced this with it's only as reliable as their participation in it. >> Okay. Oh, that's true. >> And and so I I although it could be accurate, I have some skepticism that that isn't accurately reporting the reality. >> Okay. >> So, like tonight I ran into a student, a former
031student at dinner and um I said, "How's it going?" I knew she went to UK. She's like, "It was good. I finished my year, but I really want to be a a radiology tech. And so I just I don't know why I didn't go to Columbus State and just do that. So I decided I was packing it up, coming home, and that's what I'm doing now. So I don't know if she'll count or won't count, but good for her for figuring it out her first year instead of four years into that and then still wants to be a radiology tech and then still got to go to Columbus State for two more years. So she figured it out. I just don't know how that's going to count for us. God, >> that makes sense. >>
032It's a it is such they're they're adults and so it's they can either share their information or not. >> So what is that the 82.9% what again? I can't read the small print. So what what does that count? >> They entered school within two years after graduating. >> They entered school. Okay. >> It means they entered. >> Yep. And does that so if I'm a kid that goes and takes a class at Columbus State for three credit hours and then the next semester takes one more. Does that >> Oh, yeah. Is it a two-year degree? >> No, they just enter college within two years of graduation. >> State like Columbus State Columbus State. >> It doesn't necessarily mean fulltime. It just means it doesn't say full time. >> I mean that that number seems low
033to low. It seems low. I agree. >> Yeah. 82% >> like I would actually be shocked if that were >> the true picture of what >> but I understand what you're saying about data. >> Yeah. >> Which which by the way again grand view aside just level setting more broadly with the alliance for highquality schools. What you all are saying is what every other superintendent said maybe not as calmly. Angie, I have a quick question. Um, >> last year, or maybe it was the year prior, Rob had spoken about wanting to get more alumni contact information. >> Um, are the relationships happening with like Devon and Stephanie help? Like, is that conversation still happening so that we could do our own? >> It is still happening. Um, we we send a survey home every year.
034So, we've talked about this year doing it in December and having like uh I said hold their yearbooks. Don't give them their yearbooks till they get home from Christmas and then they have to come pick them up and fill out the survey to get it. So, we didn't do that. But, we have talked about >> we have talked about doing like a open house like at 2:00 so they could go see their teachers and then we could casually say, "Hey, while you're here, would you do the survey really quick?" Because what happens is they don't check their emails. They just don't, >> right? >> We don't have the correct information always to text them. Their parents are like, "I'll give it to them, but I can't guarantee you're going to get anything back." So, we
035get about half. We get about half back. But the relationships are definitely there. We're calling parents. We're calling kids. I mean, we are doing our due diligence to try to get it. >> Random. Would there ever be a reason for there to be like a specific person in that role to work with alumni to maintain those relationships? Like would that would there be a case for acade like academically that that could be made or is that just like >> we I don't think it's a I don't think it would be a position but I do think maybe I've not pulled on the alumni association. I could maybe ask them if I I think they'd run into the same roadblocks, but I >> I mean I think we have my own judgment is we have processes
036and people in place and I would guess our data is more accurate than most others >> because of the relationship. The obvious issue with that is selection bias because if you're having the people who are self- selecting to enter and give them information, you're you're not going to necessarily get an accurate representation. >> I wish the whole AP staff class was sitting in here right now. >> Yeah. >> Um so yeah, we're we're school links is amazing in helping us keep track and keep in touch with people. It's just a matter of them >> reading and responding. Um >> I I will just say, you know, my sense is uh at that meeting I keep referencing with the Alliance for High Quality Schools, um the executive director in charge of this metric from DEW was
037present uh by design and my sense is that um this isn't going away, but from a policy decision, he is open to uh continued dialogue and discussion around whether the the for example example, uh the ACT readiness metric and how it's calculated and what whether it's too high or too low. >> Um he he's open to that discussion and and tailoring it and potentially adjusting it. He's open to um this idea that uh are one year and six years the right numbers, you know, um or should it just be, for example, one number that's seven years out? I I don't I don't have a strong view necessarily. Um and and he's attuned to the fact that uh publisher clearing house is the best that we have, albeit might not be accurate. To which many of
038the superintendents said, you know, sounds like the metric we're using to assign a grade publicly isn't fully ready. There's I have to point out that you just said publishers clearing houses. >> Oh, sorry. >> And McMahon's gonna come with a big check. >> I want the check. >> Sorry. You knew what I meant. >> In my mind, that's all I can think. >> Yeah. >> Thank you. Thank you. I always do US News and World Report, but know that the data is also in the rears and our data fluctuates immensely depending on our math proficiency ratings because the majority of our students take algebra in eighth grade and those students don't count for us at all. >> So they pass one AP test 57%. Well, that's going to be that's going to well our so
039our >> US News and World Report score should go up next year, >> right? >> Yeah. or like maybe it's super flu it's super fluctuating and if you try to dig into like how they calculate their data it's >> we have a small sample size so it swings at a greater clip >> yeah so I just always include it because I want that to be just part of what we're doing >> um and then just to how we continue to grow is is we look at the data the principles look at the data the teachers look at the data um we make sure that curriculum is aligned. Um this year we're continuing to look at pathways and making connections with um micro schools and other school districts. So we're small. We're trying to to you
040know branch out. We're doing some STEM exploration with design thinking this year. Um we focus on the whole child. We care that they're all involved and connected here and we're rolling out the um attributes for success and it is going really really well. Um especially I'm really proud of Matt Wyan and Sam for just taking this on in the in the middle school and high school. It's also happening at the elementary, but um they've done some great things. So the way we continue to grow and get better is always to analyze, reflect, and adapt. Do you have any other questions? >> Oh, so I have a comment. First off, Angie, this is certainly a reflection of your direct work that you do every day, every week, every month, and you do such a great job.
041So, I know you're very humble, but thank you for your leadership in this area because um without you, we wouldn't be achieving at the level that we are. So, thank you. Um, thanks also to as you mentioned the principles and the and certainly last but not least the the teachers because at the end of the day um you know that's where the work happens and we're so blessed and fortunate to have such amazing, caring, intelligent, hardworking, growthminded teachers to work with kids every day. >> You know, I also just want to say that um and I say this every time, this is a measure. period isn't the major. Um, having said that, it certainly is really nice to have that grade card. Uh, shockingly, this is my 12th year here, and I humbly submit to
042you this is, I think, the single best grade card that we've ever gotten. Um, and if it's not, it's darn close, but I I'm pretty confident it is. Um, which is also nice to see in terms of just uh this mindset of organizations are either getting better or worse. They're never saying stagnant. And so as an organization, it's nice to see that we're getting better. Um, and again, what I'm also so proud of is the commitment by our staff, this board, our district to make sure that every single kid that walks through the doors every day, regardless of their race, religion, color, feels like they have an adult advocating for them. And the relationships that we form with our kids matter most. Uh again, very proud of all of this and the great work under
043Angie's leadership. Um but we also do a lot of other things really really well that I'm also we also all are very proud of. And then lastly, I think it is worth mentioning in my humble opinion uh the work of Tom Fry and Jenny Hensley uh in Dynamics uh that partnership through the board support. Uh Tom and Jenny, but Tom is if you've ever met him Oh, I bet you Kevin has. >> Yeah. And and he just has in my opinion, again, there may be some that disagree, but in my humble opinion, he has such a gift uh and balance of intellect, knowledge in this area. And a lot of people, many have that, but not everyone has the ability to work with staff >> in a way that teachers hear it and they don't
044feel like they're being talked at. They're being talked with. And Tom's gift is, yes, he intellectually understands it all and is able to effectively communicate it, but he does it in a way that's very collaborative. And so I thank him and you for your leadership and working with him and organizing that. He has helped us understand um map data and teachers specifically to understand so that we're hitting those progress numbers to understand these projections are rock solid and he's very good at asking questions in a non-threatening way. And most of the time to be quite honest with you if I'm sitting talking about data with teachers they are so hard on themselves. I'm like that wasn't the question. The question is what did you do really well to get all your kids to do that?
045They're like, "I know, but I didn't connect with this one kid, and I think if I would have, I I would have done better." I'm like, "No, no, we're not asking that question. We're asking the other way." So, our teachers are very reflective, and and Tom has been an amazing member of our team to help us really understand MAP and how to use it most effectively. >> I have one more question. >> Sure. Um I know this reflects all the students, but as you talk about like other indicators. Um where do our kids on like the IEP and 504 plans fall in the statistics you just shared? Like those that might be not good at test taking or they have executive functioning issues. Are is the growth are they is there growth included in this?
046>> Uhuh. In the in progress and in GA in gap closing. And the nice part about progress is progress monitors where they start and where they get to. So it's not about you have to be at grade level. It's that you have to grow a year. >> So that's that's a nice safeguard because it doesn't matter where you are. It's about where you start and where you end. And it's about a year of growth. It's not about being at the right grade level at the right time. >> That's great. >> And then gap closing is also part of that measure. >> Thank you. All right. Thank you very much. >> Thank you. >> Great job. >> Really proud of this district. >> Well done. >> Okay. The core team committee report. Um I mean Eric
047and I have been attending. I feel like the most recent meeting we had was really just about furniture selection. Um it was kind of it was kind of in the weeds for for me. You weren't at that one. I don't think I I sort of walked away with I didn't think I need to be there. Um and we've got another meeting tomorrow. I think Andy sent out you sent I think you sent to everybody the budget update from um Concord Addis that just sort of put some budget numbers to it all. I mean most importantly to say is that it's targeted on budget. I mean which is obviously important. Um still working through with the city of Columbus about the stadium and whether what their thoughts on parking and all that, but nothing's been set
048yet. But yeah, we have another meeting tomorrow. So that's all. Is there anything else you can add? >> I think you covered it. I I the only thing I might add is is I think the the work with EHMT eh Emt with the traffic study around the K12 athletic stadium. While when last the board met, I shared that we were optimistic, I would say that we well, we've had another meeting with the city of Columbus and I'm no longer as optimistic. >> Just just full disclosure, that isn't to say that we aren't going to be able to get something done. My guess at this point is that the cost associated with doing the work to get diagonal head-in parking and one-way streets isn't going to manifest itself in enough spots to make it worthwhile. >>
049Um and and you know, we'll have to come to the board with that information once it's finalized. But that's my as I sit here before you today, that's my prediction. But obviously I'm keeping an open mind and optimistic about hopefully we'll we'll work something out >> and no matter what happens like wherever we land we are going to have something really great and way better than what is there today. >> Oh there's 0.0 question that's >> yeah but I like your optimism. >> Okay um treasure presentation. Okay, I um am going to share some financial highlights and then I am also going to do a quick review of our new five-year forecast. So, let me get this screen shared here. Okay, so just some real quick highlights I want to share. Um general fund, we
050had our final tax settlement for the second half and we're at about 47.3. I think I reported this last month. Um, and it was a couple percentage points higher than where we were a year ago at this time after the second settlement. So, that's that's good news. Our state funding is right on target with where we are at this point in the year. The homestead and roll back state reimbursement we received since the the last meeting, I believe, and um right at about 50%. So, that's right on target with what we expect. Um, our Grand View Yard settlement 50.5%. Typically, the second half settlement, which is our first settlement of the year, is a little bit lower than the fir than than our second settlement of the year, which is first half. And and again,
051that's because some taxpayers pay their full annual bill in that first half. And so it's typical for us to be a little under 50% um after this second half settlement. So um you know our Grand View yard settlement at 50.5% you know that's that's really um good news. Our interest revenue for the month was about 134,000 um about 286,000 for the year so far for the fiscal year. So 3 months in um our expenditure to date um budget we're 25% of the way through the year and our actual expenditures are at 25.2%. Um our investments we are seeing Star Ohio with the cut in in um interest rates we're seeing that tick down a little bit. um working with meter to really make sure that we are set up kind of um in a a
052favorable position for the long term. So, as those those rates, the Star Ohio rates are going to fall quickly when rates change and we want to um you know, have a strategy where we're set up for long-term um and so that's why we put some money into our US bank account and strategically invested that while Star Ohio was still higher knowing that that these rates are going to drop a little bit. So, it's kind of a little bit of a balance of of um you know, keeping some invested, keeping some liquid and and kind of managing where we see those trends um going. Uh so, our PI fund, our unencumbered balance is about 416,000. Um we've got the just the same few projects that are that are kind of um still ongoing. And then our
053construction fund, our month-to-ate interest was about 278,000 and project to date about 755,000. So that's really um really good news. Bond proceed balance are about 67.7 million um still in that account. And again, most you know, what we're spending right now is is on architects >> um a few other stuff, >> design work. Yeah. some other um you know surveys and some different things. But um you know in once once we hit about June and and construction starts then we'll see this this drop further. But um you know trying to to really maximize that while we've got it in our our account. >> Beth um the track replacement is that still ongoing? >> So there's ju there's a we're holding a little bit of retainage on that. We're hold withholding the final payment. a few
054months ago. Um I think Logan had said maybe October. I I feel like October >> I think we're waiting on graphics like a graphic. >> So like they just put they just you you maybe not even notice it, but they put a I think a a Bobcat in the um u D-rings >> and then maybe a G. Do you know Chris? Okay. a GH in in the like 50 yard line in one of like lane three or something. And I think they might have some other thing the logoing branding on the track is in essence what we were waiting on. >> And I feel like we're right at about the point where that was expected to be that we're expecting to be finalized. So I don't expect this is going to linger too much longer,
055but it is just a final retainage payment. We've paid them substantially the full amount of that. >> Logan sent me pictures of it. I just can't remember. Um, so then I'm just want to switch gears and talk a little bit about our updated financial forecast. So, as you guys know, House Bill 96, the budget bill made some changes to school district forecasts. What used to be a five-year forecast is now essentially a four-year forecast um with a little bit of a change to the current year data. So they while you would think um current, you know, the the baseline year in a five-year forecast would be what is adopted as appropriations and and in our actual budget in our accounting system this year. For some school districts, that's not the case. Um for ours, it
056is. So they kind of describe it as current year budgeted revenues and expenses plus three years of forecasted data. So, the state is making a distinction between projecting for this year and actually budgeting for this year. It's it's kind of splitting hairs, but anyway, essentially, it's a four-year forecast. And, you know, as you guys know, it's a a tool that helps us monitor, you know, cash flows and levy cycles and and and um all those things. So, it probably the most important financial tool that that we have. Um it does include the general fund only and as you know it's a snapshot in time. So it's it is the prepared with the data that we have as of the time that we're preparing it. And of course actual results are going to differ. We did
057review this as a finance committee on September 30th. One thing um and Kevin asked this question I think at the last board meeting. While this is only technically a four-year forecast now, I still did a five-year forecast and the finance committee reviewed a five-year forecast. The data that will be submitted to the state is going to be four years. That's the only difference. So, some really important uncertainties or kind of question marks, if you will, related to to financial forecasting, probably more so now than in the last 11 years that I've been doing this here. Um, while of course the state budget is, you know, two years at a time and and we're not sure what's going to happen with that, we are on the funding guarantee. You know, at some point that funding guarantee
058may go away. that represents about 1.4 million of our budget. Um, so a much smaller portion than what most districts get in terms of state funding, but but nonetheless, it could still have an impact if if something changed. So that's kind of an unknown beyond the current two years. um proposed legislation. I just mentioned that that you know the property tax reform is is kind of in full gear with with our legislature and there were a couple um governor vetos that were just overridden I think today um or the last couple days. So the the whole property tax reform push is not going away. And you know, kind of the the battle that we were in to to preserve, um, you know, some aspects of that over the last six months with the budget bill
059are going to continue. And so, um, it seems like almost daily I'm getting updates about new bills being introduced to to limit inside millillage growth and, you know, all kinds of property tax reform um is going to that the push is going to continue. And so, anything that changes our property tax structure could have a significant change on on our forecast. And so it's something we're going to have to monitor, be mindful of um and and see where things go with that. The forecast that I prepared is based on the the funding model that is in place now. Um I will say even if inside millillage does get capped, my projections for inside millillage growth are pretty small. So we've had doubledigit property value increases the last two or three reappraisals. and I still don't
060budget more than about 3% growth in future property value um reappraisals. So um so anyway, while something like that would impact us, it is um I I do have some pretty conservative tax estimates in our forecast. Um interest rates of course, you know, they're um we've seen them tick down just a little bit. Um, we'll be continuing to watch those closely, but you know, the rates and our cash balances are the two things that that, you know, factors that dictate how much interest we earn. Um, and last year we topped a million dollars. So, that that was a huge huge um plus for our budget. And depending on those factors, um, you know, that could change. um labor negotiations, as you know, um you know, we're in three-year labor negotiations. Um anything beyond that is
061an estimate. And then, of course, um property taxes, Grand View yard collections, um that you know, there's a lot of assumptions there as well. So, as you guys know, what I kind of like to to hone in on is what has changed since our last forecast. And really, there's not a lot. There's a couple things. um interest rates. I you know up until last year my even though the the rates were were steady my projections leading up until last year had still been pretty modest. I have increased those a little bit in this projection in this forecast um kind of based on what our cash balance is and where it's projected to go and in terms of what we know with rates now and and with a little bit of a decline expected. So, I
062do have an a bump in revenues in the projections. Um, but really other than that, our taxes, our Grand View yard money, um, you know, until we would get a new projection of Grand Vieward revenue, our other revenue sources are very, very, very close to to the last several forecasts. So, not a whole lot of change um there. Um, a couple things with expenditures that I wanted to point out. So again, we have new three-year contracts with our teaching staff and our support staff. And what I typically do in a five-year forecast, um, you know, those are three-year agreements. I typically estimate years four and five or or whatever those years are beyond the current contract. I estimate increases based on the final year of the existing contract. So, for example, if we had a
063contract that had a 3 three3% base increases, then if I've got two more years in the forecast beyond that, I'm going to keep three and three. If it was three, two and a half, two and a half, I'm going to use the two and a half for the last couple years of last year. So, there's a little bit of a difference there. Um, with our last contract, 2.75 was the last two years of that. and and so that was the last couple years in my forecast of projections. The the actual um is 3.25 3 and three. So there's about a half a percentage point in year 1 that that's bumped up and then about a quarter of a percentage point in in um year two, three, and beyond. Um that's a little bit higher than
064what my projections were. Um there are also a few new staffing positions starting this year, fiscal year 26. Um we added a special education intervention specialist. Um there's an um an additional eighth grade English language arts. We do expect that is only going to be this year. Um we expect through some attrition that that position um will be absorbed um next year. So, with with staff um with a staff retirement most likely um a new reading intervention specialist and this gets back to kind of what Angie talked about with the the um higher reading scores that that are required. And for students who don't meet that, they are every one of those students who don't hit that mark are required to have reading intervention every week, right? They're required to have 90 minutes of extra
065reading instruction. >> And so that reading intervention specialist position that's added is a direct reflection of um of that >> that was a mandate. >> Yeah. >> Just unfunded man just by the way. >> Um we added one kindergarten teacher this year and and that is that's very typical at Stevenson. you know, some years we might be up a kindergarten teacher, then the next year might be um there's some shuffling and we don't replace somebody and and so there's always at Stephvenson there's always we're always within one um position up or down because of enrollment. That's that's the one place obviously probably to all of you that you can't I mean we have enrollment projections for kindergarten but until the school year starts it's you know plus or minus whatever that is >> and then
066we've got a few new paraprofessional positions um aid positions and >> special ed related >> so most of this other than the kindergarten teacher and the eighth grade ELA which is just one there. These are all special education um positions. Um a couple things with the the new paraprofessionals. Um one of them replaces so so it's not for um whole new FTEEs. Um one of them replaces a part-time position that we had through the ESC last year, but it was a no benefits position. So there's some offset, but not fully. Um, one of these new positions is a paraprofessional that drives our students to the career center morning and afternoon. And that move is going to save us um probably tens of thousands of dollars in transportation costs that we pay to Tristar, the the
067school transportation company. And so um while it is an additional parah here in our staffing um without that we would have been looking at large increases in that the contracted services and then we do expect that one of our paras is leaving in December to do some student teaching as she's getting close to to being becoming a certified teacher. So um so some nuances there but just wanted to share a little bit about um those positions. And then finally I have um updated not not a much of a difference but the food service fund subsidy that we're expecting um I bumped that up a little bit. So from 120 100,000 to 125,000. Um so as you know the the couple years after COVID where um every student got free breakfast and free lunch there were
068a few years there where we built up a pretty substantial cash balance and there have been no subsidies which is um in our history probably the only time that's ever happened. And so as we have spent that down over the couple years after, at the end of last year, we got back down to where we needed to to subsidize a little bit. This will be the first year where we have we're back to kind of a full year of of what we used to do, which was close to $100,000. Um so th that in a snapshot is what has changed since um the May forecast. Um, a couple reminders I wanted to share. These are not changes this time, but they were um, changes in May. So, just something to kind of keep in perspective
069as we're looking at the the overall forecast and and what that looks like. We we I took out the any AE substation projections because it got delayed so many times and because the legislation was changing and because I I could not get any numbers from a to to to base these these um projections on. So we expect that project is going to be done um in 26. It'll go on tax year 27. We'll get collections in 28. anything that we get is going to be in addition to to you know what's projected. So um while it's going to be substantially less there will be some growth there. Um so just wanted to remind that remind you on that and then the transfer that we did out of the general fund to our capital projects fund
070to to fund phase three. So um those were kind of a couple big things that that we talked about back in the spring. And so kind of big picture where does that leave us? If you look at the forecast and kind of look um out at years four and five, the these numbers look a lot different than what we're used to seeing. And a big part of that is moving that $7.2 million um uh balance out for for uh funding phase three at the athletic complex. So, we're used to having more of a cushion than what we have now. Um so and then um as I mentioned with the the changes that we just went through the staffing changes um what that translates into is looking at year five now in this updated forecast um
071it's a $3.7 million deficit. If you would again just kind of for perspective if we added that 7.2 2 million that we've we've had in there back in there. That's not a deficit. But again, we have set that aside for that project. So, this is this is where it stands now. Um unreserved balance is a negative 6.8 million. Again, year five is is a long way out. A lot of things um change between year one and year five. Um but anyway, just wanted to to give a full picture of what that looks like right now. Um, so local revenue, you know, we're looking at the same breakdown as as um, you know, nothing much has changed here. We rely heavily on on local taxpayers and and that's why for for a district like ours, this
072property tax reform legislation is, you know, is can be really critical and and so again, we're going to be keeping a close eye on that, continuing to do that. Um so yeah 89 almost 90% of our budget is local dollars um about 11% um between the state per pupil funding and then the homestead and roll back reimbursements um comes from the state salaries and benefits um just about the same I think we were at 78% in May um 79% of course you know staffing is the the biggest expense and the biggest driver of of where we stand um financially. So that is um all I have to share. If there are any questions, I'm happy to to answer any questions. >> It's a good update. >> Yeah, it's good update. Thank you. We'll just have
073to keep an eye on the property tax stuff. >> Yeah. Yep. Yep. For sure. >> Yeah. You you usually give us like a booklet every now and then. I don't know if it's like when where we you have all that info in it, right? And it breaks down the class one and class two, right? >> Yeah. >> Does it I have it at home, but does it show it as a percentage of the total like to show how class one and class two have changed over time like and I don't mean so much their value, but rather um >> how much the taxes. Yeah, exactly. >> That's a really really good question, Emily. So, we I just finished the um financial perspectus and that's going to be that was sent to the printer today. Um
074and I have a little article that talks about that. I I think I moved that file. Um it has it has shifted drastically. And basically what what her question is um 20 years ago or 25 years ago the the percentage of taxes between residential like what what homeowners pay versus what businesses pay. Um businesses I don't quote me on this. I'm I'm trying to remember this this article that I had. I think it was in the se the 60 to 70% maybe. and or or I'm I'm sorry I've I've got that reversed. So what residents paid was was around 50 or 47 something like that and now it's up to like 60 to 70. So what that means is the the tax burden on funding schools has shifted drastically from from commercial businesses to individual
075residential taxpayers. And it's it's because of state tax policy. So, if you think about when we passed the um the 2018 bond levy, that was the first time that was our first levy where there was no homestead and roll back reimbursement from the state anymore. So, that levy cost our taxpayers 12 and a half% more because the state phased out that that roll back reimbursement on new levies. And so that that is one example that was a reduction for that the state contributed and it was for residential. It was not for commercial. It was for residential. So that bumped up the share that that res, you know, individual taxpayers, residents pay. Um the phase out of of um tangible personal property tax, you know, that's been 20 years ago now when that started. Um so
076it is over time it's these changes in tax policy that have reduced or eliminated business taxes. A and this public utility thing for for the substation is another perfect perfect example. You know that was that was something that that was taxed at 85% of its value. Now it's down to to 25%. So, who's who's picking up that difference when schools need, you know, it's a direct reduction to to um to business taxes and and what that means is it shifts to to residential taxpayers. So, I'm glad you asked that. Yeah, because I mean the narrative coming out of the state house is that you schools are being too needy and we need to cut back and give back to the residents as opposed to acknowledging the fact that you know businesses aren't paying their portion
077like they used to anymore, but instead it's going to fall on us, not them. But >> yeah. Yeah. So anyway, I have a a short article in that I've got a a layout on the changing tax landscape in Ohio and there's like three articles in it and one of them is about that the shift in um funding schools from businesses to to it's getting higher and higher percentage of that is going to to residents. So, yep, good question. >> Thank you. Okay. So now um is there an additional finance committee report? She covered it. Okay. Um then under business and finance um we have recommendations C1 through 7 which does include the financial forecast that Beth just reviewed as well as a really substantial donation particularly from the Bobcat boosters um as well as a
078couple others that are pretty amazing. Um >> so moved. Is there a second? >> Second. >> Uh, any discussion? Hearing none. Beth, can you call the role? >> Mr. Bod. >> Hi. >> Mrs. Gart. >> Hi. >> Mr. Guousay. >> Hi. >> Mrs. Matney. >> Hi. >> Okay. Under personnel 10 A1 through excuse me 15. Is there a motion? So moved. >> Second. Any discussion? Okay, Beth, can you call the role, please? >> Mr. Bod, >> hi. >> Mrs. Gart, >> hi. >> Mr. Guay, >> hi. >> Mrs. Matney. >> Hi. >> Okay. Do we have a policy committee report? >> No report there. Okay. But there are recommendations for approval. Um 11B1 parts A and B. Um is there a motion to approve those? >> So moved. >> Second. uh discussion. >> So, I'll
079just share the uh cell phone policy is required by law. We're adopting now. It won't go in effect until January. And in essence, the law change requires uh to Grand View specifically, it would be impacting high school students. >> Yeah. It really doesn't change anything for >> K8 as opposed to what we do now. Correct. But at high school, they would limit primarily lunch and study halls in in the hallways between classes essentially. They would be unable to. >> Did Sam send out He did send something out. Did any feedback? I I don't as a board member I did not hear anything. No, >> I think everyone's really excited about it. >> Yeah. >> Okay. >> Well, great. Um Okay, Beth, can you please call the role? >> Mr. Bod, >> hi. >> Mrs. Gart,
080hi. >> Mr. Guay. >> Hi. >> And Mrs. Matney. >> Hi. Is there a teaching and learning committee report? >> No. >> Okay. Um, now moving on to co-curricular activities and extracurricular activities. We have A1 and two. Um, is there a motion to approve >> to move? >> Second. >> Any discussion? >> Okay, Beth, can you call the RO, please? >> Mr. Bod, >> I. >> Mrs. Gart, >> hi. >> Mr. Gusay, >> hi. >> And Mrs. Batney. >> Hi. >> I do have one question. Um, I've saw the promotion of the trip to the Galopagus Islands. Did we approve that? Like with that was new when I saw that announcement. I don't remember if it was part of this process. >> So, I believe that we did, but I think we approved it >>
081like two years ago or last year. Okay. Like this one. Okay. >> Before they started. >> Yeah. I'm going to say a year ago at least. >> Yeah, because this is for 27. So, this is >> Yeah. >> Cool. >> Always so jealous of our students traveling. >> I know. where they get to go. >> No. >> You going to France again, Angie? >> Okay. Um, is there any other business to bring before the board? >> I have a question. Um, I keep seeing great things with our athletic facilities and games. Like I feel like I turn the corner and there's a new flag or branded something. And we had talked about this last year, so I'm going to revisit it. Um, especially because of all the great stuff that's happening. Can we have more
082frequent updates from athletics? I don't know where I mean I suggested part of the agenda. I don't know if everyone's in agreement of that, but just something because so much is happening and I feel like he's doing we all know he's doing so much like I want to hear more. I want the community to hear more about that. Is that >> Yes. I could have Logan give an update maybe at the next board meeting. >> Yeah. >> Be glad to and take any questions. Yeah, that would be great. I mean, I think especially at the end of the fall season, beginning of winter, same with spring. Like >> that would be very cool. >> Yeah. And on that note, actually, it reminds me, I did have a question. Um, just because I've seen it like
083pop up in like the announcements for both middle school and high school, and I vaguely remember, you guys probably did communicate this to us and now I'm just forgetting, but they're having an interest meeting for boys volleyball. Is that something that is going ahead or is that just to gauge interest and see if if it is going to be a thing? I I right now they're in the explorations. >> Okay. Because it said meet the coaches and that's what kind of threw me because I was like, "Oh, wait a minute. Are we actually doing that?" >> I don't think that. >> So, I think that for So, I talked to Logan about this today and I think what our policy is is for a new proposed sport like that, it would need to be a
084club sport for three years. >> Kind of like how swimming is in middle school. >> A and um >> and when I say exploration, so yes, it's got to be a club sport for three years. The other thing that he's evaluating is um and and he I I talked to him about it, but it's been like six weeks ago. What impact might it have on the the other sports in season, >> right? >> Um and so that's part of the exploration and I think critical. >> Yeah. Because what we don't want to do is start a new sport program and it have a negative impact on and I I should know and ignorantly I do not what season. >> Is it spring? >> Spring. >> So like baseball >> and track. >> Track. >> Yeah.
085>> Um and I don't know maybe there's no crossover but part of his analysis I think critically is that >> that's good to know because I was kind of thinking to I know you know this isn't the first time a group is approached and you know we've heard field hockey lacrosse. There's always a handful of people with sports, but >> yeah, I didn't feel like it had been fully fleshed out. So, good to know. >> Yeah. >> So, to that um and we had um what's the hard terrain biking called? >> What's that? >> Mountain biking. >> Um has that been three years? Is that still considered a club? Is that going to be a sport? Is that just an after >> or is it always a club sport? >> Is it always going to
086be a club sport? >> Yeah, I I don't anticipate that being a >> They never wanted to move it forward. I'm unaware if they if they are interested in it. I'm not aware of it. I would view that as just a a club activity pretty much. >> Ski club or something. >> Yeah, like a ski club, >> but not bowling. Bowling's considered a sport. >> Correct. >> Cool. >> Okay. Anything else? All right. No executive session tonight. Um, so is there a motion to adjurnn? >> So moved. >> Second. >> Okay. Beth, can you please call the role? >> Mr. Bod. >> Hi, >> Mrs. Gart. >> Hi, >> Mr. Duce. >> Hi. >> And Mrs. Matney. >> Hi.