Hamilton City School District Board of Education Meeting 9-25-25

001Good afternoon. We'll we'll um Oh, ready. Okay. We'll call this um open session work meeting into session. Um we'll have our roll call. Mr. Fraser. >> Miss Matthews >> here. >> Mr. Davidson >> here. >> Mrs. Baker >> here. >> Dr. Copus >> here. >> Mr. Spring >> here. >> Thank you. We will have Do I see city council? No, city council. So, we we will go straight into our spotlight and we'll turn it over to Miss Weiss. Hi, good evening. Um, welcome to our board meeting tonight. Tonight we are excited to uh celebrate and thank a successful community partner. I brought my wingman here, our supervisor of uh mental health services to also share with this because she is an integral role of bringing a lot of value to our district and our students

002um here to be able to help go along. So tonight, we would like to thank Miss Lorie Higgins, the president and CEO of Envisions Partnership, as well as Kim Strong Lidle, the director of school and juvenile court programs, and just really celebrate a lot of their successes. Uh board members, in each of your folders, you have the you have the complete um statistics that go along with this, so you're able to deep dive into the report that they so graciously provided for us. Um, and tonight I just want to kind of touch base and highlight on a few of those things because just like we were talking at the table um with Miss Lori, they're very much more far-reaching than I think a lot of us uh here realize what they do. And I think

003it's very important that we all stand together and just make sure we celebrate those successes here, not only with our kids, but with our Hamilton community. So last year with this uh 2024 2025 report um they served 3,575 Hamilton students. Um this was twice as many students as just three years ago. So you can see that the needs are still continuing to grow. Uh and we're also finding more multiple ways to be able to reach those students. and the more that we reach our students, the more comfortable they feel and word spreads so that they're able to have access to a lot of these programs. Um, they have been consistently serving our district for over 25 years, so a thank you is definitely welld deserved this evening. Every building uh in Hamilton received at least

004one service type. um they have provided Spanish language education support in groups in multiple buildings and all groups and classrooms strive for at least eight sessions. So at um all of our buildings uh they'll have um envision educational support groups and these are for at risk students focusing on the SEAL standards as well as life skills training um focusing on uh a lot of that curriculum. So over across the 24 25 year they had 43 envision groups and 49 um life skills training classrooms. Uh the demographics which is pretty cool um when I'm looking at those on page two they service it's pretty pretty even male female that have access to these groups. So that's one of the things that jumped out at me right away that you know there's not a stigma or anything

005when you're talking about these groups. kids go and they want to share and they want to learn about these valuable resources that they have. um they've done a great job of breaking down the statistics when you're looking at both the envision groups as well as the life skills groups of you know these are our kids talking uh when you're talking about you know you want that preassessment you want that post assessment to see what the success was and these are our students talking about the successes that they received along the way from Envisions and our partnership and the one that really jumped off the page to me as was 94% of students in middle school and high school in the Envision groups and 95% of students in the elementary groups would recommend these groups to

006their friends. Guys, that speaks volumes, especially when you're talking about middle school and high school kids, right? Um they're sharing that with their peers and they're just breaking down those barriers and those walls to say, "Hey, this has helped me and this is how it's helped me." And it's not scary adults that are leading groups or scary principles that are saying, "Hey, I'd like you to to be a part of this." It's their own peers that are saying, "Hey, look what's helped me." You know, the more that you're able to talk about things that are being successful to them about what they're experiencing out in our community, the better it serves better it serves our students. You also have some testimonials that are there at, you know, in at the end, but I wanted for

007you guys to share those uh, you know, in your leisure time. So tonight again, you know, we're spotlighting different aspects of of our community that reaches our Hamilton City School District and um you guys are a very valuable partner and we can't thank you enough. >> Hi guys. I'm Alex Sortino, supervisor of mental health. Happy to be here with you all tonight. Um and very grateful to be able to share my gratitude publicly for Envisions and all that they do. uh they affect our community in a myriad of ways that um we don't necessarily see directly within the schools. Um but they are affecting the greater Hamilton and Butler County area in huge ways that are very important. Um and I'm incredibly grateful for all the ways that they prioritize our needs here specifically in

008Hamilton. Um, I'm greedy when it comes to things for our kids and they always uh meet that um that need uh when I ask for a little bit more or just one more group for our Spanish speaking students and things like that. So, we're incredibly grateful to all the services that they provide to us. >> Just as a token of thank you, Miss Higgins and Miss Strong Idol, if you don't mind to come up, we just have a small tank token of gratitude and thank you. You can't go wrong with a engraved Yeti cup with our new logo. So, thank you from the bottom of our heart from the Hamilton City School District. >> Thank you. >> I don't know if anybody has any questions, but obviously >> just want to say hi Lori. It's

009good to see you. >> Good. Good. Good. >> We're gonna have you guys if it's okay >> here. Just your chair. I just want to say that I um so appreciate everything that um Envision that they do because in fact I had to I had the honor to be able to work with them when I first moved back home and it was so great to be able to work with them and and and be a part of all the amazing things. So to see them still impacting our kids and to be on this side and see them still impacting I'm I was super excited about this and to see all this good information it it's really um it really does my heart well because again I'm like you. I'm greedy. I want our kids to

010have the best, to have everything um humanly possible to make them great. So, for me, this was super exciting. And I again, thank you um Miss Lori, thank you, Miss Kim, for everything that you do. You put together for our kids, all the hard work. >> So excited. >> I I don't I can't do this math real quick off the top of my head, 3575, I think it was the number on there, um in the whole county, in all of the school districts. And we're an eight out of 10. um different times for different reasons, but you know that's um and all of the services like um uh Alex said, you know, we served unduplicated 16,060 individuals across the um county and you can see what your number was. It's not quite 25%. But, you

011know, it's pretty darn close. So um we do you know do a little bit more here but we have um a philosophy of where the need is greatest is where we need to go. We start out every year saying hey this is your a lotment based on our cost. You'll see the dollar figure that's there you know just for the last year of what we've provided um free of service by our grant writing um by you know the work that we're doing to make this happen for individuals and citizens in in our in our county. So, you know, we're really proud of the work that we do. We're really happy when you're happy. Um, I'm really happy to share these statistics and have somebody actually look at them and see we really care about outcome.

012Um, and we, you know, quality continuous improvement is important. Um, client rights is important. So, you know, we think that, you know, when you see this, um, that you'll be really, really impressed with, you know, how incredible your kids are. Um, and, you know, they want to be, you know, the best that they can be and we want them to, too. >> That's almost 40 plus% of our students. >> It is. >> Cool. >> That's pretty impressive. >> How are you doing? Even more impressive. Think of that first meeting we had. with. >> Oh yeah. >> So that was that was my original student. Then it went away. Now it's back. I just want to add, Lori, when I was my tenure at United Way, it was always a pleasure to work with you all

013and the good work that you you do and we you as a partner agency. Appreciate you. >> Yeah, I just want to add on to that. you know, it really does take a village to come together for our kids and to help them overcome and feel connected to the community. I think that's something that uh your programs really help provide in our schools and the fact that you see the need and you make sure that financials are not a reason that prevent kids or our school from being able to access that. So, we we cannot thank you enough for all you do for those kids and beyond that because it just it continues to multiply. you know, we have a student who feels accepted or or feels regulated in their emotions, that helps everyone else

014in the classroom. So, while your direct statistics are impressive, I that's probably tenfold of the true impact that's happened in our district since you partnered with us. So, thank you so much for that, and I look forward to continuing to partner. >> All right. Thank you so much. Next on our um we have our uh building presentation from Crawford Woods Elementary. Yep. All right. Good evening everyone. My name is Aaron Hopkins. I'm the principal at Crawford Woods Elementary School and I've been the principal there for 15 years. And when I first started as the principal at Crawford, we had about 20% of our student body was um Hispanic and now we are up to about 50%. So with those changing demographics, obviously we want to highlight some of the things we're doing. We have lots

015of great things to highlight, but today we are going to focus on our ESL ambassador program which is led by Mr. Conutton um affectionately known as Mr. C. So I will not take up any more time. Can I grab it? >> Absolutely. Okay. No, in Crawford Woods. Thank you. >> That's what I was gonna chat. Yes, looks good. >> Go to the pictures. >> All right. And you can one picture in this paper. [Music] Oh, that is really amazing. >> Christian, can you like how did they get >> I cheated. I got my Google out and did it earlier. >> Yes. I'm good. >> Okay, perfect. >> This is amazing, Mr. Conington. >> Okay, so what we're going to do now is we would like you to go to the conversation mode of it >>

016and Christian's going to speak for just a moment. >> Conversation. >> Oh, okay. How do you do that? We'll let you guys just share just to not take up too much time. >> Okay. Hi, I'm Christian. I am intelligent. Okay. If you may have noticed if you're have it on conversation mode, anything that is spoken will be translated to English. So you can have a conversation back and forth, English to Spanish, Spanish to English. So, if we tell them to turn and uh work with a partner, they can uh participate in the class just like anybody else. Okay? And as you may know, just from being here for just a couple of minutes, when you're thrown into a country and a place where you don't speak any words of the language, um we knew that

017there were some challenges. So, we created the ESL Ambassador program, um with four distinct goals. So, So our first goal is to build an inclusive model of teaching. Next goal develop leadership skills, foster service to the school and community and provide trips and experiences. So the first thing that we wanted to do is really work towards an inclusive model of teaching. And when I say that, if you are a newcomer, someone who's just arrived in the country, you're going to be in the class and we want you to be able to engage. Engagement is our number one rule. We want every kid to feel like they're doing something from the minute they get there rather than just sitting and listening. So, um, the teachers and I have, um, really worked hard to create lessons and

018we do these, I would say we have one a week and then little ones each day. But give you an example. This is, uh, Christian. He's a newcomer and he's dressed up newcomer I mean they just got into the country so he was new to the country last year. He's dressed up as a patriot and he was a tax collector. Now he didn't understand everything that was going on but he had to go around and collect everybody's M&M's which were their taxes. And you could hear all the groans in the room. So you can just imagine like the kids might not have understood everything but they don't under they know that taxes aren't great you know. So, uh, here's another one is, uh, we had built, uh, certain activities where they were doing, uh, Jackie

019Robinson and they had to, we had words on the floor and they had to physically jump over these words like discrimination and other things. So, even our newcomers, they're seeing that word discrimination. They're having to jump over it. They're making that connection. Some kids may read it in a book, but these kids might get it that way. Another one that they did is, and this is Joshua, he's only been in the country two or three years, but he was leading the activity at that point, and he was doing a puzzle um for a book was called Espiranza Rising, where they were having to put pieces of the puzzle together to kind of understand the story a little bit better. And another one, this one probably looks like the most boring picture because what you see

020is kids sitting in a room kind of like we are right here, and um they're all working on a close reading. But if you look a little bit closer, you're going to see the magic of some of the things that they're doing. You're going to see three different kids and they have iPads and they're doing the same thing that everybody else is. They're able to read. They're able to engage. They're able to do a lots of things. And I'll give you a quick story. Uh we had a girl who came in who was illiterate in her own language. And um we had this was the first year of the iPads about three years ago. and she was in class and she wasn't doing anything. We were trying to get her to communicate but she had

021a speech impediment and different things and we just kept thinking like how much does she really know? And um at one point I brought in the iPad. I showed her how to do it and almost immediately she was listening to the teacher. She had that conversation going. She was able to hear everything the teacher was going and on the first day she was putting her hand up to answer questions. And that's what we want. We want that girl to not sit there not doing anything. We want her to engage. And the last one is this is going to be uh Valeria. [Applause] So, we're working on a book and she's only been in the country about a month and a half. Very quiet, those kind of things. But we were helping her learn different characters

022of the story. And what she did was um they had to come up with the dress of that character. They had to act like that character and do different things. And what happened was like all of a sudden she comes out of her shell. It's just giving these opportunities for them to kind of shine. Did she understand everything in the book? No. But she the way she was dressed, I mean, we were all impressed because even the stripes on her thing had meaning of on her shirt. Okay. So, the next thing that we've done is we've created um leadership retreats for our kids and we go out to Camp Kimmel Guard and it's everything that we're doing is um activities to help them work as a team. So, we concentrate on four things. Uh communication

023we commu uh communication uh service uh leadership and um uh which one am I missing here? Leadership. Oh uh oh confidence. Sorry I I had to know which one of the because they're all uh so um a lot of the things that they do they're built around like this team is trying to get from one island to the another. They're working as a team. They're trying to do that. And then the the most important part is our process afterward of talking through these things. Uh the next one is this happened to be a sherper hike. So you've got half the kids who are uh blindfolded and the other half are sherpas leading them through the woods but they can't touch them and they can't speak that language. So it's all how do we build communication?

024Those kind of things. Next one was they had to go out and build forts. So kind of how would they survive? And then the last one I love this one because it features Nefali here and his group had to get everybody through a port hole. So he was working really hard. They were all working hard but they were kind of they just it just wasn't happening. You know they were kind of fighting about how they were going to do it. And then but if you notice here every kid is focused on Neali that communication was starting to happen and that's what we want whether you can speak the language or not. So it always ends with one uh big event and one of the events is the zipline that they do trying to build the

025confidence but our fourth graders go uh canoeing. So they go up the river and do those kind of things. So we try and uh you know bring them as much confidence as we can and work. Now I'm going to pass my microphone over. >> Hi, I'm nice to meet you. It was a beautiful day and I am a leader. Okay. I'm not sure if you got a chance to translate, but she talked about the different events and things like that. So, she's able to communicate and she also does a fantastic job with her English as well. So the next thing we do after those retreats is we've always thought that something powerful is often our kids who come for the first time we think well they we have to translate for them. We have to

026do lots of things. It's a lot of work. But what we want them to do is feel like they're empowered because they have a lot to give too. And for me there's nothing more important than us serving. when you get that's probably the highest level for me is when you can serve somebody else and from even the first couple of weeks they have opportunities to serve. So, uh some of the things that we've done we do uh little buddy programs if they speak Spanish sometimes that happens um in Spanish, sometimes it happens in English. We also uh this year we had a welcome bag. So they all these guys created welcome bags and they delivered them to anybody who was new to the country. And the other thing is we have a Hispanic Heritage Festival.

027It's October 9th if anybody wants to come for a great party. Um, but they help with the behindthe-scene things, but they also help run some of the booths and stations. And um, they al we've done community service, not because we had to, but because we wanted to. Um, but the community service was like they were working this the example there was they were the registration table at the Easter egg hunt downtown Hamilton and there were they were the only Spanish speakers there. they were valuable. Um, and finally, it's right now we're in uh the month of Hispanic Heritage, so uh we're kind of excited about that. And I've got one person who's going to come up. >> She knows it by heart. Hi, my name is Sophia and last year I was a big buddy

028for Ada and Abby in kindergarten in Miss Mill's class. We read books together and helped them with the words that they were learning. I love meeting with them because it reminded me of when I first got here and I love being a good example for them. This year, the ESL ambassador made welcome bags with Takis, candy, and school supplies and specials bag. They seem a little scared, but now we can be friendly faces with them and we can talk to each other. >> All right. Thank you. So, one of the other things that we've done is uh we've um doing lots of different field trips throughout the school. Last year we did, I believe, four of them and this year we're moving it to six. What we want them to do is get to know

029their city. And um one of the things that we did was we went uh and met the mayor. We went into Hamilton City Chambers which was great. Um they went to Art Space and David Stark took us around. They got to know them. And um we also went to Wrenchler Park. And at Wrenchler Park, I mean they found anything from large lizards to frogs to snakes to all sorts of things. But it was awesome because some of them have never touched a frog before. and just getting out and seeing you know Wrenchler which is so close such a beautiful uh spot that we could do. Um so let's uh Neptally is going to talk. One of the things that they allowed us to do was the mayor when the ambassadors came he invited us back

030to go to um the dedication of the FC soccer field. So that was nice. Hi, my name is Tally. Last year being ECL ambassador was really fun because we got to go on many trips. Those trips helped me grow and build character. They also made me realize that I should explore my city and environment more. One of the coolest things was getting to meet the mayor and ask him questions. I couldn't believe how much the money how much the city spends on I forgot. Oh, it was >> I think you said how much money the city spends on. >> Yeah, how much money the city spends. >> It was amazing. >> I could I also got to go to the dedication of the FC soccer field. The program taught me how to be more respectful

031and responsible. And the best part, I even got to go and meet and play with the FCC soccer players. >> All right. Very nice. >> So, and I have to kind of backtrack for a second. the uh the program has been funded through the um the hire grant through Hamilton Community Foundation. It's been uh funded by the Rotary Club. It's been funded by Tissol in Ohio and it's been uh funded by uh the Learning Links GR grant in Cincinnati. So, if anybody knows of a big donor so we don't have to keep writing grants that would be awesome. But um you know so it's kind of built each year it's been building and that's our goal is to continue to expand it. Um and I also you know as I'm doing that thanking them because

032the Hamilton Community Foundation is amazing but also Aaron and Sue who just kind of inspire you to try new things and get out there and do that you know so it really a lot of that credit goes to them. So, you know, as we build this program, the the biggest thing that we want to do is um uh know that it's more than just learning English. We want kids to belong. We want them to lead and we want them to serve. We want that to be uh a lot of what they do. Um, one that in our first year to kind of finish what I consider the power of this, we had a kid almost like the girl who needed the iPad and he was struggling as well throughout the year. I mean, we were

033using all kinds of things to really help him engage and things like this, but he missed home. He had a lot of different, you know, just things going on. And um I went down to the little buddy program and I kind of was checking in on everybody and he was in the corner of the room and he had two kids sitting on his lap and he one kid draped over his shoulders and you just think that's what it's about. You know that kid who wasn't able to communicate a lot of the year now is communicating his love to everybody else. So to kind of conclude, I'll give you that confidence. I have confidence. >> Leadership. I am a leader. Service. I like to serve. >> Communication. I can communicate. And if anybody ever wants to

034come over to Crawford, we'd love to have you. If you want to come into our classroom, if you want to come to one of our events, we'd love to have you because I this is just an awesome experience for them to see you guys and get to meet you guys because we think that's important. So, thanks. [Applause] >> Thank you, Mr. C, for bringing the group over, Mr. Hopkins and staff. We um greatly appreciate it. Thank you students for your brave and being being a being here with us. is definitely super excited. This is This is cool. >> And that's only a fraction. >> Yeah, this is super cool. >> How many of these we have in the district? >> You know, that's interesting. We have at Crawford, we now are up to uh 27.

035>> Okay. >> And when I was talking to the community foundation, you know, kind of you're asking for money or whatever, somebody asked me like, um, well, what if we gave you 20,000 or whatever? And I was thinking this would be awesome. this is a good time to say, "Yeah, I want the money." But I was like, "Our goal is to get them off of those iPads as soon as possible." You know, so we don't, even though it sounds great, like let's get as many as we can. We really want to focus in on who needs them and how long do we want them to have them because, you know, it's awesome to get them engaged, but we also want them to learn English. That's what that's what we do, you know. >> Well, I

036know Google has translator. >> Yes. >> Because I've been using that when I'm in Europe. Um, I mean, I feel for a lot of these kids, and Andrea and I have had long discussions, uh, about ELS, um, or ESL, sorry. Um, I mean, how scary that is for a student to sit in a classroom and sit there and not know what's going on, not understand anything. Then that can that frustration can turn into discipline problems. And what you're doing is alleviating those problems and helping these children get where they need to be. And I'd like to see this on, you know, a a district-wide basis uh to help because our numbers of English second language is growing every year >> for sure. >> And we need we need to do something that these kids can,

037you know, pick up the language a little bit quicker. and this kind of program that you have these iPads and what you're doing with that is, you know, help helping do that. We need to do that on a district level. >> Thanks. And I I think you're right because one thing I've noticed is once they can engage and they're doing a lot of these things, they're starting to learn and with that learning, that's when the joy comes, you know, and I want to say, Principal Hopkins and Mr. Conington and to the students, thank you so very much. And actually had a recent conversation with Mrs. Blevens about this and I was asking her to convince me that inclusion was in fact the best way to to help these students assimilate and your presentation this afternoon

038really went a long way to convincing me that yeah it probably is. So thank thank you very much. >> Yeah, >> Steve, I go ahead. >> Okay. Just want to thank you for all your work on this. How are students selected into is it the ambassador program? Is that a >> We're very selective. If you happen to be an ASL student, you're in. Oh, okay. >> Whether you like it or not, >> that takes care of all the paperwork right there. Then I don't have to worry about paperwork. Okay. Um I what I really I mean I think this is a great tool for you to move these students forward. I just think about how things have changed over the years and how with AI and the new I heard about the new earbuds today

039and how they that's an incredible uh thing of 17 languages translating. But anyway, um I just I just think it's wonderful that they have had the opportunity to go see our city and to reach out. Too many of our kids and it's not just ESL are just they know their little neighborhood and they don't understand the bigger what Hamilton really is or even this region of of the of the state is. And having them having that opportunity I think is just a wonderful thing. Uh so thank you for hardwork kids. Thank you so much for standing up here. It is scary, but I see that you have one thing very very prominently and it's confidence. And thank you very much for sharing that with me. >> Okay. Well, I'm gonna try I'm gonna butcher this

040Spanish since I've been trying to learn this. Um, so I may have to come over and have work with your students. No, no, no. Me and Ka uh student. >> Yeah. There you go. Yeah, Mr. C Mr. Hopkins and to our students, I just want to say thank you. Um, when students feel a part of a community similar to what you know, I shared before, it makes all the world the difference. And, you know, the the the beauty of our school district is our diversity and the ability to learn from each other. And what I think is so amazing is this program helps to create that exposure. I love to hear uh to our first gentleman when you said, "I am confident." You smiled. you stood up straight and that is so important because it

041is scary when you come in and can't communicate or don't understand what's going on. So, this program is phenomenal. I appreciate all of our community partners that make that happen. Um, and I just I I'm so proud of you to each of our students. We do have a little gift on your way out, just a little bracelet uh that talks about that you are really showing what it means to be the Hamilton way. You are showing that we are kind, we are leaders, and we help people to thrive here in this community. So, uh, thank you for being those ambassadors at Crawford, but also for our district, and you did an excellent job tonight. >> Thank you. >> No, thank you very much. [Applause] That was that was pretty cool. >> But I see what

042they're saying like to have them all and to give you know issue once every student be cool. But I see what they're saying the ultimate goal is to get them all. But it's cool to have for those that are just really struggling though. Well, Lauren was talking about because we just bought some, but they have now. >> I see. Oh, I've seen that. >> Like 20 something. >> I'm thinking, you know, Apple if we went to them and said, "Hey, >> I want I'm like to donate that." Now, that would be like super cool to get on that. I'm sure they do. >> Thank you. >> Hey, Steve, you want these? You want these back? >> Oh, yeah. Thank you. >> Thank you. Thank you. >> Thank you. >> So, >> thank you. >> You're

043welcome. >> Oh, thank you very much. >> You're welcome. >> Nice. >> Thank you all so much. Thank you. Nice to meet you. >> Nice to meet you as well. Thank you. >> Oh, yeah. She's She's gonna be here one day sitting here. >> Oh, yeah. >> All right. Next on our agenda, we have um presentation for our house state report card presentation. >> Sorry, you guys have to follow that. [Music] I'm going to take this off as well. I like to move a little bit when I communicate. First, I want to say thank you for having us here tonight. Um, we're excited to share a report card with you. Um, I think we have lots of things to celebrate. uh just looking at trends over the last five years and and being able to

044show the hard work that our teachers are doing every day for our students. So, I'm going to talk a little bit in the beginning. My name is Julie Arnold. I'm the executive director of PreK12. I also have Carla Castator with me who will be talking specifically about elementary because she's the director of preK 6. And we have Jeremiah Henson who oversees secondary and he will share some data for 712. As I go through this, I'm going to try to give you the gist. Um like the big picture without going too far in the weeds. Um always happy to meet with you and dig in further um if you wanted to learn more about any of these components. To begin with, the report card has changed a little bit this year. In the past, we had

045five components that were graded and this year we have six. So with that, the state had to do some adjusting on the ratio of how they're going to weight those components. They did keep intact the fact that achievement and progress remain double everything else. But we have a new component called the CCWM which is looking at our high school students exiting the high school and how ready they are for college a career workforce matil or the military. So that's the new component that was not previously on the report card. So you really cannot compare apples to apples, but it does give you an idea of as I go through today, I'll be able to talk about the things that are apples to apples and how this um impacted the report card specifically. Our overall rating

046was a three. On each of these pages, when I go over the components and the overall report card, I'm going to show you where we're at in that range because I think that's important for you guys to see. Um, saying that we're a three can mean a lot of things. We can be on the low end of that range, we could be in the middle of that range, we can be at the high end of that range. We are a 2.531. The range starts at 2.125 and it tops out at 2.624. 624. So we are on the high range of that three component. Last year we were a three and a half star. Um I'll get into the details of why that shifted this year. District achievement. Remember that achievement and progress and progress really

047means student growth. So if we're looking at district achievement, this is how well our students are achieving overall. We are currently a three. To be in the three, you have to be between 70% and 80%. We are 70 and 9/10 of a percent. Which is a little bit higher than where we were last year. We were also a three last year. We were just 70 I can't remember the exact number, but just a little bit less than 70.9. This is looking at the specifics of where our kids fall, whether they're advanced, accomplished, proficient, basic, limited, and untested. And I'll talk about how that impacts our overall score. We also have a category called advanced plus. Those are for students who, let's say that we have a student in third grade who excels in math. And

048so they advance into fourth grade math while staying a third grade student or they may totally grade accelerate. If those students score proficient, their score for us would actually be accomplished. So those students who have advanced a grade or advanced a subject, they are considered an advanced plus student. That's the breakdown. The middle column is the points that we receive per category. And then on the the first column for percent of students is showing you how our students are shaking out in those categories. I put the arrows over here because I'm a data maniac. Um, and so when we're working with our buildings, we're always talking about ways that we dig into this data. We know the data better and we respond to what the data is telling us. So this data is telling us

049we get a lot of bang for our buck if we move students from untested to even limited. So currently we have 88 students who did not test. So we got zero points for them. If those students would have come in and tested and even performed at the limited level, we would have gotten a higher score for them. Okay? And the state does that. So, you can't no district can purposely have students stay home during a testing period to make their scores look better. You get penalized for every student who does not test. >> Julie, can I ask um why why would a student not test? Is that a parental decision or >> It could be uh they could be opted out. That's not really our biggest issue. It could be um they're out of the

050country. It could be they're suspended. uh we are able to bring them back in and have them tested and we've talked about some ways we could do that. Um it could just be chronic absenteeism. >> Okay. Thank you. >> Okay. Our principles do get a breakdown of who those students are to to know if they're in their building and what they can do to to help increase the likelihood of them being present for that test. The next few slides are going to take you through how our achievement looks when compared to similar schools and to the state. We are the blue bar. Green are our most similar schools, the 20 most similar, and the gray is the whole state. So, as you go through here, it's going to be math on the left, ELA on

051the right, until science appears at fifth, eighth, and biology. You're going to notice a trend. We consistently outperform students or school districts that have the same demographics that we do. Like, in a very strong manner, we outperform them. Our goal, and it has been, and we've been talking to principles about this since I've been here, probably even before, is we want to exceed the state. It's sixth grade, 7th, 8th, and now science is on the left. And then that breaks down all of our tested subjects at the high school level. algebra is doing an outstanding job. Uh they do surpass the state. Um I also believe geometry surpasses the state. Our math, you're going to notice, is doing very well districtwide, and I'll talk about that in more detail as I move along. The next

052component is progress. So, this is looking at a three-year trend of how our students are growing. The most current year counts double the two years prior to that. Okay. So, when we're looking at this, we are a four-star district. So, that says to us our students are growing more than what the state even expects them to. Okay? Three would be expected and we're doing we're showing evidence that we're growing more than expected. This has two components. There's a growth index and an effect size. And it's really comparing, do we have a lot of data showing that multiple students are growing? And then how does that compare to what the state is doing? If you look at multiple students growing really, we have anything over a two is good and we're at 2.97. So that's where

053we're exceeding what's expected. If that was below a two, we anything between zero and two would be what the state expects. And then the 0.02 is really showing is our growth greatly different than everyone else across the state. We're a little higher than expected, but not greatly higher. This breaks down the subjects of how students are growing. We really want to see green, light blue, and dark blue. Gray just means it wasn't tested, so that doesn't really have any impact. If they are yellow, it's a little bit below what's expected. If it's red or the burgundy color, it's significantly low. There's significant evidence that we're not growing that group of students enough. So that gives a breakdown of English, language arts, math, science, and then they do an average of all tests together per the

054grade level. And then the bottom row is all high school. Next component is early literacy. Early literacy has three measures inside the component. It looks at how many students are proficient. So when they take the test, how many of them got a 700? Right now that weighs 40% of this measure. So they're considering that the most important component or measure in this component. The next one is promotion to fourth grade. Now the state has a law that we're allowed to promote students who don't meet the proficiency score if the parents choose to promote them. our students who didn't make the proficiency score, nearly all of our parents chose to promote them. Anyhow, now we don't just promote them. We promote them. They're on a ramp. There's an intensive intervention plan um so that we can

055prove that we're continuing to try to get them to that proficient level. That counts 35%. And then improving literacy is really looking at K3 and how our students are doing to get closer to being on track. Okay, put that down. This is a breakdown of how we got a 62.6. I'm going to go back real quickly. 62.6. The range for a two is 58 to 68. So, we're about right in the middle. Carla's going to talk a little bit more about things that are happening at that grade level that we're doing to address that. So there's the breakdown. Um improving literacy. If you look at that, we fell a little bit off from last year. A lot of that is, in my opinion, we're changing things. Um we're moving fromruct or balanced literacy to structured

056literacy and that's impacting them the most. Um but that gives you the breakdown of how that component is measured. >> Julie, when you talk about that, is that the science of reading that different? Okay, thank you. >> The science of reading is like the theory behind um structure literacy is the practice that you do. >> Okay, thank you. >> Okay, gap closing. Gap closing ties in a little bit with progress, but gap closing goes one step further. They don't just look at how the masses are performing and growing. They look at what are called student groups. Used to be called subgroups. If you were a teacher prior to this, you would have used the term subgroups. Those are the student groups on the bottom lefthand corner. If there are 15 kids in any one of

057those categories in our district or in our schools, they get counted as a student group for the measure. Now, the kicker is we can have a thousand all students, I'm just making up a number, and 15 Hispanic students and they count the exact same. Okay, they're all the same weight regardless of how many kids are in there. That's the state way of saying, are you meeting the needs of your diverse community? >> They can count multiple groups. So for instance, we could have everybody's and all students. So you could be a student who's Hispanic, who's an English learner, who has a disability, a learning disability, and be economically disadvantaged and fall in all five of those categories. And so if that one student doesn't perform well on the assessment, it hurts us in five different

058categories. But the other is true, too. if they do do well, they help us in all five of those categories. Okay, on the right hand side, well, I'll back up. One thing that we're doing, I'm currently going around with principles because after we go over the data, a lot of them will say, "Let's break it down further." And I love them for that because they just want to dig in. So, as we're going around the first two I've met with this week, we're going through and saying, "Let's put names to these. Who's in these groups? where are they at? Let's use their map data. Let's figure out what we can do, you know, to close those gaps and show movement in their learning. Okay. Over here on the right hand side is a breakdown of

059all the things that go into gap closing. So they look at ELA achievement, math achievement, ELA growth, math growth, graduation, English language learners, chron chronic absenteeism, gifted performance indicator, which is gifted progress, growth, gifted performance, achievement, have we identified students, and if so, are we servicing them? That's another one. And it gives us the breakdown. This is complicated. There really is. But the more we know about this, the more we can respond to what we need to do to show our student success. Let me back up there. We got a 44.9. We were onetenth of a percent away from being a four. Like literally, you can't miss it by less than that. >> I I will add that if that point would have been there, that would have kept us at that three and a

060half stars. >> Really? So that one measure, one tenth of a percentage point >> kept us there. >> And with the new measure being added, I mean there's other factors, but that right there when you look at, you know, is the quality of Hamilton City Schools going down? No. Th this was by the thinnest of margins. >> Yes. Actually, when you look into these ranges, we have moved within the ranges in a positive manner in nearly every single thing >> every year. I mean, oh well. >> Yeah, but that's those are the >> those are the things we need to do. >> Yeah, let's keep moving that. >> Yeah, >> as leaders, we need to dig in there and it's like, yes, it's a three, but what is that three telling us? And so, we

061dig in there and we find a lot of wins. >> Well, it sounds like we have a dysfunctional state. It changes. >> I did not say that. >> I wasn't going to go there. >> The ads they add new criteria. How how are you supposed to judge yearby year >> if if it's a moving target? And I guess one question I was going to ask you at the end, all we're seeing here, do these uh voucher schools, you know, the charter schools and the prochial schools, do they have to go through all this? >> They do not. >> So they get the same amount of money per student that we get or more >> and they don't have to abide by this. >> Right. >> All right. >> And our targets continue to move on

062this. So these aren't static. I say dysfunctional. >> Yeah. I mean it really the what each of these subgroups have to perform changes every year. >> So in order for us to get the points for each of these subgroups, it's not the same number. So what we had to get this year, it will go up by two and something two and change percent next year. So it even if we are overperforming, the line of what they consider in order to to get your points continues to just >> it moves moves. >> Yeah. And and just to that point, I mean, I think that I truly think that it's a right of a parent to make their choice of where their kid goes, but they have to be measured the same way as us. That's the

063only thing I that is just such a disservice to the public school systems. >> It truly is. >> Julie, one thing you mentioned early in your presentation, I believe, was apples to apples. And the thing that impresses me the most and what I really focus on is how we compare to our 20 most similar districts that in terms of demographics and it's very impressive how we have consistently outperformed them. I mean it's it's not by a little bit it's substantial. So >> right it's to the point that you know when I know it's happened to Andrea it happened to Alex when she was at um one of the county meetings where people have approached and said what are you doing? >> Yeah. you know, and there's some areas we we could still show some improvement,

064and I'll show you a couple of those. And my question is, what are they doing? You know, if they're getting there with their English language learners, what can we tap into? Gap closing. Um, I just did math and reading specifically in detail for you so that you could get an idea. So, this shows you how they broke down the student groups. It shows you how many students are in each group. So you can see at the top on the left hand corner um the American Indian and Alaskan Native was a five. So there's an NC there. It didn't count. We didn't have 15 kids. But anything that's over 15 or at least 15 or greater. The highlighted column shows you who hit the target. Just to the right of that was the goal. And like

065Andrea said, that goal changes each year. they keep raising the bar so that we'll raise the bar. Then if you go across um that is the left was achievement, the right is growth. So in math we're we look pretty solid this year. Um but remember the growth is a three-year trend. We did really well this year. That's the score that counted the most of the three years. this is going to count half of what we do next year and the target will be higher next year. >> I hate to keep interrupting you. I come up with another question. When we when I look at at the English uh the ELA English language achievement, I'm assuming. Yes. >> The fact that we continue to have more and more non-English-speaking students is affecting that number. >> Correct.

066>> It is. Yes. I will tell you though, if you look up at math, >> Yeah. >> it's a more universal language. >> Yeah. >> And we we do great with those students. We hit our achievement mark and we hit our growth mark. >> That that was the >> But you're going to see the difference. >> Yeah. You can >> in language arts because of the language barrier. >> Y [Music] >> I'm not going to go through the whole ELA. Um I can if you want me to, but it's the same. Um graduation, we are at two. We missed it by 6/10 of a percent. That is if you put the high school and the Miami school together. It's the combination of the two. We'll do breakdowns of the buildings um after I'm finished. We

067were an 89.4. If we would have hit 90, we would have been an overall three. So again, missed it by the skin of our teeth. The two measures are do students graduate in four years? Do they graduate in five years? >> Julie, do you know what the state average is? State average of graduation? >> Yes. >> I do not. Do you know? >> No. >> Oh, I thought you were gonna tell me. Oh, >> I don't know. But I That's got to be right. >> Yeah. I mean, >> we'll pull it up right here. >> I'll give you the breakdown of Butler County so you can see where everybody shook out in these different ranges. >> Um, we're not far off from the top in any of the measures. Um, so you'll get to see

068that as well. And that's not even comparing apples to apples. Middletown is in there and this year they are our most similar school district according to the state of Ohio. >> Julie on the does this still include this still take um into consideration students who are in special needs that are staying till they're 21 or is this been or has that been because at some point I thought the students that are staying longer. >> So that's where the state and the federal government are actually in disagreement with each other. We still get penalized for those students that defer graduation. That is factored in that they are a because their number is still a part of the denominator but not the numerator because they haven't graduated. >> Yeah. >> We do it because it's what's right

069by kids. >> But those are considered non-graduates in that cohort. >> Because the federal government allows them to defer graduation until 21, but the state of Ohio measures do they get in or out in four and five years. >> Yeah. At least that's consistent from district to district. >> Yeah. >> Still, >> yes, >> it brings us down, >> right? Okay. This is the CCWMR, which is college, career, workforce, and military. This is the new measure that's been sitting there as report only for a couple of years. Um, we have shown an uptick in this each year. We are a two star. We are 54.6. The range is 53 to 63. This is the breakdown of the different ways students can reach this measure and they all have to reach it in some way. Um,

070but it really is just measuring are our students ready to go to college? Are they ready to go out to a career? Or are they enlisting in the military once they leave? >> How's that Hamilton? I mean, how can we tell? I mean, we can say if a kid's in high school, hey, I joined the military. How But how does how is that? >> We have to track that. We have to we have to get proof to show um that they moved on to like if they go to the military, we have to find what their next that's for pathways, but this is really just showing that they met the measure. So, did they take the ACT or and get a 21 or greater? Yes. Check. Did they take AP honors course successfully? Check. So,

071they have to do things while they're with us to show that we're preparing them for the future. >> Okay. And that seems a lot of work. >> And then Lauren Post graduate, we're required by the state. We do a a year out survey. Um, and we have to collect that information, get it through EMIS, and we have to report that to the state and that's how we know and determine where they're at a year out after graduation. >> What's the response rate to that? >> Uh, it's actually very good. We've done a really good job. Um, and I I'll give kudos to our high school and to our EMAs staff. Um, they've created that survey. They've collected um, emails, phone numbers at graduation. That's what they've done. That's actually how they've done this to make

072sure that we have that information so that a year out we can communicate with those students and get that information back. >> Okay, that's great. I mean, I I had no idea, but it seems like it's a boatload of work. two pieces here. What's interesting on there because when I first saw the CCWMR come out, I knew we had a larger percent of students who were going into the military or things like that. Kids can only count in one category. So, if they hit they took an honors class that might not be a true representation of the number of our kids that are going on to serve in the military or anywhere else once they hit one category, that's the only place they can count. I also just Dr. Copus, we pulled it up. It

073is 88.3 is the state average. Similar for graduation, a four-year graduation rate. Similar districts are 82.4. So, we are right on state average with what that is, which is interesting because the state codes that as a two. >> Yeah, that it's impressive. >> We're above that. Yeah. >> Yeah. I think when we put our two high schools together, uh the Miami school and um freshman building and high school serve the same IR. they count the same. That's why the five drops to a two. Okay, that's the breakdowns that I went over with you before. Here's a shakeout of the trends of how we have progressed um across the report cards. You can see where they went from litter grades to stars. And that gives you the breakdown of our categories. And like I said, gap

074closing, we missed by one/tenth of a percent or excuse me, yeah, it was gap closing. And then the graduation we missed by 6/10en of a percent. So we were actually further along the graduation than we were last year at this time. And Carla's going to talk about elementary. >> You gonna click for me? >> That's okay. >> All right. I want to start first of all by just saying how proud I am of all of our elementary buildings because we have worked really hard to get state approved highquality curriculum in our classrooms with our teachers and it is showing that we're holding steady and we haven't seen a drop with starting new curriculum which often happens in schools when they start a new curriculum it's hard it takes a lot for the teachers to get

075used to the new curriculum and we have not seen huge drops from that so I just am very excited to see that we're holding steady and I think we're going to just continue to grow as we become even better at our explicit instruction and our fidelity within the curriculum and providing our students what they need. So, as you can see, this is how we get our report card overall calculations. We have achievement for 33.3%, progress for 33.33%, gap closing for 16.66% 66% and then we have early literacy for the 16.66%. Here are how our buildings stack up. You see a comparison from 201718 school year to the 2425 school year. All of our buildings are meeting or exceeding the state standards. Say that again. >> All of our elementary buildings are meeting or exceeding the

076state standards. That's wonderful. You can take a look. This is going to break it down by building. I won't go specifically through every piece of information on there for sake of time, but this is Bridgeport meeting state standards and they remained a three-star district or building. Brookwood is meeting state standards. They're colored blue because they're a 3.5. So, they're real close to getting to that four. And you can see their tracks from throughout the years. Crawford Woods, three stars, meeting state standards as well. You saw some great examples of things that are happening in that building. I've been in a classroom where Mr. C was working with our literacy curriculum, which was a lot of the examples you saw on that screen, and it's amazing to see. Fairwood is at a three star. They went

077up from a 2.5 star to be meeting state standards. So, we are very excited for them. >> Yes, they did. Highland three stars for meet state standards. Lynen is three stars and they're also meeting state standards. Ridgeway four and a half stars. They maintained their four and a half stars and they are exceeding state standards. Yes. So with the early literacy they did go from a two star to a four star or from a >> four star to a two star and the reason being is they had one piece of that which was that improving the K to2 literacy that they did not have to count previously because you don't have to count that piece of that score if you have more than 90% of your kindergarteners that come into school on track. So the

078way we it's judged is how kids start at the beginning of a school year if they're on track or off track based on our reading diagnostics. And then we look at them the following fall and we see are they on track or are they off track the following fall. So we they look at who was off track and were we able to move them to on track or who was off track and did they stay off track or vice versa. Ridgeway previously did not have to count a piece of that early literacy score because their kindergarteners more than 90% came in on track. So when you get that score part of the early literacy score doesn't count and they get to use that proficiency the third grade proficiency and the promotion to fourth grade which

079are two easier ones that we hit rather than that K to2 improving literacy score. I also do think it's important, especially tonight with talking about our ESL population. We opened uh ESL as a unit at Ridgeway, so we have more students included that are uh you know learning the language in kindergarten, first, second, third grade. Not that that's the whole piece of that, but we when we are looking at data, those numbers are what you're seeing, but we want to understand everything behind those numbers. What are the factors? If we pull this lever, what does that do? you know, really understanding when Julie says she's a data maniac. I think she's been on this every single day since they came out. Um, and that is for us to understand the numbers. Yes, the numbers are

080a celebration or a a point of growth for us, but it's more about understanding what goes into the numbers to make sure we're supporting kids in the appropriate way. I think it's also important important to say that our buildings are really looking within those ranges for the big wins that we have because sometimes they don't show when the stars come out. So like with that early literacy score, we have rimps, reading improvement monitoring plans. We have kids that are on those and that factors into that score. But we have kids that will start down here and they'll grow all the way up to here, but guess what? They have to get right here to get off that ramp. And so then we don't get that little point of credit for that student. But we know

081that those kids have grown so much and we're so proud of that. But then it just doesn't always show right there. And all the buildings are really digging into where can they find those little wins that we can just push it a little bit further to help those kids grow just a little bit more. And we have Riverview who was three stars and meets state standards. So, I'm gonna hand it over to Jeremiah for the middle school and high school. >> Thank you. Thank you. So, good evening everyone. Before I get started, I want to apologize. I love my team. And notice they sat on that end. I sat white way down there on the other end. And that is because if I sat in the middle, there's something about that projector light and my

082hair color just doesn't mesh. So, nothing personal, Julie and Carla. All right. So quick test for the board. Uh the elementary had four big components of the report card. We have at the middle school level only three that are 40% 40% and 20%. Do you remember which one would be missing? >> Jeremiah, I know that answer. It is early literacy. >> Well done. Ding ding ding. [Laughter] >> All right. So, taking a look at those. Um, Garfield overall two and a half stars. 1718 they were at a D. Uh, and Wilson 1718 UCB and 2425 four stars. Garfield Middle School. So, you see a lot of um kind of maintaining the achievement level, progress going up and sliding back a little bit, gap closing. Um, here's what I can say about here at Hamilton, the

083report card data. And it's very refreshing to work with a team like Andrea and Julie and Carla because she does not use this as a gotcha. It's more of a hey, what can we find to improve? And um, you ever heard the story about her arrow story, right? If you've heard the arrow story, she really uses this data as a lot of sets of data to say, "Okay, what can we find in here to really bump you up to the next level?" Um, so that's very, very refreshing. So, we're at two and a half stars. But here's the thing. I know because Andre's met with them, Julie's met with them, then the next day I get a call and Josh is like, "Hey, can you help me out here? I want to do some things

084with my BLT." We know exactly why he went down the two and a half stars. It's part of that gap closing component. specifically the gifted component in there. So, we know exactly where to pinpoint and where to go. And in fact, grade 7 through 12, all of them, they're creating plans with their building leadership teams called a one team, one goal plan. They're setting goals all based on this. And we have action steps that we're going to follow through with. And I'm actually doing some training next week with the BLTs uh to help them follow through on these plans based on this data. So it can be disappointing in some places but inspiring but we can also use it to do some good things. So Wilson Middle School looking great. Um you can see they

085continue to to rise and then a little bit of a dip and been 24 25 back to four stars is seating state standards. The high school in Miami school we don't have the early literacy on there anymore but we have added graduation rate and CCWMR. the CCWMR component. Once again, new one thing to clarify with that, and don't hear this as an excuse, all of our students can graduate, meet all their graduation requirements, and not get any of those things on there at all. So, it's really more about our programming. We could look at that negatively, but in a way, this is inspiring to me because now it's pushing us to say, okay, what kind of programming can we give our kiddos who aren't going to college? What kind of vision can we give them

086about the workforce and the military or what pathways can we get them into to inspire them and get them there so we can really change our programming? And I think this is actually going to help us in the long run. So the Hamilton High School from D to four stars, 24 25 and the Miami school we bumped up from one star to one and a half stars. Look at this. So we have the the graduation rate five stars across the board at Hamilton High School. That's really amazing. Um CCWMR first year two stars. I predict next year looking at our data we're probably going to be about two stars again but then after that it's gonna jump out of the water. Ty and I have some amazing plans in place and within 3 years the

087programming at the high school is going to be super exciting. So come back and see it. It's going to be really really cool. It's going to look very different than you've ever seen before. Miami school needs some significant support, but once again, uh, with the help and the assistance and the support, we've got plans going in place to continue to move forward with at the Miami school. And this is the real exciting data. >> Yeah, apples to apples. We're just going to wrap up real quickly with how do we compare to our most 20 similar schools. These are in order of who we're most like. Um, I already noted that Middletown is our most similar school. So, if you just glance across there, like I'll go to Progress where we have a four and you

088just go down that column. Fours are rare. Achievement where a three, threes are rare. So, it just gives you an idea of the great things that our teachers are doing for students in our district. um and our leaders are doing as well and our principles at the building level of really getting more out of our students than what we see happening with our similar schools. This is just a quick snapshot. The top you want to be furthest to the left on this. Um we're the fourth one in in growth when compared to our similar schools. Last year I want to say we were the first. um that fluctuates from year to year, but with the changes we put in place, we're celebrating that. We have done uh a huge shift from balanced literacy to structured

089literacy and we are still um far to the left. Last year we were first in performance, slipped back a little bit this year, but I anticipate that that's going to continue to grow with the changes we have in place. This is math third in line. If you're a zero in growth, that's expected. Um 12.4 is insane. I think four years ago we were a 15 something. Um those are insane numbers that are hard to maintain, but maintaining anything over a zero for an extended period of time is huge for our students. And then performance index are how well our students are achieving compared to others. And for the fourth year in a row, we're first in line. I will say for math and literacy, math is speaking specifically at the elementary, we're we're on we're

090we're starting our fifth year of doing the same thing. That makes a huge difference. You know, the first year of anybody doing something for the first time you're there's a learning curve there. How do we compare in English language learners? Um we have some room to grow there. We have some as our our demographics are changing, we need to tap into what are happening in some of those other districts um because we have some room for growth there. Graduation rate, how we compare pretty similar across the board. CCWM new component. Um, I know Jeremiah said some of the conversations that him and Tai are already having. There are some exciting things coming down the table that are not going to just be good for this measure. It's going to be good for kids. Chronic absenteeism.

091This one's the opposite way. You actually want to be further to the right. So, you're like, "Ah, yeah." So, we're actually doing pretty well there as well. Here is Butler County. So, it gives you an idea of where we are at. Um, I would encourage you instead of just looking at the overall overall score, look at the separate components and you'll notice we're not really far off from any given school in any of the categories. The highest achievement is a four, we're a three. The highest progress is a four, we're a four. Um, gap closing. The highest is a five, we're a three. That's our biggest gap is a being two away. Graduation, the highest is a three. We're a two. Early literacy, excuse me, the highest was a five and we were a two.

092Early literacy, the highest is a three and we're a two. CCWM, we're two away there. So, that is a breakdown of all things data and school report card. And I do just want to put in a plug to thank each of you because we have had to make a massive shift in resources. Some of that being state mandate, some of that being um leadership choice and you have supported those choices and made that possible for our students. So, thank you >> Julie. Like can can I say a couple things? Okay. First of all, um I saw the in the paper about the um and Andrea and I have talked about the issues with um medium income and and I think that's a component a lot of people forget about. Um not that it's an excuse,

093but that we are right in line with what they had seen in the studies. I think that's very interesting and our goal is to obviously break that. Um, but it's an interesting thing that the, you know, schools that have a higher medium income are seeing higher test scores. Um, and that's probably something that's been around for a long time. But I I think it's important for our community to understand too that could we do better on some things? Yeah. I And I think we we're doing a great job on so many different things, but it's this is only one >> yard stick, >> right? When I look at the athletics we have, I look at our facilities, I look at our arts, I look at the training that goes into our teachers, I'm very proud

094of this district and everything that goes into it. And all of it is very student driven. We are here because we like our kids. We love our kids and our teachers are missionoriented. I remember I don't know if they use that term anymore, but we I use that term a lot. If you if you want to come here because you want to make a big paycheck, you're you're going to be what we're going to make sure you're fed, but um you better come because you love the kids and you want to do what's best for kids. And our district has been doing that consistently uh over years and years and years. It's been a theme song around here. But I'm impressed with what's going on with instruction. I'm impressed with what's going on with our

095schools. And I've I know I'm the old guy and I'll pull this card out every so often. I've seen the the bad times. I've seen those times when we're like we weren't that far up on the ladder. I think it's wonderful that when we look at districts around this the the state. I'm I'm I'm I'm glad we had that metric to show that, hey, we're doing what we're supposed to be doing and we're doing it well and our kids are are are bene benefiting from that. I've said before, I've had I have three kids came through here. You can pick what you want to do in life because of the education you get here. So, kudos on your report on the on this on the presentation today and I appreciate it. I think you you

096went down in you went far enough in the weeds for me if you Okay. But I Yeah. Yeah. Yeah. Um but thank you so much. Thanks all three of you guys for >> You're very welcome. >> Thank you. >> Yeah. Impressive. You know, I I I think it's important for the community to understand uh when you're looking at this and trying to compare it to last year, there's new factors in there. And I think if the general public would look at two things, one was the progress and gap closing. We either maintained every building or exceeded >> and those two and those are that's the constant there, not these other things that the state wants to uh to throw in there. So I'm pleased with that, you know, with the progress our students are making

097and closing the gap. And um I think it's a testament to our teachers. We have quality teachers that are making sure that these kids are, you know, the students are uh they're closing the gap and they're and the kids are progressing. And u I just ask the public just to look at those two figures when you're looking at this. >> And I I will piggyback on that. We push growth. Keep growing them. The achievement will come. Keep growing them. And our data is showing that that is exactly what's happening. >> All right. Thank you for your time. >> Yeah. uh Julie, Carla, Jeremiah, I just want to thank you guys. I know I've moved down from upstairs uh to to downstairs and I'm in a new role. But I couldn't be more confident in the

098team that's helping to to lead that charge. You know, that goes out to our building administrators, to our teachers. You know, everyone really understands that our kids deserve the very very best and that includes high expectations. You know, I think for many years our district just kind of kept the bar low and it was easy to jump over that bar and we've raised that bar and we're helping to make sure kids have skills and support to to do well. So, I thank you guys for leading. I I know that has not been easy. The mandates that continue to come down and change and just as soon as we think we've got something implemented, there's there's a change and a new hoop. But I'm I'm very proud of you guys as a team and I'm excited

099to see where we continue to go. But I think just the understanding of the numbers and what it does for kids. That's what I loved in the presentation tonight. You know, I was telling at first how many times I heard kids. It wasn't about a three. It was about this is our these are our kids. These are the opportunities. These are the growth. And that's what that's what we're about. You know, uh Lauren, you mentioned that this is one uh you know piece of our district. I just want to you know mention to the to the community if you haven't seen our quality profile came out. This state report card doesn't measure all of the amazing things that makes Hamilton Hamilton. And I just I'm extremely proud of this district. I'm extremely proud of our

100staff and our students and our community. And I want people to walk proud when they walk across that stage and get that Hamilton diploma because that means something. And so just thank you for the work you guys are doing. Thanks for being here to walk through a lot of data. Um but uh you know we're in the right hands. We're going the right way the right direction with my arrows. Jeremiah, no less. So, thank you. >> Thank you. >> Let's see. We are uh I would like to consider a motion to go into executive session. >> I'll make that motion. >> I'd make a motion to go into executive session to discuss personnel and pending litigation and other items. >> I'll second. >> Thank you, Mr. Roger, recall the role, please. >> Mrs. Baker, >>

101yes. >> Mr. Davidson, >> yes. >> Dr. Copus, >> yes. >> Miss Matthews, yes. >> Mr. Spra, >> yes. Hey, me. The reason teachers from other buildings that have been telling us how great it looks. Uh, so we've had a wonderful response. Honestly, >> it feels more like when we went to Miami, we just got to sit in their cafeteria and it felt just more like mature and so it just is really cool that our cafeteria is a lot like that. The kids are doing better this year. Like from last year, we always would get up, scream across the whole lunchroom cuz you couldn't sit with like all your friends. It's like kind of a small space, but now it's like a bigger space, more tables. You can just sit and eat with your friends,

102be comfortable. It's a very big change from last year. >> I feel like it's very comfortable. Um the students enjoy eating there while talking to their friends. They really um seem to like the new changes that were made this year. >> We tried to bring not just Garfield in here, but also the city of Hamilton. We brought in Hamilton things from around our community, including some maps of the neighborhoods that our kids come from. >> It makes you feel like you're being part of the community and enjoy the places that are important. >> I'm just so glad that we get to share this with our students. I'm so glad they get to enjoy it and I just love making Garfield even better. [Music] As a new principal at Hamilton High School, I was really thinking

103about this Hamilton Baiten game and how we could make this a community celebration. But really at the core of the Ben mission is service to our community and that's always been an important part of uh what my passion is in education. So whether it's working with 17 strong and micro grants with our youth or just getting out in the community and doing cleanups, we really wanted to launch something that was bigger than the football game, something where our kids give back to the community. Some of them are actually throwing stuff in the dumpster right now, helping out Miss Ebony, the executive director at BTW. And then we have boys out in the community, walking the streets, picking up trash. Over the summer, uh we had the the opportunity to meet uh with Hamilton High's administration

104and and just talk about this game. Uh this game is such an awesome opportunity for both schools uh to showcase really what we believe, what we're all about. And in meeting with Tai and talking, we wanted to do something to make our community better to bring our uh our two football teams that that obviously are competing to win win football games. Uh but more importantly, we wanted to come together to to serve the community in the midst of a rivalry week that we're working together to make things better. I think that, you know, when I look at, you know, our guys and Hamilton's guys, there's so many little faces in those crowds, little kids that look up to them. I mean, they see them as celebrities at times and just to inspire in them a

105desire to to be more than just what they are on the football field. I mean, they're leaders in our community. They're doing great things and I think the opportunity to showcase that really to inspire hopefully some other people to get involved in 17 strong uh here at the Booker T. Washington Center to get involved here, which are great organizations uh that need need people like this to come out and serve uh and make the place better. And it's just really to me signifies kind of a new launch of service to our community for both of our schools, for Ben and for Hamilton. So it was great to see everybody out in their jerseys. Uh it is Hamilton versus Ben Friday night, but right now everybody's working together to make our community a better place. [Music]

106Thank you, Hamilton teachers, for everything you've done for us the last 12 years. >> We are looking forward to our senior year. >> Thank you, teachers, and welcome back. >> Well, welcome back, Hamilton City School District staff. Looking forward to a great year of of the city partnering with the school district for great things to happen. This is a a wow time, a wonderful time to to be in a city of Hamilton that's meant for our students, meant for teachers, meant for all of us. This is a great time in Hamilton and a great time for Hamilton City School District. You have proven so much to us and uh you've been great partners. >> Thank you teachers for being so kind to me. >> My favorite teacher is Mrs. built her is because um she

107reminds me of my sister cuz she was my sister's third grade teacher. Thank you for giving me like giving me a boost for like getting up to like third grade because without you I want to be in third grade. So thank you Miss Holly and Vince Berry for helping me get a boost to third grade. >> Hello champions of education. I just want to take a moment and welcome you back for the new school year. I also also want to tell you, you're not going back just for the new school year. You're going back to your purpose, your passion, your ability to take every child to the next level. So, as you start the new school year, I just want to tell you to win the day by stacking one win up at a time.

108That child needs you. And can't no one do it like you, the best educators ever. Thank you. >> I really like Mr. Lewis. He's really funny. He's also really kind and he cares about his students. I don't have no favorite teachers cuz cuz all my teachers treat everybody with respect and kindness and I love how they're always um helping us. >> From everyone here at Rose Automotive, we wish you a very successful 2526 school year. >> I would like to thank all my teachers for role modeling responsibility and good character, helping us to become greater people each day. Thank you for helping us learn and grow every day. We love you. >> I'm thinking about Mr. Arnold cuz he's smart, kind, and funny. And Mrs. Baker. She knows how to write and she's kind and

109smart. Miss Bowling is a world changer that I ever known in my whole entire life. And and she teached me so much that that so I can make it to success. I'm John Gadulli from the Hamilton Community Foundation. I'd like to take this opportunity to say welcome back and thank you to one of the most important groups that we have in our city. The Hamilton City School employees make a difference every day in the lives of so many people. We're so appreciative and welcome back for the new year. >> I chose Mr. Wilson because he buzzed my hair in class in fourth period for me and he's just a kind-hearted soul and he helps everybody help with their work. Thank you to Miss Nicolinko, Miss Nagas, Miss Caselli, and to Miss Jackie. >> They make

110me feel like uh I'm safe. >> I would like to say thank you to the Hamilton staff for being how receptive they are. They're great listeners, and I hope you look forward to your experience here. >> The Greater Hamilton Chamber of Commerce is thrilled to welcome you back to school. You have such an important role to shape our future leaders and entrepreneurs to dream big, think boldly, and create fearlessly. Every classroom is a launchpad in every idea that you ignite has the power to shape the future of our community. Thank you for what you do. >> Thank you for all your hard work and helping us make be successful. Hope you guys have a fun time with new students. They teach us how to um write and they learn some numbers and like spell things.

111>> I would have to say my math teachers, Miss Taylor and Miss Hayne, because anytime you walk in there, they'll put a smile on your face and let their classroom be really welcoming. >> Welcome back to this school year, all you wonderful educators. And I'm Sammy Broyals from Miami University. And I just want to take this time to thank you for pouring into all the students this year. all the things that you do as one plants, the other one's water. And it's an increase to our community how you give back. And you never know what that little seed would do to change a student's life by that small word of encouragement like Mr. Nichols did to Ty Smallwood and encourage him to be an educator. And now we have a principal now at the high

112school. Thank you for all that you do. >> All the teachers like in fourth grade are very sweet and very caring about people. They help like they're understanding and they understand if you're feeling something that they're there to help you. And they like my teachers and my other teachers, they all come to my softball games and like sports and they're supportive and they're they're just like so many things I can't even name. >> I choose Mrs. Hendricks, our safety security monitor, because she's like everybody's school mom and is there for everyone. >> Thank you to all my teachers who I've had in the past to help welcome me into Hamilton as I moved in. >> Uh, thank you to all my teachers who believe in me and help me throughout all my years at Hamilton.

113>> Welcome back teachers. Thank you for all the fun we're going to have this year. >> On behalf of 17 Strong, we welcome you to this exciting new school year and we wish you much success. >> I would like to thank Miss Crouch. She is one of my favorite teachers. Love her. >> Thank you for all the stuff in Miami students. You know, something in Spanish. >> Mr. Pay is my favorite because he's somebody that you can really trust and put all of your emotions into. >> The thing about a teacher is they are really small and they teach us things. They like teach us math, how to spell, and how to write um really really good. And I want to say thank you to all the teachers. >> Welcome back to school educators. Just

114know that all the work that you're doing at the school during the school day is reinforced with the work that we do after school at Boys and Girls Club. While we're heading into continuing to grow our partnership with the school, we're expanding this year to open up a new club at Lynen Elementary School just like we opened up two years ago at Highland Elementary. Just know that all of the great things, all of the learning is reinforced in the after school thanks to our awesome partnership between Boys and Girls Clubs of Hamilton and Hamilton City School District. Good luck and have an amazing school year. >> I love Hamilton City School District because Wilson is amazing school and the staff are all so helpful to help the students grow. >> We love Wilson because our

115teachers help us win. >> We love Wilson because they help us get our education right. We love Wil. We love Wilson so much. The teachers are so nice and they're very helpful whenever you need them. >> Thank you, Wilson. Welcome back. >> Thank you for being my teacher. >> Thank you for being good teachers. >> We love our teachers at Crawford Woods. >> Welcome back. >> Thank you for being our teachers. The first day is so important just that the kids feel reassured that they know where they're going and that they're supported. If they have a bad first day, it just makes them nervous after that. So, we just want to make them feel like they know what they're doing and that people are here to help them. >> We're always excited to welcome our

116uh Fairwood Falcons back to school. Um lots of energy, lots of excited faces. I think we only had two sets of tears. I think Wilson is special because the staff here is so committed. They're all working together. They're all teaming together. They are ready for these kids and they're excited to meet them. >> We want to continue to be a safe place for them where they can grow socially, academically, and emotionally. We're here to help grow your kids. Um if you need anything, give us a call. We're here to support you guys. >> Our phrases here is going to be every night every day because we are the Wilson Knights. So, it's to make every kid feel connected and supported every day. >> We love Arrow. Arrow is new this year. Um, but most of

117the kids were just, you know, full-on smiles, happy to see the dog here. Welcome anytime. We are here to support our kids, to support our staff, and to grow, grow, grow. [Music] Arrow is the Hamilton City Schools District's first therapy dog. Um she is certified through the AKC as a certified therapy dog. Um she is here for our students and our staff and uh is just a part of our the Hamilton community >> and I'm just so impressed with her poise. Um she is so well trained and just does a great job already uh to lighten all of our moods. I I couldn't be thankful enough to leadership Hamilton Hamilton Community Foundation and the Pauls and Stripes College for preparing such an amazing partner. We couldn't have asked for a better dog. I know Andrea

118just saw the benefit and all the research that was behind how therapy dogs make a solid impact with students, you know, through attendance and grades and behavior and she did a lot of research herself and brought it to the team and wanted to take the project on. And this is one proactive strategy that local communities are using to help build resilience, kindness, positivity. There's a lot of research out there about how a therapy dog will lower anxiety and stress, which so many of our young people and our staff are facing on a day-to-day basis. Our goal is to get a dog for each of our buildings. Um, as you know, there's a lot of needs that go around and Arrow is just one. We're a very large district. And so, our goal is to onboard

119four to five dogs a year that would allow us to eventually get there in the next few years to a dog per school. that will allow that dog to become really a part of that school culture. Through community donations, through different agencies, we've been able to raise the money completely so that not one district dollar is being used for this. >> She's calm, mild manner, just very sweet, very gentle, listens very well, a lot of love, a lot of love, a lot of happiness, um, a lot of energy behind it, which is great. >> Welcome everybody to Garfield Middle School. My name is Josh Marram. I'm the principal here at Garfield. Tonight we are here to commemorate a legendary coach, teacher, and family man from the Hamilton community. Coach Tim Reid. I was fortunate Yeah.

120I was fortunate enough to have played for Coach Reed, as I'm sure many of you in the crowd were. We often talk about how many wins coaches have or how many years they coached. But typically, we don't hear many stories or talk about what really matters, which is the lessons that coaches teach their players that go beyond sports. One thing that sticks out to me that I still bring up to this day is a conversation I had with coach Reed in high school. He was talking about how important it was that we are good people and not just good players. Of course, he had his own way to explain this. He said, "Margroom, it's not about the X's and the O's. It's about the Jimmies and the Joe's." At at that time, I just thought

121that was funny, but I I didn't understand what he was really saying. Um, and since then, I've thought a lot about that frequently in my day-to-day work. Without a good group of people around me to support me, I would not have been as successful in life. The people we have on our team in life are the most important teammates we will have. Coach Reed was not just a great coach, but a great person. I'm sure many of us in this room are glad he was on our team. I would now like to welcome up our next speaker to the podium. Please help me give a warm welcome to Coach Reed's son, Jimmy Reid. Good evening everyone. Uh, first off, I'd like to thank everyone for coming on the behalf of my family. Um, my mother,

122uh, Diane Reed, my sister Shannon Reed, my grandma Willa Reed, my uncle Wes Reed. Um, it is incredible seeing everyone come together to celebrate this special moment. As many of you already know, our dad was a very humble man and he would have a hard time accepting all of this being done on his behalf. Dad spent 32 years teaching and his efforts have made a lasting impact on many lives. This was very apparent with the outpouring of love from the community since his passing. He left his mark on many people's hearts and we are all better for knowing Tim Reed. Our family would like to thank Josh Marram and the the principal here at Garfield and the board of education for making all of this possible. Also, we would like to thank the community for

123keeping his memory alive and sharing with us the impact that he left on the hearts of everyone that came into contact with him. He is truly missed. I was going through some pictures the other day and I came across some statements made about my father. I'd like to share with you a quote from Walter Vickers. I started teaching at Garfield in the 1985 along with Tim. We coached basketball together the years I was in Hamilton. Like everyone who knew Tim in any manner, I was immediately impressed by his kindness, calmness, and genuine care for all people. Tim was a treasure for all students he served at Hamilton. I know that words cannot express how good things about my father and that I know that words cannot express good things about my father and that left.

124Sorry guys. Okay. I know that words cannot express good things about my father and that the life he led. We pray that future scholars and student athletes see his name on the court and become curious curious and inspired. I know I may be biased, but my dad was a pretty awesome guy. This floor dedication truly gives him the recognition he deserves. His in incredible legacy will live on with this floor dedication and the Tim Reed scholarship that has been made in his memory. Um, can the board members please stand up >> on on of the scholarship legacy fund. [Applause] You guys, you guys do an awesome job with everything you do. Um, as many of you know, there is a legacy fund created in dad's memory. Since 2019, the Coach Tim Reed Legacy Fund has

125provided over 35 scholarships to collegebound seniors from Talawanda High School and Hamilton High School. Coach Reed exemplified the traits associated with outstanding teacher and coach. Honesty, integrity, loyalty, respectfulness, responsibility, humility, compassion, and fairness were all strong principles and core values that Coach Reed modeled daily when interacting with his students, co-workers, players, and people. Our hope is that the floor dedication reaches the community of Hamilton and inspires the young students. His legacy will live on for many years to come and we are very appreciative of everyone that made this happen. Thank you. [Applause] At this time, I would like to bring up Miss Diane Reid, um, and also Coach Reed's mother, um, and also city council member Tim Nab for a ribbon cutting ceremony. >> Everybody's going to get a haircut. [Applause] We would like to

126welcome you for the first time to Coach Reed Court. Okay, before we conclude, and I am gonna let everybody walk around and talk because I know you guys want to do that. Um, before we conclude, I just need to thank a few people um for helping make this event possible. Uh, all of our Hamilton City School officials, including those who brought these giant scissors. Um, please give them a round of applause for supporting this. I would also like to thank our Hamilton City School Superintendent, Miss Andrea Blevens, and our school board members who supported this event. Please stand so everybody knows who you are so we can give them a round of applause. I have to thank Mr. Kilby, uh, Mr. Jeff Kilby, Mr. Tom Scheler, and all of our custodians who work behind the

127scenes with the company who completed this project. They did a wonderful job. I would be remiss not to thank the person that runs this gym, uh, Mr. Jimmy Seismore, for helping me design all this and staying involved the entire time. Shout out to Jimmy Seismore. Of course, I'd like to thank Miss Diane Reed and Coach Reed's entire family for helping make this night possible and always supporting our schools. And finally, I feel like I'm giving an award speech or something. Uh, finally, uh, most importantly, I'd like to thank Coach Reed for his patience and for always taking care of the Jimmies and the Joe's. Thank you guys for coming out today. Um, thanks Coach Reed. And, uh, feel free to hang around, grab some waters out front and uh, converse. Thanks for coming. So this

128is Hamilton's pre-apprenticeship program. It enables the kids to learn core fundamentals of all these different industries. State of Ohio recognizes it for construction, manufacturing, agriculture, architecture, and engineering. So these are core fundamentals for all of those different industries. We don't like to call it even a core curriculum anymore. We call it a confidence class. So it's to give you confidence in using hand tools, using power tools, understanding what you're learning in class and how it applies to the real world and careers that are available for you. So there's two different aspects to it. So in order to complete the class, the kids complete a series of quizzes based off the curriculum and they also have to attend class so much. So they're actually getting hands-on instruction from Durana employees on site. The kids are actually

129working with them. They're exploring on that site. We do it to the curriculum. They do it to the quizzes. However, if the kid chooses to go the next level, they're able to take what's called the credential course. So, they're now able to go and get a full credential from it. So, even if they don't do it now, the beauty of it is they can take it later on in life. And it's the first half of 39 different apprenticeships that are out there in the industry. They're ready to go. Um they're ready to go right into the workforce right now and today. So, we want employers in the Hamilton area to say, "Hey, if Durana taught these guys, they're ready to go. Guys and girls, we have a lot of girls that are coming in the

130program now. They're ready to go directly into the workforce and come work for my company. They are going to be able to do their OSHA. They're going to be able to understand a power tool. They're going to understand how to work inside of a working environment. What people don't realize is we have so much talent sitting inside that school, sitting inside this community, and it's ready to go. They just need somebody to sit down with them, tell them that we believe in them, show them the confidence, and then to back it up with opportunity. Now, I need employers to step up and say, "Hey, we'll take them because they went through this program." [Music] We knew teachers were routinely spending their personal dollars to get their classrooms ready. >> A lot of people don't realize

131how much money teachers spend out of their own pocket to support their classrooms. >> We have lots of new teachers who don't have anything to prepare their classroom. So, they've got to go out and buy all this stuff. We have teachers who are switching from one grade level to another. And then we have teachers who oftentimes will become certified in another area and so they switch too. So all these people are saying if I'm going to have the best most interesting classroom it's got to be right. And so what do I do? I go shopping. They're spending on average between $500 and $900 a person. Sometimes annually just to get their classrooms ready. every year I spend hundreds of dollars on my classroom and uh I've never received any outside assistance there and so this

132was really nice. It put some money back in my pocket. >> There's so many teachers who do have needs and have really legitimate things that they're proposing and I'd like to see us be able to support more. They literally cheered when I emptied a new box of dry erase markers into our bin because we use those supplies every single day and they really appreciate, you know, a new fresh product that's working. >> I believe teachers have been spending their own money forever, but I don't know of many other communities where there is an organization like our foundation that has stepped forward. I think that's really um special. When I first saw the application and was asked how I would spend up to $300 in my classroom, I was stumped. Teachers dream of having extra money,

133and this isn't a question we are asked very often. School supplies are expensive, as are supplemental learning materials and social emotional tools that are all key to a student's success. Teachers often spend their own money to make sure our classrooms are equipped to meet the needs of every student. This is just an outstanding way to say we understand the community foundation is a perfect place to have a fund like this um where we can show support for teachers year in and year out. [Music] Couple years ago, we had a plan that we wanted to work with a company to start designing a cafeteria that was different than your typical school cafeteria. We wanted it to feel more like a food court and less like your typical long tables, benches, rows. So, we wanted some different

134types of seating in there. The response has been wonderful, not just from the students, but also from the community. We've had lots of adults in here on open house. We've had other jealous teachers from other buildings that have been telling us how great it looks. Uh, so we've had a wonderful response. Honestly, >> it feels more like when we went to Miami. We just got to sit in their cafeteria and it felt just more like mature and so it just is really cool that our cafeteria is a lot like that. The kids are doing better this year like from last year. We always would get up scream across the whole lunchroom cuz you couldn't sit with like all your friends. It's like kind of a small space but now it's like a bigger space, more

135tables. You can just sit and eat with your friends, be comfortable. It's a very big change from last year. >> I feel like it's very comfortable. Um the students enjoy eating there while talking to their friends. They really um seem to like the new changes that were made this year. >> We tried to bring not just Garfield in here, but also the city of Hamilton. We brought in Hamilton things from around our community, including some maps of the neighborhoods that our kids come from. >> It makes you feel like you're being part of the community. and enjoy the places that are important. >> I'm just so glad that we get to share this with our students. I'm so glad they get to enjoy it and I just love making Garfield even better. [Music] >> As

136a new principal at Hamilton High School, I was really thinking about this Hamilton baiten game and how we could make this a community celebration. But really at the core of the Ben mission is service to our community and that's always been an important part of uh what my passion is in education. So whether it's working with 17 strong and micro grants with our youth or just getting out in the community and doing cleanups. We really wanted to launch something that was bigger than the football game, something where our kids give back to the community. Some of them are actually throwing stuff in the dumpster right now, helping out Miss Ebony, the executive director at BTW. And then we have boys out in the community walking the streets picking up trash. So over the summer, uh,

137we had the the opportunity to meet, uh, with Hamilton High's administration and and just talk about this game. Uh, this game is such an awesome opportunity for both schools, uh, to showcase really what we believe, what we're all about. And in meeting with Tai and talking, we wanted to do something to make our community better, to bring our uh, our two football teams that that obviously are competing to win win football games. Uh, but more importantly, we wanted to come together to to serve the community in the midst of a rivalry week that we're working together to make things better. I think that, you know, when I look at, you know, our guys and Hampton's guys, there's so many little faces in those crowds, little kids that look up to them, I mean, they see

138them as celebrities at times and just to inspire in them a desire to to be more than just what they are on the football field. I mean, they're leaders in our community. They're doing great things and I think the opportunity to showcase that really to inspire hopefully some other people to get involved in 17 strong uh here at the Booker T. Washington Center to get involved here, which are great organizations uh that need need people like this to come out and serve uh and make the place better. And it's just really to me signifies kind of a new launch of service to our community for both of our schools, for Ben and for Hamilton. So, it was great to see everybody out in their jerseys. Uh it is Hamilton versus Ben Friday night, but right

139now everybody's working together to make our community a better place. [Music] Thank you, Hamilton teachers, for everything you've done for us the last 12 years. >> We are looking forward to our senior year. >> Thank you, teachers, and welcome back. >> Well, welcome back, Hamilton City School District staff. Looking forward to a great year of of the city partnering with the school district for great things to happen. This is a a wow time, a wonderful time to to be in a city of Hamilton that's meant for our students, meant for teachers, meant for all of us. This is a great time in Hamilton and a great time for Hamilton City School District. You have proven so much to us and uh you've been great partners. >> Thank you teachers for being so kind to me.

140>> My favorite teacher is Mrs. built her is because um she reminds me of my sister cuz she was my sister's third grade teacher. Thank you for giving me like giving me a boost for like getting up to like third grade because without you I wouldn't be in third grade. So thank you Miss Holly and Miss Barry for helping me get a boost to third grade. >> Hello champions of education. I just want to take a moment and welcome you back for the new school year. I also also want to tell you, you're not going back just for the new school year. You're going back to your purpose, your passion, your ability to take every child to the next level. So, as you start the new school year, I just want to tell you to

141win the day by stacking one win up at a time. That child needs you. And can no one do it like you, the best educators ever. Thank you. >> I really like Mr. Lewis. He's really funny. He's also really kind and he cares about his students. I don't have no favorite teachers cuz cuz all my teachers treat everybody with respect and kindness and I love how they're always um helping us. >> From everyone here at Rose Automotive, we wish you a very successful 2526 school year. >> I would like to thank all my teachers for role modeling responsibility and good character, helping us to become greater people each day. Thank you for helping us learn and grow every day. We love you. >> I want to think about Mr. Arnold cuz he's smart, kind, and

142funny. And Mrs. Baker, she knows how to write, and she's kind and smart. Miss Bowling is a world changer that I ever known in my whole entire life. And and she teached me so much that that so I can make it to success. I'm John Gadulli from the Hamilton Community Foundation. I'd like to take this opportunity to say welcome back and thank you to one of the most important groups that we have in our city. The Hamilton City School employees make a difference every day in the lives of so many people. We're so appreciative and welcome back for the new year. >> I chose Mr. Wilson because he buzzed my hair in class in fourth period for me and he's just a kindhearted soul and he helps everybody out with their work. Thank you to

143Miss Nicolinko, Miss Nagras, Miss Caselli, and to Miss Jackie. >> They make me feel like uh I'm safe. >> I would like to say thank you to the Hamilton staff for being how receptive they are. They're great listeners and I hope you look forward to your experience here. >> The Greater Hamilton Chamber of Commerce is thrilled to welcome you back to school. You have such an important role to shape our future leaders and entrepreneurs to dream big, think boldly, and create fearlessly. Every classroom as a launchpad in every idea that you ignite has the power to shape the future of our community. Thank you for what you do. >> Thank you for all your hard work and helping us make be successful. Hope you guys have a fun time with new students. They teach us

144how to um write and they learn some numbers and like spell things. >> I would have to say my math teachers, Miss Taylor and Miss Hayne, because anytime you walk in there, they'll put a smile on your face and let their classroom be really welcoming. >> Welcome back to this school year, all you wonderful educators. And I'm Sammy Broyals from Miami University. And I just want to take this time to thank you for pouring into all the students this year. all the things that you do as one plants, the other one's water. And it's an increase to our community how you give back. And you never know what that little seed would do to change a student's life by that small word of encouragement like Mr. Nichols did to Tai Smallwood and encourage him to

145be an educator. And now we have a principal now at the high school. Thank you for all that you do. >> All the teachers like in fourth grade are very sweet and very caring about people. They hope like they're understanding and they understand if you're feeling something that they're there to help you. And they like my teachers and my other teachers, they all come to my softball games and like sports and they're supportive and they're they're just like so many things I can't even name. >> I choose Mrs. Chrix, our safety security monitor, because she's like everybody's school mom and is there for everyone. >> Thank you to all my teachers who I've had in the past to help welcome me into Hamilton as I moved in. >> Uh, thank you to all my teachers

146who believe in me and help me throughout all my years at Hamilton. >> Welcome back teachers. Thank you for all the fun we're going to have this year. >> On behalf of 17 strong, we welcome you to this exciting new school year and we wish you much success. >> I would like to thank Miss Crouch. She is one of my favorite teachers. Love her. >> Thank you for all the staff in Miami student. You know, something more in Spanish. >> Mr. Pay is my favorite because he's somebody that you can really trust and put all of your emotions into. >> The thing about a teacher is they are really small and they teach us things. They like teach us math, how to spell, and how to write um really really good. And I want to

147say thank you to all the teachers. >> Welcome back to school educators. Just know that all the work that you're doing at the school during the school day is reinforced with the work that we do after school at Boys and Girls Club. While we're heading into or continuing to grow our partnership with the school, we're expanding this year to open up a new club at Lynen Elementary School just like we opened up two years ago at Highland Elementary. Just know that all of the great things, all of the learning is reinforced in the afterchool thanks to our awesome partnership between Boys and Girls Clubs of Hamilton and Hamilton City School District. Good luck and have an amazing school year. >> I love Hamilton City School District because Wilson is amazing school and the staff are

148all so helpful to help the students grow. >> We love Wilson because our teachers help us win. >> We love Wilson because they help us get our education right. >> We love We love Wilson so much. The teachers are so nice and they're very helpful whenever you need them. >> Thank you, Wilson. Welcome back. >> Thank you for being my teacher. >> Thank you for being good teachers. We love our teachers at Crawford Woods. >> Welcome back. >> Thank you for being our teachers. The first day is so important just that the kids feel reassured that they know where they're going and that they're supported. If they have a bad first day, it just makes them nervous after that. So, we just want to make them feel like they know what they're doing and that

149people are here to help them. >> We're always excited to welcome our uh Fairwood Falcons back to school. Um, lots of energy, lots of excited faces. I think we only had two sets of tears. I think Wilson is special because the staff here is so committed. They're all working together. They're all teaming together. They are ready for these kids and they're excited to meet them. >> We want to continue to be a safe place for them where they can grow socially, academically, and emotionally. We're here to help grow your kids. Um if you need anything, give us a call. We're here to support you guys. >> Our phrase this year is going to be every night every day because we are the Wilson Knights. So, it's to make every kid feel connected and supported every

150day. >> We love Arrow. Arrow is new this year. Um, but most of the kids were just, you know, full-on smiles, happy to see the dog here. Welcome anytime. We are here to support our kids, to support our staff, and to grow, grow, grow. [Music] Arrow is the Hamilton City Schools District's first therapy dog. Um, she is certified through the AKC as a certified therapy dog. Um, she is here for our students and our staff and uh is just a part of our the Hamilton community >> and I'm just so impressed with her poise. Um, she is so well trained and just does a great job already uh to lighten all of our moods. I I couldn't be thankful enough to leadership Hamilton Hamilton Community Foundation and the Pauls and Stripes College for preparing such

151an amazing partner. We couldn't have asked for a better dog. I know Andrea just saw the benefit and all the research that was behind how therapy dogs make a solid impact with students, you know, through attendance and grades and behavior. And she did a lot of research herself and brought it to the team and wanted to take the project on. And this is one proactive strategy that local communities are using to help build resilience, kindness, positivity. There's a lot of research out there about how a therapy dog will lower anxiety and stress, which so many of our young people and our staff are facing on a day-to-day basis. Our goal is to get a dog for each of our buildings. Um, as you know, there's a lot of needs that go around and Arrow is

152just one. We're very large district. And so, our goal is to onboard four to five dogs a year that would allow us to eventually get there in the next few years to a dog per school. that will allow that dog to become really a part of that school culture. Through community donations, through different agencies, we've been able to raise the money completely so that not one district dollar is being used for this. >> She's calm, mild manner, just very sweet, very gentle, listens very well. A lot of love, a lot of love, a lot of happiness, um, a lot of energy behind it, which is great. Welcome everybody to Garfield Middle School. My name is Josh Margger. I'm the principal here at Garfield. Tonight we are here to commemorate a legendary coach, teacher, and family

153man from the Hamilton community, Coach Tim Reid. I was fortunate Yeah. I was fortunate enough to have played for coach Reed, as I'm sure many of you in the crowd were. We often talk about how many wins coaches have or how many years they coached, but typically we don't hear many stories or talk about what really matters, which is the lessons that coaches teach their players that go beyond sports. One thing that sticks out to me that I still bring up to this day is a conversation I had with Coach Reed in high school. He was talking about how important it was that we are good people and not just good players. Of course, he had his own way to explain this. He said, "Marroom, it's not about the X's and the O's. It's about

154the Jimmies and the Joe's." At that time, I just thought that was funny, but I I didn't understand what he was really saying. Um, and since then, I've thought a lot about that frequently in my day-to-day work. Without a good group of people around me to support me, I would not have been as successful in life. The people we have on our team in life are the most important teammates we will have. Coach Reed was not just a great coach, but a great person. I'm sure many of us in this room are glad he was on our team. I would now like to welcome up our next speaker to the podium. Please help me give a warm welcome to Coach Reed's son, Jimmy Reid. Good evening everyone. Uh first off, I'd like to thank everyone

155for coming on the behalf of my family. Um my mother uh Diane Reed, my sister Shannon Reed, my grandma Willa Reed, my uncle Wes Reed. Um it is incredible seeing everyone come together to celebrate this special moment. As many of you already know, our dad was a very humble man and he would have a hard time accepting all of this being done on his behalf. Dad spent 32 years teaching and his efforts have made a lasting impact on many lives. This was very apparent with the outpouring of love from the community since his passing. He left his mark on many people's hearts and we are all better for knowing Tim Reid. Our family would like to thank Josh Marram and the pre the principal here at Garfield and the board of education for making all

156of this possible. Also, we would like to thank the community for keeping his memory alive and sharing with us the impact that he left on the hearts of everyone that came into contact with him. He is truly missed. I was going through some pictures the other day and I came across some statements made about my father. I'd like to share with you a quote from Walter Vickers. I started teaching at Garfield in the 1985 along with Tim. We coached basketball together the years I was in Hamilton. Like everyone who knew Tim in any manner, I was immediately impressed by his kindness, calmness, and genuine care for all people. Tim was a treasure for all students he served at Hamilton. I know that words cannot express how good things about my father and that I know

157that words cannot express good things about my father and that left sorry guys. Okay. I know that words cannot express good things about my father and that the life he led. We pray that future scholars and student athletes see his name on the court and become cur curious and inspired. I know I may be biased, but my dad was a pretty awesome guy. This floor dedication truly gives him the recognition he deserves. His incredible legacy will live on with this floor dedication and the Tim Reed scholarship that has been made in his memory. Um, can the board members please stand up >> on on of the scholarship legacy fund. [Applause] You guys, you guys do awesome job with everything you do. Um, as many of you know, there is a legacy fund created in dad's

158memory. Since 2019, the Coach Tim Reed Legacy Fund has provided over 35 scholarships to collegebound seniors from Talawanda High School and Hamilton High School. Coach Reed exemplified the traits associated with an outstanding teacher and coach. Honesty, integrity, loyalty, respectfulness, responsibility, humility, compassion, and fairness were all strong principles and core values that coach Reed modeled daily when interacting with his students, co-workers, players, and people. Our hope is that the floor dedication reaches the community of Hamilton and inspires the young students. His legacy will live on for many years to come and we are very appreciative of everyone that made this happen. Thank you. [Applause] At this time, I would like to bring up Miss Diane Reid, um, and also Coach Reed's mother, um, and also city council member Tim Nab for a ribbon cutting ceremony. >>

159Everybody's going to get a haircut. [Applause] We would like to welcome you for the first time to Coach Reed Court. Okay, before we conclude, and I am going to let everybody walk around and talk because I know you guys want to do that. Um, before we conclude, I just need to thank a few people um for helping make this event possible. Uh, all of our Hamilton City School officials, including those who brought these giant scissors. Um, please give them a round of applause for supporting this. I would also like to thank our Hamilton City School Superintendent, Miss Andrea Blevens, and our school board members who supported this event. Please stand so everybody knows who you are so we can give them a round of applause. I have to thank Mr. Kilby, uh, Mr. Jeff Kilby,

160Mr. Tom Scheler, and all of our custodians who work behind the scenes with the company who completed this project. They did a wonderful job. I would be remiss not to thank the person that runs this gym, uh, Mr. Jimmy Seismore, for helping me design all this and staying involved the entire time. Shout out to Jimmy Seismore. Of course, I'd like to thank Miss Diane Reed and Coach Reed's entire family for helping make this night possible and always supporting our schools. And finally, I feel like I'm giving an award speech or something. Uh, finally, uh, most importantly, I'd like to thank Coach Reed for his patience and for always taking care of the Jimmies and the Joe's. Thank you guys for coming out today. Um, thanks Coach Reed. And, uh, feel free to hang around, grab

161some waters out front and uh, converse. Thanks for coming. So this is Hamilton's pre-apprenticeship program enables the kids to learn core fundamentals of all these different industries. State of Ohio recognizes it for construction, manufacturing, agriculture, architecture, and engineering. So these are core fundamentals for all of those different industries. We don't like to call it even a core curriculum anymore. We call it a confidence class. So it's to give you confidence in using hand tools, using power tools, understanding what you're learning in class and how it applies to the real world and careers that are available for you. So there's two different aspects to it. So in order to complete the class, the kids complete a series of quizzes based off the curriculum and they also have to attend class so much. So they're actually getting

162hands-on instruction from Durana employees on site. The kids are actually working with them. They're exploring on that side. We do it to the curriculum. They do it to the quizzes. However, if the kid chooses to go to the next level, they're able to take what's called the credential course. So, they're now able to go and get a full credential from it. So, even if they don't do it now, the beauty of it is they can take it later on in life. And it's the first half of 39 different apprenticeships that are out there in the industry. They're ready to go. Um they're ready to go right into the workforce right now and today. So, we want employers in the Hamilton area to say, "Hey, if Durana taught these guys, they're ready to go. Guys and

163girls, we have a lot of girls that are coming in the program now. They're ready to go directly into the workforce and come work for my company. They are going to be able to do their OSHA. They're going to be able to understand a power tool. They're going to understand how to work inside of a working environment. What people don't realize is we have so much talent sitting inside that school, sitting inside this community, and it's ready to go. They just need somebody to sit down with them, tell them that we believe in them, show them the confidence, and then to back it up with opportunity. Now, I need employers to step up and say, "Hey, we'll take them because they went through this program." We knew teachers were routinely spending their personal dollars to

164get their classrooms ready. >> A lot of people don't realize how much money teachers spend out of their own pocket to support their classrooms. >> We have lots of new teachers who don't have anything to prepare their classroom. So, they've got to go out and buy all this stuff. We have teachers who are switching from one grade level to another. And then we have teachers who oftentimes will become certified in another area and so they switch too. So all these people are saying if I'm going to have the best most interesting classroom it's got to be right. And so what do I do? I go shopping. They're spending on average between $500 and $900 a person. Sometimes annually just to get their classrooms ready. Every year I spend hundreds of dollars on my classroom and

165uh I've never received any outside assistance there and so this was really nice. It put some money back in my pocket. >> There's so many teachers who do have needs and have really legitimate things that they're proposing and I'd like to see us be able to support more. They literally cheered when I emptied a new box of dry erase markers into our bin because we use those supplies every single day and they really appreciate, you know, a new fresh product that's working. >> I believe teachers have been spending their own money forever, but I don't know of many other communities where there is an organization like our foundation that has stepped forward. I think that's really um special. When I first saw the application and was asked how I would spend up to $300 in

166my classroom, I was stumped. Teachers dream of having extra money, and this isn't a question we are asked very often. School supplies are expensive, as are supplemental learning materials and social emotional tools that are all key to a student's success. Teachers often spend their own money to make sure our classrooms are equipped to meet the needs of every student. This is just an outstanding way to say we understand the community foundation is a perfect place to have a fund like this um where we can show support for teachers year in and year out. [Music] Couple years ago, we had a plan that we wanted to work with a company to start designing a cafeteria that was different than your typical school cafeteria. We wanted it to feel more like a food court and less like

167your typical long tables, benches, rows. So, we wanted some different types of seating in there. The response has been wonderful, not just from the students, but also from the community. We've had lots of adults in here on open house. We've had other jealous teachers from other buildings that have been telling us how great it looks. Uh, so we've had a wonderful response. Honestly, >> it feels more like when we went to Miami. We just got to sit in their cafeteria and it felt just more like mature and so it just is really cool that our cafeteria is a lot like that. The kids are doing better this year like from last year. We always would get up scream across the whole lunchroom cuz you couldn't sit with like all your friends. It's like kind of

168a small space but now it's like a bigger space, more tables. You can just sit and eat with your friends, be comfortable. It's a very big change from last year. >> I feel like it's very comfortable. Um the students enjoy eating there while talking to their friends. They really um seem to like the new changes that were made this year. >> We tried to bring not just Garfield in here, but also the city of Hamilton. We brought in Hamilton things from around our community, including some maps of the neighborhoods that our kids come from. It makes you feel like you're being part of the community and enjoy the places that are important. >> I'm just so glad that we get to share this with our students. I'm so glad they get to enjoy it and

169I just love making Garfield even better. [Music] As a new principal at Hamilton High School, I was really thinking about this Hamilton Baiten game and how we could make this a community celebration, but really at the core of the Baden mission is service to our community. And that's always been an important part of uh what my passion is in education. So whether it's working with 17 strong and micro grants with our youth or just getting out in the community and doing cleanups, we really wanted to launch something that was bigger than the football game, something where our kids give back to the community. Some of them are actually throwing stuff in the dumpster right now, helping out Miss Ebony, the executive director at BTW. And then we have boys out in the community, walking the

170streets, picking up trash. Over the summer, uh we had the the opportunity to meet uh with Hamilton High's administration and and just talk about this game. Uh this game is such an awesome opportunity for both schools uh to showcase really what we believe, what we're all about. And in meeting with Tai and talking, we wanted to do something to make our community better, to bring our uh our two football teams that that obviously are competing to win win football games. Uh but more importantly, we wanted to come together to to serve the community in the midst of a rivalry week that we're working together to make things better. I think that, you know, when I look at, you know, our guys and Hampton's guys, there's so many little faces in those crowds, little kids that

171look up to them. I mean, they see them as celebrities at times, and just to inspiring them a desire to to be more than just what they are on the football field. I mean, they're leaders in our community. They're doing great things. And I think the opportunity to showcase that, really to inspire hopefully some other people to get involved in 17 strong uh here at the Booker T. Washington Center, to get involved here, which are great organizations uh that need need people like this to come out and serve uh and make the place better. And it's just really to me signifies kind of a new launch of service to our community for both of our schools, for Ben and for Hamilton. So, it was great to see everybody out in their jerseys. Uh, it is

172Hamilton versus Ben Friday night, but right now everybody's working together to make our community a better place. [Music] >> Thank you, Hamilton teachers, for everything you've done for us the last 12 years. >> We are looking forward to our senior year. >> Thank you, teachers, and welcome back. Well, welcome back Hamilton City School District staff. Looking forward to a great year of of the city partnering with the school district for great things to happen. This is a a wow time, a wonderful time to to be a city of Hamilton that's meant for our students, meant for teachers, meant for all of us. This is a great time in Hamilton and a great time for Hamilton City School District. you have proven so much to us and uh you've been great partners. >> Thank you teachers

173for being so kind to me. >> My favorite teacher is Mrs. Builter is because um she reminds me of my sister cuz she was my sister's third grade teacher. Thank you for giving me like giving me a boost for like getting up to like third grade because without you I wouldn't be in third grade. So, thank you, Miss Holly and Vince Barry, for helping me get a boost to third grade. >> Hello, champions of education. I just want to take a moment and welcome you back for the new school year. I also also want to tell you, you're not going back just for the new school year. You're going back to your purpose, your passion, your ability to take every child to the next level. So, as you start the new school year, I just

174want to tell you to win the day by stacking one win up at a time. That child needs you, and can't no one do it like you, the best educators ever. Thank you. >> I really like Mr. Lewis. He's really funny. He's also really kind and he cares about his students. >> I don't have no favorite teachers cuz cuz all my teachers treat everybody with respect and kindness and I love how they're always um helping us. >> From everyone here at Rose Automotive, we wish you a very successful 2526 school year. I would like to thank all my teachers for role modeling, responsibility, and good character, helping us to become greater people each day. >> Thank you for helping us learn and grow every day. We love you. >> I'm thinking about Mr. Arnold cuz

175he's smart, kind, and funny. And Mrs. Baker, she knows how to write, and she's kind and smart. Miss Bowling is a world changer that I ever known in my whole entire life and and she teached me so much that that so I can make it to success. >> I'm John Gadulli from the Hamilton Community Foundation. I'd like to take this opportunity to say welcome back and thank you to one of the most important groups that we have in our city. The Hamilton City School employees make a difference every day in the lives of so many people. We're so appreciative and welcome back for the new year. >> I chose Mr. Wilson because he buzzed my hair in class in fourth period for me and he's just a kindhearted soul and he helps everybody out with

176their work. >> Thank you to Miss Nicolinko, Miss Nagas, Miss Caselli, and to Miss Jackie. >> They make me feel like uh I'm safe. >> I would like to say thank you to the Hamilton staff for being how perceptive they are. They're great listeners and I hope you look forward to your experience here. >> The Greater Hamilton Chamber of Commerce is thrilled to welcome you back to school. You have such an important role to shape our future leaders and entrepreneurs to dream big, think boldly, and create fearlessly. Every classroom is a launchpad in every idea that you ignite has the power to shape the future of our community. Thank you for what you do. >> Thank you for all your hard work and helping us make be successful. Hope you guys have a fun time

177with new students. They teach us how to um write and they learn some numbers and like spell things. >> I would have to say my math teachers, Miss Taylor and Miss Hayne, because anytime you walk in there, they'll put a smile on your face and let their classroom be really welcoming. >> Welcome back to this school year, all you wonderful educators. And I'm Sammy Broyals from Miami University. And I just want to take this time to thank you for pouring into all the students this year. all the things that you do as one plants, the other one's water. And it's an increase to our community how you give back. And you never know what that little seed would do to change a student's life by that small word of encouragement like Mr. Nichols did to

178Ty Smallwood. Encourage him to be an educator. And now we have a principal now at the high school. Thank you for all that you do. >> All the teachers like in fourth grade are very sweet and very caring about people. They help like they're understanding and they understand if you're feeling something that they're there to help you. And they like like my teachers and my other teachers, they all come to my softball games and like sports and they're supportive and they're they're just like so many things I can't even name. >> I choose Mrs. Hendrickx, our safety and security monitor, because she's like everybody's school mom and is there for everyone. >> Thank you to all my teachers who I've had in the past to help welcome me into Hamilton as I moved in. >>

179Uh, thank you to all my teachers who believe in me and help me throughout all my years at Hamilton. >> Welcome back teachers. Thank you for all the fun we're going to have this year. >> On behalf of 17 Strong, we welcome you to this exciting new school year and we wish you much success. >> I would like to thank Miss Crouch. She is one of my favorite teachers. Love her. >> Thank you for all the staff in Miami student. You know, something important in Spanish. Mr. Pay is my favorite because he's somebody that you can really trust and put all of your emotions into. >> The thing about a teacher is they are really small and they teach us things. They like teach us math, how to spell, and how to write um really

180really good. And I want to say thank you to all the teachers. >> Welcome back to school educators. Just know that all the work that you're doing at the school during the school day is reinforced with the work that we do after school at Boys and Girls Club. While we're heading into continuing to grow our partnership with the school, we're expanding this year to open up a new club at Lynen Elementary School, just like we opened up two years ago at Highland Elementary. Just know that all of the great things, all of the learning is reinforced in the afterchool thanks to our awesome partnership between Boys and Girls Clubs of Hamilton and Hamilton City School District. Good luck and have an amazing school year. >> I love Hamilton City School District because Wilson is amazing

181school and the staff are all so helpful to help the students grow. >> We love Wilson because our teachers help us win. >> We love Wilson because they help us get our education right. >> We love Liy. We love Wilson so much. The teachers are so nice and they're very helpful whenever you need them. >> Thank you, Wilson. Welcome back. >> Thank you for being my teacher. >> Thank you for being good teachers. >> We love our teachers at Woods. >> Welcome back. >> Thank you for being our teachers. The first day is so important just that the kids feel reassured that they know where they're going and that they're supported. If they have a bad first day, it just makes them nervous after that. So, we just want to make them feel like they

182know what they're doing and that people are here to help them. >> We're always excited to welcome our uh Fairwood Falcons back to school. Um lots of energy, lots of excited faces. I think we only had two sets of tears. I think Wilson is special because the staff here is so committed. They're all working together. They're all teaming together. They are ready for these kids and they're excited to meet them. >> We want to continue to be a safe place for them where they can grow socially, academically, and emotionally. We're here to help grow your kids. Um if you need anything, give us a call. We're here to support you guys. >> Our phrases here is going to be every night, every day because we are the Wilson Knights. So, it's to make every kid

183feel connected and supported every day. >> We love Arrow. Arrow is new this year. Um, but most of the kids were just, you know, full-on smiles, happy to see the dog here. Welcome anytime. We are here to support our kids, to support our staff, and to grow, grow, grow. [Music] Arrow is the Hamilton City Schools District's first therapy dog. Um she is certified through the AKC as a certified therapy dog. Um she is here for our students and our staff and uh is just a part of our the Hamilton community >> and I'm just so impressed with her poise. Um she is so well trained and just does a great job already uh to lighten all of our moods. I I couldn't be thankful enough to leadership Hamilton Hamilton Community Foundation and the Pauls and

184Stripes College for preparing such an amazing partner. We couldn't have asked for a better dog. I know Andrea just saw the benefit and all the research that was behind how therapy dogs make a solid impact with students, you know, through attendance and grades and behavior and she did a lot of research herself and brought it to the team and wanted to take the project on. And this is one proactive strategy that local communities are using to help build resilience, kindness, positivity. There's a lot of research out there about how a therapy dog will lower anxiety and stress, which so many of our young people and our staff are facing on a day-to-day basis. Our goal is to get a dog for each of our buildings. Um, as you know, there's a lot of needs that

185go around, and Arrow is just one. We're a very large district. And so, our goal is to onboard four to five dogs a year that would allow us to eventually get there in the next few years to a dog per school. that will allow that dog to become really a part of that school culture. Through community donations, through different agencies, we've been able to raise the money completely so that not one district dollar is being used for this. >> She's calm, mild manner, just very sweet, very gentle, listens very well, a lot of love, a lot of love, a lot of happiness. Um, a lot of energy behind it, which is great. >> Welcome everybody to Garfield Middle School. My name is Josh Marram. I'm the principal here at Garfield. Tonight we are here to

186commemorate a legendary coach, teacher, and family man from the Hamilton community, Coach Tim Reid. I was fortunate Yeah. I was fortunate enough to have played for Coach Reed, as I'm sure many of you in the crowd were. We often talk about how many wins coaches have or how many years they coached. But typically, we don't hear many stories or talk about what really matters, which is the lessons that coaches teach their players that go beyond sports. One thing that sticks out to me that I still bring up to this day is a conversation I had with Coach Reed in high school. He was talking about how important it was that we are good people and not just good players. Of course, he had his own way to explain this. He said, "Margroom, it's not about

187the X's and the O's. It's about the Jimmies and the Joe's." At at that time, I just thought that was funny, but I I didn't understand what he was really saying. Um, and since then, I've thought a lot about that frequently in my day-to-day work. Without a good group of people around me to support me, I would not have been as successful in life. The people we have in our team in life are the most important teammates we will have. Coach Reed was not just a great coach, but a great person. I am sure many of us in this room are glad he was on our team. I would now like to welcome up our next speaker to the podium. Please help me give a warm welcome to Coach Reed's son, Jimmy Reid. Good evening

188everyone. Uh first off, I'd like to thank everyone for coming on the behalf of my family. Um my mother, uh Diane Reed, my sister Shannon Reed, my grandma Willow Reed, my uncle Wes Reed. Um it is incredible seeing everyone come together to celebrate this special moment. As many of you already know, our dad was a very humble man and he would have a hard time accepting all of this being done on his behalf. Dad spent 32 years teaching and his efforts have made a lasting impact on many lives. This was very apparent with the outpouring of love from the community since his passing. He left his mark on many people's hearts and we are all better for knowing Tim Reid. Our family would like to thank Josh Marram and the the principal here at Garfield

189and the board of education for making all of this possible. Also, we would like to thank the community for keeping his memory alive and sharing with us the impact that he left on the hearts of everyone that came into contact with him. He is truly missed. I was going through some pictures the other day and I came across some statements made about my father. I'd like to share with you a quote from Walter Vickers. I started teaching at Garfield in the 1985 along with Tim. We coached basketball together the years I was in Hamilton. Like everyone who knew Tim in any manner, I was immediately impressed by his kindness, calmness, and genuine care for all people. Tim was a treasure for all students he served at Hamilton. I know that words cannot express how good

190things about my father and that I know that words cannot express good things about my father and that left. Sorry guys. >> Okay. I know that words cannot express good things about my father and that the life he led. We pray that future scholars and student athletes see his name on the court and become cur curious and inspired. I know I may be biased but my dad was a pretty awesome guy. This floor dedication truly gives him the recognition he deserves. His in incredible legacy will live on with this floor dedication and the Tim Reed scholarship that has been made in his memory. Um, can the board members please stand up >> on on of the scholarship legacy fund. [Applause] You guys, you guys do an awesome job with everything you do. Um, as many

191of you know, there is a legacy fund created in dad's memory. Since 2019, the Coach Tim Reed Legacy Fund has provided over 35 scholarships to collegebound seniors from Talawanda High School and Hamilton High School. Coach Reed exemplified the traits associated with outstanding teacher and coach. Honesty, integrity, loyalty, respectfulness, responsibility, humility, compassion, and fairness were all strong principles and core values that coach Reed modeled daily when interacting with his students, co-workers, players, and people. Our hope is that the floor dedication reaches the community of Hamilton and inspires the young students. His legacy will live on for many years to come and we are very appreciative of everyone that made this happen. Thank you. [Applause] At this time, I would like to bring up Miss Diane Reid, um, and also Coach Reed's mother, um, and also city

192council member Tim Nab for a ribbon cutting ceremony. >> Everybody's going to get a haircut. [Applause] We would like to welcome you for the first time to Coach Reed Court. All right, we'll call the meeting back to order. It is 6:40. Roll call, please. >> Mr. Davidson, here. >> Dr. Copus, here. >> Mr. Sprag, here. >> Stand for the Pledge of Allegiance. [Music] 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. >> I would entertain a motion to approve the board agenda with any modifications. I'd like to make a motion to remove Kim Davidson from the um from the human resources uh section of the um the agenda because we won't have a quorum if uh

193Mr. Davidson is not allowed to vote. >> I second the motion. All in favor? Roll call. >> Mr. Davidson, >> yes. >> Dr. Copus, >> yes. >> Mr. Sprig, >> yes. Um motion to approve the minutes from the previous meetings. >> So move. >> I second. >> Roll call. >> Dr. Copus. >> Yes. >> Mr. Sprag. >> Yes. >> Mr. Davidson. >> Yes. >> Public participation. I got no forms and nobody looks like they're here to participate. So we'll move on to superintendent. >> Katie, are you sure you don't want to talk? >> Okay. Uh yes. Thank you, Vice President Davidson. I just have a few comments for the board this evening. One, um I just want to congratulate our district on a great week last week with all of our homecoming uh festivities. The

194parade was great to see all of our schools and athletes and performers coming out. I also want to give a massive shout out to our administrators for that for that week. That week is crazy. It is a week of spirit weeks and lots of excitement and energy and they did a nice job. I also had the p privilege last week of hosting this year's civics day participants here at the board office. They also went and visited our buildings. Um and I will tell you the future is bright with the young leaders um that were here that day. So uh we will be able to celebrate their experiences in November. But I just want to thank them for their time and their thoughtful questions about what a schoolboard member and superintendent does. to all of our

195families. I want to this is crazy to say out loud, but it is the end of first quarter on Thursday, October 9th. Uh just two weeks away. Uh we are we are there and I don't know how that happened. Um because it's the end of the quarter, there will be no school for students on Friday, October 10th for teacher records day. And then we will take a two-day break on Monday the 13th and Tuesday, October 14th for our fall break observation. Uh, as the end of the quarter draws near, I just want to remind our families that this is a great time to connect with your child and your child's teacher to understand their progress and performance so far. We have many conference nights going on throughout the district over these next few weeks. But

196whether they have signed up for a conference or it's a simple phone call or email, I just encourage our parents to check in to see where their progress is this quarter to help determine ways that we can work together to help all kids succeed. And then this evening on the agenda, each of you have received the attachment for the items that we'll be voting on. Um, you know, we've got quite a few uh opportunities for kids for after school tutoring that's listed on this agenda. Um, and some other pieces there. So, those are my comments this evening. >> Thank you. Move on to human resources. Item one is personnel items. I believe everyone's received the information on this, so I'd entertain a motion to accept. >> So moved. >> I second. Any discussion? >> Seeing

197none. Roll call. >> Mr. Sprag. >> Yes. >> Mr. Davidson? >> Yes. >> Dr. Copus? >> Yes. >> Move on to the next item on human resources, a termination resolution. I believe everybody's been given a copy of the resolution. There any questions about that? >> All right. I'd entertain a motion. >> So moved. >> I second. >> All right. There's been a motion and a second. Any further discussion? >> Hearing none. Reser or roll call. >> Mr. Sprag. >> Yes. >> Mr. Davidson. >> Yes. >> Dr. Copus. >> Yes. >> And we'll move on to the consent agenda. As Mrs. Blevens has indicated, we all got a summary of those items. We've all had a chance over the last week to to review those items in depth and for sake of brevity, we're putting it

198on a consent agenda. I'd entertain a motion to accept it. >> So moved. >> I second. >> I was waiting for Joe. >> There's been a motion and a second. Uh any discussion? >> Yes. I have a comment, Mr. Davidson. um under the curriculum and instruction section. I I just want to express an opinion here. I know that the staff is being compensated for this, but the afterchool tutoring programs at the main campus in Garfield, I think that's absolutely wonderful that our staff is willing to extend already long days for the benefit of our student or our students. And I neglected to mention the English language learners program at Crawford Woods, Fairwood, and at London and Riverview. So, I just personally want to say and I think I speak for the board, thank you so

199much to those staff members that are willing to do that. >> Any other comments? >> Well, Joe, to go along with that the u when I look at taking eighth graders to Washington DC, I want to really thank those staff members. I've done that and I know what that's like if you and um I think that's a one quite in in all seriousness I think it's a wonderful opportunity for us our students to see the na the nation's capital an incredible experience for those kids and one I'm sure they'll never forget but a big thank you for those teachers who have to sit on those buses for hours on it so >> and what's nice about it they're going and it's not a general fund expense >> it's self self-paid. Y >> which gets me

200to my point. Um we've I've talked to Mrs. Blevens and a couple of other of the members >> on our agenda tonight there there's two items for two students uh with special needs that the district is paying close to $82,000 just for those two students. That is not state reimbursed. uh we get $8,000 from the state per student, but we're required to to make up the difference. And I have no problems with it that the students need that. But I'm just wanted to point out to to everybody that the parochial schools don't have to take these students, aren't required to provide these services. uh the private schools, all these schools that are getting the vouchers, the state money, taxpayer money, aren't required to do what we're doing, and we're not getting reimbursed for it, even

201though we're required. >> I agree. And Mr. Davidson, I know a lot of people won't like to hear what you just said, but everything you said is exactly the truth, and they need to hear it. So, I'm I thank you for stating that. >> Any other discussion? Roll call, please. >> Mr. Davidson, >> yes. >> Dr. Copus, >> yes. >> Mr. Sprag, >> yes. >> All right. I think that brings us to the finance agenda. >> Thank you, Mr. Davidson. Uh, we have a lengthy finance agenda this evening. Um, we have the normal treasurer reports. Uh we also have an additional report uh this evening. It's the investment report um that I had sent out earlier in the week. Uh the investment report details um the balance, the type, the maturity and the yield of

202our investments. Um, and it also details our asset allocation of those investments, whether it's uh municipal bonds or US treasuries or CDs um or commercial paper or money market funds. That report is now out there um for you to approve and for folks to look at. Um so that's a new report to to keep an eye on. Uh we have the uh permanent appropriations. Uh so the final budget uh you'll remember in June uh we passed the temporary budget which we do every year and then the state requires us to pass our final budget by September. Um so that is on there up for your approval. We have two confirming requisitions and then something that I would like to highlight is on the screen we have donations to the district. >> That's amazing. >> Just

203look at the list that we have. I mean, almost $45,000 in cash and inind donations. Um, and I always like to, you know, call attention to that. Um, especially when we have a large list or, um, particularly large donations. Uh, it's just really great to see folks in the community support the school district. So, I wanted to call attention to that. Um, and those are my items this evening. >> Thank you. Any questions? I'd entertain a motion to accept his report. >> So moved. >> I second. >> Any further discussion? Roll call. >> Mr. Davidson? >> Yes. >> Dr. Copus? >> Yes. >> Mr. Sprig? >> Yes. >> All right. Our next meeting will be October 9th, 4:00, same place. Um, we will have a work session, executive session, and a business meeting. >> No

204business. >> Just work. just work in exe and executive. All right. Somebody move to adjourn. >> So moved. >> I second. We are ajourned.