001I don't >> He does the Greek stuff. >> He He does. Yeah. >> Kind of do >> otherwise. >> Sort of do. >> Yeah. >> Okay. We'll give it two more minutes. >> Right. is the uh giver. >> Actually, we can start. >> All right, we'll call the meeting to order at 6:00. >> Boy, time flies when it's like having a lot of times. >> That's awesome. >> All right, Mr. Glad >> Mrs. Ab >> present. >> Mr. Antos >> here. >> Mr. Einro >> here. >> Mr. Fun >> here. >> Mr. Lauderdale >> here. >> Please stand for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all.
002Okay, welcome everybody to our guests. Thank you for coming. Uh, we got very comfortable chairs for you all to sit in over there. That's great. Um, leave all these uncomfortable plastic chairs for our regulars. Thank you. Thank you for coming. Uh, first thing I want to do is, uh, recognize our newest board member, uh, Mrs. Kelly. Um, just for the public's benefit, um, when the board convened at the end of last year, we had, um, we had two new board members who were going to be coming on by way of election. Uh, they were filling two seats that had, uh, were people who were retiring. Uh, we had Mr. Perez who had to resign uh, effective at the end of last year because he became township trustee. So, what the four remaining board members had
003to do is uh put a call out to the public, ask for people to apply for an open seat. Um, that's how I came to the board six years ago. That's how Mr. Funk came to the board. Um, so it's it's part of the normal process when there's a vacancy. And, um, you know, when we put the feelers out to the community, honestly, we were hoping to get, you know, two or three good applicants, we'd be happy. Um, and we were really impressed and blown away. we had 10 really solid um applicants who came out any one of whom uh would have done a great job uh in this role. So it was one of those good problems to have in that uh we now had to had to work at at kind of windowing
004that down and even going from the initial round to the final four was tough and uh Mrs. Zabud uh came and met with us several times and uh as I told her when I called her to give her the good news uh which she hopefully still thinks is good news. Uh when I told her the good news, I said, you know, just so you know, this was not easy, right? I mean, and I I don't say that as a negative to her. I say that as a as a compliment, right? She was up against some uh very very other involved uh community members. So, um we're we're happy to have you. Welcome aboard and welcome to your family. uh who's here. Um also for the public's benefit, um the way it worked is that Mrs.
005Bud was already sworn in as a board member uh by our treasurer as is allowed. It doesn't have to take place at a meeting. So that's already happened. So she has been officially on the board since um her swearing in. This is just her first meeting. So welcome. I don't know if you'd like to say anything. You don't have to, but uh I'm going to put you on the spot and >> No, very glad to be here. Um you know, this is something that I really feel um I was meant to do. So, I'm really excited to serve and I'm so thankful that you guys uh put your trust in me by selecting me. >> Awesome. Well, you will do great and you will be a great steward of this board and a representative of
006our community. So, thank you. >> Thank you. >> Um with that uh so that her family doesn't have to sit here too long. Uh you want to get a picture? >> Sure. Yes, we can do that. Hopefully, my husband is walking in in a minute because >> maybe he's with Brian. >> Well, >> oh yeah, we'll wait for your husband to get here. >> We can wait. I kind of forgot my laptop, so I sent him back home to get Oh my god. >> So now he's saw this. >> Well, at least you put him to work. That's good. >> Should I sit there? He's literally walking. >> Yeah, we'll get him when he >> Okay, we'll get him. Okay, >> we really >> Hey guys, did you hear everything Phil said cuz you can
007tell us everything. >> Yeah. >> What do you guys think about mom doing us? Huh? >> She was super excited when you called her. >> Yeah. >> I was in the car with her and she made me get out. Yeah. Oh, really? That's great. >> She made you get out. Was that Was that just in case it was bad news? She wanted you to get out or >> No, we were in the garage cuz we just got home and I was like interested. So, I was like, you >> not at a stoplight. >> Yeah. Yeah. Stop. >> Okay. >> The stop lights. >> Yeah. >> He never really wants to hang out with me anyway, so I just thought I would let him go. Well, if you're anything like uh my kids or any of
008the other board members kids, your first question was probably like, "What kind of perks do I get as a result of this?" And the answer is absolutely nothing. >> So, you will get a better parking space at the football games and other than that fairly fairly uh uneventful, but uh Hello. >> Hello. >> How you doing? >> Good. You? >> Good. >> You missed it all. Sorry. >> I explained that it was my fault. >> We said really nice things about her, though. >> Yeah. >> Um well, you guys get a picture. >> Yeah. Awesome. Thank you. >> You want us over there, Kim? >> Yeah. >> Between the birds, apparently. Looks amazing. >> Okay, >> they're used to this. >> Yeah. See, to turn off all the other mics. >> Hey, good timing. >>
009Hi, Dr. Zoe. >> Probably better than you. Thank you very much. Uh yes, because we're >> Thank you. Thank you guys. >> Update from the Brooklyn Ice Rink. Your Homestead Fall Bulldogs currently up 5-1 in the first game of state playoffs in the second period. >> Uh we're up 3119. We blew a big leads down. Hey Jim, as you're doing that, do you want to maybe just kind of preview what we're doing here just so we don't have all this air? >> I can do that. >> Do you want me to pull those out while you're talking? >> Yeah, it'll give you something to uh >> I could do both. >> Um, so the reason why most of these people are here is because we have a lean six sigma program. Um we used to
010have to just a yellow belt program but we have upgraded our game and uh this is the first class first year that had done projects for that would um get them a green belt. Essentially the way in which the uh the green belt program works is when you do a yellow belt you do lean six sigma kinds of things theoretically. Um, in order to get a green belt, you actually have to implement the project, which really entails some other different statistical analyses and a few other different tools um as well. So, uh, someday um, so we're really excited uh, for the green belt stuff. Um, I don't think everybody's here, but I think a lot of uh, folks are here. So you actually get like a a real green belt whenever you uh you get
011the accomplishment. There were a lot of really good projects killing time for Brian. Brian is recovering I'm speaking for your on your property recovering from pneumonia. So if he knows he's uh non communicable so if he does go into a cau attack I'm going to try to I don't know take over >> whatever that means. So >> I know I'm big. It's not a full access I swear. Oh, your next one. So, um, kind of build off what Dr. Lloyd said. Uh, this is our first cohort of students who went through the green belt process. Um, walking into this year, we are one of three high schools across the country that does the yellow belt program. Um, we are the only high school in the nation that does the green belt program. So, uh, we've
012been working with, uh, Steve Wall, our black belt, and as we started talking about the types of projects that the students can make. And quite frankly, it was, you know, telling Steve like, if we set the goal, they'll get there. And they they went above and beyond and they did. I think the best part of the green belt program is when we did the yellow belt projects, uh the students did individual projects and now with green belts they were working in teams collaborating and uh a number of our groups worked on projects that impacted the district. So whether it was bus route efficiency, uh electricity at the high school and middle school, working on um >> high school activity calendar, >> yeah, the high school activity calendar. >> So uh we do have two groups
013that will um present to you to show you what their projects were. Do you want to award and then present or do you want to present and then award? >> Um what's easier for you as far as a photo goes? Maybe we maybe we present. >> Okay. And then four. >> So, um I'm going to invite Dominic and Oliver and we're going to get their project loaded here real quick. And uh they will present to you one of their project which I'll be able to tell you all the details. But again, it was another one of those local projects that impacted the high school. >> I go Yeah. >> Amplify you that way. Dr. Do they need to do they do their entire kind of overview or is they work on snippets? They're doing a
014snippet that's >> Can you guys introduce yourselves maybe? >> Yeah. So, I'm Dominic. I'm a senior. >> I'm Oliver. I'm also a senior at the high school. >> Well, that killed three seconds. >> You guys have plans for after high school yet? >> Uh, I do. I don't really know where I'm going to go to college yet, but I know like there's OSU. Um, I really want to go to Washington University in St. Louis, but still waiting to hear back on them. >> They have a particular program. Yeah, I'm planning to go in like biology. So, they have a really strong program there that I'm particularly interested in. >> Same here. I'm just waiting to hear from colleges in March. I'm looking to do mechanical engineering. >> All right, guys. >> Okay. So, this was
015our 3D printing process, our lean six sigma green belt, and our main goal was to just improve the process of actually 3D printing items in the engineering classroom. Thank you. >> All righty. So, in terms of the broad issue, Oliver and I kind of went to the engineering classroom and we evaluated and found out that around 3 to four days of class time were being wasted strictly on 3D printing sorts of objects that students wanted. So, this caused many deadlines to be missed and caused an increase in the student effect. So, students were experiencing higher stress. They were also experiencing the need of well whenever a project in is introduced they need that 3D prerequisite. So for example my freshman year we had a mini golf project which involved various 3D printed items actually needing
016to be printed but because of so many issues and all that class time being wasted a lot of those objects were unfortunately had to be cut out. All right. So before we started our project and decided how we were going to collect our data, we need to decided what goals we wanted to achieve after we was all said and done. So what we decided we wanted to do is we wanted to reduce the mean lead time for prints to nine periods. So hopefully we get a turnaround time of less than a day for parts instead of the prior four. And we wanted to part of this is lowering the queue time before print is started to under five class periods. And in addition to this we wanted to reduce the number of errors in prints
017and forms by 50%. So after we collected our data we set up this paro diagram where we put the myth the type of error on the bottom and then track the frequency and we found classified three things. we errors in the request form for the print, errors in printer maintenance, and errors that are just like oneoff odd things that we can't really control for. And then a few things that were outside the scope. So we found that the form took up about 60% of our so we knew that's where we wanted to focus our improvements. All righty. So in terms of our our like aha moment or the turning point in this entire project was the realization to just make the form digital. Currently it was a paper form which relied on the student to
018input all answers. And as Oliver mentioned before with the par diagram the biggest problem that we found out was that students were forgetting to attach or specify what type of object that they wanted to 3D print. So as a result and as a solution we decided to come up with this digital form which required the student to input that required kind of document to avoid any issues or any sorts of forgetment. So after we implemented this solution we saw two major issues disappear from our paro diagram. That being the issue of them not attaching the file that needs to be printed and the issue of ineligible not readable handwriting on the actual forms that resulted in going back to the streaming greater weight times. Right? So to my left is kind of our original process.
019This is what we had kind of going into the actual improvement process. So I won't go through everything. I won't bore you. But essentially there was a lot of approval, a lot of waiting and a lot of waste within this entire process. So overall our goal was to cut that down. So after we made the form digital, we removed a crazy amount of steps from like shuffling around all the paper forms going back to the students and getting approval where approval wasn't really necessary. Right. So in our next slide we can see that we reduce the number of steps required by five. We have the number of decisions required in the process like whether to go back to the student or try to figure it out on your own. And then we nearly haved the
020amount of errors in the prints. So getting close to our goal. Now, we have not been able to measure the new average lead time yet as we're waiting on a new underassman engineering project that requires 30 points, >> right? And then just overall for this entire process using a Gant chart, I kind of identified how the events took place and what kind of initiatives we took. So, in terms of collecting the current data, that took the longest because we really wanted to make sure that what we were collecting kind of added up to then see okay, what was the biggest issue? So, we did that. We analyzed the data, finalized those errors that Oliver pointed out. We developed a solution to make it go online, implemented it, compared the results, and then now, as Oliver
021mentioned, we're seeking continuous improvement to maybe cut down several more errors that were also identified. >> Thank you. >> Anybody have questions for these guys? questions, comments, engineer want to ask what kind of stuff are you making? >> So for our senior classes, a lot of the things that we are printing, it's teachers submit stuff that problems that they need solved and then we will design a solution that of often involves 3D printing. Recently we all designed hall passes for the school. So each teacher has a unique call pass that's of of a design that they ask for, but it also has their name and room number on it. >> What are you using for your design software? >> Um, we use an online program called On Shape. >> Awesome. Great job. Thank you so
022much. Appreciate it. >> One more time. Yep. And then our next group will be uh Avery and Olivia presenting on the activity calendar overlap. Are you going solo? >> Yeah, I know. I didn't see. It's >> okay. All right, >> it's on. It should be on. >> Hello everyone. My name is Olivia Pletcher and this is my lun sigma project of minimizing club and activity overlap at Falls High School. Here are some pictures of student life at Mstead Falls. We have national honor society, pee club, sad, and student council. Here's our background. On a weekly basis, students at Homestead Falls are having to choose between two to three meetings to attend on the same day at the same time. Currently, the issue of overlaping club schedules in the last 3 months occurs over 50% of
023the time. At Falls, where students are told they can explore all their interests, the constant overlap of club meetings causes students not to be given equal opportunities to pursue all extracurriculars. For example, this year NHS and student council overlap 50% of the time. This is tough for students because NHS is mostly mandatory and student council requires attendance points to be a member. As a student at Falls myself, I want to be able to pursue all of my interests without anything holding me back from these opportunities. Our smart goal within 6 weeks, we will use a Google form to collect all club schedules and contact information. We will then create a scheduling system and produce a shared calendar to reduce overlapping meeting times by 25%. This will ensure all students have an equal opportunity to participate
024in all activities. Here are the responses to that survey. As you can see, about 70% of clubs meet right after school, typically on Wednesdays and Thursdays. Uh using this information, we created a calendar through September to November of the current club schedule at Homestead Falls. As you can see, there's a lot of overlapping, but let's take a closer look. 13.3% of all meeting dates had four or more clubs on the same day at the same time. The most noticeable one being October 27, where there were seven meetings that were on the same day at the same time. Our improvement system is to create a Google panel calendar titled Falls High School club master schedule that will be sent out to all club student officers, teachers, and adviserss. And before a club meeting can officially be
025scheduled, all clubs must submit their meeting requests through a request Google form at the beginning of each month. Review reviewed by selected members such as those of organization student ambassadors where a majority of their club volunteer work is done at the beginning of the year. The reasoning for this form is to pre prevent any students or adviserss tampering with anyone else's schedules and to maintain the foundation of two or less meetings on the same day before or after school. Here is a closer look at what that request form looks like. Um yeah, this process provides a straightforward system that keeps track of all club dates and times by only allowing two clubs before after school on the same day compared to the previous system of there being no limit. Clubs can utilize the other days
026of the week to ensure more of their members can attend meetings. This system saves both saves time for both club adviserss and the teachers because each month the scheduling for meetings will be set in stone and prepared. Here's the new calendar with the new system. As you can see, there are zero days where there is more than three clubs total and 0% of clubs overlap. We were able to do this by having the first club start at 2:50 and second club start at 3:10. Typically, our high school meetings range to about like 15 to 20 minutes. So, we felt like this window was an adequate time for students to be able to go to every place they went to. And here's the before and after comparison. Uh, in October, there are multiple days open and
027a lot of overlap. But with our new system, all these are utilized and there's no more than two per day before after school. However, there is still some potential room for improvement because it's important to highlight that we cannot account for students who have work after school. Like, we did push it back. So that could cause them to still miss meetings, but we are still looking to improve that. And this is our sideby-side chart. Uh our biggest issue was the lack of communication. And the improvement was that an easy access form that is completed early in the month and student ambassadors and officers are in contact about decisions. The calendar will have every schedule for other officers to see. Uh another huge issue was the inconess inconsistent member attendance. And to fix this, uh, no
028more than two meetings can be scheduled at the same time on the same date, which allows students to attend more. And to go with that, there were a lot of scheduling conflicts. So, this form also allows uh everything to be set in stone and like laid out so there's no more conflicts and conflicting roomability. Again, that was more of just a lack of communication. So, the form has to be turned in at the beginning of the month. So, this gives her enough time to have our like volunteers sort out all the rooms and who meets where. Here's our dashboard. Our dashboard shows the frequency of club overlap. We thought 50% or more of club overlap is terrible. We thought that was just bad. We thought 25 to 50% was okay, but still not great. And
0290 to 25% was good and what we were aiming for. However, September through November, the percentage of club overlap averaged to over 50%. Which is in the red. But with our new proposed idea, January, February, and March all are projected to be 0% of club overlap, which is in the green. Thank you. Thank you to all club presidents and and advisers for providing us with information for our data. Thank you to Mr. Wall, Miss Clearary, Dr. Zeller, and Mr. Magnola for providing us with continuous feedback through our journey. Thank you to Dr. Lloyd for giving the opportunity for us to be up here and thank you to anyone else that is not mentioned by name. >> That was really great. Questions ask one question. Have you thought about sorting the school day to give you
030more time for buffs? >> I think the neat thing about the projects that like that you just saw, right? These are projects that are going to live beyond their time here in the halls. So, you know, we all know Mr. Spagnola very well and how much he treasures uh student voice and what the projects are showing you is how much he actually does value student voice. wasn't an adult who came up with this. It's just, you know, a student experience that they thought could be better and then they developed a process to fix it. So, that's the power of what the Lean Six Sigma program can offer our students. Um, you know, not only is it benefiting them as they move on to college and, you know, what they're going to do in life, but
031it also benefits the district. So I guess one of the coolest things about the green belt projects is the fact that first that they were teen some of them were teen um and the impact that has like on us like our electricity and student schedule. Um but I mean I I just I just said the applicability of everything which is such a cool uh experience. So, if we could, I know we don't have everyone here, but I'm going to read everyone's names because they deserve to be recognized for their hard work. Uh, we'll make sure that they get their certificate and that they get the green belt. But for those of you that are here, if you can come up, take your certificate. Kim, where are we lining up? >> Well, over there or we
032can do it in here, whichever. >> Okay. We'll probably do it over by our beautiful faux trees. Um, we'll get a picture of everyone and then at that point, you are welcome to stick around for the rest of the meeting or you can move on with the rest of your place. >> They have another club to get to. >> So, Arj Doss, Avery Delissio, Allison Durk. >> Okay, get clap. Uh Scott Dre, Alexis Flowers, Brian Henderson, Dominic Longo. Logan app. >> By the way, Dominic was actually in our yellow belt cohort last year, >> so he went through both. >> Logan Logan, >> I apologize. Names are like important to me because I spent my entire life being called brain in every email that ever gets sent. So I don't Normally, I would have memorized
033his name, so I don't know how to pronounce his last name. Uh, Logan Kids, help. >> L U I >> Ei. >> Okay, thank you. I'm sorry. I I just I hate messing up names. Uh Martin Mahoney, Andrew Miner, Carmen Mazingo. Thank you, >> Oliver Pal. Sha Patel, Olivia Pletcher, Aiden Rivera, Mayor Russell Owen Singleton. Okay, again, we'll make sure they get their belts and certificates, but if we could, another round of applause. >> Congrats to all those students and congrats to your parents um who I'm sure are all very proud. That's awesome. Get a picture with your kids before you leave. Not that you're going to leave because you're going to stay and watch the rest of the meeting, right? Why are you all your coats in your pants? >> It's also always uh
034funny when we do this that there are always a number of kids that aren't here because the kids that are obviously doing this are also very involved in a million other things. And so it's amazing that we get this many of them that can come to the meeting. Thank you. See, the photo op area is so popular, right? Anybody else? >> Hi. Thank you for writing. >> Yeah, I just Yeah, I just read straight off. Thanks everybody. Thanks for coming. >> Congrats. Great work. >> Good job. >> Keep it up. >> Yeah. Not one. >> Didn't work. It's just It's not going to work. >> And we didn't have cake either. >> Yeah, that's true. Cheesecake. cheesecake from somebody. Awesome. Very cool. >> Very cool real world practical application of what we do here. So,
035kudos to those kids. >> They were all great projects. I know Brian um did a great job helping and facilitating with Leo and who was the teacher was Dina and Liz, right? Dina. So, yeah, Vitamix was a great partner. Let us come to I was not trying to tell. >> All right, cool. Thank you. Thanks, Brian. >> Uh, moving on to our administrative reports. PTA is not here, but they're doing great stuff as always. Uh, players update. Um, we met once since our last meeting. Uh we're very excited for their new engineering, tech, robotics, and automation program to uh officially have their ribbon cutting in May uh for that new wing of the building, which is beautiful. Have you seen that space? >> I I saw it um months ago when it wasn't like >>
036it's incredible. >> I'm sure it is. They've done a great job. >> Is it on the board? >> You want to take the spot? >> Um so they're having a ribbon cutting ceremony on May 12th. Uh, Lieutenant Governor Trussell apparently is scheduled to appear for that. So, that's pretty cool. >> Yeah, absolutely. I'll give more detail as we get closer to May. You >> see the sweater? >> Yeah, that's uh what's going on. Polaris. Brian, do you have a very short report to give before you go home? >> Okay, I'll turn. >> Okay. Uh, last week was able to attend the Cleveland State job fair. Um, you know, I said it every year, it's always great to get out to the job fairs, talk to those who are just graduating and um, you know, sell
037the district on what we do and and what we do. Well, um, this is the first year earlier today, I had one of the students contact me and she's been touching base with me. she just wants to learn more about the district and she, you know, hey, can I schedule a phone call and, you know, learn more. So, part of that was telling her, you know, go on our website, look at everything on our website, write down your questions and then come give me your questions, you know, and and and she did all of those things. And she's, you know, she's applying for one of our open positions. >> What does she teach? >> Uh, she's a prek5. >> Okay. So um but you know it was just really nice to see that sort of
038initiative out of out of someone. Um we are get we have pretty good candidate pools. Obviously math is always difficult to fill. So we have a middle school and high school math opening. Um right now our high school math opening has 16 and our middle school opening has 14. Of those, uh, about four are overlaps applying for both positions. Our high school social studies position, uh, we've had 83 applicants for that. Um, I imagine that one upon closing will be over 100. Um, you know, so I I think all in all, we're getting pretty solid pools. Uh, we have the fifth grade posting. Um, that one's posted a little bit differently because we anticipate some internal moving. So, I think that's kind of kept the number down a little bit. Um, if we see that
039the internal shifting isn't occurring, uh, we may, you know, extend that posting out a little farther just to make sure that we're getting the robust pool that we would normally get for a prek, you know, a fifth grade position. So, I'd say all in all, things are going well. We have uh we're lined up for job fairs at uh Bowling Green, which is probably the one of the strongest education programs in the state. So, we always do really well there in terms of the candidates we source from Bowling Green. And then um we're at noted at the University of Akran and that's a consortium of colleges that comes and again we usually do pretty well there as well. That's it. >> Very awesome. Thank you. Any questions for Brian? Anybody? Awesome. Thank you. You are
040free to go whenever you like. Thank you for being here. >> Okay. >> Um, >> thank you. >> Moving on to our assistant superintendent, Dr. Goss. >> Good evening. >> I want to spend just a minute orienting you to some legislation related to MAP that impact our district and districts across the state. Um, there's current legislation that I'm going to talk about that we will be acting upon in this upcoming school year. And then there's proposed legislation that has not been enacted yet, but it's currently sitting in the House of Representatives. It's passed with the Senate. Um, with us, Ann Cleary, I've asked to join us. She she's kind of like four people in one. >> She's a parent of an eighth grader, Abby. She's also our gifted coordinator in the district, a gifted intervention
041specialist, and al also an officer with our ODA union. Uh Ann and I have been working closely studying um what this means for the district and planning really since the fall. So, I want to thank Ann. I've asked her to just be a part of my update with you in case there are specific questions that we can both um help in answering, but also just to acknowledge all the work you've been doing with this. So, thank you. Um, so House Bill 96 is current legislation that we will be acting upon. Senate Bill 19 has not been passed yet in the House. So just remember those two. Um, in our district, we do have advanced and accelerated math opportunities that begin in the office building um, and carry through into the middle school. Once you're in
042high school, it's more course selection rather than grade level acceleration or advanced um, math placement. Um what um we have done up until next year um we do have our our own criteria that we look at to determine what is the ideal learning environment for a student for advanced or accelerated math. It's a variety of data points. Um the state is saying that um independent of any district level data we will um be required to offer advanced math placement for a student who scores a five on state assessments. also known as the OSD or air testing. Um, and so that is something that we will be required to do in the fall. That is in place and we're planning for that. Um what that means is the office building leaders including Ann and middle school
043building leaders and myself we've spent several meetings talking about what does this mean in terms of a master schedule the number of courses that are advanced versus accelerated um and the capacity to meet this need. I feel that overall I feel confident that with our current um master schedules that we have with some modifications we'll be able to meet the needs but also watching there could be a bubble with our fifth grade class. So what does that mean? A current fifth grade teacher who's teaching general education math may now need to be prepping and teaching advanced math. So we're watching that and having conversations uh with that particular building. parents um will be notified that their child is placed in this class and they can opt out if they do not want their child in
044this class. So, um it does change and have an impact in terms of what our master schedule looks like and work continuing to monitor that as it relates to Senate Bill 19. Um this really elevates the requirements for a district and uh remember this passed in the Senate sitting in the House right now. Um and there's really four points to this. So not only are they saying a student who scored advanced or a five on the OST, any students who scored a four would also they should be offered advanced math opportunities. So now you're talking about anywhere from a third to the half of a class is now an advanced math class. when you look at our trends, the number of students who score four or five. Also, um this proposed legislation talks about um
045having intervention supports in place for students who are struggling in the area of math, also known as a MIMP. We have grants in our district for students who are showing they're at risk in the area of reading. They are now proposing that this should be in place for math. I can't disagree with that as a my background in school psychology. let's help the students who need the help. Um what what that could require is creating a room in a master schedule that may not exist to offer math intervention support and staff that may not exist andor a student may be on a reading plan but also need a math plan. So how do you support them in all areas? So we're very early in the process. We're we're carefully monitoring that. Um, if this were
046to pass, it would also be in place this August. Um, I have reason to believe based on conversations we've had across the state that while this this is likely going to have some motion, it may be modified or the process slowed down. Um, two other requirements with this uh, Senate Bill 19 is any student who's scoring within that advanced range would also be placed into algebra in eighth grade even if they've not had a prerequisite or pre prerequisite math courses where that's their best learning environment. So, there's concern about that where we may be leaprogging a student and that really could put them in a place to struggle. And then finally, similar to in our district and across the state, two years ago, ODU, the Department of Education and Workforce issued a list of required
047math curriculums at the core, but also intervention level. Um, and so for reading, we just went through a process in our district about a year and a half ago where we um updated the resources we have for ELA. And that could also be coming down the pike for math. What we don't know is if the list will be recommended or required. And so what that means is our 6 to2 math committee who's been studying curriculum for about a year and determining what resources are best for our students. Um we are looking closely at this legislation to determine if we need to adjust our timeline and making a recommendation to the board on math curriculum for middle and high school. So this is a very 20,000 foot update for you. know that we are carefully monitoring
048this uh and particularly in her gifted networks. I and my curriculum networks and then we're working closely um with the the different schools in the district that this impacts keeping Dr. Lloyd up to date and Patrick as well as we think about um you know what does this mean in terms of putting it in motion and making sure we're compliant. Any questions that I can answer right now? >> I have a question. This is such a heavy lift. So, thank you for all that you're doing. I'm sitting here thinking about all the aspects that you had to consider um over the past weeks and months. Um one question I have when do air results usually come back. >> That that's a good question and and so right it's a pressure point. >> Okay. >> So,
049third grade or the fourth grade class those scores do not come in until June. >> End of June. So, we are making decisions on classroom rosters and master schedule two months before the school year begins. >> So, we're already looking at a proposed master schedule with Mr. Spec for fourth and fifth grade. We've looked at our trends the last three years to give our best estimation of what it could be, right? But, um, it's an estimation. >> Um, fifth through 8th grade scores, those come in May. and so we will be more ready um and in a better position but still you're we're building master schedules right now even outside of this and planning for next year. So it does create a pressure point. I also want to acknowledge that um a student may do
050very well on that particular assessment but we may have other data that tells us that advanced math class may not be their ideal learning environment. And so, you know, we'll we'll walk through those situations with families um individually. Uh but that that's a long answer to your question. >> It could it could be the reverse too though, right? >> Who Okay. >> It could be. >> Have they given you any feedback too if this takes like any of these bills take longer? Like what have they told you what you're supposed to do that? >> Well, until it's fully enacted, we really have to wait. But it does put us in a position where if we want to explore, for example, um different opportunities in the district in this area, we may need to wait because
051they could guess and then it's really going against what what we put in motion. >> Um so I I feel confident that, you know, we have the right people at the table um and we're monitoring it closely. We've also been um working with people at the state level and communicating that we want to do what's right for kids and we believe that when a student's struggling or if they benefit from enrichment they should get that. We're not saying that but we need to make sure that the resources are there to execute this and that's always a struggle. Many things that we're required to do are are not funded. >> How many sections right now you said there's a concern with the incoming fifth graders. section. >> Well, what we notice with fifth grade in particular,
052there's always a large number of students who score well on the OST. And so, while the average um number of students per grade scoring a five is about 50 to 60, eighth grade we're in the 80 range, fourth grade, we're anywhere from 30 to 40. So, you combine four and five scores, you might have 100 to 150 students who should be offered that advanced math opportunity. So, what that means right now, um, and I don't want to get too far in the weeds because we're still looking at it, you may have three or four sections of advanced math, but now we need to have five or six. Um, so that's where we would make those adjustments. Um, what we do know is in some of the grades, um, there's still enough spots within the current
053master schedule where we could meet what we think are the projected needs for students. But that's really with the bill that's already been passed. Once you add the one that has not yet, that's where it's a whole new conversation. My hope is um they will adjust the timeline. So if it is passed, maybe it's 2620, I'm sorry, 2728 school year, >> not this school year. We have more time to plan. >> Yeah. >> So I will keep you updated. Ann and I are watching closely. Is there anything that you would want to add to what I've highlighted? You know, just to better answer your question about numbers, in fourth grade and fifth grade, there's typically one advanced, one accelerated. Um, and oftentimes by the time it gets to sixth grade, there's still one accelerated, maybe
054two advanced. Our my crystal ball, you know, it tells me that we'll probably have two advanced in fifth grade because I've looked kind of historically. Um, and I'm thinking we're just maybe catching those kids a little earlier, which isn't necessarily a bad thing. Um, so we'll see. We just don't know until we have all that all the data. It's not just the the air stuff, but we look at so many other data points, too. We really want to make sure these kids are where they need to be. Um, so we won't we won't know until we have everything there. Um, but I think with the current bill, I feel pretty confident we'll be able to handle things if this Senate Bill 19 is enacted. Um, we'll see. I mean, I still feel confident we'll be
055able to handle it. It's just going to be a little bit more of a lift. >> Awesome. Anybody else questions? >> Updated. >> Yeah. Thank you, Dr. Thank you for not only being here, but all the work. >> Thank you. Thank you. >> All right, moving on to our treasures report. >> Oh, great. So, I'm thrilled to announce that uh James Jesse will be joining us for payroll. So, this will be my last payroll with >> Wait, did you say his name is James? Jesse >> Jessie. >> Oh, Jess. Oh, >> don't worry. He was like two first names. That's >> It's like James Lloyd. >> He'll be starting Monday. James comes from Stro Falls. I hired him there and I stole him from there. So, the the team and I are eager to welcome
056him and have him hit the ground running on Monday. Um, some of the things we're doing in my department, uh, we're starting to conduct a review of some cost-saving measures as we transition into the budgeting phase for the upcoming school year. We'll notice some adjustments with you'll notice some adjustments with my monthly financials. Our primary focus is identifying and eliminating redundancies and um, in our current paid programs. So, one of the things that we spend a lot of money on is our frontline uh budgeting software and forecast analytics, which is about $20,000. Looking at taking that out for the next school year um because we use K12 as well for forecasting. So, that's some redundancies. And I use Google Sheets and some other spreadsheets to help with our monthly financials. So, you'll start seeing a
057transition from what YouTube, Mr. Funk, and Mr. road are used to uh to similar reports just not as uh in depth with some of the uh information that you receive but still the information that you need to see but I'll always take feedback on some of that stuff um as well as some other costsaving items that I've seen just by you know talking to some staff in what I see coming through purchase orders um so we received um communication from Kyhoga County um about we're close to monitoring our cash position where we stand right now. Um we received about $2.9 million at this time last year more than we have received this year. So some districts are kind of getting a little scared um looking at whether we need to start pulling out investments. Right
058now I think we're perfectly fine. Um they will settle Drew us up by this time next month. Um, so by this time next month, we should have all the money that we should receive for our advances. Um, according to Lisa Roco, the county director of operations, it's a temporary shortfall due to real property abstract not received approval until late December. This delay tax bills until late January, resulting in lower than expected early collections. So, they received the money later. So, that means we received the money later. um but takes a hit on us because it's less we could do for our students and staff and it's less interest earnings we could receive as well. Um looking at our financials for the month, our revenues are performing really well and on track. Um our cash reserves
059ending at 45 days which is lower than it has been all fiscal year. Rule of thumb is really 60 days of cash. Uh the delay of the 2.9 million roughly received last year is a result of this shortfall on the trad. Um looking to the future um we will have a formal cash policy coming from Neiola which has a ceiling and a floor. Basically if you hit X amount of days cash what's the district going to do? And if you hit below X days cash what's the district going to do? So those are some of the things looking forward to the finance department. Any questions? >> Yeah, I'll talk about some of that stuff. I thought >> any other questions or anything. >> Thank you very much, >> Dr. have a couple of things to
060report on. Uh first, I mentioned this previously, but the uh top places to work um survey that we were doing. Uh we did that. Our participation rate was extremely high and um the group that we were working with indicated that they were very pleased with that. Brian and I um had a zoom call with um the guy who has been assigned uh to us. Um our experience score which essentially serves as kind of like the number that they use to determine whether and they will benchmark you up against other organizations um was very strong he indicated and very favorable. So um we feel good about the process and feel good about where we landed and we'll know a little bit more probably like did you say like March the beginning of March I think um
061to hear whether or not we get that uh designation and then you know we'll have um We use we'll have all kinds of hoopa and things to uh um to do. I don't know if there'll be t-shirts or anything, but we may give Brian one as he goes out and stands amongst all the other school districts. Absolutely. We think that'll be uh >> it's not a one size fits most. >> It'll be medium, right? One size fits most, right? Um, kind of going along with that, you know, we've uh worked with Peoplebench and if we if we ever get to like a a board retreat, I think I need to give you guys some info and background on on this uh People Bench group that we've used. But one of the things it it's done
062a lot for us. The relationship we've had with that organization is going on three years now. Um we originally started with them and worked on workplace resilience and well-being and there were seven different categories that we looked at and that was gathering data from um our staff uh through staff surveys. We then the next part of that was introducing a culture tracker. It's one of the reasons why we decided to explore um the top places to work is because we had a um survey that was looking at um cultural data as well and we we thought that it was favorable. A lot of it I think has to do with um I mean relationships are the most important thing and we are a people business and we value all of that and I think we
063put people above um all else and so we think we have a good culture. we people have told us that our culture is good. Doesn't mean that we're perfect and we don't have issues and things but but we came on strong there. And the second part and this is uh really kind of triangulating the data is really looking at staff kind of metrics that will really that will focus on just demographics uh particular role groups qualifications that people have along with um staff tenure, staff turnover, sick leave and those kinds of things. So, we're really looking at um how those things may influence other things and and what we might be able to do for particular groups to help try to uh to get better at those areas. So, that is a new um component
064that people bench um that we're piloting with them. So, we're excited about that and we'll see where that goes. We have a community of practice meeting I think coming up um next maybe this month or maybe next month. But what a committee of practice meeting is is all of the central office administrators along with the building principles and the directors because every we we gather this cultural data and these demographic um indicators from food service from technology and other things. And so people bench will um virtual in and uh review our data with us and we'll talk about work workforce strategy kinds of things and how we can uh use data to improve on the different things that we do. So, um, that's pretty cool. Just, uh, something to keep you updated on there. Uh,
065the school report is going out. It's, it's in the hopper and it's almost done. It'll go up. >> Yeah. >> It's at the printer >> printer this week. Yes. >> Okay. And that will be the winter um school report. >> I asked and I think we're going to be able to deliver on a special edition um of benefits based accountability. part of one of the things that we need to do and it's a it's a benefit that we're focusing on is developing or increasing the shared understanding of what benefits based accountability is. Um we've done a lot of work internally. We've done work with the PTA. We certainly have put it in our school report, but I want to have a school report that specifically focuses on that. Um, I'll write kind of like the
066uh the prologue um for that that really is going to talk about historically, at least my 19 years that I've been here, where we started and kind of walk us through, hey, you had all these banners of excellence with distinction and why wouldn't you continue to go down that accountability route to really where we are now, which um and I'll be honest, I mean, I guess you could focus on test scores and not hear some of the things you did today, but I think if you if you set your sight on improving improving the student experience and giving them real world kinds of skills. These are really long-term outcomes that you want to see. Um, and that those are things that tests won't measure, but they can be um consumed and really reported out on
067through a benefits based accountability system. So my plan is in the beginning of that document is to write uh and talk to the community about where we were and where we you know how far we've come and then really give a um a page to each school building and allow them to talk about all the work that they've done related to benefits based accountability too. And I think that will um again be another testament to the work that they've done, the seriousness that they do, and the reason why I believe that it um serves as really a more beneficial kind of accountability system for things. Um public school advocacy efforts continue. Um, you'll note that uh there have been a couple interesting things that there's always interesting things coming out of uh Columbus, but for
068whatever reason, um Lake County in particular has been a little annoyed, I guess, with public schools and and so on. They're not real happy about um the voucher lawsuit that is out there and saw a bill that was put out um by Mr. calendar that said um I guess it's kind of an extortion bill in a in a sense that said um if you are part of um the school voucher lawsuit which we are one of 330 districts and you're seeking you know relief from the courts on an unconstitutional implementation of the funding system that we will take all of your money um or we'll hold it in escrow or something like that. So people came out pretty strong on that. I certainly came out strong. I think that there I'm not an attorney. Um
069there are people here who are um I believe that that might be a violation of a of a constitutional right at the federal level, but also I think the state level probably as well. Um you could see he tried to put the toothpaste back in the tube a little bit with that and said, "Well, maybe we'll take the money that they're using for the lawsuit and we will hold that in escrow." I would say that maybe we're going to use money that's not necessarily state dollars, but locally derived resources that we I believe and you and me have a fiduciary responsibility to try to protect as it relates to fairly funding public schools before you kind of do side hustle sorts of things. So, um that continues. I I've found that uh the different organizations
070that I've am involved with which is um the National Superintendent Roundt um the Horus Man League and the um Ohio Public School Advocacy Network. There is really a um common theme that we're hearing from all of these different organizations and it really relates to um the fact that public education um is is has the potential to go away. um that it not only is it under um attack in some ways, but it's really kind of being um turned into a commodity rather than a public good. They're looking at it in a different kind of uh of lens that it really is a business and competition drives business. And I'm all for competition as well, but whenever you get to pick who comes to your school and you get to eliminate people and it's based on
071um income and other kinds of things, um it's not an apples to apples comparison. I don't even know if it's apples to bananas. I mean, it may be a different fruit that's crooked and to an apple. I'm not sure, but um it's not apples to apples. And so, uh you know, we're going to push back um you know, on that and and again, what I found is all these groups are starting to kind of come together and speak from the same sort of um or use the same lens and kind of sing from the same music. So, she music. So my hope is uh we'll see more um kind of like connection of these different uh organizations together. Right now in the state of Ohio, BASSA, the Ohio School Boards Association and the and OASBO,
072which is the business and treasurer officials that they are not um unified and uh it's impacting kind of advocacy efforts in lots of different sorts of ways. Um and really the bottom line is do you believe in public schools? Do you believe that it is um not a commodity but really is a public good? And if it is a public good like park systems, police forces, fire departments and things like that, then you have to fund it appropriately and you need to take care of it rather than having like side hustle kinds of things going on. So, we're trying to um to continue to do that and I appreciate I know sometimes I can be a little um over the top with things and and I'm sorry in advance for that and you can reach
073out to me individually and if you're mad at me, you can tell me that and and I will we can talk about it. Um but I'm really looking to advocate for um the continuence of public education in the state of Ohio because I believe that there are some significant problems and at the federal level too there's I think there's a 1,700 tax credit that's out there as well. um for donations uh to uh to private schools as well that you can just write it right off and it comes right off the top of your income. Um which is a huge deduction. Uh there may be a loophole that you can do that for public schools too. Um so we're looking into that too. Um so that's that. Um different pieces of legislation. Um you know
074there isn't a person here that uh you know wouldn't want resident tax relief. I mean, we want that, right? I mean, we we want lower taxes, but again, um, if we're required to to have these things, which is public school and public safety and, you know, different sorts of services through municipalities, um, somebody's got to pay for that. And uh I don't know if uh and and I think one of the biggest fears probably in Columbus is there's going to and there is an uprising of citizens that will get that on the ballot and will take away um you know taxes, property taxes and then somebody's you're going to have to fund these services in some other way, shape or form and there's going to be some issues with that and there there will be
075a big problem I think for the state legislator. So I think they're worried about that which is one of the reasons why they are really hellbent on property tax relief. The problem is is that they're just kind of slashing things rather than kind of taking a more calculated look. At least that's that's my opinion. Um, calamity days. I know that I've I've written to you about a couple of those things. We had that very interesting cold snap that happened. Hope hopefully that never happens again. I don't think I've ever called six calamity days um in one year. Um the required number of hours by the state of Ohio um are vary by grade level. Um, by and large in grades 7 through 12 it's 1,01 hours that you have to be in school. In grades
076kindergarten through 6, it's 910 hours. We have we far we exceed that number greatly. Now, could we survive like another cold snap without having to cancel professional development days and come back to school um on those days? I think we could. I don't want to necessarily have to call people back, but I just wanted you to know that like those are things that like we track. Um I'm tracking it a lot more closely now than I have in the past that say like if we called nine calamity days, how many hours would we have? So I have a sheet here if you ever wanted to take a look at that, I can show that to you. Um the last thing and Ryan alluded to it a little bit, but we are in major um staffing
077discussions now and we're looking at next um school year and uh um Dr. Zeller, Dr. boss, myself, and uh Stephanie Bradley, director of student services, scheduled a meeting. We've have meetings, have had meetings with all the building principles to talk about uh enrollment projections of what they look like next year and then also what their staffing needs might be. Um and we're not necessarily getting an increase in regular education enrollment, but we are getting increases in special education enrollment and particularly um students with special needs. And so we accept, we're a public school. We accept them all. We love them all. We provide them with um with really good programs. Um people move into Mstead Falls for special education services. I think our numbers are probably up to 20% of our student population um are
078special ed and that's a little higher uh than most. So we are we are talking to the principles about what we might be able to do potentially moving staff from one building to another if we have to do those things. and if we do, we'll work with our teachers association on that. We don't we don't like to do those sorts of things, but if we have to, we will certainly do that. We don't want to be overstaffed. Um I don't say we were overstaffed at one point, but there was a particular point in time where the resources that we were bringing in were significantly less than the resources that we needed in order to operate the school district. And when that happened, um, the board asked me to cut $3.5 million out of the budget,
079which we did do. And that was a horrible thing to have to go through and we don't want to do that again. So, as it relates to when staff retire or um vacate positions, and mostly that is through retirement, we always ask, is this a position that we need to um to fill or can we get by? Um probably not a person around this table that doesn't want elementary class sizes at 20 or below 20. I mean two um that is not sustainable in a school district like Homestead Falls. We just don't have the resources um to be able to do that. Other places might be able to do that. We we cannot. Um so when people retire, we have to take a look at that. We have to take a look at where are
080we as it relates to the budget cycle. Are we at the end of the budget? our you know operating levy cycle are we at the beginning not that you behave differently but your tolerance for certain kinds of things is a little bit different than what it is when you're at the end of a cycle we are at the end of a cycle and the tolerance is very low for things so we have to be really um calculated on on how we do things so yes um we have agreements with our uh teachers association on you know about numbers um that we would want for particular classes I mean I've said like you don't really want any of your elementary uh when I primary grade levels kindergarten up through third grade to go over 25. I
081would like them all at 20. Um none of them are at 25 right now. Some of them are at 20. Our kindergarten class size right now is relatively uh low which is really nice. Um if you you know if you're I mean for everyone I mean it's really nice. Our I'll just give you kind of a um this is what it looks like on January 8th. Um, our class size for kindergarten was 21. In first grade it was 20, second grade it was 19, and in third grade it's 23. So all of those groups are going to move up as a cohort. And then you have to take a look at like what does it look the following year and how many sections do you have and what is your tolerance for class size? And
082it may be I think a good discussion maybe in a work session sometime to get further deep into what that might look like. there's really not a whole lot of um educational impact or or you know achievement. Your achievement is not going to go up if you go from like 23 to 21 or 20. It feels different for a teacher. I mean there's no doubt about that if you got like 20 kindergarten kids like right versus 24. That's a heck of a lot and especially if those four kids feel a little bit different than maybe the others because they're a heavier lift. But um we want to be respectful of that. We want to um deliver great service and we want to be able to have uh engaged kids, but we're at the end of
083that budget cycle. So, I just wanted just to continue to reiterate that to you. Um we had a good key communicators meeting. One of the things we did talk about at that meeting was um this misnomer maybe that we're overcrowded and all these homes are being built and we're not going to have um classrooms or space for for kids. That's not necessarily um true. Like if we had a bunch of kindergarten kids move in next year, we would have a problem. Um we would have to do things and and the adults would have to behave differently. We have some classroom space as it relates to this particular point in time. We there are some we're a little tight at the ECC and we were there um the other day, but we have outs I think
084with certain things you not things that we want like art on a cart or tech on a cart or those kinds of things where the teachers are the ones traveling to the students but those are things that you have to do um in order to kind of make ends meet whenever we're I mean next month I think uh a group's going to come to you and talk to you about a facility study that's been worked on for the last couple years and give you some recommendations on So, um you can probably foreshadow that there will be a um primary school, um you know, recommendation that's going to come as well that will be a prek 3 building that will need to accommodate those things. We'll do another enrollment study. But, um that's all I have
085right now. I can answer any questions that you might have. >> I have a Thank you very much, I have a couple couple questions on the uh best places to work kind of thing. Um, I know something we talk about anecdotally all the time because we just observe it in the wild, which is the proportion of our staffs, particularly our teachers who live in the district. And is that something that is actually I know it's actually tracked. You can figure it out in two seconds, but is that something that's tracked as compared to other districts? >> I don't No, I don't think so. I would say I don't think so, but I think it's something that probably a metric that we ought to have. And I look at Brian because Brian has that data. He
086doesn't have it like in his computer. brain right now. But um we can get that. I'd like to know what that number is. We've kind of thrown it around like 40% of all staff or how many administrators instructional staff says much. >> You get tired of that. >> Yeah. >> I mean maybe it is you know but I would like to know I would like to know what that is. I mean as a as a user you know who like moved not like a user like I use the services and I use the system. Um, yeah, I moved here because I wanted my kids to experience that, not just because of the job, but I'd like to know that. >> Yeah. I mean, can't think of a better >> find out >> to to >>
087Yeah. How many people live here, >> right? >> And go to school here. >> Seems like there's a lot too of teachers that live here and work in other districts, too, which I mean, it's a lot, >> right? Yeah. Like, oh, you know, I work in so and so district. kind of want to put any districts down like Stow, you know, um but that they live here, you know, like I want to raise my kids here, but I, you know, teach in another district. >> Yeah. And we will get I mean there are people who teach here who teach here that don't live here, but within our contracts and with our administrative agreements, they can bring their students here and they're not leaving from not so good districts. They're leaving from districts and they want
088to bring their kids here. So, I mean that that happens as well because they they know they they live it every day in the wild with the Homestead Falls experience and they want their student to have that. >> If you could get a good data together, it'd be something really to hang your hat on, right? >> Yep. >> Yeah, that that's something that we'll uh we'll further investigate and try to nail that down. Um, one other thing I thought of too when you're talking about key communicators, um, and we can talk about this more offline, but >> to the comment I made at the very beginning about our our applicants that we received for the open board position, there are there are a lot of those folks that are already pretty engaged, not in just
089in key communicators, but in other things. And there are a few others that are engaged in other activities, but certainly have expressed interest in wanting to get more involved in the school district. That's why they were here. So, I just want to make sure we talk at some point about those. Yeah. Pass those. We've gotten um >> additional key communicators from people who have applied for board seats that have not by appointment and have not gotten and say, "Hey, here's a way for you to like >> to lock in and contribute stuff." Yeah, I would love that. Talk to anyone. It's a good group. I mean, it's a big group. It's like 40ish. >> Yeah. >> But, you know, we'll take them. >> You still Matt Matt? Um, okay. Other questions, comments? That's great update.
090Thank you. >> Uh, regarding vouchers. I'm not mad at you. >> Okay. No, but seriously, uh, it's scary, you know. I heard about it on NPR a couple weeks ago. I'm like, oh, that's probably us, you know, or whatever. I think it was actually sooner than a couple weeks ago. >> Brener was on NPR talking about kinds of things that he wanted to do. >> I I still stand where I did, you know, when we talked about it months ago. I think that we have to be an advocate for public schools. It's important to me. Um I I love that it's important to you. So, you're playing a good fight. >> Thanks. I I mean, if anything, and and um Senator Brener talked about accountability with assessments for those private schools. I wouldn't want to
091put those assessments on anybody. And and and and that's needed, but I want fiscal accountability. all the rules that like we have to follow, all the parts of the revised code that Shannon and Ann talked about, those do not have to be followed at all by private schools. And yet, um, some of those private schools are getting more public tax dollars than than the public school. And that's that doesn't add up to me. So, I want fiscal accountability first and foremost before I went testing accountability. But, >> and they pick and choose their students, too. >> Yeah. It's it's just different. I mean, I go to for private school if that's what you want, right? Fine. But I don't think we actually I should have to pay for it. >> Good. Good. >> Awesome. Thank
092you very much. Uh, moving on to the hearing of the public. Do we have anyone that would like to address the board of the two of you that are here? Thank you very much. Uh, moving on to our consent agenda. Just as a reminder for new board members, um, this is relates to one of the things we passed in our organizational meeting. Ohio law allows uh school boards to uh and other governing bodies as well to um consider uh consider and vote on um kind of more routine things that we we do. We have to renew these contracts every year. It's the same basic contract where we have to uh approve a a school trip overnight or something. Things that are um important but maybe not the most um controversial uh things that are subject
093to a whole lot of public debate. So, we publish all of those things ahead of time. They're on the agenda. The public can see what they are. Public can come and ask us questions about them. Any board member can ask questions about them before we take a vote on them. But it is just an efficiency tool. So, when we get to our consent agenda every time in our meeting, that's what we're doing. Um, and oftent times, uh, Jim or Patrick may call out one or two of the things in the consent agenda that are, you know, kind of just interesting for whatever reason. if you have questions as you see things like, hey, what what's this contract between us and LCCCC? What is that about? And then Jim will explain. So, um, just so you
094and the the public are aware of that. And then anything that's, you know, again, controversial is not the right word, but anything that might be more appropriate for a specific uh debate or discussion, we pull out and make sure that that is separately discussed, separately voted on. Um Patrick, Jim, and I take a pretty conservative approach to making sure anything that's even remotely on the bubble for that we pull out separately. Um so just so you know how that sausage gets made. So with that, we'll move on to the consent agenda. I will accept a motion to approve the items in five, six, and seven. So second >> and before I ask if there's any discussion I do want to shout out um in five some very generous donations we got we got $2,000 from
095the Mstead Township Browns backers um that went to pay off student meal debt. Um the fact that there is a thing called student meal debt um you know kills me and everyone around this table. So thank you to uh the Browns Packers for doing that. That's awesome. Uh, thank you to Bruce and Karen Shiloh for also donating $2,000 to be used for uh, various things at the high school. It's awesome. Uh, thank you to the Kuanas Club for donating $600 for Paul Lenox. Some items needed there. And shout out to the middle school PTA for donating $650 for the eighth grade DC trip scholarships. Um, so thank you to all that. You know, there's not there's often not a meeting that goes by without at least one or two um donations from the public and
096we can't uh thank them enough for that because every dollar counts per Jim's last um comment here. So any uh any discussion, questions, comments about anything in the consent agenda five, six or seven? that resolution E about um paper and pencil for the assessment is silly but we have to do that annually that is for the third grade uh fall and spring math and >> reading assessment yeah that's like that's codifi I mean that's in the revised code there has to be a solution that's the only so >> and sticks out >> what may be obvious 99% of the time we have to pass something like this it's because it's mandated by Columbus. So, >> yeah. >> And we redo the same agreement every year for change >> word for word. >> Yeah. >> Okay.
097Well, with that, I will uh Mr. Galano, please call the vote on consent agenda items five, six, and seven. >> Mr. Funk, >> yes. >> Mr. Antos, >> yes. >> Mrs. Aboud, >> yes. >> Mrs. Lauderdale, >> yes. >> Mr. Ear, >> yes. Motion carries. Thank you. Moving on to agenda 9. 9A. This is uh approval of the financial forecast for submission to ODU. Uh Mr. Golan, anything to say about the financial forecast? >> Do we want in-depth or brief? >> How high level? >> High level. >> Brief has a negative connotation. High level. I always love a great turnout for these. On my old on my old district, we had a an audience. >> We should have made all those kids. >> Take off the school first. Got to watch it. So, listen. >>
098Okay. So, what uh a forecast is required by the state of Ohio and Ohio revised code. Um this past summer, some changes have been made. Um it used to be in November and in May, but now it's going to be in August and February. So we did have an extension this this fiscal year which was due by October 15th. Um so that was done in September with the previous treasurer and this one is due February 28th. So some minor changes. Um you know this looks at our general fund primarily just general fund. We have a plethora of different funds of how we keep track of all school finance, but this one only looks at our general fund or our 001 funds. The purpose of this is to engage the board of education in the community
099in long range planning um to talk about have discussions and look at financial issues facing our schools. Used to be a five-year forecast, but then the politicians decided to reduce it for some reason. Typically, it was five years because most levy cycles are five years. So you can kind of see when levies come on and when they fall what that's going to look like. Um serve as a basis for determining schools ability to sign a 412 certificate verifying that they have the funds to certify contracts in anything that we need those funds for and provide a method for Ohio Department of Education or ODU and auditors to identify school districts with potential potential financial problems which I believe the district was in over 20 years ago. You know, we're seeing the state seeing more and
100more schools go into fiscal watch, caution, and emergency, which isn't good. And with some of the changes that they're doing, it's only going to increase that number. All right. So, the forecast is broken up into our revenues where we get our money. Roughly about I believe 85% is all locally funded and the rest is coming from the state and and other revenues sources. And then it's broken up into district expenses which roughly 83% of that is human capital. And then we have our benefits, purchase services, supplies in other capital. Some of the key components which I do I did talk about last week at key communicators is some of the house bills that we're watching um house bill 186 which is an inflation cap credit. It prevents growth um when that we go through our
101e reevaluation which the county moved back a year. So not only are we going to see a reduction in some of that inflation um revenue, we're going to see it a year later which kind of hurts us. Uh it's great for the residents. You know, they are going to see some of that moving forward, but um we're going to see that come uh tax year 2030 because they moved it to 2031. Uh we have house bill 335 inside millillage cap which limits the revenue growth specifically from inside millillage. We have about 5 mills of inside millillage. Um this constraints the natural growth mechanism that has historically helped districts keep up with the inflationary cost. So if once you would have an increase in that the the inside mill you would see a a constant rise
102in dollars coming back to the district especially when it comes to new construction which we're going to be seeing here in the next year or so. So I think on the corner over there >> she's all in McDonald's. >> You know we're going to start seeing some more commercial growth which is really good for the district because we have a lot of residential growth. uh House Bill 96, which is a piggyback exemption, uh which is really good for the homeowners, just not so good for the school district. Uh we're only going to get refunded once um by the state and then the county is going to give that back to the resident, but we're not going to get that back to us. So that's right now Luren County is doing it. Uh it's about $22,000
103roughly. We have a small portion of our district in Lauren County. Now, if Kyahoga County were to jump on that, we're upwards of couple million dollars of lost revenue every single year. Once again, great for the resident, just not so good for us. And then one of the scarier ones, one of I think the biggest one to be worried about is House Bill 309, which is county oversight, gives the budget commission the authority to reduce voter approved levies if they deem unnecessary. So basically, if the voters pass a five mil levy, they say, "Oh, you're getting too much money. We're going to drop that down to two mills because you don't need the other three mills. They have the authority to do that." Which again is taking away the voters's voice and what the district
104needs to do. So, that one's probably the uh one to really be looking out for and be advocates of because, you know, we're we're doing what we need to do. We're putting it on the levy. the voters are voting and if the state were just to give out a fair share, we wouldn't have to rely on our local dollars to help fund us the majority of the way. So, those are the four that are kind of big in the state. Not that all this affects us. You know, we're lucky that the district has managed to put on levies the way that they have because my previous district, they're really hurting with a lot of the um fix some levies, which they're kind of taking away and harder to get residents to pass some levies. So,
105we're pretty we're pretty good at um where we stand with our leies. Knowing that's not going to be forever, at some point in the near future, we will be going back to the ballot for additional revenue. depending on what they do from now till then. It'll it's always up in the air. >> When do you think you'll have information on those, especially the last one? Like how how close are they to basically pushing that through? >> Um I would have to get back on that one to you because I like uh Dr. Lloyd said Lake County is really pushing a lot of this stuff and they're already trying to do some of that um stuff in the that county because for some reason they think that school districts have way too much money. So, and
106I don't think it's affected Kyogre County at all, but I know different counties I believe that they're already trying to push that. >> Maybe just uh keep uh our legislative liaison, Mrs. Lauderdale, uh in the loop on anything you ask. >> Yeah. It's action-packed for sure. There's a lot flying around. >> And then as we get updates from OAS though, I will be more than happy to draft up something and send that out to you guys on a regular basis. Um, so the revenues uh we see compared to the September forecast uh we see an increase in some revenues. The one thing that was not accounted for was back in the fall, the county came under budget for the reappraisal by $35 million. So, they decided to refund all the districts in that county. We
107were luckily able to get $483,000 from that refund. So, that's going to be a onetime receipt that you see in the forecast. So that's going to drop off after this unless by the next reappraisal they come in under budget which would be really good but I doubt they're going to do that again. And on the expenses side like I said 83% of our uh expenses come from our capital. Uh we did increase our purchase services and supplies and this added roughly $600,000 to the deficit which brings it in around $800,000 of deficit spending. Expensing more than we're bringing in. Um looking closely at expenditure, see where we could reduce that expense to bring deficit as low as possible. The more you make changes now, the better it's going to be in compounding in the future.
108So right now we have a we'll end projected with 64 days cash which like I said earlier is roughly roughly 60. So we're still doing pretty good. It's kind of high level. >> Great. >> And the presentation is up on board docs as well as the notes and assumptions. So if you want to take a deeper dive into that I will answer any questions you have at a later time or right now. >> Awesome. Thank you very much. Appreciate it. >> All right, moving on to 9B. We currently have a work session scheduled to approve. >> Yep. Yeah, we'll do that. >> Yep. I will take a motion to approve uh forecast listed and discussed in agenda item 9A. So >> second. >> Any other discussion, questions about the forecast? >> Hearing none, you may
109call the vote. >> Mr. F. >> Yes. >> Mr. L. Yes, >> Mr. Lood. >> Yes, >> Mr. Antos. >> Yes, Mrs. Road. >> Yes. Motion carries. Thank you. >> Uh 9B. We currently have work session scheduled for March 5th, which uh we will likely need to either Thanks, Ann. >> Um likely either need to move the date and or cancel it. So, stay tuned. >> Huh? >> Or I cannot be here. >> That's what Yeah, let's let's think about it. Let's not make a decision yet. Um, did you have anything at particular? >> Well, I I would add and I mentioned this to Patrick the other day. They're not like looking for meetings or anything, but there was a time when um the board had like a working Google doc where they said, "Hey,
110let's can we have these as potential >> work session topics?" >> Um be more than happy to meet individually with any of you, three or two of you at one time. Um and then one separately. um just to give you kind of like a a download of whatever it is that you want to know about district operations, curriculum, instruction, assessment, you know, human, whatever. Um but we could do that again if you wanted to do something like that. But I there's not anything I'm like, oh gosh. >> Yeah, I do. Let's hold the date for now and then let's talk and see whether it would be most efficient to keep it. And even though he can't be here, then you know the new board members could come and we could hit one or two of
111those topics. Um or whether it would just make sense to do that. I don't know. >> Can I please? >> Um just since I'm new to the district, do we like to do business on these work sessions or do we try to hold business to the second? >> We we do if there's business to be done, we do business >> just because we have um some hearing complaints because we are going after some property. evaluations them decreasing. So um the attorney's asking what meeting to have it on. We keep it on the fifth just because we had to send a notice to them seven days prior to that so they can get the text in a row and come and preach their case. So >> I would I would say anything like that unless it's
112unless there's a timesensitive reason why it has to be earlier in the month. Always schedule those always plan on those things being on the main meeting day. >> That's what I was thinking but I just wanted >> Yeah. And then that way, yeah, but if it if it if we know we're definitely having the work session, then I have no we do business on work session. So when we >> we try we do the board does heavier business on try to keep most of it off, but there's things come up. >> Yeah. Hires. >> Thank you. >> Yeah, good question. Thank you. And then regular meeting on the 19th for sure will still be on the books. Um we talked about this before this board retreat. um with uh three other districts, right? >> Four
113uh Shagrin Independence and maybe East Cleveland. >> Yeah. Very uh very eclectic collection of school districts. >> April 17th and 18th. That will be in Independence. >> I'm confirming with um the folks from the Schlucky Center. It would be at the ESC which is in Independence. >> So it's a Friday afternoon night up to Saturday morning. Friday um dinner and then like board retreatish thing and then into Saturday probably from 8:30 until 3:00 or something like that with topics. Um we're still working on the agenda. I'm still working on the games but that that would be >> Yeah, let's definitely do that and encourage everyone to attend particularly the new members. I mean I will be there too but um I think that's great and always good to collaborate with other districts if we can
114and hear how they do. >> It'll be worthwhile. Um 9E looks like just out of order. Uh so let's skip that one. Okay. Any other um general discussion of the board? We will be moving into executive session uh this evening for uh the item listed in >> higher vise code 12122 G5. matters required to be kept confidential by federal law rules or state statutes. So, if there are no other general discussion of the board, I will accept a motion to go into executive session at 7:36 p.m. >> Mr. Mro, >> yes. Motion carries. We will go into executive session. >> Thank you to our guests, >> guest tougher. It's not ginger.