Westlake City School District Board of Education Special Meeting July 14, 2025

001Thank you. Call to order the special meeting of the Westlake City Schools Board of Education for Monday, July 14th, 2025. Uh roll call, please. >> Craft here. >> Not >> here. >> Benukin >> here. >> Lamb >> present. >> Lazinski >> present. >> Would you stand and with me say the pledge of allegiance? Thank you. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> We always remember our vision and our mission. Our mission is empowering all students to achieve their educational goals, to direct their lives, and to contribute to society. and our vision. The Westlake City School District will provide a dynamic student centered learning environment. Our district will be characterized by

002high achievement, actively engaged learners, mutual respect, shared knowledge, pursuit of new skills and capabilities, collaborative learning, willingness to take action, a team commitment to datadriven continuous improvement through a strategic planning process, and tangible results. It is wonderful to see you all tonight. Thank you for joining us right here and also online. I move to approve the agenda. Is there a second? >> Second. >> Discussion. Roll call. >> Craft. >> Yes. >> Bazinski? >> Yes. >> Manukan? >> Yes. >> Lamb? >> Yes. >> Pier not? >> Yes. >> Motion carries. >> Yes. >> And at this time we do have a hearing of the public. The public may address the board during the periods of the meeting designated for public participation. We the board of education do not engage in a public debate and especially do

003not have a public discussion about an individual student or situations regarding them in this setting. Each person addressing the board shall give their name and address if several people wish to speak. Each person is allotted three minutes until the total time allotted is used. During that period, no person may speak twice until all who desire to speak have had the opportunity to do so. The period of public participation may be extended by a vote of the majority of the board present and voting. Is there anyone who would like to address the board this evening? Please address the podium. >> And thank you. >> Absolutely. If you can state your name and address. >> Hello, my name is Amber McCloney. I live at 3182 Marian Court in Westlake. Uh, I have two children in the Westlake

004City schools. My son William is a rising junior and my daughter Eve is a rising eighth grader at LBMS. And I wanted to uh speak in support of the resolution tonight to uh re rehire our retired band director, Hillary Patriot. Uh I am speaking as a parent of two very active kids in the performing arts. Uh both of my children are in band as well as choir. Uh my daughter's also been in orchestra and they've participated in uh Westlake Productions as well. So, uh, we are very performing art, our centered family. And in that aspect, I am also the incoming president of the Westlake School's music boosters. Um, now that our outgoing president has uh, their senior has graduated. And I am very excited to step into this role. And a big reason that I've

005been willing and excited to take on this role is the opportunity to work with Mrs. Hillary Patriot. Uh, been working with her extensively now for especially the last couple years since my son joined high school. Uh he's been a section leader for the melophones and he plays French horn in the symphonic band and uh I've had the privilege to work with Hillary and I can say that uh she is a very valuable asset to this district. Um we would be uh we are so much better off with her as our band director. She comes with over 30 years of experience obviously and uh I can say having chaired the district band competition for the last two years and uh I've met a lot of band directors worked with a lot of them and ours is

006second to none. Um our music program is also second to none in this area. there's no one on our level or really close to it. And uh especially now with our program growing as rapidly as it is, uh we are in a great position to have our leadership stay with us and continue us through this growth period. Um as we are expecting almost 50 new band members in the upcoming year. um to the point where we will be most likely adding another uh concert performing band because uh we've outgrown just to a symphonic and concert band. We're now going to have concert A and concert B. So uh you know I thank you for your time and uh great gratefully hope that you will support uh the rehire of Mrs. Hillary Patriot for our students.

007It's what's best for our kids. Thank you. >> Thank you. Hi everyone. >> Hi. >> My name is Bobby Gene Palumbo. Uh I live at 1500 Prince Charles Avenue just right up the street in West Lake. Um so I've I mean I'm the music producers president for the next 17 days by my daughter Bernardet uh graduated this year. So I mean maybe my opinion is a little less important but um uh I just want to echo everything Amber said. Um, I have been the music business president for three years. Um, working with Hillary as she I'm like obsessed with her. She's so amazing. Um, she honestly has her schedules like years out. It's so fantastic. Um, she's really the most organized teacher I've ever met in my entire life. And um well, I won't get

008into why I think that is, but um anyway, I I would like to say my daughter uh uh has been in the music program also for, you know, basically since fifth grade if you count, you know, when she started playing instruments and also was in choir. Um I I just couldn't, like I said, Amber said the same thing. We're so fortunate in the city of Westlake to have the music directors that we do. Um, and specifically in the instrumental music program, I know that they all work so close um, from fifth grade up to 12th grade with Hillary, kind of working as a family, working as a team, and our kids are just are are such uh, in such good hands with them. Um, so much so, like Amber kind of touched on, I just

009want to put a finer point on it maybe that the the amount of kids in Westlake High School has been on decline and the amount of kids participating in the instrumental music program in Westlake has been increasing every single year. And I think that's just because of the amazing work that all three of our music directors are doing um fifth up and up. But um again, I think Hillary's just done a great job kind of stewarding that whole team and I'm I'm in great support of us rehiring her. So that's it for me. >> Thank you. Thank you. Thank you both uh for all that you do for the district. Uh thank you for your comments tonight. There are many many many that feel as you do and we appreciate you taking the time to

010share that with us tonight. Is there anyone else who would like to address the board at this time? >> Dr. Gagan, we're going to move on to superintendent's recommendations. >> Thank you. Um I do have one recommendation which just for those of you who uh may be watching or will watch this on YouTube. Um one of our work sessions becomes a special meeting when we put something on the agenda that the board is going to vote on. So typically in July this would be a work session. We do have a presentation talking about our strategic plan. Um but we also have tonight for this resolution in regard to Hillary which is why we went from a work session to a special meeting. So just point of orders for uh people out there who may be

011watching and wondering why we went from work session to special. Um, my one item that I have is 3A, which is a resolution to rehire and re-employ retired band director Hillary Patriot. Um, I echo uh what our speakers have said. Um, and I I just give a couple points and not that anybody needs convincing, okay, but I know that um uh uh the board is very grateful and very proud of the work you've done. And this is is even without pictures of you and Barry Manalo. That's just a whole other that we have there. But thought we were getting married tonight, but But the other so just to kind of um say a couple things. One is when I came to Westlake 10 years ago and uh I was talking to Paul Wilson trying to

012get an idea of the staff you know and um I asked Paul about his staff at the high school. Actually, this was during the first year and he had gone from the middle school to the high school like in February and I said, "Oh, you're back at the high school." And this sort of thing and talking to him about staff and he his comment was he goes, "Let me tell you this. If there was a teacher draft and I had the number one pick, my number one pick would be Hillary Patriot." unsolicited just out of the he's like if there was a draft my number one pick would be Hiller and so that's one of the the early memories that I have of that and and I mentioned Barry Manalo a moment ago and we

013can you know kind of joke about that a little bit but I think it's a a big test of her character where she was like it the the award wasn't about her it was her as a representative of our music department. And so I think that's kind of how she felt there is that it wasn't just a rec recognition of her. We have Joe here tonight. We have all the other uh uh music teachers that we have our throughout our district. And I think Hillary took it as like not only her own personal accomplishments, but what they mean as a whole. And that is such a big deal because when I look at our bands and the marching band especially because it's visibly on display at display display at times they're not a band. They're

014truly a culture and a family where you actually it's it's not the transactional relationship of I teach you how to play music, you play music. It's we do all of this together and and you know and that's something that doesn't just happen, right? And you know, we know Joe in the future will slide into that role, but it's funny is when I went to talk to Hillary about it, I went into um the uh their band room and they were dressed alike that day and and I was it diet? I can't remember what it was. >> Yeah. So they for they were doing >> so you know and I >> I know that there's a someday there but I don't think we're we're I think we want to enjoy this moment and and to be

015able to uh carry this on. But we are very um happy for you that you had the opportunity um to go into retirement and as long as we can keep you afterwards uh that would be great. Um and it really creates I called it a win-win but her husband will say it's a win-winwin and it's a win for him as well. But um uh so uh we're really excited um and uh it is with great pleasure that I put this recommendation um on the agenda for the evening. I I do thank the board for um considering it and also switching this to a special meeting. Um, and that's one of the things they did, Hillary, is this did go from a work session to a special meeting so that we can uh do this because

016uh of the value you bring to our kids and our community. So, thank you. If you have any questions or comments, I'm happy. >> I do. You know, of course, I have to make a comment. First of all, first of all, I was teaching in Northstead Middle School when Hillary came and did her student teaching. I don't even remember the year that was. Was it in the N? >> I came there. It was my actually my second child in 95. >> Okay. So, we go and I love her then just as much as I love her now. And I have to say I remember when Joe was her student teacher and Joe does an excellent job. If you go to any of the concerts and and and and I I just think that he was

017very lucky to have Hillary as you know your teacher then and you it shows and just everything you do too. It's a testament to her ability. So, I'm I'm thrilled that you retired but then decided to come back because I'm retiring in December and I don't think they're going to rehire me. Say, >> so one other thing is what I learned right before this meeting is Amanda Muscleman, our associate superintendent, was an eagleette with the North Homestead band. >> Yes. when Hillary was there >> was there as well. >> Yes. >> So cool. >> And Amanda was one of my students back in 2016. So there's a lot of connection. >> But I I think about it uh a couple of Scott's words were um proud and grateful. And I am certainly proud and grateful.

018And I I think about your innovation, your ideas, um tirelessness, um again the time that you give and how much um the local community community and the broader community. Just love all the work that you do and um again that that makes us very proud. We love to see what you've accomplished and you continue to accomplish. Think about what you've done for music in the past. Think about what you've done in music present. think about you're I think coming back but you're doing for music for the future. Um so very thankful. Um uh I congratulate you as well. That's great. Uh but glad that we're going to have you for a little bit >> longer. Any other >> I do have one more thing >> of course just bear with me. I remember when uh

019your first year here the the comments that I was hearing were from um I I don't know if it was the demonets or the debonires. It could have been both groups, but you apparently gave them the choice of their outfits and they had never had that choice before and they were like ecstatic that you allowed them to choose what they were going to wear. So, you were off to a good start. >> Any other thoughts from the board? Is there a motion uh to uh is there a motion for the superintendent's recommendation 3A, the resolution to rehire and remploy retired band director Hillary Patriot? >> So moved. >> Second discussion. Well, I would like to say that uh personally two of my children um it was probably one of their uh more favorite times when

020they did band. I know Jack really enjoyed uh when he was in jazz band uh always a nice fun thing and Mr. Fidali as well. Um and Molly, you know, started in Green Sleeves years ago and then continued on. So, um yeah, it you make positive impacts on on people and um I can personally attest to it and I'm sure obviously other people who go through the same thing can say the same. So, Just on a side note, Will was one of the first kids I was able to have a pizza party with when uh um I think it was here at Hillyard. >> It was here at Hillyard. >> And now he's a junior. That's why when she's talk talking about Will and I, you know, just on on a side note, you know,

021my daughter was involved in musicals, but then we brought her back and and she came and watched a show and I can't remember which one it was, but Will was performing and she leaned over and she's like, "He is really good." So, and uh but it's it it's great. So, it's nice to see Will grow, too. >> You will appreciate that. Further comments roll call hand something you're so speedy now right >> goodness. >> No just thank you very much for everything that you continue to do for our school district and I get the chills every time I hear the band perform on Friday nights at the football games and the parades and um you know everything. So thank you very much. >> Thrilled you're coming back. And the big comment that um always puts

022a warm place in my heart is the inclusivity that you create in all of the programs. So many parents are really appreciative of it. >> Further comments. Roll call. >> Lamb. >> Yes. >> Penugan. >> Yes. >> CF. Yes. Lazinski. >> Yes. >> Motion carries. So, at at this point, uh, we are going to switch to, um, our strategic plan update. Please, if you want to stay, you're more than welcome to stay, but if you do have other things to do this evening, please do not feel obligated to stay. >> Thank you. Thank you. Good, I guess. Thank you very much. You got it. Thank you. >> Thank you. So, Hillary, how uncomfortable was that hearing all these nice things about him? >> All right, we are going to move on to presentations. Dr. Gagan,

023do you have any preliminary comments you'd like? >> Absolutely. You know, we are we are very very excited. You know, the last time we did our completed our strategic plan was we started it the beginning of the 1920 school year. So 2019 2020 and so right in the middle of our strategic planning, COVID hit and schools were shut down. Um there was pros and cons to that. you know, we felt like we were in uh a position where we had a lot of adjustments happening and maybe we could build some of those into the strategic plan, which we did. We accelerated some things. Dr. Petra is here and during that strategic planning, we went from discussing a onetoone initiative with technology to implementing it as soon as possible. So, we we had uh went through

024that at that time. Um it was nice this year going through this because we were able to take our time. Darin was able to ma meet with multiple stakeholder groups um student stakeholder groups, parent stakeholder groups, community board members, administration, teachers, classified staff. So there was just a lot of engagement that she did and in going through and as we as different teams, administrative teams went through the overall themes and were able to go through and really refine the the goals. We're excited to have Darin share uh some of the results with you tonight. So, we have Darin Osman here who is a former uh assistant superintendent of the Hudson schools and currently working with the impact group. Um, her experience has really been beneficial for us to be able to translate and uh turn

025that feedback into actionable items. Um so really Dorene uh the floor is yours. >> Thank you. Thank you Dr. Goagan. Thank you board members and um Mr. Hopkins um for allowing me to come tonight and to talk to you about the strategic plan and really the part of the strategic plan an important part that um Director Goagan already talked about was really the strategic plan the community engagement because this has to be Westlake strategic plan. It is not impact group's strategic plan. It is not Dorian Osman's strategic plan. it is your strategic plan that represents um the goals and the objectives and the priorities of your community. Um so we started the process I think it was like December we started having discussions and and mapping um things out and getting into focus groups um

026and things like that and you started your board of education meeting today really reaffirming and making sure that your work is centered on your vision and mission. The vision and mission is not changing. It is still alive. It is still um it is a dynamic process. It is not just words. Um in um a few of the sessions um Dr. Gagan reminded the especially the leadership team and his his cabinet, his central office team, this is still this is still where we are. This is where we're going and it is extremely um appropriate still. So looking at um the vision and mission um again it's the same um and it is um we educate for excellence and then it goes on empowering all students and then the vision state that's fine the vision statement hasn't

027changed either. So it is still a core and that that that core through the um strategic plan um community engagement, staff and student engagement and um has not changed. Um and again it is it was really the center of it. The other piece that we kept looking at was um the portrait of the lifelong learner because that's still and that's that comes I have it at the end but it is I it serves as the bookends really for the strategic plan work. Um, next slide, please. >> So, just a um a summary, we had a SWAT analysis and some V and vision discussions with the district leadership team um several times. Um, we had seven focus groups. Um, we had two student focus groups. One was at the middle school and one was at the

028high school. Um, and that is I really enjoyed meeting everybody in Westlake. Um, but your students were my favorite. They were great. Um, and the way >> you say that >> what >> why do you say that? >> Why do I say that? Because they were they were very honest. Um, I had a middle school student. She came with a PowerPoint or not anymore PowerPoint, Google presentation. >> I'm damn aging myself. Um, a Google presentation. and she had worked a the previous weeks to make sure that her friends in 8th grade that it wasn't only her voice that she was sharing perspectives um uh perspectives um but she wanted to make sure it wasn't only her voice, she was sharing her friends and even people that she wasn't that friendly with, >> but they were

029they were in her like grade level and they were in she they were classmates. Um and then your um high school kids, they were they were um they were mostly seniors. Um, and so their perspective was really interesting also because their it was in February, I believe February, March is when I did the student focus groups and theirs was very um retro. They were very reflective um about really not just high school. They were able to talk about just different milestones throughout their their school career. Not all of them were like the 13-year club or, you know, through um from um um kindergarten through 12th grade. There were some that had come, you know, moved to Westlake and things like that. Um, but the opportunities here um that they talked about, they the seniors especially

030talked about the new program about the senior experience and um wanting more of those things. Um they also were very worried about school pride after they left because they felt that the senior class has the best school pride ever. So it it it's it's what you would expect of of students really. Um they were >> one one of the reasons I ask um uh Dr. Goagan and I are part of Rotary and that's just one example and there are those times when we have multiple pools of students come and present at Rotary >> and people in Rotary say what you say and I'm like well yeah but maybe all kids are like this but hearing it more and more often that is a good thing to hear and it says something about the district. So

031thank you. Okay. And um working with um the two principles, DJ and um the high school principal, what happened? Remember his name? >> Yes. >> He um you know, I want I wanted different I wanted students with um that represented your student body. So I wanted your gifted students. I wanted students with disabilities, 504 plans, music, um people that kids were in the arts, keep kids that like the STEM activities. Um and then um not the most popular kids. So, um it was really it and I just first of all being a 35 year veteran of public education, there is something about being with kids again. >> Yeah, >> there just is. Um >> there's something special about it, right? >> And that I still get to do that. So, I am biased, by the

032way, with kids. I am. Um but it's I mean, but I know my it's okay. >> If I'm gonna be biased about something, I'm gonna elevate kids. Um and then we met with staff. I met with staff um at all the different levels um and again very retrospective. Our elementary um teachers very concerned about students especially postcoid. These are the kids that were babies and you know toddlers at the first ages of co those those kindergartener and first graders and preschoolers too. Um and making sure um that we are adjusting they are adjusting um their their um teaching styles and their learning environments to meet the needs of all their students. Um the high school teachers were amazing. Um it was a group of student a group of teachers and there's a there was a

033teacher leader there that works with other districts and she said Westlake is special. I hear things and concerns from other districts and she said I'll take our problems which aren't many any day. Um so and I think that and they the teachers did um go back to the leadership of of Dr. Goagan and the team over and over again. Um so that was those were really good things. Um we had um a community group me we had community group um focus groups. Um Amanda how many >> well and then um but it was like three hours. Two and a half three. It was two and a half hours which was great. um you have parents that wanted to make sure that um I had the information um that that from their experiences um throughout the

034schools and they were and again there's this there's a weaving of school pride here and making sure they want people to know how great Westlake is. Um so a lot of really great things and then there were 400 um plus parent and community um responses to the survey because then we did surveys and 130 staff um responses to the surveys. So a nice um a nice opportunity for multiple people, multiple uh layers and representatives to get involved in these discussions and the conversations. Um and from there themes emerged. Um so student success and well-being was a theme. Communication and transparency. Um communication um when we talked about um is a strength, but there's so many ways to receive communication right now. It's really uh it's really diving into the parent square which I knew was

035launched this year. Um so making sure that there is is there a way to have some user choice and things like that. Um facilities and safety um your facilities are are beautiful. Um there is there was some discussion about um the middle school and the vestibule which I know is already being addressed. >> Intermediate I'm sorry the inter the other side of it. Yeah I'm looking. Yeah. um the intermediate school um and having those and having those um facilities addressed, kids felt safe. But um the parents and the staff said um safety is never done. You're never going to check the box and say I'm done. It is something that evolves. Unfortunately, it evolves after a situation. We learn every time. Um so you not having a strategic school strategic plan with some kind of

036safety embedded in there is would be remiss. So you'll see that in there. um staff support and development and um there was discussion about staff morale and just I think most of that is because of some of the climate and everybody went to school so they're an expert on school I so um anyways and then also um student expectations and student behaviors um really having and I heard it from parents I heard it from staff um it's in the survey results um making sure there's consistency and there are some students that are going to be treated differently because of their learning and their and their needs. Um, so students that have a disability or students that are on 504 plans, they have different pathways to learning and they have different pathways also to discipline. So

037working on making sure that everybody is on the same page. There is there's already a lot of work with um the multi-tered systems of support. There's a lot with um RTI. I know different districts call it different things but to make sure to build up that consistency in the communication um technology use and integration um definitely um AI came out and how do we it's it's drinking from a fire hose so really that was one of the themes and then making sure that technology doesn't take over it's not in place of student engagement either um and being just aware of screen time um cell phone usage was also mentioned um post-graduation pathways and realworld readiness. Um that was a theme that came out um like I said that senior internship experiences. Some of the um

038middle school students were talking about some of their classes where they have it's projects. It's um it's it's not they they re recognize they still need practice but they want to do something with it. So looking at that, the project-based learning um and real world experiences, extracurricular arts and and athletics, um this the arts came through in every everything all the and that was again you heard it tonight, not just music um but there's a pride for the arts and um music which is part of the performing arts I know and then um parents and community engagement um there was a recognition especially with the parent and community group really how busy parents are and are there different ways to get parents engaged in the schools. Um, and so it's not just being and being

039the the music booster president is is a huge job, but is there something for that working parent or the working grandparent or um way different ways and sometimes I don't know if parents now do they even know how to get invol get involved? So giving them opportunities whether it's cutting out I don't know something on from a board from some kind of manipulative or materials but different ways to get people involved and there are ways but how do you how do you get that word out too? So from all of that I think you can change the um we have um five goals in five different areas. Um and the first goal is advance um academic excellence and prepare students for their futures. And um but the key words here really are all students and

040achieving their full academic potential and they're ready for success. Um and really that's that's not that's as they choose after the path after graduation. But the goals or the objectives that support that are really about every every step of their career here in their journey um in Westlake schools. Um, so each goal has objectives that that support those goals and those are the the objectives are really how do you create those goals? How how are you going to attain that goal? So if you mind Todd, do you mind change? Oh, there you go. You can't see it, but um it's up there and I'm sure once everything is is official if it's on your website now, so I'm sure it's going to be posted. Um, but just highlights of the objectives. Um, and that's really

041what I'm talking about is expanding access to innovative programs, broader broadening and reviewing your course offerings. Um, you know, from your intermediate school, your middle school, and your high school. Um, and not just a lot of times schools think that, um, electives are really the a high school thing. They're not. Um, and I know that becomes a challenge with that budget word. Um, as a former assistant superintendent and curriculum director, I didn't I understood I had to work within a budget, which we do. I know, but think about the possibilities if you don't have to. Um, so it's creating programs that you can actually deliver on that are that are based on student interest and um really what they they're going to be um experiencing in their life. Um, another objective is expand programs and

042pathways um that prepare for not just college. Um, a district liked Westlake, just like Hudson. Hudson, I would look at Westlake scores and think about I felt that Westlake was our academic competition and it is. Um, but also we have to realize that sometimes college right away isn't for every student. So, what are their choices? We want them to be productive. We want them to be happy. Um, so there are other options. Um, and I know that you have the um your your compact um with Northshore, >> West Shore, West Shore um with Lakewood and Rocky River and you guys and who else? >> Um so exploring that, working together, continuing that work with those four with the four districts. Um grading and assessment. Um I know this is something that has been worked on.

043It's but it's really to keep that placeholder and continue to refine it. um and reflecting mastery. Um so something some of the students um high schoolers brought up that you know no extra credit for bringing Kleenex um and that's minimal now um but that's making sure communicating that everybody's on the same page um establishing ethical guidelines for AI um not only for the teaching side but also the learning side um how can we use how can our students how can our teachers use AI um appropriately ethically and then um really for efficiency And that's for operations. Um5 is about structured support for enrichment support and enrichment which is really just the differentiated instruction. So within the classroom meeting the needs of all students and then um is six is really increasing participation in extracurricular and

044co-curricular. There is a ton of research out there when kids feel connected to school in one way or another. they have that person, if they have that activity, their um their um anxiety, stress, um risky behaviors are reduced. So, um moving on to goal two. >> Can I ask you a quick question? Sure. Um >> I I think about uh where we were for example with IB. I I I understand why we did what we did and I think it was the right decision and I thank our leadership for that. And um I think about two now with portrait and I believe in portrait and I'm wondering how those two came up in conversation if they did. >> Um IB really didn't um come up in conversation >> and do people get portrait? >> Um

045I'm I didn't really ask the questions either. So not it was mentioned here and there but not um not as much as as you would think. But IB um so IB is a program but the tenants of teaching IB are still good no matter what. You don't have to I mean you know that there's some really good teaching tenants um to IB. So um I hopefully people because that's a lot that was a big investment. Hopefully people are still >> Yeah. I more curious if it came up in conversation didn't and um communication with regard to for thinking. So goal to two is um um say the first goal is about student achievement then uh supporting student well-being. Um every student um ensure every student learns in a safe and supportive and inclusive environment that

046meets their emotional, social and physical needs. A lot of discussion, a lot of praise for the district in the supports that have been put in place over the years. I mean it has been intentional and significant. Um but the need for even like shoring that up more. Um so and really the the objectives um that continue to um to support that goal and 21 also ties into the first goal and and the first objectives is consistently consistently reinforcing developmentally appropriate appropriate behavior expectations. A second grader is going to be having different consequences than a ninth grader as they should. So those are the kinds of things um and communicating those um communicating those expectations too. Um then promoting the availability there are there's a lot of supports in the school. One of the things that

047um some of the parents and they don't know about those supports and teachers sometimes don't even know about the supports because they're like well they could do this they could do that. So, it's making sure that there is that a is it still appropriate, monitoring who's using that and then building upon that and then um fostering a positive school culture where all students feel safe and included and valued. Um and then just that's really that whole PBIS notion um positive behavior um intervention sports and then MTSS is another wonderful you know multi-level multi-tered sports and then um keeping uh uh the building secure maintaining school safety measures the students and the parents and the staff really liked the SRO's I don't know if you can ever have an enough SRO's I'm just they love them

048>> do you think that was the opinion of folks in the room >> yeah they really like seeing the SR they like the visibility of the SRO's they like um the relationships that the SRO's have um you know and I but I think um well I know staff parents students they feel safe in your schools and it's not just because of the SRO's it's because they see that the intentional they unfortunately we're in a day and age that we have to practice you know those safety measures so just like a fire drill now we have to pract practice other things in schools >> can I um ask two points Um, overall I really like the the support student wellbe safety and belonging. The one thing I'm wondering is if there's a way we could also

049include the staff in this also >> staff is coming. >> I I know that as I've read through the the bullets previously um but that was just one part that I really felt like we should maybe kind of fold inclusion of that. >> So can we look at that as we look at four goal four two just because this is a student- centered goal. Yeah, I agree with you. Yeah. Okay. >> Okay. So, goal three is attracting um and developing um high um attract develop and support high quality staff. Um and that's recruiting and retaining and empowering excellent staff. You don't have a lot of staff turnover here. You you you don't people this is their I consider it a just being here as much as I have been had the privilege to it's a

050destination district like they they're not unless they're you know maybe if they're an administrator and they're moving online like DJ did um and going back home that it's a very specific reason people are proud to be here um so making sure that still re recruiting and attracting um and then empowering the staff but providing strong leadership and meaningful professional development opportunities and a collaborative work environment. Um, and then there's four objectives that go into that. Um, consistently reinforce developmentally approp appropriate behavior expectations and sorry, >> let me go back. Shall we turn my Let me turn my page. I'm like, >> anyways, um, really competitive strategies to attract and keep top quality staff. It's that keeping of quality staff. um like what why do they want to stay here? Um it's because of the culture.

051It's because of teachers, the staff, not just the teachers. There's support for them. Um and they really would like um they they know that there's some building level recognition programs and building but potentially taking that to a district level recognition. Um improves professional development by involving staff in the planning. Um I have seen your professional development plans. I've been here on a professional development day and um Mrs. Muselman and her team are incredible. There's it is it's expansive. It's like going to a mini state conference actually. Um and it's it ties right into the state initiatives like those got to do. Um so I but really including the teachers. Um and one of the things it's in the last objective here 35 they want more leadership opportunities. The teachers do. So guess what they we

052make that's a great way to include them is planning that planning the meaning professional development um and then enhancing workplace culture of trust respect and collaboration where all staff feel supported empowered and valued. So I um I think that's what we're talking in three I'm sorry it wasn't go for it's three three enhance workplace culture of trust respect we can we can add >> we have four promote wellness as well >> yeah and then we have the promoting wellness too so if that we and if that's something that you would like us as a board to rework those goals and objectives we can ab I mean it's in draft day right now >> there's a few things on this page number one when we're looking at um keeping top quality staff and all those you

053know we we monitor that and we I think our lowest over the past few four years has been 98.63 so we're we keep like 99% of our staff stay. So, the vast majority and and when we talk about when we do our research to see who's leaving, if somebody is retiring and and they're they've concluded their career, we don't put them in that percentage of that they're leaving. It's when they're leaving Westlake to go to another district um to continue their career. And what we have found is the vast majority of the time when that happens, the person has moved uh relocated to a different part um of the state or country. and and primarily that's what we've seen a lot of but the majority of time we keep 98 99% of our staff um

054the thing that is always and no matter even back when we did youth truth the area where the the staff has been most critical has been professional development every year and you know we're trying to dig down on the why with that and as we're digging we that this was even a forum topic was I don't know if it was last year or was it this year last >> okay so yeah the end of the the last forum that we had last year to prepare for this past year um because we're really trying to do that struggle that mentioned Amanda and her team has is there's a lot more required training that has to happen. Science or reading, you know, literacy, uh, rimps, all these what's that? >> New re, all these things that we

055have to do and it leaves less and less time for what people want to do. And so it is very, very well planned. It's on point. But sometimes it's like go ash I'd really like to do why don't you send 10 of us to Columbus you know to go to this workshop or something like that and we've really switched to a model of having our PD happen here instead of traveling getting hotel rooms and doing those kind of things. So we are trying to work on that. I like the idea uh because even when we did what was interesting is we did that in forum at the end of not last year but the year before and then when we did our PD day we then uh came back to forum and said how was

056it? >> Yeah. >> And the forum people were really really positive and then we sent out the minutes from forum and had some people say I didn't think it was that great. you know, so it was like, so it we we're going to continue to work on it. We know it's something uh and it's finding that balance between um what we have to do and what people want to do. So it I also think the concept of putting teachers in a position to be in the room and planning it is then and and forum has really done this for us is it it'll give some more people the perspective of what needs to be done and then they can they'll go back and say well why didn't you tell them to do this this and

057it's like wow we got all these things we have to do and I don't know how we're going to fit it because the other balance is if you if if you put too much in a Then the complaint is you tried to do everything in one day and it was going from thing to thing to thing. So it it's it's very nuanced in many ways, but we accept, you know, we'll we'll um accept the feedback and and continue to try and make it >> part of his time and timing or no, >> you know, do do you do you have the time to >> we we have so we built in the three days. So we have those >> but you have so many other things you can't >> but then there's also um you

058know and I've said this in before that you know let me give an example co- teacher we have across the board we do co-eing people so they asked for somebody to come in and do a co-eing um so that actual co- teachers who go together um so that was there as a two-hour session last I had staff first and so it's that also whereas we have the time but then it's I I you know, you know what I mean? It's like who >> how do I get them all there? And because we've had some wonderful PE that hasn't, >> right? We run last August >> and it maybe it wasn't taken advantage of because they did have some other training to do. Um, but it's it's finding that balance like Scott said of here's what

059you have to do, but here's all the free time you do have this day when I do a choice board and ensuring that you know they're they're choosing what we feel they need and what they feel they need, you know, and without us actually creating their own schedule. >> Yeah. Um, and so that's a concern as well is is when it is planned, how do we sure that that teachers there staff that shoot it? And so we want to make sure plan what they want and we'll continue like Scott said to use some feedback. Um, and then it's just >> I I don't know. I think about sometimes that uh you know maybe a team's approach or video approach where you're doing it >> say in front of a screen not as effective as as

060inperson >> but then it's recorded and those that missed it it's recorded they can see it >> but then the more important part of it is afterwards all can collaborate on it. So I don't know if that's >> August every session was in person. Um and then we didn't record the sessions but we did have the presenters share the presentations with us and when that was done I rel it to the choice and then we sent it out to the district staff so that everyone at least had that >> well the theater setting that we're creating here uh not really theater but you know meeting area you know what I'm talking about right >> in the gym in the gym. Yeah, they continue with education. >> But is that a do you think that's a

061help and can it be equipped to >> I don't know make that possible or it's just the thought. >> I think the thing is is just continuing to listen um because >> as now luckily you know we are getting farther away from you know we found we've done the science screen we've done training and now that all needs to occur in TBTs during the day. Um so there is some less now required training going forward um that hopefully now we can really hone in on what every field um and and really tailor it instead of maybe you know districtwide choice board maybe building wide choice board you know something like that and really focus it um and then but it's ensuring we get the spread staff in order to plan that >> and I think

062the other one in here that we talk about um is morale >> yes >> and when when it's it's interesting and Darin brought up the point where if somebody has been here for 20 years, they have a very different perspective than if they just came here from another district. And you know, the climate of public education right now is hard. And there's a lot of external factors that make staff feel not very valued and um criticized and all these other type of things. And and so we don't we don't push that away to say that we we disregard we we want first of all we do think we have great places to come in. Um, but we're always looking to have them be better and maybe we need to do more to overcome some external

063uh type of push on that which is why we do have this um as goals too. >> The one thing that we I don't think that we did um talk about in our groups and I don't and I don't think it's just a problem. I I would venture to say that it's probably nationwide and you would probably know is that we are losing young teachers after two or three years. They're just leaving the profession. So, it isn't that they're going to another district. They're just done with teaching. Um, and I don't know uh if we're making them jump through hoops. I don't think we are. We have to be careful that we don't do that. But there's just I think there's just so much that that we're requiring of teachers that they just they don't

064want to stick around. So it's figuring out like what what needs to what needs to be done and then also supporting them like what can you control? You can't control like hepatitis B training which you you okay so how many time I mean it's every year. >> Yeah. So, and more >> then anyways um so but what can you control and that's really what we tried to get at with these objectives is what can you control? So what kind and and when working with um the leadership team and like that's wellness what does that look like is that that's you know that's mental wellness that's physical wellness that's you know spiritual wellness whether it's medit you know finding that that that core of who they are and supporting them too because they're people that went

065into teaching and this is another bias by the way um they went in it not because of their summers they wanted went into it I I've talked to a lot of teachers over my years and especially this year 99.9% went in because they wanted to make a positive impact on a life of a child. They honestly they knew the salary. They knew that they knew what they were getting somewhat like the framework of it. But these are people that are giving their heart and soul and the administrators too. It's not just it's not just your teachers and your secretaries and your custodians and m it is your administrators too. So um what can you do? How can you continue to enhance the culture that you already have? Um, a lot of times you in some

066of the trainings that I've done, um, like a fish doesn't necessarily see water because that's just that's all they know is the water, you know, and that's a, you know, you have such good things going on here. Um I was encouraged that many teachers and it was it was a mention probably several times in the focus groups and in the um surveys about expanding their leadership capa capability which I interpreted it as empowerment. Let me help let you know let let empower me so I can help lead and do something positive. So I think whether it's for wellness or um professional development or um some kind of more looking at the how you recognize your teachers and your staff and your administrators like what can you do? How do you build that up? And you

067have a strong foundation. These are tweaks. These aren't this is not like earthshattering stuff you guys because you it's it's it's just fine-tuning and continuing to deepen what you already have. Um, so I just I I wanted to say that and your um your staff was lovely to to talk to. Um, lovely >> uh the the leadership that you bring up, do you I don't know if you have any data or just experiencing in the room, did you find that that desire for leadership from newer more uh veteran >> veteran um or not? um specifically when I talked to um the intermediate and middle school teachers there it was a combination there was a teacher that had been there I think she shared I don't know her name I mean yeah because I really don't

068want to but I know they were middle school and she said I don't know if the way we learn like I don't know if in our classes in college and how we I don't know if it's going to meet the needs of kids in like five years >> because kids are different their brains think differently um and so but then there were some newer to the career were teachers in that focus group and they were like they agree I mean they agreed so it was more of like a it becomes a cadre okay >> and you know that it's a person that gets up first and then you have that first follower there >> okay >> and they but it was pos it was really a positive discussion at the high school too um >>

069for your newer teachers >> because they feel like >> they don't want to overstep >> sure you know and but it's none that they actually should that I mean >> yeah so our next goal is focused on any other communication about st I mean any other questions about staff >> you got to go to the next slide >> I know right there in it >> this is what I was trying to say especially compared to point 2 for.3 safety needs to be included in here with the staff that they feel safe >> in the building and that's not in there and that's what I was trying do >> whether we include staff with point 2 or somehow work safety in here. >> Yeah. >> And you're saying that the staff need to >> feel safe

070in the building. >> I just wanted to make sure to >> Yeah. And the survey and the focus group said that they do. >> I do think they do feel it, but I do think it's important that we also >> it's never done. >> Yeah, you're right. It's never done. Like I said, safety is never done. Okay. We'll work that into an objective. Okay. Um goal four is strengthen communicate communication and community um engagement. Um so build strong relationships and stress trust with families, staff and community through clear communication and meaningful opportunities for improvement and support. Um so I think this is one of the most challenging goals for any school district really any organization. I'm also working with county park systems, a fire department, an architect firm um right now with strategic planning and

071that how to communicate and how to get your message across is something that is that is that can be challenging um and I and especially since you have a new tool of parent square and I will say parent square has their research and development and how they keep refining is amazing um and it's just it's a lot to learn um so really improving the clarity and consistency of the um communication. One of the things that the parents and community members that are attached, it's mostly the parents that were at the um the one focus group, how much they get a lot of notifications. And so when we met as a team, we even talked a little bit about that. Um like how many how many what's being pushed out at the building level um at

072different building levels. Um there was a woman a mom there that I think she had six children in all of your in every school by the way. So um she had you know she had everybody so she represented your district well and she just said I get so many notifications I can't even I can't like what's important so that was something that um in and really in 41 um is there a way to differentiate like that when it's a snow day or a calamity day or something major happens um that needs that she's not talking about that but like like just even to organize and wade through that and so to learn more about parent square and use those and be able to use those tools also. Um so that's really um again um and

073then 42 um clear accessible information about district finances, decisions and priorities. Um so just even um you know talking about um you know we I know you were all aware of the budget bill the bianium budget and the impact but that could be any >> I know I know >> I know um so that bianium budget bill that came up but it's not even that it's the legislation that's still um lurking out there that is um that >> trying to destroy public schools. Yeah. I mean, that's >> But our should be up. >> Yeah. So, >> right. Your property taxes are going to go down. >> Yeah. Exactly. So, it's just, you know, and and how does that impact your finances? How did the And it could be just even from what, two years ago

074now, the reevaluation of your property taxes that hit everybody really hard, you know. Um, so making sure that your website's robust. Um, and I know that that board updates are part of the of standard standard operating procedures, but really helping to um helping communicate what those the financial um aspect and the different things that go on in a school district. Um, can you continue and expand opportunities for families and community members and local organizations? So, that's connecting with your your Rotaries, that's connecting with your foundation, that's connecting with um other foundations that are in Ohio. I know um I know we talked I think um I'm part of the Martha Holden Jennings Foundation. The past 23 years I've read grants for them. So I know Westlake has had several grants over the years. I think

075there might be one coming up um also. But looking at those partnerships to um maybe fund some of the stuff that you want to try um and then looking at public private um projects too. And then um there is another there's a lot of research research that we've been doing especially at the impact group um really delving into the art of storytelling. So if you and and getting your message across um and so using those stories um we talked about I mean people brought it up today like the the green sleeves the demonets the deonir like there's there's history here that has to be part of that communication in that story because it attaches to your emotions and it connects you to your district. So, and and you do that, but how can you even

076expand upon it in a student voice or in a teacher's empower a teacher or a secretary? So, different ways to be able to do that and then that does impact your um your morale and everything too. >> Yes, >> I I love that thought. Um I I think about um as an example I don't know if you have an opinion about uh behind the W and how that >> you know was was uh really I think a softer approach and >> addressing the community. >> Yeah. Um, I think of the ways that the um, Hall of Fame every year, it's not just giving an old-timer, you know, hey, thanks for all you've done, but you have a student from today introducing them to that crowd kind of thing. So, starting to tell that, but I

077I love that concept. No one's ever explained it to me that way. And now that you say it's like yeah telling the you know behind the W these students that are you know presenting it's it's really touching pictures >> and I still um one of the features in behind the W this year I know that you had was um the the background of the demons the Westlake demons >> de man you know what I mean like >> like some someone might wonder why you're called the demon right >> we did the history >> but no we we did it's funny we then we would do the history of the rose arch we just did. Right. Right. And so it's funny and and I just wrote down an idea because we're we're changing our timeline to

078where we will put Behind the W out in August is what we're targeting to do. And and I think maybe a good um maybe a good topic for historical would be >> Deonire or Demonet. What's the difference? >> Okay. >> You know, kind of like and be able to give like have some old pictures of uh past uh just a a thought, right? Great. You're telling the story. Yeah. I think of the um high school students that came to Rotary, if you will, about the internship program. >> Yeah. I I mean, it makes a difference. Think about um my I we still have Sunday dinners. I my I am Italian and so those we still tell the Annie Angie stories and the Granny May stories. Um and they're gone. They've been gone for, you know,

07920 25 years, too. But they're that's part of that legacy that ties it together because somebody they connect to something. It might connect it might connect to doing a band story, doing something about the um theater um or athletics. It doesn't really matter, but somebody's going to connect to that story. And especially because you're a school and it's about kids, >> right? And I think uh especially wearing one of my other hats that I've many things that I deal with is rather than just, you know, and it's great having those snapshots of this kid won this award or this team did this or whatever, but then being able to have that little bit of a story behind it because it's not just that celebration of that. There's there's definitely a story. I'm not saying it

080needs to be a 4hour long documentary. No, >> Ken Burn style. You know, it just like kind of get to the point real quickly of being able to say that. But um the one thing I was wondering is for 42 also is it worth adding or bulleting out or hauling out the need for advocacy legislative somehow word smithing in just because fundamentally the continuous attack on public school education isn't going to stop anytime in the near future and I'm don't want to necessarily narrow it down to state versus federal or anything along that. But I do think there is some sort of advocacy and legislation in communicating to our community stakeholders why we do need them to be >> for public educ. Yes. Because there were there um there was a few questions. What is

081the biggest concern? School funding which is part of the advocacy too was the top in those in in the surveys. So that it ties directly back to what we heard too. So, I will make a >> Thank you. >> I'll work on that, too. >> Okay. No, thank you. >> Sorry, I'm not trying to like nitpick. >> No, you should. This is what this is for really. I mean, you guys haven't voted on this. It's not official. This is all draft. So, >> that's the point of this is the work session part that >> did you talk about 44 yet >> or did you I just talked about the story. That's something that um you know, one of the things that we want to see an improvement in and it's one of the reasons we

082went to Parent Square >> um was that we wanted the opportunity to share more of those stories, but I don't think we're there yet. I mean, I don't think we've done a good enough job with that yet to where we still have improvement to do. And it was great to hear from uh parents saying, "We want to hear about our kids." >> Yeah. >> And quite frankly, that was part of the conversation and hiring when we were talking about the new athletic director. And when we were looking at what he did in his previous district and and we're like, "Wow, he can pick that up and really focus on this wing of the story." And then we can, you know, get the other elements of the story from other areas. So, it's taking what we

083think we have the right platform in Parent Square. Um, but we don't think we're experts at Parent Square yet and but we knew it would be a mechanism where we can share out more of those stories, but we don't want to share out too many of those stories. So, the >> person with six kids across the district has their, you know, notifications blowing up all day long. So it is trying to find that balance in how you push it out, what are going to go out as notifications, what are going to be posts. So just kind of being able to to find that balance. But we love hearing where you know even when someone is I wouldn't say criticizing but giving you feedback and saying we want to hear more about our kids. >> That's

084great. >> Yeah. >> You know that's a that's a good thing to hear. I am also going to make the comment that um I'm also hearing from parents a little bit more timely where you see and I'm going to use this as an example when the National Merit finalists are announced. You see a number of other districts put out there here's how many finalists it takes us like another week or two before it happens. We need like that needs to be out there the same day when it because I know we know that information and we just can't release it. But some of it and people are like, "Well, I know we've got finalists, like why is it out there?" >> Um, the other one I was going to ask is because I know we

085tend to utilize certain platforms, >> but I know the entire social media and parent square is great, but especially involving the community. Um, there's certain Where are you seeing people engaging platform wise? Do we need to expand and look at things like Blue Sky and Mastadon? Yeah, I it's still Facebook for the more older parents. Um, and then Instagram for a lot of the younger parents and you you have both that we can get data, you know, you can get data on for those analytics and and but we're still seeing a lot on Insta and and Facebook too. >> Okay. >> What do you what do you think when you hear that somewhat >> you're thinking it's starting to dwindle. I will say that >> you said starting >> Twitter is pretty much dropped off.

086I mean that that well act Twitter yes is we're seeing this decline. Instagram is still pretty up there though and Facebook for >> like I said um parents that are more like veteran >> fundamentally I'm hearing parents basically they jump on Twitter they get they log in they get what they need and they get off and they don't look for anything else. They'll like pull up like the athletic boosters or or athletics or the high school or whatever and then they get off and they are not looking for anything else. And that's where I'm wondering if we need to move some of those things to some of the other platforms or posting at both places. >> Now I know with parent square we can connect a post to other social media. >> I know you

087can do it to Twitter X but I don't I have to look at it to see if you can do it >> to Instagram and Facebook. If not, it'll probably they are so good in their uh just because before I left my before I retired um we were looking at you know should we adopt parents square like before I left and try and and we just didn't we weren't ready yet. I but I know that a lot of districts are switching over to parent square this year. Um and one of the things that I know that we're looking at and helping other districts um impact group is um is there a way for parent teaching parents how to subscribe to different things? I think I talked to you but like is what kind of user

088centric control do they have over parent square and then how do you teach parents how to use that user centric controlling like do they have to have every single notification um so there you know those are the it's really and that's really the first and second one is really understanding the behind the scenes of parent square too >> and some things you do want out for everybody and I I'll be the first to say that you want that for the community for the media for everybody else and other things you just want for in the family. Um, just because of knowing what my husband does in technology in tech world, um, I can do some digging on some linking because I know Twitter decommissioned some linking through with certain things. Um, so >> now put

089it in the bio. You can't directly like you can't direct put there's some things >> there were things where you were able to cross post automatically and they Twitter shut a whole bunch of that stuff down. So, um I will find out a few things on Instagram and parent square and >> and our communication I'm not the communications expert in our company but I do have there's a team that that we can look at too we could talk and just to clarify a comment that Scott had it was um said parents want to hear about our kids >> yes >> yeah accolades activities >> I would say little things and and and I I'll refer I'll stick with athletics for a sec because it's fresh in mind going through the interview with Colin and I

090have Paul and Amanda who were at that interview too and >> you know Colin did things simple doesn't have to be extravagant to where um he would just post a happy birthday to to athletes birthdays >> you know it's you know John Fenukin's birthday if he's a baseball player happy birthday John you know type of thing and uh but he would also they would do recognitions where they saw saw a kid do something in the hallway and it didn't have to be on the field or something. It just >> little it doesn't have to be >> like you were saying, you know, uh Ken Burns documentary, but just >> just kind of a acknowledgement that my kids here and is a positive part of the the school district. So, I think we could do more

091of that and and recognize like have a post, you know, about our, you know, we could have done something on each of the kids doing the internship since there weren't a lot of them, right? >> Here's this particular student working at Case Western University and just have a little >> bio type of thing. So, I think there's so much more we can do. >> What about positive things for the staff, >> right? Exactly. >> Yeah. Yeah. >> Could I share a story with you quickly? >> Okay. I register at a food bank monthly and uh Katie Sion, which who is one of our high school teachers who is a Westlake graduate, >> um uh was volunteering and she was handing out the meat with her dad. They were together. So, I register and we do

092have a lot a language barrier. Okay. and uh one of our interpreters didn't show up and the other one was involved uh because we do have a teacher from uh St. Ignatius that'll come down, but we only had one and my phone I used the Google Translate. It wasn't working real well. And I said, "Somebody go grab Katie down at the meat line and have her come up because she's our Spanish teacher at Wesake High School and she can help." And oh my goodness, she was amazing. and she just glowed and beaned that she was able to help. And I was so proud of her because there she is >> and if you know who she I mean and she is speaking Spanish with the best of them and I she was so helpful and

093I was just so very proud of her uh in that instance. So I mean I'm sure we have a lot of >> that's a great Yeah, that's a great start. >> Nice. >> There's there's a lot of different strategies for there and you have a lot of great stories to tell, too. So a lot of content. Um goal five is about facilities and then the financial stewardship provide safe and well-maintained learning environments that proactively support evolving student staff and program needs and ensure school facilities reflect the community's pride and vision of future focus of a future focused educational experience. So not just what you have but what addressing those um evolving needs. Um 51 is something that um several districts especially because the um for variety of reasons but really wanted to make sure that

094the um the words capital improvement were put into their strategic plan because of the way some of the legislation is coming out. So it is a general it's something you do anyways you have forecasting you know when your boilers are you know your roofs you know your uh parking lots that's yeah you you have capital planning but now you have something that is in your document that calls what you already do capital planning and ties into it's not foolproofing against any legislation but it it actually is very specific um that you do have a five that fiveyear capital plan you have it I mean it's it's can be techn you guys know what it is, but it it's just um making sure that it's it's more formalized now. Um so it gives some cover. >>

095The other thing I would add is that we should also make sure that this is does not need to be added as a line item. We need to post it on the website, the five-year capital plan. >> Yeah. >> Oh, yeah. >> Because I know we've got something, but we need to get that. >> Yeah. And you can almost do a report like especially all the work that your maintenance and custodians do. You want to talk about elevating staff like oh my gosh look at our beautiful buildings ready for students ready for staff and they work they work they work really hard >> yes >> there's a >> Would you include something like that in the treasures area? Yeah, you could either treasure or um >> Adam probably. >> Yeah. Okay. >> We could find

096>> Yeah, it there's a space for there's several spaces for that though because there's a capital line a few capital lines. Um anyways, enhance safety um and emergency preparedness by improving building security and um which ties to capital planning too and addressing evolving threats and strengthening emergency preparedness um with regular staff and student practices. So making sure the whether you know diff different districts address it different ways. You have a the barricade. Do you have a barricade system? >> We have a the bar. >> No, we called the bolo >> Bolo sticks. I have the bolo sticks. Uh again just the things that emerge and things that you learn about that you're flexible enough that you can um purchase it and then align facilities with instructional needs. Um and again this goes back to the

097student learning goal kind relates to the c student learning goal. So if you want um students to be able to have experiments and and or have more like performances or you know within the classroom like readers theaters or things like that, do you have the right tables? Do you have the right seating? Um all of that that goes with that. So um it ties into the financial stewardship and that means you're planning for it. So um those are the that's really the highlight. I know one of the things um and then again the last page um there two more pages. So we have um lifelong learner again bookends of really the strategic plan is you know the mission mission and vision and then the life the um the uh characteristics of the lifelong learner and

098it it applies um and hopefully that still it comes through. And then I just wanted to point out and just you know the thank you um really about the the engagement people took time to give their thoughts um and it is it is much appreciated because it really reflects what the district does. Um as a side note um we talked when we were doing this when we were doing the proposal for strategic plan is how do we engage our non-public parent non-public school parents. So, we did add to the to the survey and we talked about it when we did the surveys. Um, Dr. Goagan um we had about I'm pulling um we had about my gosh it's right here. We had about 58 parents respond 50 between 50 and 60 parents respond. They don't

099re didn't respond to every question. Um we more elementary about 47% elementary parents and then it was about 30% around there for middle school and high school. There's some preschool parents in there too. Um and asking them about you know was academic offerings important? Was science olympiad important? Um and so and there was a there was a one of the responses was um not enough information to re to to even respond. That was the a key in many of the questions. So, how do you engage your um Oh my gosh, is it St. Re is it St. Reefs? No, St. Bernardet. >> St. Bernardet. I'm on the wrong side of town. St. Reefs is over there. Okay. Um St. Bern how do you engage and I don't know if they all go to St. Bernardet's

100but how do you >> St. Paul's. >> Yeah. How do you I know the the um Lutheran church, right? Lutheran school, right? >> How do you engage and let people know? And so is it through storytelling? Does behind the W go to every citizen, every resident? It does. >> It does go to every home. >> Yeah. So, >> every home, every address. >> So, those are the kinds of things. Most of it was because they don't they just don't know. Um so, you know, there academics are important. And then did that make uh I don't know. You know, did it make a um an impact on your decision? I don't know. Um so, it is in the it's in the very end. Um Dr. Gogan, but I can pull those I can make sure. And

101did they um did they respond to specific questions? Did they ever have an opportunity to um give um non-specific say written answers to things? I guess my point is did they did they bring up religion in their comments. >> So it was it was um one of the questions um what specific we did not ask. I thought we asked a religion. >> You did. We did with >> you know what was the the reason and >> um it was the demon. >> So we had size. >> Yeah. >> Well I wish I would have put I wish we would have done this question. Um did your own educational experience influ influence your decision for your children to attend a private school? Um yes I attended a private school. No my decision was not influenced. I

102wish we would put something more specific about like religion or I thought we did. >> We did. There is one in there that that specifically states and if can you tell me what the bottom might help me I know >> um it's going to be in the parent community survey. >> Yeah. >> Questions 50. >> Oh something. >> Okay. >> 50. I'm looking at 52. >> Let's see. >> Athletic offerings. Um I'm sorry I'm not more prepared for this one. Um, >> I don't >> we we implied it. I think we took out the >> So, but we did it. But I was I was happy that that many people responded actually. That's a pretty decent response. >> I think so. >> Um, and it shows that we care. You know, you care. >> Was

103there any big takeaways for why they switch or why they picked this? Well, they did. >> No. >> Yeah. So some of the questions >> like um how important was the size of the school >> in your decision making process you had about 47% say it was either extremely important or uh important and then you know 47% you know not important or somewhat um how important were the academic offerings um this is and I think this is what when one of the questions where you said the biggest takeaway I highlighted this when we were talking about when we were going through the survey and the question was how important were the academic offerings in your choice of a private school. Now on one end you had 36 nearly 37% say it was extremely important but

104then on the other end you had 35% say they don't have enough information. Mhm. >> So that's when we talked about communication to where how can we give that how can we >> uh provide that to families >> so that maybe they can get a little more um of that information and >> we saw the same thing how important was the variety of offerings AP CCP it's like you had >> 36% that said extremely important and then 34% saying I don't have enough in >> and some could correlate to the element because you have the most responding from elementary and preschool really and they might not know but is there an opportunity to communicate what you do offer here at an earlier age too you know because they might I don't have enough information because

105I'm my oldest is in first grade or in kindergarten I have I don't I don't know you know >> send out the surveys >> how did you send out the surveys >> it was it was um a link and then on social media and then um I think Dr. Goan, did you reach out to the Lutheran church or the school? >> I did. >> They so it was in there. I mean, so with a very this you had over 400 including that including the nonpubs the non-public school. Sorry, I'm going back to my my my school vernacular non-public students who are attend nonpublic which I have nothing to speak. Um, >> one other one that surprised me was 55 when it's like how important were athletics? >> Yeah. um in in your choice and uh

10642 30% said important 12% extremely important >> but you had almost the same amount saying >> not really important at all >> and um >> I think that develops more uh for eighth grade because we lose a lot of the eth that's true of the high schools >> but it I think it feeds back into in um talk about strategy and a strategic plan. We use the impact group for communication and and they help build um uh that side of us as well. And Dorene's not in that house uh of the impact group. She's really in strategic planning and some other type of things. We use Sarah Lambert and some others to to do that. But the nice thing is on August 1st, uh, we're we're going to sit down and have Dorene, Sarah, our

107team, and be able to say, "All right, here's in the communication part. Here's what Dorene is finding and what she heard from our focus groups, Sarah and the communication team. How can we roll out this to the community and also begin to engage in parts of our plan? We're even um H Colin doesn't know it yet, but he's getting invited on August 1st to this meeting as well. But how can we bring all those things together so that we are able to try and leverage having this work done by this arm of the impact group that then impacts the other arm that supports our communication >> and Sarah's had I mean we've met several times even before this meeting. I was making sure she was kept informed of like what we were looking at and

108she had the the um themes and she had the objective, she had the executive summary. So um >> um great bringing back to the lifelong learner. >> Yes. >> Absolutely love this. And I wish this was a little bit more communicated out. >> Okay. >> And even in our buildings, I mean, and it it's it sounds ridiculous even, but like do we need to get a banner of it and put it in this room? >> That's exactly right. Yeah. Or put it in the other >> in every building like >> wall >> because I think it's it's so beneficial as to what has driven so often and whenever there's sort of a question about something this has always been what I've called that too >> and the story behind that is that when >> we

109developed this all the other schools were calling it portrait of graduate >> correct >> and we did not like that. >> Right. Right. >> But we changed it to lifelong learners. Yep. >> Yeah. Cuz the preschooler, >> three-year-old, >> that's that was our thing is that was the exact conversation saying, >> how did how are they going to feel a connection to this >> and your staff? >> Yeah, >> exactly. Right. >> Yeah. Because as graduate, is it just focused on high school? >> So, thank you for all this time. >> Oh my gosh. Thank you. And um I will take that feedback and um get it to Dr. and and so thank you. And I have to say it was it really was a privilege to work with your school. Very I was very

110welcomed into every setting. I felt like I was at one point I felt like I was part of the staff. So it was just it was it was lovely and that starts really from the top. Um and then and including the board of education. So there's a there's a spirit here and an expectation um to be kind and um and welcoming. It's just part of who you are. So, thank you for the opportunity. >> Thanks. >> Going to move on to um board committee reports. Anything on the legislative side? >> Uh the House is coming back to vote next week on uh three of the uh line item vetos. Uh while they are not very favorable for public school education, they would have an impact. Um, so I have reached out to Ryan Roseni on

111that. >> Do we know if Senate is going to reconvene to uh take that up? >> It would have doesn't have to go through the House >> first and then it goes to the Senate if I remember. If it's just the House, >> it needs to go through both houses. >> Hope it's a nice long drawn out process and they just forget about it. Well, I think they'll they'll come back to it in the fall. Even if they >> no matter what, >> they're not going to give up on this. >> Yeah. No matter what, this is not going to go away and we're going to be continuing to have these, right? >> Which is why the comments about legislative advocacy, >> right? >> What's up, >> um anything on House Bill 314 limiting um

112public records requests? Any thoughts on that? I don't know if that affects us that much. I know sometimes it seemed like it did, but >> I actually was just hearing a story on that on NPR. It's just mostly going after the pro or for the prosecutor's office. >> I don't know if it would affect all or no, >> it would not be affecting from what I was hearing on NPR. They were saying it's more county prosecutors. It's individuals who are filing requests. Yeah. Where particularly they're getting a lot of nuisance requests where it's not like journalists or organizations. >> So, do you feel you've ever gotten a nuisance request? >> That's a very loaded question. Uh but, uh, you know, we comply with the law. I'll put it that way. >> Thank you. >> Uh,

113but I'm not aware of it having an effect on >> Thank you. Um, student achievement. >> They're all home for summer vacation. >> They are >> a great time, right? >> Uh, superintendent committee reports. >> I'm sure we'll have policy updates coming soon. I am sure. >> Thank you. >> And treasurer committee reports. I know our treasurer has scheduled our um finance meeting uh prior to our next meeting. We're meeting at 4:00 on the 28th, >> correct? >> And are we meeting uh in your office, Dr. Gagan's office? >> Uh yeah, either one. Okay. >> We'll we'll set if we have visual aids, we usually use Dr. presentation, but >> Okay. >> I'll let you know. >> Anyone have any specific thoughts they want us to share at that meeting? >> All right. Super. Uh

114board comments >> in our monthly report. Will will we get an update on AP test scores? Okay. Overall, >> Paul and I just talked about that this morning. >> We already >> um the other one is uh because of some conversations I've been having about other things um outside of the school district. Um and I know in the past we've talked about this. Do we have Narcan in the buildings? on the police officers. We were talking about possibly doing some over-the-counter in the they have over the counter narcan as well and we were talking about doing something like that in the clinics but right now the Narcan is specific to >> I would really encourage us to get it in every building in the clinic and sort of like we had those EpiPen containers in

115the buildings. Um, I'm hearing a lot of issues and it's not someone is taking an illegal drug and it they're overdosing necessarily. It's just sometimes it's somebody doubles up on their medication out of confusion. Um, I'm also even hearing even down to fourth graders having >> they're having to utilize now. the the concern that I have at times even with the epip pens one of the things it's um there's there's a reason why police and EMTs and some of these people are so special is because there are us lay people that sometimes even with the knowledge when the situation presents itself they're still nervous to pop open the EpiPen thing, grab it, and stick it in someone because even though they've been trained, they feel like they don't know enough. So, are you going to

116have your your lay person say, "Oh, let me go grab that Narcan, snatch that, and do the business." >> Narcan's a no spray. >> Is it nose? Okay. I don't know much about it. Um but but >> I've been amazed how many are having conversations to the extent and I don't know >> knowing you have a daughter that's about to go off to college but this is something that these kids talk about and there I mean most a lot of parents I know are sending their kids to college with Narcan to just have it >> wow >> for their own for whatever reason if you need it it's there >> because I well that was one of we did have a situation at the high school where there was a person having an allergic reaction

117and the things the the things right there on the wall and um you know the the nurse actually did it and it the secretaries didn't and I think it it's something again that I mean we could do it we can look into that that's fine but I don't want to give the expectation out there that you know >> correct it's more this way that it's available. And the other part I would say is if there's training that needs to happen, I'm sure we can easily connect to make sure staff knows how to use it, what to look for, all those things. But the other part I will say is with an EpiPen or a Narcan, um, >> if you administer it, it's not going to give it's not going to have like long-term effects. It's

118more it will stop the situation that's going on and give EMT time to get there. >> Is this something you could discuss with the police department? >> You know what? How about safety committee? You know, we have our safety committee meetings open and we can start those conversations there because we have the policy in place. >> That's something that we did establish when the NARCAM first started coming out. We did put ourselves in the position to to utilize it if we wanted to through board policy. And uh so that door is open for us and this may be a good safety committee and kind of hear some feedback from law enforcement. they may be right on it and say, "Yeah, that we think it's a great idea. It shouldn't just be on us because I

119could be out for lunch or you know this sort of thing." So, I'm not opposed to the conversation. >> No, but I think there should be a little bit of research before we jump right in. >> Sure. >> We've not been a board that's acted quickly and jumped in on things. So, a little bit of research, but >> Okay. >> Parents sending students off to college thinking you go to a party, someone laces something with something. You never know. You never know is what it amounts to. >> Okay. >> That's the first I'm hearing of of college students all going about >> and you can also easily get it for free by the way. Narcan there's where through the state of Ohio even they'll send you it. So it's a matter. It's like you send

120your kids with band-aids, you send your kids with, you know, cold and flu medicine, you also send them with narcine just for it's one of those here you'd rather be safe than sorry, right? Any other board comments? Is there a motion to adjurnn? >> So moved. >> Second. >> Discussion. >> Roll call. >> To adjourn at 7:36 p.m. >> Zazinski, >> yes. >> Benukin, >> yes. >> Lamb, >> Yes. Motion favors.