BOE Meeting May 2025

001We'll call the meeting to order. Beth, can you please call the role? Mr. Bod, here. Mrs. Gart, here. Mr. Gusay here. Mrs. Matney here. And Miss Wasith here. Alance 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. It's where it's in the corner. Okay. First on the agenda is uh the minutes from our last regular meeting. Is there a motion to approve the minutes? So moved. Second. It's very Any discussion hearing? None. Beth, can you please call the role? Mr. Bod. Hi. Mrs. Gart. Hi. Mr. Gustay. Hi. Mrs. Matney. I Miss Boss. Hi. Okay. Recognition of guests and hearing of the public. Is there anyone here who would wish to speak before the board? Is this

002where we get? Yes, it sure is. You can feel free. Kevin is a resident. If you do that, you are a resident. Kevin, we don't have to accept any. I know. You know, retake your thoughts. Retirement celebrations come second. So, you don't want to endanger that the program. Okay. Please come forward. And if you could uh state your name and your address, please. Uh my name is Kira Hill. My address is 1453 W dot road. My name is Harriet Christos. My address is 1741 Merrick Road. Um, good evening. Um, my name is Harriet Christos. My name is Kira Hill and we are student leaders of the Bobcat Anti-Racism Collective. Thank you for your time tonight. We want to start by saying that we are very grateful to be in a school that offers clubs like

003Bark and we want to be able to share our gratitude for the school's continued support of honesty and education. BARK is a studentled organization who seeks to broaden the knowledge of students in our predominantly white school. We focus on education about the black experience in America as well as the experiences of other people of color. And we educate students on the systems and institutions both both nationally and locally that perpetrate racial inequality. We host movie nights, general meetings, bring in guest speakers, and are involved in activism events. Recently, we have focused on being more involved in our community. We have taken two field trips to the Mid Ohio Food Collective to volunteer, which ties to a general session we hosted this year that focused on the disproportionate impact of food insecurity on communities of color.

004We've also been encouraging political participation, making calls to our local representatives at our most recent general session. We believe that this has helped open our members eyes about the impact that they can have on our government and world. Given the current climate of the United States, we are especially glad that our school does its best to promote an honest and inclusive curriculum characterized by diverse representation and valuable discussions that help us grow as critical thinkers. Bills, orders, and policies that are currently circulating have put bark at risk now more than ever. Just because the political climate is changing doesn't mean that our values are. We hope that your continued support allows us to keep voicing our passions and to keep changing the community. Thank you. Thank you. Okay. And take the lead for the retirement.

005You bet. At this at this point, I'm going to turn it over to Mr. Sam Belker, high school principal. [Applause] All right. Well, every May, we get the opportunity to honor retirees at the board of education meeting. And this May, this meeting is no different except there's one small tiny different factor here is we have seven individuals who are retiring from the high school alone this year. And so I would be honest, I think in saying we would actually need seven individual board meetings to tell the stories of these individuals correctly and honor them appropriately. But I promise I won't stand up here and read that long. Um this year we are saying farewell not just to educators, coaches and mentors but to pillars of our school family. Their impact has been immeasurable and their

006legacy will live on through countless students and families that they have impacted. Now I've had uh several different conversations with all of these individuals over the past couple months, including this week. I'm trying to get a pulse on how they're feeling. I don't want to push too hard and things like that, but they have been tough to crack. I got to admit. I've always asked, "How are you doing? How are you feeling?" And they'll go right back to, "We have this lesson coming up or we just finished this schedule for this team or or we just had this scholarship night." And I'm like, "That's not what I want to talk about right now, but I can't get them to go." But I have to ask. I have to ask today when we were having the

007senior walk out, which was an unbelievable moment for an unbelievable class. Sun was hot. We're walking out and I'm behind the seniors and I see this individual with a haircut similar like mine standing underneath the goalpost as the seniors are ascending upon midfield forming their circle. I saw you take your glasses off and wipe your eyes. Was it the 80° weather or did you find the crack? You got crack. I figured I figured but but and I'm sure they've all had the moments in the hallways, the classrooms, the athletic fields uh where those moments do happen and and that is amazing. But test to their character is they have uh they've held tight for our students and our staff. Um but you are greatly going to be missed and um I'm sure we'll talk about

008that a little bit more as well. But I do uh want to present something. Our creative team, our studentled creative team has put together an excellent video uh honoring all seven of them. And we'd like to take a moment to show that they're led and advised by uh Aaron Angel, but it is truly a student uh team that's that's worked in our new uh with our new equipment and really put something something great together. So, go ahead and watch that. Hello. At Grand View Heights High School, we are incredibly fortunate to have educators who have dedicated their lives to shaping young lives in strengthening our school community. We want to take a moment to celebrate seven remarkable individuals. Mark Alter, Brad Pertani, Brad Gter, Joe Hecker, Jane Oanosy, Terresa Clayton, and Kevin Richards, who have

009made an extraordinary impact on our students, staff, and families. Together, they have devoted an incredible 232 years to education with 154 of those spent right here in Grand View. Their passion, commitment, and unwavering support have left a lasting legacy. While we will certainly miss them, we are forever grateful for the difference that they have made. Thank you so much. [Music] Oh my gosh. [Music] Oh my gosh. [Music] Yeah, I just want to thank you, Miss Alter, for um being with me for all four years of my high school experience. You've really helped me. It's been I know it's been a difficult journey for me, but then it's gotten better and you've always been every step of the way. Um you've really helped me gain my confidence in myself and really put myself out there. Um,

010if you ask freshman year and me that I was going to present in front of the whole entire school, one of those days, I wouldn't have said that. But it was because of you that I was able to gain that confidence and um, really pull myself out there and do something I never would have thought I was doing. And whenever I come in, you're always asking how my day is and if I seem down, what's wrong? And it's really the simple things that you do when I'm little inside jokes that make us, I don't know, have a special connection, I guess. Just makes me feel happy to come to school and really strive to be my best. So, thank you. I'm Mr. Walter. I wanted to thank you for always being supportive of your students

011and offering a large variety of tools for them to grow as people and as thinkers. I've never felt more open with the teacher to ask questions or discuss my thought processes. You are an absolute joy and you will be missed. No project in your class has ever been a chore. I look forward to hear your feedback on my work and have learned how to navigate my creativity in a refined way because of you. I hope you know how much your presence means to students both in and out of the classroom. I wanted to as superintendent to also just thank you for the the impact that you have had on our entire Grand View High staff. You are one of the most reflective, kind, selfless, caring professional educators with whom I've ever worked. The impact that

012you've had on kids is tremendous. uh you care so deeply. You are the embodiment of our mission to maximize and personalize every student's learning. With that, on behalf the board of education and me, I just want to say thank you for all that you've done and I wish you the very very best in your next chapter. [Music] Thank you, Mr. Tanny for uh showing up to all the supporting events when you can and uh just being there whenever anybody needed you. Thank you K for always supporting all of our sports teams, making sure we come to every event, helping run uh athletic advisory council, as well as uh helping the student section, and making sure we never get kicked out of campus. Brad, congratulations. I just want to extend a heartfelt thank you for your

013leadership, your tireless uh work as an athletic director over the last many years. Uh I know that you put in an enormous amount of hours on a daily basis, on a weekly basis, on a monthly basis. Know that you really change lives and touch lives through what you've done as athletic director. [Music] Hi, Miss Clayton. I hope you're doing well today because it's a staff meeting or something or I hope retirement does treat you well so you can lay around with your dogs and hear your son all the time. Um, you were or I guess you're still here so you are one of the best people I've met at the school and that's like including the people here and not just staff. You're kind of like like a grandmother to me in a way and

014like you treat me like you're one of your kids eating candy all the time and you just kind of take care of me and I would like to come visit in the summer just to see you and Miss Berlin obviously her too. But you mean more to me than a lot of things and a lot of people that I've met before. So I kind of think of you like my family and I'll miss you a lot when you're gone. But I hope you have a good retirement and you just get to spend time with everyone you want to. [Laughter] Hi, this is Clay. Um, I really hope that retirement is going to treat you amazingly. I genuinely think that you very much deserve to have the break that you are now getting. You've been such

015an inspiration and part of my life for a very long time. Every time I come in, you tell me how beautiful I look and it just honestly makes my day because a lot of the time when I come in, I'm not feeling the best, but you guys just seeing you guys every day and being able to talk to you guys and you guys just helping me through everything that I've been through in high school, it's just really meaningful to me. You guys have been there for me since I was a freshman and I've never like really had such a strong foundation. So, I'm very much going to miss you. And so we're both, I guess, retired from Grand View. And I think that just you were just an amazing and very inspirational part for a

016lot of people. And you helped a lot of people more than you thought that you did. And I we're just all going to really miss [Laughter] you. She looks strong. [Music] Uh, thank you, Mr. Dinner, for coaching me in wrestling for the past three years. You've taught me a lot and it really means a lot. Uh, enjoy your retirement. Mr. Gerard, I really want to thank you for being a great teacher. Machines and wood are some of my favorite classes. I any other class that I could build a desk I would use for the rest of my life. I really want to thank you. Happy retirement, Mr. Y. Hey Brad, congratulations on your retirement. I must say I am jealous. Brad, I wish you the very, very best in your next chapter. I know you're

017going to find a lot to do. uh whether it be golf or spending time with your wife or your your kids, uh please know the impact you've had on Grand View High Schools uh the students uh will have a ripple effect for generations to come. Mr. Hecker, I thank you for all the lessons you've taught me both as a coach and as a teacher uh in your class. I had a lot of great times. I feel like I learned a lot of things. Um, I still listen to Sam Harris to this day. Um, one thing that I will never forgive you for is making me read William Fner though as a coach. Uh, every time that you sat behind your desk and read what we ran the show, you always knew how to get the

018show rolling. Um, I'm sure Grey Heights High School will be sad to see you go. Uh, I respect you a lot as a teacher and as a coach, and I really hope life treats you well after retirement. Hi, Mr. Hecker. You are so fortunate to spend your last year teaching with such an amazing group of juniors. You're welcome. I appreciate how you always leave many avenues of thought open for discussion, though it usually leads to a lot of sidetracking and occasional awkwardness such as your AI friends. I admire your passion for both your students and literature in general. I've learned a lot and I wish you a very happy retirement. Joe, wanted to extend you a heartfelt congratulations on your retirement. Suffice it to say, I am jealous. Uh you have served this community. uh

019our staff and uh most importantly our students for so many generations in Grand View. The impact that you've had on kids is just tremendous. Uh you are going to be so dearly missed in this school district, in this high school, and I know I speak on behalf of the students, the board, the staff. Uh Joe, you and I have had the pleasure of really get working together on some real challenging problems in the last many years. I appreciate your reflective uh professional uh and direct approach. Uh I wish you the very very best. Hi, Mrs. Oon. Your excitement is unparalleled and every time I see you in the hallway, it's impossible not to mirror your smile. You work so hard for the student body and you genuinely care so much for each individual. Thank you

020so much for spreading cheer and positivity as well as putting in so much time and effort to share your academic tools with us. Your game day outfits and your hugs will be missed. I'm so to say thank you for all the help, all the uh college applications. So your help is very appreciated. Thank you. Janie, congratulations on your retirement. I'd be remiss if I didn't begin this segment with a bo. Jamie, you've touched so many lives. You provided such leadership. Uh so many amazing initiatives that you've brought to Grand View uh over your tenure and time here. I wish for you the very very best in the next chapter of your life. I know you and your husband will probably spend a lot of time traveling and doing really great and exciting and fun things

021as well as continuing to watch the Buckeyes. Jamie, a heartfelt thank you for your years of service on behalf of the board of education, our entire staff, but most importantly the students that you served. Uh so here's to wishing you the very best in your next chapter. [Music] So it was um my sophomore year, her freshman year, and we were in Mr. Richard's algebra 2 class together and we were solving this problem and I kind of zoned out, wasn't really paying attention. Then he had like a ton written on the board and so he had like a fraction. What was it? It was like he had like some number that went over for hours. No, it was something that was like equal to the number of feet in a mile. And Lizzy asked him how

022he got that number. She was like where she got like the amount of feet that ran a mile cuz it's like kind of a random number. He was like he like looked at me and he was like well fact in front of um the entire class and it was hopefully. [Laughter] Thanks Mr. Richard. We love having you as teacher. Have a good retirement. Uh, thank you for being there to help improve my golf game and uh, making math fun. Kevin, congratulations on your retirement. I can think of few people that I've had the pleasure to work with that care more deeply about Grand View High Schools, about the students they serve, about the community that they serve. You are the true embodiment of what it means to be a Grand View Heights teacher. You're the

023true embodiment of what it means to be a part of something bigger than yourself, about service above self, about paying it forward. You're the true embodiment of all of those things. I'm going to miss you dearly. Uh I know that we'll keep in touch. I also know that your life will be rich in terms of experiences in the next chapter. Uh I wish you the very best, my friend. Uh, Grand View Heights Schools is going to miss you tremendously. [Music] [Laughter] That's funny. It's cute. Very cute. [Music] All right. So, I'll end with this. Together, these seven individuals represent centuries, and yes, I said that correctly, centuries of experience, wisdom, and passion. They have shaped our school's culture, mentored countless students, and inspired so many colleagues. While their daily presence in our hallways is going

024to be deeply missed, their influence is going to remain with every student that they have taught, every lesson that they have shared, and every life that they have touched. Tonight, we are going to express our deepest gratitude, and we will continue to express our deepest gratitude. We're going to celebrate your careers, their contributions, and your unwavering dedication to Grand View Heights. And most of all, we wish them joy, fulfillment, and all the happiness that retirement has to offer. Thank you, Mark, Brad, Brad, Joe, Jane, Teresa, and Kevin for everything that you've done. You're always going to be a part of Graan View Heights. Thank you. [Applause] Where's Haley? Do you want to read this? Why don't you read this? I'm sorry. Okay. So, I'm going to share um just a brief poem um to go

025along with the small token of appreciation that we shared with each of the retirees. Um when gentle breezes blow and you hear these windchimes play, take a moment to remember the many young lives you have touched throughout your professional and teaching days. With great appreciation and affection, Grand View High Schools [Applause] Do any of you want to say anything? You know, I I I don't know if any of you are going to speak, but I I truly um I've spent my whole career here and the support that you've given the teachers and our our dreams and what we wanted for the kids and what we want the support that you've given us for that. And I know I've had run-ins with a lot of you and debates about what I think is best and we've

026always come to a conclusion that's beneficial for our kids. And I I truly from the bottom of my heart, there's no place that I would have rather spent my career than here. and and it's because of you and because of your support, because your desire to educate kids at the highest level, not only in the classroom, but outside that makes this place so special. So, thank you so much. [Applause] I'll go. Um, yeah, I I I've spent the last uh um well, since I decided to retire, slowly going up and down on this roller coaster. I'm really excited about retiring. You know, we my wife tomorrow and I we have a brand new grandson that we uh look forward to spending time with and we have all kinds of lesson plans that she's retired, I'm

027retiring, so we have all these lesson plans we have to put to use. Um, but it as I've gotten closer and closer to retirement, um, by the way, this this was the cracking for me today. Um, um, you know, kids are asking if I'm excited about retiring. And all I can say is the closer I get to retiring, the more I miss teaching. I I just love being a teacher. I love being a teacher. I will love being a teacher till the last day here. Um, you know, I've had the privilege of working with the the best staff, the best teachers. um had have worked in all the schools, but you know, the high school has been my home. Um but we have the best kids, you know, as what a testament that we have

028kids that care so much about their teachers that that they you know, they could just show up and uh you know, go through school. They they give us as much as as as we get from them. So um and now I'm babbling. So, but I I just want to share my appreciation and thank you [Applause] Uh, thanks for the recognition. Uh, I've been in Grand View for 29 years of my 33y year career. Did four years at Buckeye Valley first and came here and I knew I wanted to come here. or I met my wife at Buckeye Valley and that's how I learned about Grand View because she graduated from Gran View and uh and she told me about Gran View and I came here to visit her family and I'm like I want to

029this school and my dad's back here who uh will tell you cuz he was on the school board at the school where I went to school uh which was a small school about the size of Grand View but it was a country school and we didn't have the kind of academic rigor and expectations that we have here but it was a good experience to be in a small school with about 3 to 400 students. 9 through 12. And I was very comfortable with that environment when I knew that was going on at Grand View. And over my career, the one thing that's always been consistent is when we see as teachers something we want to do for students, we've had administrative support, we've had board support, and we've been able to make those things happen.

030Whether that's in my own career, just recently starting an esports team, and I'm not saying that for my benefit to toot my horn, but I said, "Hey, these kids want to play a sport, want to play these video games, and they want to compete. Can we make that happen?" And Andy said, "Absolutely, let's do it." And just this year, we went to the final four in the state uh on our Smash team. And I was going to actually ask the Smash team to come and be recognized at the board meeting, but I knew we were doing this as well. But Liam, who was on the board there, was one of our strongest players. And I just wanted to shout out to the to the team. We were in that competition at University of Akran just

031a couple weeks ago. And we looked around and we saw our high school of 330 students competing against Dublin Kaufman and um a school called Beaver Creek and Dayton. It's a very large school. We were we it wasn't even close. we were so small compared to the schools we were competing against and and we still ended up fourth in the state in that competition. It was really fun to see the students have that opportunity to do that and it's just an example of the community support, the board support and the administrative support for initiatives that the teachers see on the ground level. We see the kids want to do this. Can we make it happen? And you guys have always been there to make to to allow us to to get the green light going

032and get that get that in in process. So, thank you. Thank you. [Applause] Since I'm this close to retirement, I can tell you guys now, you really didn't have to pay me. I I would have done this for free. Um, I've been blessed uh to be here at Grand View, and it just it's been a a wonderful career, and I I thank every one of you. [Applause] So, uh, thank you to everyone for this honor. Uh, it's great to be really recognized with a outstanding class of retirees. I guess we are. Uh, and like Mark, uh, we have a almost three-year-old grandson and I'm going to be getting that elite T-ball travel team together and first tournaments in Atlanta, you know, and just uh, keeping sports in their proper perspective. But uh uh really just

033been a pleasure. I I really come full circle here. uh 1976 and probably right here about this spot is where the field used to be in between the high school and the middle school or I mean excuse me it was Ed Edison Elementary and the middle school and uh that's where I took PE courses with Larry Larson was my teacher and uh that's where I fell in love with sports and that was the beginning of a long and crazy journey through 22 years of athletic uh administration in college and then the last 10 here at Grand View. Uh it's just been an amazing journey and supported by so many great people. I mean Brad and Kevin as coaches that just amazing people and coaches and Joe is our sport supervis site supervisor for a number

034of years and uh it's just uh it's just been a great ride. So many people to thank uh Andy and Beth and the board and all the uh principles uh Sam and Kenny Chaffen and Rob Brown. Uh just been blessed. Chris Dyson, uh, all the support that we've had and and I hope that that love that I fostered here and began here, I was able to help in just a smallest part, uh, give to our students uh, over the last 10 years and I really I've sat through a lot of great memories for our student athletes and it's just been a very special time. So, thank you everybody. Um, You guys want to say anything? I just This is I mean I I am sad, you know, personally sad that um you know, having middle

035schoolers now that my kids are going to miss out on what I know is like a really really great bunch of teachers here. So, but we wish you the very best and thank you for everything you've done. Yeah. I you know, I get I get emotional so I can't really talk, but you all mean so much to me. Yeah. I've been so fortunate and blessed to work with all of you. That shows you how much you mean. We got to get a picture or Haley will kill me. So, retirees, please come up. I should probably be in the front. Yeah, you get in. You guys want to get in too? Do you want us? do one maybe the retirees in the middle some either side I'll be on the endight tight squeeze tight over here

036Matty we need girls over here you got it Chris I got it I got it Don't move yet. I'll send you. Don't you invite them to stay? Obviously, you're welcome to stay, but we're not offended that you decided. Don't be strangers, though. Thank you. Thank you. Thank you. Oh, yeah. I was too choked up. Was there any um any remarks on building and department reports? She skipped. Oh, I'm sorry. I nearly skipped over Devon. I'm sorry. Yeah. Yeah. So Devin, you are up. It's kind of cruel to make me follow that. Thank you, Sam. Okay, nice job, Sam. I really cleared out the room. Don't take it personally. Gosh, the retirements get me, man. When I get home, it just gets me. If you don't have emotions, it's nice. That's a great That's a great

037group of people. It is. A really active group. Those are names you hear a lot. Take your time. Don't mind. We're messing around. Don't mind me. Okay. Is this going to I don't think it's going to work. If you go back about three windows, we got a guy that can help with this. Chris to the rescue. You just have to hit me that. Did I screen share too soon? No, you're good. Do you need this? No, I don't. Okay. Hi. Um, we're doing a quick year in re I hope it's quick year in review and a look ahead here. Um, and I'm Devon Albite, the career and workforce coordinator. So, let's get going. Um, as you know, our mission and vision here, we're all very well aware of what this is. Um, and my role

038is basically fitting right in with this. It's very aligned to maximize and personalize every student's learning so that they can dare to explore and pursue boundless possibilities. That's exactly what we're trying to help them do by helping students to get a clear vision for things that are really aligned for them personally and for the collective whole as they move forward. Um, tying their innate gifts and strengths and interests to their future and seeing steps that they can take to get there. Um, in the strategic plan, I'm I believe that I'm here to expose all students to career, college, military, and entrepreneurship pathways, remove barriers to participation, and celebrate student success in all pathways. So, with that goal, um, we've kind of identified that in order to do this with impact, we're going to have to

039understand where we are first. um identify the gaps and the opportunities that we have and then plan intentionally moving forward keeping why and for whom at the top of mind. So everything that we're doing there has to be a reason like a clear why, who it's for, who's calling for it, what need is it filling. Um so my role for this year with um we've kind of developed some basic goals that I feel like we've you know accomplished and exceeded. So building relationship is at the first and for foremost you know that was like number one priority making connections within the building rapport with teachers students staff administration um parents as well as outside partnerships that I've kind of been developing. I've gone to tons of networking events [Music] um etc. You'll see some about

040that as we move forward. Um, we also and went through a a an audit process for pathways with the ESC as a partner. I served as the point person and we're going to we're going to kind of use that to drive our future planning. I was tasked to collaborate with counselors. So, especially at the middle and high school level this year, uh, we built in some Bobcat connections where I feel like I'm like sorry. um bobcat connections um sort of like meeting groups during lunchtimes. We don't have advisory, so we've gotten creative with when we can access like full grades of students to give them them information without interrupting class time too much. So, the students have been really good about coming in during lunch and giving up their free lunch like every now and

041then. It's not often, but they bring their lunch. We might talk to them about scholarship opportunities or um doing certain things in school links which is a platform that we use to kind of like track their career trajectory. So um I'm also serving as the transition coordinator which is really aligned with all of this work. I work closely with the interventions the intervention specialist to collaborate on IEP transition goals, plans, activities. I sit on the IEP meetings for students and kind of help point parents in the direction of resources that they can utilize. So, we've been kind of developing a workflow with the IS's and myself. Um, and then I serve as the liaison for off-site opportunities including OOD Ohio. Um that's the for disabilities, career centers, the past foundation, transportation processes. So that's kind

042of you know where we sort of outlined um my role landing for this year. The puzzle pieces are there. I kind of have discovered as we've gone along. I'm seeing a lot of things from teachers, students, admin, um parents, partners. I'm hearing what partners need. I'm hearing what teachers need. I'm sort of feeling a little bit like I'm holding this like loose framework to try to fit the pieces together. It will develop over time, but I have an image in my mind of what my role is. It's not exactly a puzzle. It's sort of like giving some like frame to a lot of this. Um so on the this is a little bit of background for like why I feel like it's really awesome that we have this role here. Um the college and career

043work there is a new measure that is going to be like officially on the report card. It's kind of been there as a test so far. It's called college career workforce and military readiness. CCWMR is the acronym. Um, and it's like the buzz buzz all over all over the world. All over the world that I live in. Um, and so basically they're measuring how well students are prepared for the future no matter what direction they're headed. And a lot of the things that we do here already are preparing students. Um, some of the things that fall under this uh this headline are like earning an honors diploma, dual enrollment, um, ACT scores of a certain level. So, some of those, you know, are being kind of hit by things we're already doing. However, um, honors

044diploma, the a couple of qualifications for that are changing. So there's now an experiential learning piece which is more aligned with some of the things that I'm doing. Um and there are as you can see you know this is from the class of data is from the class of 2023 graduating class. If it were reported it was sort of on the report card this year as a test that we could see the public couldn't see it but it was giving us an idea of where we would fall. And this would be a three star. um rating if it were rated. And you can see there's, you know, 27 kids in that graduating class that were not deemed to be college, career, workforce, and military ready. So our question is, you know, why is that? What

045do we do with what do we do to help those 27 students? We're maximizing and personalizing every student's education. So, you know, how can we build in more experiences, opportunities, um, understanding of self, all the things involved in helping get kids to a point at graduation where they are like, "This is where I'm going and this is why." So another stat that um is you know related to us in particular is in a typ a typical class of 90 68 students do enroll in college or higher ed within two years and 63% gradu or and 63 kids sorry graduate within six years. So there is a high level of enrollment but again we have gaps. This is where I'm talking about gaps and understanding why the gaps are there. So, we've started with um student

046services. We've started looking at our juniors and seniors and seeing you know what students kind of seeing where they might be hitting something in this realm or more than one thing. um what areas would be helpful to a certain student with a certain goal that we could help them plug into. We're look trying to look at that on an individual basis for students. So the language I think that you know I keep on saying is it's not college or career, it's college and career because all pathways no matter whether you're going to college or not, they all lead to a career eventually. Um, so this visual basically is illustrating, you can look at it a little bit more thoroughly if you want, but it's illustrating that earning a degree is still a great measure for

047success future forward. Um, however, you will see on the right hand side, 80% of students change majors within three years. So, a lot of students are going into college. a lot. I mean, I went into college completely unaware of what I would want to do. Like, I was using all the intro courses as my career exploration. So, that's a costly way to explore. Um, we're hoping to give them some of those experiences here so that they might have a little bit of a better idea of why they're picking a particular school, particular program, what their options are. They're armed with sort of an arsenal of tools and they can choose when they're opening doors and work a job that is paying a decent wage while they're going through school. That's sort of the goal. Um

04882% of degree holders think college was a good investment. So that that's awesome. And se 61% would change their majors if they could go back. So that's okay. We all want to like, you know, we all change pathways at different points, but there is an emphasis right now statewide, as I'm sure you know, in helping students have a better idea when they leave our walls. So again, this is sort of along the same lines as of college and career. Job- based work experience trumps having a major and college experience alone. So, if you have college experience and a major and a diploma um and a a degree plus job-based work experience, that is kind of like the winning ticket. Um so, college is still the best indicator of economic mobility. A lot of our students

049are going to college. So, what we're looking at is how can we have them, you know, really prepared, uh, more empowered to pick why they're picking their college, why they're picking their major. It really would help drive some of their decision-making when they're looking at schools. And it's not just about college. There's kids who might choose to go a different direction straight out of the gate. They are simply picking college because they don't know what else to do. There's a lot of that as well. So, let's rethink how college works for students. A careerto college link, you know, is kind of the way to go or a career to future link. So, we're looking at a pathway through graduation into the future, not just like graduation is the end goal. So, with the audit, um,

050we I wanted to share a few outcomes because that's kind of been a whole year project. the ESC audit. Um, these are just highlights with the high school students and middle school students. They sampled some kids and asked questions. And with the high school students, they talked to all the 10th and 11th graders in government classes, asked a whole bunch of questions. One of the things that came came out that I thought was interesting were their top career interests. Number one, medical and health fields. Number two, undecided. Like completely not even a blip of I think I want to do this. It's really just like I don't know. And they our students do have a lot of a lot of different interests. So that makes sense. Um coach and athletics and then engineering. Ask one

051of those kids, you know, what each engineering field, career, whatever job does and they're not. A lot of them are not sure. Um but that's okay. That's why we would like to have more experiences where they can explore. Middle school, medical, undecided, and education were the top three. So the medical and undecided was consistent. So the ESC indicated it's concerning that the kids are undecided. not like deeply concerning, but it is something where it's showing, you know, if we are giving them more chances to kind of dip their toes into like shadowing careers and so on and so forth, they might at least have an idea of like, I'd like to work in this kind of environment or, you know, it doesn't have to be the exact job, but more more speaking points around what

052type of situation they might choose. So a lot of this includes talking about lifestyle as well and you know those kind of aims that they might have. Parents in a parent survey wanted these were the top top things that parents wanted career exploration and real world experience life and interpersonal skills and future ready programming. So just the like kind of basic like I'm getting ready to be an adult. um community partnerships and exposure to diverse pathways. So giving students the knowledge that there are many different directions you could go in life. Um using results. So we took a bunch of results from the audit. It's a very it's a long document that we got and this might screw everything up. Chris, did I? Okay. Um, we sort of planned out and I'm not going to

053go into detail with this, but you can see we've started tracking a media action ideas from integrating industry recognized credentials, communication pieces, career connections framework. I'm going to talk about PD partnerships like I'm trying to think through all of the pieces of this um two to threeyear actions and then three to five year actions. So, we laid that out. Now, what do I do? Right here. This one. The yellow one. Oh, no. We'll never find this. This is embarrassing. Put this one. This is real world learning. Dad, I was trying to hide all my tabs. It's not embarrassing. There's just five of us. The entire audience behind you is just doesn't know what to do. Yeah. Yeah. Is there an alt does does enter full screen where you were doing that? I'm so glad you're

054here. Oh, I didn't that was a thing. Um, okay. Career connections framework. So, I'm going to try to zip through. Um, basically the rule of seven. We have to have kids like kids need many exposures. they say seven or more to certain things to you know really wrap your mind around it. We do too like you know marketing you need to see things x amount of times before you really are like oh now I get it. So just con kind of consistent like intentional ways of planting things in throughout K through 12 is where we're headed. Um so this is the framework. It's really put out by the state but we've taken it and made our own graphic with it. So career awareness would begin in grades K through five. And that's your basic like

055getting familiar with a career, maybe talking to people you know about their careers, reading books in class. Um career exploration is you're moving up a little bit in um like how intense your your exploration is for grades six through eight. And this is more analyzing. You even get into like analyzing career data perhaps like what is this job going to what type of income would this make? How much school does this job require? Um thinking about how your courses in high school might even align to what your aims might be. Considering interests, strengths, goals, lifestyle. And then when you get into high school and especially as you move into upper high school, we're really getting into more um individualized experiences, internships, more intense job shadowing perhaps, certain courses that they might take, taking advantage of

056the career center. And career planning, the plan is something that really each student should exit with. Sort of here is what my plan is moving forward. it might actually end up being a requirement by the state moving forward. So, and then the the four E which we'd like to develop a graphic of graphic for is enrollment, employment, entrepreneurship, and enlistment showing there's four different exit strategies once you graduate. All of them are to be celebrated. We'd like to figure out a way to celebrate them a little bit more at the end of senior year. And just because you choose to go to one E right away doesn't mean you can't shift. You know there is a strategic plan sometimes for why we choose things. Sample activities. I'm not going to go through these but awareness

057exploration planning. Again it's sort of a scaffolded um process for students. So, we're over the summer going to develop what is happening in each grade to start out so that we are building things in for students to have experiences. This year, I've been talking to tons of people. I have a lot of like partnerships in in the bank. Um but these ones we've sort of started with career programming and different processes through these um junior achievement. We already do BisTown. Everyone loves Bistown. That's one of the things that the 10th and 11th graders said they remembered as far as like they were asked a question like what do you what have you done you know career exploration wise or where have you talked about careers? I think there might have been one other thing mentioned,

058but Biztown was like the thing that came up over and over. Junior Achievement has other programs that we're going to start utilizing. 8th grade, they have a finance park. They have career awaren where where they look at the 16 career clusters. We're starting next year to partner with them more thoroughly to embed some of this within the school day. The finance park has a field trip component similar to Viztown. And I took um we took the ninth grade class this year to an inspire career fair which was like just this giant career fair at the fairgrounds. They had a little bit of module like work and lessons leading up to it and then they got to go talk to all these different places and sling concrete and do different things. So that was really a

059good experience this year. School links is a platform that we're using and we're going to be more diligent about getting students in there. The past foundation is an awesome partner. Uh we have a couple of micro schools that we're working on getting kids into. One is called UCIT. It's University of Cincinnati Information Technology. Kids are earning college and high school credit at the same time. they're getting credentials. Um, it's a two-year program, so we've got that rolling. There's a medtech program starting for next year and we have two students enrolled in that. So, there's tons of other things the past foundation does does for us like they have kits that we can borrow and so on and so forth. Uh, the Tri Village Chamber Partnership, I'm working with them. We're going to meetings. We've put

060out a survey to Tri Village Chamber partners. what would you be interested in doing with our school? Um, in what capacity, what grade level? So, we've recently done that and gotten information back. So, that's another venue that we're going to explore as far as connecting kids to industry. Um, Upper Arlington schools, they're involved with the past foundation and also the tri village chamber and we're talking frequently about how we can kind of share resources. Danish is not the only business that I've connected with, but it's the one that sort of landed really well this year. Um, the picture there, there are three juniors and seniors who are going into or planning to go into the con construction field and they went for a day to Danish, sat down with the chief estimator there. They talked

061through a lot of things about different like tracks you can take and you know he told his story. The guy on the left um ended up taking them then on a job site tour and took him to lunch and you know talked about how they could get their feet in the door and stuff like that. They also I'll talk about Dana Danis a little bit more but we've done multiple things with them. They came into the middle school for a career speakers event. So we have sort of a plan for next year on how we can also bring in programming that they do to the um Brad Gert's old position actually in the Fab Lab. So they're great and that's Danis. The um Rob Gonda on the left is from the ESC and then I

062nominated Danish as an industry partner for the business advisory council meetings that I go to and they were awarded um a business education connector award. So they were excited. So it's a mutual we've talked about how it's mutually beneficial. So our goals moving forward, I'd like to develop partners that cover kind of all the career clusters in some capacity, whether it's, you know, certain robust partnerships that have a lot of career clusters within their company or, you know, one-offs that specialize. Um, we're going to work on building and nurturing partnerships within the community or like our immediate community, things that kids can walk to, stuff like that. real world authentic problems and scenarios. We want partners to bring those to us so that kids can problem solve and work on those. And then we're working

063on clarity around agreements for high school like work what's called work study. We're trying to formalize it a little bit um and make it WBL is work-based learning. So, we're working on developing some work-based learning procedures. And for teachers, late starts this year, there was a pathways pioneer group. Um, real quickly, we were able to go visit some sites. Um, one is the top one is Danish. So, that was another thing they did for us. They, um, are working on the Dublin Methodist Hospital, and we went there. They showed us around again talked to us sort of about career trends in their industry and so on and so forth. Um on the right hand side is the OSU Wexner. We went we went there and actually that was really awesome because they were giving us

064information about six in- demand career fields that are entry level positions. Kids can access them you know immediately out of high school. they can be credentialed in high school and get well-paying entry-level jobs and then OSU Wexner, Ohio Health, all of these large hospital systems will pay for them to train up and get their education whether they want to go onto nursing or doctor, you know, so they're working and they're earning at the same time. And there are a lot of those types of opportunities across career clusters. But that medical that medical um interest that our students have in showing them like hey you want to be a think you want to be a doctor. Well you can start out as a medtech and you know get your feet wet get in the hospital make

065make a living wage and have your schooling paid for have mentors have networking right there. So it's an option. We also had uh Fort Hayes brought VR glasses so that we were just kind of walking around aimlessly in a classroom learning what VR glasses can teach us about career exploration. So that was fun too. Um I serve as the off-site liaison. So there's tons with that. Um but suffice it to say I'm talking to Fort Hayes downtown school with Columbus City Schools frequently. um the past foundation frequently which that's the orange background there. Those are kids in the UCIT program currently this year. We went to Columbus State Community College to talk about you know options that a community college can offer. So that's frequent. We're working on negotiations with the career centers actually right

066now and also transport. We're kind of piloting, I guess I would say, a transportation um providing transportation for kids who want to go to the career centers so that that is not a barrier. So, we're looking at creative ways for that to happen. And we have a plan in place for next year. Um these are just quick that's the whole nth grade class that went to inspire put on by junior achievement. They had so much swag. They had Abberrombie and Fitch cologne and perfume. And I don't know, we played with a Jenga set that my son got. So, that was really fun. Um, here's on the bottom right. Those are students who are slinging concrete. As I said, they were doing brick laying work. Um, there was a ton there. And then the top right

067is the medical. There was a medical summit that we took 12 students to who were interested in the medical field. They self- selected and that was put on by all of the large players in the medical field here locally. They kind of have a cohort and they're trying to get kids into those in demand jobs. So that was that was pretty cool. They had a lot of hands-on activities and information for them. And I'm commu trying to communicate with everyone, you know, figuring out a flow for that. With Bobcat Connections, we're communicating, like I said, with different grade levels at the high school at this point for things such as tracking your volunteering hours, graduation seals, uh, honors diploma requirements, their scheduling, all those different things. I'm kind of collaborating with student services on those

068things. And then quarterly newsletters. I've been sending out. That's what I've been doing this year. I'm open to feedback if anyone has any, but I'm trying to like educate a little bit on things that I'm learning. Um, put opportunities out there, which that's not always the best way cuz stuff comes up all the time. But sometimes, you know, I have a a bunch of things that I can put in one place. So, I slap I slap it in there. Um, and moving forward. So, we're building on what we've done. We're looking at new course and program offerings, really leaning on our external partnerships where it makes sense. We're planning on noting like career fields and a career connection in the course catalog for students who are um when they're looking at scheduling just to kind

069of think outside the box like um you know, math doesn't always equal just x, y, and z. It could be ABC like giving them sort of a visual for a pathway of how courses could funnel into a career of interest or a career field of interest. We're hoping to update the website working on soft and dur they call them durable a lot of times but soft skills and resources for career alignment in classes. So, I'd like teachers to feel empowered to be able to like tie what they're teaching in their curriculum into tie career or like future into that. So, we're working on that. Planning field trips and events and we're looking at when that works well to not disrupt class time and staff, you know, staff needs. So, we've landed on trying to utilize

070late starts, trying to utilize days that are already kind of out of the norm, like testing dates. So, that is in process and then potentially developing an advisory board, having coffee chats or like lunch and learns for students. And I want parents to feel like they can come in and talk. So, we're working on different ideas for that. um I don't need to read all this to you but teacher PD so on and so forth. The last thing that is aligned but a little bit um again kind of giving a framework for a lot of things we do here at Graan View is that we're investigating a possible STEM and steam designation. This was suggested in the audit. It aligns with the strategic plan and you know like I said gives a framework. When you

071hear STEM and STEAM, you think of certain career fields, but it's really actually a way of learning and teaching and a process of thinking. So, that would be a whole education piece around what it means as well. But, um, we're just looking into it with that designation. You're looking at a culture for learning, learning and teaching strategies. It's all like projectbased. Again, it's solving real world problems. Um, and then pathways to success and careers is a whole section on that. So, it really does align with sort of where we're going with our strategic plan is where we're going. Um, it involves experiential learning like work-based learning and volunteer hours. So, myself and some of the admin are going to a bridge to STEM cohort. We're going to different sites next year. we're going to visit,

072evaluate how, you know, kind of how it how it lands and see see from there. We're just exploring. So, and that is it. Thank you. Any questions? I have a question. Yes. Um, oh, are you here during the summer? Like, can students call you if they want to doing shadows or are you off summer? Um, I have five extended days. So that's like basically nothing. Okay. Um I have five days in the summer. Yeah. That I work. So yeah. Um I've thought about that. I know. I just That's a good question. Yeah. Is school links a resource they could go to? Maybe. um in in the future. I would I think that will be where all of our like all the internships and you know opportunities that I'm kind of blasting out right now once

073we get students used to looking in school links and we get used to putting all of those in there. Yes. Great. I do think it's something that has to be like maintained. So I don't know it won't be like necessarily added to over the summer. Okay, good to know. But that's a good question. Good to know. Yeah. I had a question about the state report card designation, the 60 out of 87. If a kid in its college career, workforce, or military, how much leeway, like imagine that a kid wants to be a supportive mother or father or or caretaker? is like how much leeway do you have to get them hooked up with like a kids club or like the the work-based learning piece? Can we get them so doing things and like can we

074get that number up by doing things like that? Um yes. Okay. Yeah. So there's an experiential component and one of the things well there's a few different things but yes we could help the student develop a portfolio basically around something that they are uniquely interested in. Um there's also there's an Ohio means job seal seal which counts as a seal on their diploma. It also will be like an experiential. Now, hold on. I'm thinking of the honors diploma right now for the for that measure. It would be probably looking at work-based learning hours, but you can tailor it, you know, to certain outcomes. Yeah. For that student. So, yes. Now, it it might be that that student is already taking CCP courses and has, you know, 12 dual enrollment credits and then it won't be

075necessary to track. I mean, we'd still want to get them plugged into something that, you know, was of interest, but it would already be part of this. So, that's kind of why we're trying to on a spreadsheet map out like where are we really having a hole? I mean, it's not all about the report card, but that is 27 kids. Yeah. That we could cap like how can we capture and get them into a Yeah. Yeah. Well, and to piggyback on that because I was going to ask a similar question. I mean, you know, it's very likely that I'm not understanding exactly, not knowing the the definitions exactly for what that that means. But on paper, it looks like you're saying or that the state is saying that about onethird nearly one-third of our students

076aren't college, career, military, or workforce ready. And that's a jarring number. You know, given that we're a high performing district, they're saying by that measure, a third of our kids are not ready to move on to the next step. And so is that because of the way that they're narrowly defining things or saying you need to do X Y and Z or like basically talk me off the cliff here like what is should I show what comes under the the So it is right now a narrow umbrella. The only thing that we're really looking at I think we've talked about this a little bit before too. The only thing we're looking at right now are just our ACT scores, just our kids getting dual enrollment, but they remember they changed the number to 12 and

077a lot of our kids aren't getting 12. Um they're getting nine, um but they're not getting 12. Uh so we have tried to amp that up by connecting with the past foundation so that we're offering that UCIT program that guarantees they come out with 12. We're looking at ways to do college jump start here. So that guarantees we get to 12. Um the nice thing is is that the counseling the counselors Devon and the counselors already have so this date is two years removed right and they have already looked at the graduating seniors for this year and already know that we've increased that to we went from three I thought we were going to be two stars. First year I thought we were going to be two. So we were three stars which is going

078to be better than most of the states. where we want to land. We've already started looking at kids graduating this year and we've made sure they've had industry credentials where we weren't doing that before. We were trying to get kids getting industry. Yeah. And that that'll that'll qualify as that will qualify. So that will bump them up. And so we weren't doing that before. We're doing that now. So Devin, um, Stephanie and Brian have all worked together and like they have found kids that I thought they have found kids that that I didn't we didn't think had anything. And so Devon yesterday was like this student has a 12-point industry credential. We just didn't even realize it. So they have already closed that gap. We should be four stars the next year and then give

079us another year and we'll hit the five. Yeah. Because there's things now this year even like we have work study kids are some some of those work study students are doing something that is aligned with what they want to do next year and beyond. We just haven't we didn't know necessarily to have a formal agreement in they have to have a formal agreement in place with outcomes and you know that's what I figured it's yeah it's a process that we could have some of a few of the kids this year we could have put that in place we will put that in place you know so there are things that can be done like pulling teeth like if you have a kid that is interested in cosmetology and they want to do like an Aveda

080institute type like they might have a plan that they're just like this is what I'm going to do. I I don't need to tell my counselor. It's like no no no. Except Stephanie is having the 10th 11th and 12th grade counselor is having like multiple checkpoints with the students and asking specific questions related to this. So yes, you're right. And you are right. You found the one that actually it was it was manicurist. Oh yeah% they're certified and we were like oh my gosh we didn't know you know so now we know it's in there um that student isn't is a work study student and you know isn't as connected to the building but luckily yeah we found it cool so and that's what I assumed too I I I didn't believe that oh one

081third of our kids weren't ready for the next step it was more of the definition and how narrowly they say well this is how you prove it there are like 12 I believe or something like that ways you can prove it. Um so and we've kind of now we have our minds wrapped around what all of those options are and how you would you know particular like tackle any of them for a particular student and what might be a best fit after you've had conversations with the student. So yeah, any other questions? I know like having like you know my oldest many of us um is 14 going to be a freshman next year and it's kind of scary you know as a parent to look at the workforce moving forward because right now it

082feels like there's a lot of areas that there's a lot of uncertainty and what that looks like in the future you know things like any kind of like scientific research medical re research um like I was a public policy major that's kind of a scary world right now um and then AI I the infiltration of AI and what that's going to do to uh careers in the future and like I'm sure that's the kind of stuff you stay on top of but even my own kid is like saying I don't know like what are the things that are still going to be the growing industries and I assume that's the kind of stuff you're going to help navigate as we see things yeah and try to educate like these are fields that are in demand

083in our area um AI someone said something lately like AI isn't going to take our jobs It's we have to know how to utilize it basically. Um I think really like you know if you've got a creative kid I think in creative fields it's really kind of scary now with writing and art and film making those kinds of things and I know that's a relatively narrow scope but you know there's a lot of places where it comes to creative fields where I think there's concern. Yeah. And you know so I guess my big message I don't know I don't I think it was in my notes there but it was like if every senior is graduating having that like clear idea of why like and they have done something purposely at least to set them

084up for success and I think of it like a Swiss Army knife or something where you've got all these like tools you can pull out at any time. So you might earn earn an industry credential in Adobe. You might be planning on going to college, but something goes ary and now you have this credential that makes you, you know, stand out on a resume for jobs. You might be able to employ that skill, then go into college or, you know, you go to college and you come out and you're like, ah, I don't even want to. Having the different skills, you can choose when to open the doors sort of moving forward. So, we're trying to help the kids think like it's good to have options. You don't have to stick with what you've, you

085know, originally chosen, but the more you know, and the more tools you have, the more nimble you are, basically. Um, but yeah, I appreciate all you're doing. I know it's like you find it intimidating as you enter that next phase of planning for the future and so really appreciate all you're working on. Yeah, thank you. Really quick, your newsletters are great. Um, I'm interested in and look for them and I think you communicate enough that people I recognize the career workforce and development like banner. That's what I was hoping. They're good. Um, might be a little long, but I think eventually you're I would think you'd be more frequently than quarterly because you have so much. Would you want it more frequently? I I like really invested in this and I find what you're doing

086so important. So, I would I don't know if I speak for everybody, but I think the more parents know what you're doing and what your role is, the more um interest and followers you will have because I don't know how many people recognize how crucial your role is right now. Yeah. Yeah. Well, you guys can share share that with your friends. Thank you. Thank you. Great job. Thank you. I think we get fun times. Okay. Um we're going to move on to the construction report. Um so the core team committee report we we met today actually and we have um you know on Monday we're going to have special board meeting to uh with the intent to approve the schematic design. Um, so we talked a little bit about that today and I know that

087after we meet on Monday, what is it? Maybe Wednesday that they go before the planning commission for an initial Yeah, the 21st. Yeah, the 21st for the initial meeting with planning commission. Um, so you know, you guys have all the schematic design email that you can review before that meeting. But sent to you today. Yeah. So Stevenson is in is in a good spot. That's like pretty much, you know, where we want it to be. Um, we reviewed a little bit of a traffic study that was done around Stevenson. They had made some recommendations. Um, the company that did that traffic study. Um, but a lot of that's, you know, would require the city to weigh in on it. Um, as you guys know, Athletics is still there's still some moving pieces there until we

088get all the traffic design or traffic study, sorry, um, finished to see what the recommendations there are. But we'll that'll go um pending everyone's approval on Monday to planning commission with those with that knowledge that it's not exactly 100% complete. But is there any I mean I think the the only thing I would add and you probably already all know this uh the schematic design for the K12 athletic plan includes but phase one and two. Say that one more time. the the schematic design that was sent to you includes just phase one and two. Got it. That's that's all we'll be approving on Monday. That's correct. Even though we're still talking about like how we might might incorporate um parts of if not all of phase three. Correct. You mentioned that there were some recommendations

089made by the traffic study that the city will have to chime in on as well. Do you feel like there were things that were So I would u I'm sorry. No, you I mean I was probably going to say the same thing you were three big my take was um overall they didn't see any major issues. Um they did have some recommendations. Um like for example a layby adding a layby which is in essence like an indentation under the curb like what's done over there like that take away any of the spots like would we still have the proper number of spots? Oh yeah, this would be in front of the school. just in front of the school. Um, you know, they they they had three options also for consideration. Again, to Emily's point, for

090the city, you know, one was shutting down, closing. Um, oh goodness, I'm drawing a blank on the name of the city. Oxley, actually between Hyo and First, correct? Basically, you'd say forcing everybody to turn left. As you come down from northwest on on Oxley, it would force everyone to turn on. Yeah. Again, I don't think these are these are things the city is going to entertain. But another would be just to make Oxley one way there um at that point. That's correct. Instead of it being a two-way street, making it a one-way street. And then there were simpler recommendations like um making it a raised crosswalk, you know, between where like the tennis courts are at Pierce and the front of Stevenson. make that a raise kind of similar to what's in front of the

091high school like brick raised up with the flashing signs to make sure everyone's more aware and also making the sidewalks in front of Stevenson wider more akin to what is over here like on Fair View the city did a nice job of making those sidewalks really wide um I love those sidewalks lines like something like that sure and to be clear the traffic study that we're talking about is Stevenson only not gotten recommend that is correct it is but Stevenson only correct I'll send that to the board. I don't think it was included in what I sent. Yeah. So, that's where we are there. Um, so then under construction, we have we do have a couple of things to approve. Um, it is B1, two, and three. Just those three. Is there a motion to

092approve those items? So, moved. Second. Do we need any discussion? Anyone want to question? So there's the I mean the one three I'll just point out in particular. We did this the last time we had a construction project too which basically sets a threshold at which Andy um can basically approve things and that's the same as it was before. All right hearing no more questions. Uh Beth, can you please call Mr. Bod? Hi. Mrs. Gart. Hi Mr. Day. Hi Mrs. Matney I and Miss Wasmouth I treasures presentation okay All right I'm going to share just a few um financial highlights and then also give an overview of our fiveyear forecast which is on the agenda for approval tonight. So, first of all, looking at where we stand as of the end of April and our

093general fund, um our taxes are fully collected and we we hit ex just about exactly where we expected. Um state funding is right on track with this point in the year. The um homestead and rollback settlement has come in since the end of the month. So, we do have that and and so that is uh pretty much fully collected. Um, Grand View Yard settlement also came in. I think I mentioned it was in between the end of the previous month and our last board meeting. Um, so we did get that and that is um, uh, about 11 and a half% over what we had estimated and that is because of the new bond levy in the fall um, which generates additional revenue that goes through that tiff. So we did um, see an increase there.

094um interest for the month um about 129,000 and for the fiscal year to date um about 763,000. So um that's uh really good news in terms of you know supplementing our budget um as interest rates kind of hold steady with where they are. um our expenditure budget so through the end of April is about 83% of the the way through the fiscal year and we're just under 82% on expenditures. So right on track. Um you can see the the investment rates. Um couple other updates with our other levy funds. So our our PI balance really um has remained un just about unchanged since last month. Um, I think I did mention we put a deposit down on the outdoor shades that we have been talking about. And so, um, that purchase is in progress. And

095then finally, the construction fund. Um, I mentioned last month for a couple reasons, I have set up special cost centers to track the interest for the two issues, the the bond anticipation note and then separately for the bonds. um that will help with some of the tracking for arbitrage rebate calculations, but it will also um keep that money completely separate from the activity of the construction budget and I think it'll be a little bit more um straightforward and streamlined in terms of the reporting that we get from Concordis the budget reporting. So um the the negative amount there on the bond proceeds, we had the same thing last month on the bond anticipation note investment and it's where we buy a security um that is midway between interest dates and so we have to pay

096acred interest. So, if it's a six-month, if it's a security that pays interest every six months, we buy it like halfway through that, you know, three months into it, we pay for what we pay the um on the purchase three months worth of interest and then in three more months, we get six months of interest back. So, it looks a little odd um but that is that's typical with um the purchase of securities. Can I ask a question real quick on the sun shades? Is that have those funds already been encumbered? Um just the deposit. Okay. Yeah. Yeah. Um actually, you know what? Let me let me double check on that because it may have been I think it has, but not as of the end of April. I think you think that unencumbered fund

097balance does not reflect it, but I think it has been encumbered as of today. Um I'll follow up on that just to confirm though, but it's definitely not in that balance. That's that's okay. Don't worry about it. Okay. Okay. So then um kind of switching gears, the uh finance committee met on the I think it was the 26th um of April. And um one of the main things that we talked about was the five-year forecast. And so just a couple kind of quick reminders. These are things that that I kind of always start with. Um, you know, it's it's, you know, the five-year forecast is something required um by the state, but it's also a really really important tool that helps us identify um you know, deficit spending trends, levy uh cycles, you know, the

098need for for um uh you know, considering new funding, um cash flow. And so it it really is an important tool. I think we mentioned at the meeting last month that one of the provisions in the budget bill is to to cut that to a three-year forecast. I was at a um treasurer's meeting with some of the central Ohio treasurers a couple weeks ago and there were a number of them in there saying that they are going to continue the five-year which is what my plan is. So even if the state doesn't require it, you know, I'll hide the last two rows and we'll submit on the on the form that they want. But I do think that's really important because two years out from the current year, you know, there's a lot changing right

099now in our world, in the school finance world, and that is not a whole lot of time to react if if you know, something major changes, if new legislation around property tax uh system changes, something like that. So, I do I do plan to continue to to put that together on a five-year basis. Um, of course it's, you know, it's it's based on what we know right now and probably now more than ever there's an awful lot that we don't know. And so kind of keeping that in mind, um you know, some of the uncertainties we u we talked about last month the the budget bill um you know the funding you know the proposal at this point is is has thrown the the formula out and you know so there's a lot of uncertainty

100around where that that lands. Um, you know, I always mention this proposed legislation, but there's probably never been a time in in the 19 years that I've been doing this that proposed legislation um is a larger uncertainty than than ever. And so we talked a lot about the the um you know, property tax reform efforts, the the proposed limit on carryover balance. And so, you know, all those things are, you know, while we're kind of um, you know, we've got this construction project and some of the implications of that and at the same time we're kind of weighing where things land with this budget. And so there is a lot of uncertainty right now. Um, so you know what I always say when we look at the five-year forecast is what has changed since the

101last forecast. And so that's really what I like to focus on. And so, um, I've kind of listed a few things here. Uh, first of all, property values. The the spring forecast. I have actual property values for the new calendar year. And so, I put those in. Typically, those don't change a whole lot. They don't change our numbers a whole lot. Um, I do think it's worth noting that our public utility property value went up another 2.7 million. And I've shared this almost this identical comment for like the last five years. It's it's been going up um steadily over the last 10 to 15 years. And so public utility property again is the highest um taxed value. There are no reduction factors. And so a $2.7 million increase in public utility value is a pretty

102significant increase in tax. So um I did want to mention that here. uh the Grand View Yard revenue projections. I I mentioned that our settlement for the first half of 25 was a little higher because of our bond levy. Uh Baker Tilly has finished the the revenue projections for 25 for 2025 and and one of the biggest factors again is that bond levy. Um they have continued to track some of that development that's come on. um we're getting close to some of those abatements rolling off and so um I met with them a couple weeks ago and and kind of went over those results and so I have incorporated those revenue projections in the forecast and that is something that I these two things are something that happens every May forecast because of the timing.

103Uh the third thing is is is a um is another thing that happens almost every May forecast and that is we we find out what our medical insurance renewal is for next year. You know it's one of the the highest behind personnel it's the highest um you know um expense that we have. And so you know the good news for us this year is that that is really really low. And um I I think I've mentioned that the insurance committee um that you know that's a couple teachers, a couple classified employees um we got together and and looked at at shifting some of those ancillary plans to our medical carrier. And so you know this year and going forward that'll save us two and a quarter percent off of every renewal every year going forward.

104So that that leaves us at about, you know, 1.75, which is we haven't had a a renewal that low um for years. And that's pretty unheard of with with what medical trend is. Um the AE substation. So we talked about this in our finance committee meeting. Um several weeks ago we saw some um some information come through about some pending legislation and it is a drastic reduction in the the assessed value um the taxable value on new public utility property. And interestingly, it applies only to new transmission um equipment that's put in place in 2026 or after. Well, that that AE project has um you know, we've we've been talking about this for several years and and we weren't quite sure what some of the delay was. I I think um you know, I think

105now we probably know why that project was delayed. It's going to it's expected to be completed now in 2026 which based on this new legislation would take the taxable value from 85% down to 25%. And so it's a it's a big big difference of what we were expecting. So I have as a result of this I have taken that that projection completely out of the forecast until we have more clarity on when that when we're we're 99.999% sure it's going to pass. Um can I ask yeah for that substation do you know getting a little bit into the weeds on it there there has been a substation there for some time. There has. So do you take the prior value like the original value before and then basically that value stays probably not that that

106stays at the prior assessment rate and it's only the additional value that's added by this new piece that is now going to be at the 25%. Is that yes the 25% only applies to new um transmission and distribution property put into use in 2026 or after. So, we're not going to by virtue of them basically tearing down or rebuilding, we're not going to like lose what the the value of what used to be assessed at a higher rate, I guess, is what I'm trying to say. Like, um, well, on that property because what's there right now is so old, it, you know, it depreciated. It had deprec It had, you know, decades ago, it started at 85% likely and was all the way down to a real moot. It's really a moot point because that

107goes away and then the new will come on at that 25%. Okay. So, um I I think I mentioned met with um some A officials. It's been a few months ago at this point and they were supposed to work on some numbers and get back to us and I've reached out a couple times and they haven't responded to me. So, my guess is they're probably waiting because of the significance of this legislation that's already passed the House. I think it's in the Senate. Did it pass the Senate? Yeah. Okay. I think I'm um so because of the uncertainty around the values that we need from A that they're going to report to the Department of Taxation about their investment and because of the uncertainty around the legislation. I have taken those projections completely out of

108the forecast. You know, we put them in pretty conservative, you know, several years ago. We've moved them back two or three times. And at this point, we need some more information um to to really um uh keep those in. So, I did take those out. Um, the last thing that I wanted to point out, what's different is, you know, again, I mentioned, you know, we're kind of juggling the the um the potential impacts of this budget bill with the needs for, you know, our current project and some of phase three that we may be incorporating into phase phases one and two um with the athletic complex. And so, you know, we talked at the last meeting about what are our options in terms of setting money aside um especially in light of the the carryover

109cap. And so one of the things that that we are proposing in the forecast is a set aside of some general fund money um to be used for the additional costs that we know that we're going to have with the the additional work um at the athletic complex. And the one thing that I wanted to point out about this th this capital projects fund is unique in that when if the board authorizes a transfer to set money aside um typically in most cases it's not that easy to move it back. This one is that easy to move it back. It would only take a board resolution. So if the money is set aside and is not needed um or is not all used, it could be transferred back partially or fully at any time with

110a board resolution. And so um you know so again we we put this in here as um you know planning for some of these things that that we're evaluating right now. um this transfer if it is done um would require a board um uh board resolution and so likely we would put that you know depending on where everything lands we we may put that on the board agenda for the June 25th board meeting. So that is the last thing that is um very different than than the last forecast. And if I may, yeah, I I think importantly, you know, we have for months been talking about exploring additional needs as part of the K12 athletic complex within phase three. Uh, you know, our bond levy scope and ask included phase two and phase three. So,

111this is not out of left field. This is something that we've been talking about as a governance team for many months. Yeah. Yeah, and to kind of piggyback on that, you know, when we were going through the bond levy campaign, the the message that we shared with our community was that we um are asking for funding for phases one and two, and we believe that we will have funding from the new A substation that will cover phase three in the future. Well, at that time, we didn't know that the law was going to change and drastically um change that that tax assessment rate. Um so um you know basically what what that does is you know down the road we were expecting a larger influx of tax revenue. And so one of the plans that

112we talked about I think it was back in our work session was borrowing from ourselves essentially. And so this this kind of does that same thing. it um it it takes money that we have today for the project rather than waiting until um you know a future revenue stream comes in. And so yeah, to Andy's point, this is this is consistent with all the the you know, the planning um the the messaging that we have shared. It's just going to be a little bit different structure because of um what is likely to be the loss of that tax revenue. So overall highlights um you know this this forecast is going to look you know if you looking out at year five this for forecast looks very different than our last forecast and largely because of

113that transfer to the capital projects fund. Um again the board has complete um autonomy and and um authority over making that transfer and transferring that money back if it's not necessary if it's not need at all. um the statute actually that allows this. If the money is not used in 10 years, the statute requires that that money um go back to the general fund. Um so so anyway, that's that's kind of the structure of that. So our cash balance um you know, taking into account the factors that I just talked about, the cash balance in year five in 2029 is about 2.1 million. the unreserved cash balance would be about a negative 1.3 million. If we pull that transfer out, this forecast would look almost identical within about $200,000 to our last one. So, you

114know, some things have gone up, some things have gone down. Um, a lot of those are are kind of a wash with the exception of this big transfer to capital projects. So the the that transfer I would expect would keep us under any fund balance cap that ends up in that budget bill. So obviously we're we're you know going to pay real close attention to where that lands in the next month or so um before we make any decisions on on that transfer. Um, but legal counsel recommended that we include that as part of our forecasts so that it's not just um, you know, so that it's communicated, it's transparent, and it's not just pulled out of left field on June 29th. Um, so that is um that's pretty much everything on the the five-year

115forecast. Again, the finance committee met, reviewed it, and um it's on the agenda for approval tonight. Do you um can you remind me I don't know if you know off the top of your head what our effective mill rate is um for CL class one for um it's about 40 it's it's between 42 44 something like that. Still pretty heavy. Okay. I just read an article the other day like I didn't realize how many districts were now at the floor. It's a lot. Yeah. Yeah. There are a lot especially especially nine in I guess. Okay. especially a lot of rural districts are at that that 20 mil floor. I didn't know it had gotten that high. The this budget bill um exempts that 20 mil floor from that that takeback that they're wanting to do

116based on on carryover cash balance. So, you know, rolling back millillage, they're going to roll back some district, you know, if it goes through the way it's proposed right now, that would roll back some um districts to below the 20 mil floor. Well, it's because with all of the reappraisals and stuff that that so many of with rollbacks have have fallen to the floor. I just did not I had no idea it was that high. Yeah. And and the benefit for the districts at the floor is they do get full inflationary growth when there's a reappraisal. So that's um you know so the whole kind of conversation about property tax reform and relief in all those dis you know we talk about how you know a 15% property value increase might only be a 3%

117increase in taxes you know to overall for our taxpayers. Well in those districts at the 20 mil floor you know a 15% increase in property values is a 15% increase in property taxes to them. So yeah, that House Bill 920 is ex is is is irrelevant once a a district is rolled all the way back to that 20 mills. Just seeing that helped me understand a little bit why the upper I had no idea. I mean that's twothirds of district now. It used to be a minority. Um okay. Any other finance committee report? Uh I think you covered it. I think, you know, the big thing was that uh um transfer of of cash. um really thinking about the the pro the future project but also with an eye on the uh the cap was

118something that we uh we endorsed encouraged Beth to go down that path and and just I I mean I'll just share from some of the meetings I've been in that that that is the same plan that most other districts are are um considering. But as Andy said, I think like we're not like there there's a lot of reasons why this is something that makes sense for us. It's not just an avoidance, you know, it's a Okay. Um, so we have our recommendations under business and finance C. I would like to I I would like to abstain from voting on number seven, Columbus State, because I because I I work with the people involved in that. I do work for them. So, could we have a motion for Yeah. for just C 1 through six and

1198 through 10? So, moved. Second. Any discussion? That includes the five-year forecast here that Beth just talked about. Oh, and also our our agreement with the education association, which a big deal. Oh, yeah. By the way, it is a big deal. Usually that would be the biggest news. Yeah. something. I mean, really, really happy for that and proud of you guys getting that through so easily. Um, okay. Call the RO, please. Mr. Bod, I Mrs. Gart, I Mr. Guousay, I. Mrs. Matney, hi. Miss Wasmith, I. Okay. Now, is there a motion for um C7? C7. Move C7. Second. Okay. Any discussion? Depod. I. Mrs. Gartstein. Mr. Gusay. Hi. Mrs. Matney. Hi. Miss Wasmith. Hi. Okay. Under personnel A1 through 17. Oh, let's do 1 through 15 because 16 and 17 involve myself and and Katie.

120So, let's start with um 1 through 15. Is there a motion for those? So, move. I'll second. Any questions, discussion? No. Okay, Beth, can you call the role, please? Mr. Bod, I Mrs. Gart, hi. Mr. Guay, hi. Mrs. Matney, hi. Miss Wasmith. Hi. I'll just preface. Uh, well, I guess we can get a motion first for uh 16. You could explain why you want me to explain. I was going to do that after the motion, but um it just obviously we have to it is required by our policies that um if a board member or a staff member is going to be a um member of the board of any booster group that we have to get board approval for it. So I I I don't think that this has not been voted on yet

121for vocal music, but my understanding is that I will be their treasurer and Katie will be the wrestling booster as president. So um we'll vote on those. So a motion for uh 16 there. A 16. Yeah, I move A16. Second C16. Oh, it's a personel. Sorry. Yeah. So 10 A16. 10 A. Okay. So we had a second. Correct. Yes. Okay. That can you call the RO? Mr. Bod. I. Mrs. Gart. I'll abstain. Mr. Guousay. Hi. Mrs. Matney. Hi. Miss. I. Okay. Now, is there a motion for under personnel A17? So moved. I'll second. Can you call the role? Mr. Bod, hi. Mrs. Gar, hi. Mr. Guusay, hi. Mrs. Matney, abstain. And Miss Wasmith? I. Okay. Is there policy committee report? Uh, we did meet and there are a whole bunch of policies uh on the

122first read which I'm happy to ask answer questions about, but we have a really nicely organized flowchart. I assume we owe Matt Wy some credit for that. Correct. Very well done. Anything outside of anything of sub I want to say of substance other than grammatical let me know. Um there was going to draw attention to there was one policy um in particular that defines um biological sex of students that was required. That was required. That was my followup. Um, that was the only thing of note I would say. Okay. And this is a first read, right? Yes. Okay. Any more questions? And if you want the if you want to know the code for that for for following up, it's um IG BLA for promoting parental involvement. Yes. I have an IGBA. No, it's at

123the top. It's at the It's A. Wow. Thank you. Does that go along with the parents bill of rights? I'm not sure. Fair enough. Thank you. Mhm. Okay. We do have um one thing here for approval. Um, under board policy and procedures B1. Is there a motion to approve? So moved. Second. I'm I'm sorry. So C1 is the first reading. Yeah. Those are the policies. We're going back here. Bod this OSBA policy resolution. I'm sorry. Did you say B1? B1. Oh, okay. I'm sorry. Sorry. We had a second, right? Yep. Okay. Any questions for discussion? Is still reading? That's fine. Nope. Go ahead. Good. Okay. Beth, call the role, please. Mr. Bod, I. Mrs. Gart. Hi. Mr. Gusay. Hi. Mrs. Matney. Hi. Miss Waser. Hi. Okay. Is there a teaching and learning committee report? Yeah,

124we met today. Um, a lot of what we talked about was covered by um, Devon. Um, in terms of she talked about some of the steam and STEM designations. Um, one thing that we talked about was also the potential realignment of um, some of the grading codes for the elementary school. Um, that and that's just being investigated by some of the administrative teams. I think that's the main gist of what we talked about. I think so. I think she covered when you say grading codes, what do you like? What is that? Um, currently we use um extending, progressing, meeting expectations. Um, they're requiring support. Is that the last one? Um, currently I Yeah, go for it. So we had a grading committee um meet this year and so we would like to change those to

125meeting expectations at this time progressing towards expectations at this toward meeting standards at this time or targeted support for meeting standards at this time. So just three like basically that is what we talked about having just three and then comments would be if you were extending that would be in the comment area. Um and then also we talked a little bit about and right now the learning attributes are kind of assessed by um the teacher and we want to pivot that to those being more assessed by the student so that they become realized and actionable rather than something you're judged on um by the teacher. So, our attributes committee has done a lot of work with creating like um rubrics for the kids to look at, not necessarily teachers. So, teaching those durable skills in

126the classroom, not judging them on a report card. Um so, taking those off the standardsbased report card and just having a student spotlight section on the student report card for comments about their strengths. So, more to come on this though, this is not like like a final decision. you guys are still talking about this or we'd like it to be um final. The the principles have looked at it. Um the the teachers have put spent a lot of time on it. So, we would like to try to get them revamped for over the summer for the first time in the fall. There was a little bit of concern about not having that that extending. So, I was going to go back to the committee to just make sure that we want to really think about

127that. Do we want because we're really trying to focus on meeting grade level standards at this time and then progressing towards meeting grade level standards or target support towards meeting grade level standards and then if they're exceeding the grade level standard. We don't really teach a whole grade level ahead. We differentiate and and create things for kids that are exceeding those standards, but um having that as a part of a comment rather than a mark. Why was there concern about that? Who why would why would somebody be concerned that that's not called out specifically? I've always concerned about it in terms of uh parents, especially within gifted programs, um feeling like the differentiation that their students receive might not be recognized. Whether or not that's going to happen or not is debatable, but that was

128concern I I rose. So, I'm going to I am going to go back to the committee and bring that concern because I asked for feedback. Thank you. Thank you. Yeah. Um Angie, really quick, you had exciting news about a sixth grader and his their presentation. Can you share a little bit about that? Yeah. So, um Jessica Fields wrote a grant to the education foundation this year for the Ohio um state science fair program. Um and we only had one student take that opportunity and it was M and Chang and um he p he participated in the regionals and he got invited to states and then he went to states and he got first place in behavioral health science. So um one student but he took full advantage of the whole experience and he did a

129really good job. So his parents were super um excited and helpful and Jessica was um super helpful as well. So I was excited and now maybe next year we'll have some momentum. Maybe some other kids will want to want to join. Awesome. Thank you. Okay. Under curriculum and instruction uh recommendations for approval B1. Um just it one through three. Oh, which includes our roster of candidates for graduation. Something to celebrate. Um is there a motion to approve that? Oh, and the school calendar's there too. So moved. I'll second. Any comments? I'll comment that I noticed that our starting date is now proposed as early as August 12th. If it gets any earlier than that, there is going to be a throwdown by parents. You could also just tell that there are several districts across Ohio.

130I teach in one of them that are going after Memorial Day because of a later start. Wait, after Oh, got so that's that's something to contend with as well. Yeah. August 12th is going early. Okay. Um Beth, can you please call the role? Mr. Bod, hi. Mrs. Gart, hi. Mr. Guousay. Hi. Mrs. Matney. Hi. Miss Wasmith. Okay. Um, under co-curricular activities and extracurricular activities, we have a one through three. Is there a motion to approve? So moved. Second. Any discussion? Anyone want to sign up for the trip to the Gophagos? Yes. All right. That's Can you call the RO, please? Mr. Bod. Hi. Mrs. Gart. Hi. Mr. Guay. Hi, Mrs. Matney. I Miss W. Hi. Any other business to bring before the board? Okay, we will be going into executive session for the reason number

131five. Matters required to be kept confidential by federal law or rules or state statutes. Okay. So, we will Yes. Sorry. We need a motion to go into executive session. Some moved. Second. Okay. Okay. Mr. Mr. Bod. Hi, Mrs. Garter. Hi, Mr. Guousay. Hi, Mrs. Matney. Hi, and Miss Wasmith. Abstain. Abstain. Yeah. Okay. So, we um Well, nobody's I don't think anyone is here to really care, but we do not expect to come back to uh you care. We don't expect to come back um and have any further business after executive session. So, Right.