Board Meeting February 19th, 2026

001education meeting. Mr. Phillips, would you call roll, please? >> Mrs. Bing Miller, >> present. >> Mr. Clark, >> present. >> Mr. Klein, >> present. >> Mr. McDonald, >> present. Mr. Napier, >> here. >> Mr. McDonald, would you lead us in pledge if everybody would stand if you're willing and able? 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. >> Thank you, Mr. McDonald. This is a portion of the meeting where you're invited to share this communication piece, your thoughts with the board. Uh, in order for the board to fulfill its obligations to complete the planned agenda in effective and efficient fashion, a maximum of 30 minutes of public particip participation may be permitted

002at each meeting. Please know that at this time there's a set aside for the board to listen to you. Your comments are valued and will be taken into careful consideration. The board will not engage in dialogue at this time. Presentations are limited to three minutes each. It looks like we do have a couple people to speak. We have uh Miss Geyser. >> Yeah. Would you come on up and thank you for coming tonight. >> Thanks for having me. >> Hi. Good evening. member. Oh, can you hear me? >> I'm sorry. And and there'll be a card to flash your three minutes, two minutes count, Mr. Perry on the end. >> Okay. >> Sorry. >> Now, we'll start the timer over. >> Okay. >> Good evening, members of the board, and thank you for the opportunity

003to speak tonight. My name is Amelia Geyser. I'm a parent of two children at Fairville South Elementary. Many of you may recognize me from volunteer events or from my speech last year when I asked the board to reconsider its stance on recess. I'll be honest, when the request did not resonate, it gave me pause. But instead of stepping back, I leaned in because this issue is simply too important for our kids. Over the past year, I have spent significant time researching recess at the local, state, and national levels. I've joined a group of parents advocating for stronger recess policies, and I went on to the state to start the Say Yes to Recess Ohio chapter. We are now part of 17 chapters across the country and across the nation. Parents and educators are reaching the

004same conclusion. Our children need time to unplug, reset, and simply be kids in order to learn well. I understand it can feel like a lot to ask schools to carry this responsibility. But schools have a unique opportunity that families simply don't. They are one of the only places where children can be guaranteed consistent unstructured time with peers and meaningful breaks into the day. Breaks that directly support how the brain learns, processes, and retains information. Recess is not a break from learning. It is an essential part of it. Research consistently shows that regular extended recess supports physical health, social, emotional development, and academic success. It helps children build cooperation, problem solving, self-regulation, and resilience. skills that directly translate into improved focus, behavior, and engagement in the classroom. Yet, despite these benefits, access to recess varies widely

005without clear expectation, clear recess is often shortened or removed in favor of more instructional time, especially in schools facing academic pressure. But more seat time does not automatically lead to better outcomes. Students who have time to move and reset are more attentive, regulated, and ready to learn. This inconsistency creates inequities where a child's access to recess depends more on their zip code than than what we know best for child development. A clear standard for recess would ensure all students have equitable access while protecting it from being used as punishment or sacrifice to testing demands. Over the past year, I've continued to learn, connect with educators, and become more involved in my school community. I now serve as the PTC president at South and I believe in working together to help all of our children thrive

006with conversations happening at the state level around expanding recess Ohio House Bill 304. I would love to see Fairfield lead rather than follow to make thoughtful student centered change now rather than spend my time reciting research. I've provided each of you with a packet of resources and le from leading experts and tonight I wanted you to hear from an expert I found in our area. It is my honor to introduce Dr. Kathy Remsteader. She's the founder of the Global Recess Alliance and a nationally recognized leader in recess and whole child development. But what makes her presence especially meaningful is Fairfield is home. Her children graduated from Fairfield. She is here not only as an expert but she is deeply invested in the success of Fairfield Children. >> Thank you so much for coming. Dr. Ramstetler

007Ramstettler, would you come on up and thank you for coming tonight? >> Thank you for having me. >> You're welcome. Mr. Perry on in. We'll have your threeminut timer going. >> You're counting up or down. So I know that when I get to 2 minutes wasted two minutes. >> Thank you. Okay. >> All right. Thank you. >> Thank you so Thank you for having me and good evening superintendent and members of the school board. As Ameilia said, I am Dr. Kathy Ramsteader and my children did go to Fairfield South. Uh they were Walshes back then. Well, they are still Walshes. I I wasn't Walsh back then. Uh they were the class of 2003 and 2005. Uh as Amanda said or Amelia said, I'm sorry. Um I've been researching recess and school breaks for almost 20

008years. I've added a letter to your packet and so I'm just going to highlight a few more of those highlights here for you. Um my kids and I have really fond memories of recess um here as when I was a child but also when they were here at Fairfield. And some of you might have those same kind of really fond memories at recess and maybe of your own children. And in addition to the wealth of evidence that Amelia was just mentioning and that you'll see in the packets, there is solid research that shows that our experience at recess shapes our adult attitude and engagement in physical and social activities after schooling for good or for bad. Which is one of the reasons why I am urging you to re-evaluate the recess policies and practices in

009Fairfield City Schools. It is imperative to get it right. not only today to positively impact students learning, behavior, and development, but to also support those students to become well-rounded, healthy, productive citizens and members of society as adults. A few of the highlights from the research. Recess is a productive use of time for learning. At any age or stage, our brains need breaks during learning to store and then later recall information like on those tests. To be the most beneficial, the nature of the break needs to be self-chosen, which is what makes recess different than brain breaks, which are ti teacher-led and typically involve physical movements. Not all students will be able to reenter through physical activity. Additionally, the American Academy of Pediatrics, for which I am the co-author of our policy statement, holds that recess

010is a necessary component of a child's development and should not be withheld for punitive or academic reasons. Overwhelmingly, teachers recognize the benefits of recess. Yet, taking away recess is still fairly common practice. Some schools have even institutionalized this practice by having recess being taken away as one method to improve behavior as part of the implementation of positive behavioral intervention and supports or PBIS. This is shortsighted in two ways. One, taking away recess is simply not grounded in any research. In fact, the research shows that the students who have recess withheld frequently, the practice runs counter to improving behavior. Both teachers and students attest to this. And the practice of taking away recess for some students can undermine the very positive experience and trust relationship that PBS is trying to build, not only for the student

011who has recess taken away, but for every student in that classroom. What teachers need is help and guidance from the board. and they need the board of education to lead the way with strong consistent messaging about the important role recess plays in a student's well-rounded educational experience. Thank you. >> Thank you, Dr. Ramstettler. Appreciate you coming tonight. Thank you both. >> All right, we'll move into superintendent recommendations and reports. Mr. Smith. >> Yes. Thank you, Mr. Clark. At this time, Mr. Hustle will be covering the items listed under personnel professional and personnel support. >> Thank you, Mr. Smith. Mr. Clark, members of the board, I have two items for your consideration this evening under Personnel Professional. Number one, resignations letter A. Number two, employment letters A through D. That concludes all the items I have

012for your consideration under personnel professional. >> Thank you, Mr. Hustle. I have a motion to accept these recommendations. >> I make a motion. Second, >> Mr. Napier and Mr. McDonald. M. Mr. Phillips, call RO, please. >> Mr. Napier, >> yes. >> Mr. McDonald, >> yes. >> Mrs. Burning Miller, >> yes. >> Mr. Clark, >> yes. >> Mr. Klein, >> yes. >> Okay. Motion passes. >> Mr. Clark, members of the board, I have four items for your consideration under personnel support. Number one, resignations, letters A through C. Number two, unpaid leave of absence, letters A through C. Number three, employment, letters A and B. And number four, support substitutes, 2025 2026. That concludes all the items I have for your consideration under personnel support. >> Thank you, Mr. Hustle. Motion to accept these recommendations. >> So

013move. >> M. Bing Miller. >> Second. >> Mr. Klein. Second. >> Mr. Phillips. Call RO, please. >> Mrs. Bing Miller. >> Yes. >> Mr. Klein. >> Yes. >> Mr. Clark. >> Yes. >> Mr. McDonald. >> Yes. >> Mr. Napier. >> Yes. >> Motion passes. >> Mr. Clark. Members of the board, we do have several items for board discussion this evening. And our first item is a resolution to initiate procedures under Ohio law for the reemployment of a retired employee. This time I'll turn it over to Mr. Hustler. Thank you, Mr. Smith. Mr. Clark, members of the board, the resolution is a necessary step for Michelle Hilbert, who is our current assistant principal at South Elementary to be considered in the retire rehire process. The board approved Mrs. Hilbert's retirement at our last board meeting uh

014and on uh February 5th, 2026 board meeting. It's our recommend recommendation to rehire Mrs. Hilbert due to the fact that hiring her would be a cost savings to the district. Uh having Mrs. Hilbert back as an assistant principal at South Elementary would be a huge benefit to South Elementary, uh the school district and the students that we we serve each day. Mrs. Hilbert pending board approval brings the necessary knowledge and experience in the assistant principal role. I'd like to share just a few details of information about Mrs. Hilbert's long-standing history with our district. She was hired in the district um in August of 1994. She was a fourth grade math teacher um from 1994 through 2022. Then she became an instructional instructional specialist 2022 through 20 2024 and then is currently assistant principal uh from

0152024 to current. This item is also an item for board action tonight due to the strict timeline of the resolution and the re rehire retire process. Please let me know if you have any questions. Thank you. >> I see none, Mr. Smith. >> Yep. Our next item for board discussion is our five-year forecast. At this time, I'll turn it over to Mr. Phillips. >> Thank you, Mr. Smith, Mr. Clark, members of the board. Um, you I believe you received my 5-year forecast and the presentation. What I would like to do is just go through some highlights. You know, I I feel like you've probably heard most of this already over the last several weeks. We've been talking a lot about where the forecast is landing. Um, especially compared to the fall. Um, obviously things have

016not gotten better in the forecast. um unfortunately uh but you know what has happened uh both from a state and local level it makes sense. So I'm going to go through some of the the highlights or low lightss. I'm not sure what you want to call them. Um but first and foremost our current fiscal year and it's hard for me to see that. So I'm going to look at my handout. Okay. So July 1, our beginning cash balance uh was 44 million. Uh we're projected to end June 30th with 35 million. Um just some key indicators, our projected general revenue uh is 111 million. Projected general fund expenditures $121 million. Obviously, when you start spending more than what you're bringing in, uh that's problems. Uh back in the fall, if you recall, I was projecting

017an $ 8.1 million deficit spend. This spring with the updated forecast, we're projecting a negative $9.4 million uh deficit. Moving on to the next slide. Current fiscal year projected revenue analysis. Um, you know, this this hasn't changed a whole lot. Uh, you know, our revenue 50% of our revenue comes from local taxes, 40% from state funding. Um, and 10% from all other revenue. And I will say I'm going to at the last slide of this presentation, I'm going to talk a little bit more about the details of the state funding and and what that looks like. Um but moving on to the next piece, the expenditure analysis. You guys know where most of our funds go. Uh 77% personnel cost, salaries, benefits. You've heard me say this before. I I would say more like 90%

018of our our expenditures go to salaries and benefits because when you look at purchase services, you're talking about uh security, subs, technology. Um all of those pieces, OT's, PTS, those are all paid for. Those are all under purchase services. uh we contract out for those. Um but again makes up a bulk of our expenditures. Uh there's some figures that will be coming out if they have not come out yet. Uh talking really about where we land from a per pupil expenditure standpoint uh both locally in Hamilton and Butler counties and then also in the state. We're one of the lowest from a per pupil expenditure standpoint. But out of the 32 districts in the Hamilton and Butler counties, we're ranked seventh in how much we spend on our teachers on salaries and benefits. So, uh,

019most of our dollars go right into the classroom, where where it counts and where they matter. Um, going to the next part of the slides, you can see the projected revenue versus expenditures. Revenue is blue, the blue bars, expenditures, the orange bars, as we've talked about before, the revenue generally stays pretty flat. You don't typically raise more revenue than what you have approved uh what the voters in the community have approved. That revenue stays pretty flat. It's gotten more flat because of the restrictions to inside millillage uh to public utilities of personal property. Um and then also our our state funding has decreased. So those blue bars are even flatter than they have been in the past. The projected cash balance on the right hand side that just gives you an idea. um the the

020fourth bar over uh the 2028 projected that actually goes below the 0 line. Now in the fall, we were projected to have about a $4 million cash balance at the end of fiscal year 28, the the 2728 school year. Now we're projected to run out of cash in the FY28 school year. Uh we're projected to end the year with about a negative negative just a little over negative $1 million cash balance. Um, so obviously that that has a lot to do with the conversations we've been having all of this year and and at many of our board meetings. The average annual change in key revenue and expenditure assumptions. You'll see the the decrease in funding reflected in that revenue. Historically, uh, we've had about an, you know, a year-to-year change increase in revenue of about

0214.63%. Uh, our projected annual change is actually negative now.61% 61% which again reflects the decrease in funding uh that we are receiving both locally and at the state level. Uh our annual change in expenses you know this is actually I don't want to say misleading but we if you go back to house bill uh 96 the banium budget they talked about limiting or capping our reserve cash. Okay. And basically there were all kinds of numbers being thrown around. So if your reserve fund even though our reserve funds obviously forecasted to deplete pretty quick there for a short time they were saying if if you have more than 30% of your prior year expenditures in your reserve then they were going to take that away from you. Um, so prior to me even coming out here,

022we transferred some of our cash balance into our PI fund to be able to continue with capital projects and improvements because that didn't count against your cash balance. So when I say it's a little misleading, we had a big chunk transferred out. So you can see the projected annual expenditure change has decreased a little bit because of that, but it'll generally be about the same. I would I would say you're going to be three 3.5 to 3.75% annual change. Um your forecast days cash on hand. Again, this is I think this is an important slide to see. You know, right now uh in 2026, 113 days cash on hand to start the year. We're playing estimated to have 108 days cash on hand, but that dwindles pretty quickly by the time you get out to

0232028. You begin 2028 with 14 days of cash on hand. by the end you don't have any cash on hand. Um and then your negative cash on hand after that. Uh this slide I think it's important to see I think it's um you know relevant because as your enrollment decreases obviously your funding decreases as well but I will give some caveats here. uh we saw a decrease in enrollment as did everybody across the state during CO and you're really seeing at the beginning of this enrollment picture uh the decline from COVID just when that started to stabilize they started broadening the uh ed choice vouchers I think we'll see some stabilization in enrollment because the majority of those that are taking ed choice vouchers at this point have or at least the floodgates kind of

024have stabilized you know when they introduced initially they introduced Ed choice voucher expansion in 2021 going into 2022 and they were actually the way they were configur configuring it they were making more schools low performing by their metrics to expand the vouchers. Then the following year 22 going into 23 they said okay we're going to change that into incomebased. So based on income people were going to be able to be eligible for the the school choice vouchers. Then 23 they said okay now we're doing away with that and anybody is uh avail can have a voucher. There were no income limits. Now there's a sliding scale on the vouchers. But even still currently today there is no limit to income a family's income in order to be able to take a voucher. There is legislation

025out there right now to cap it at $500,000 which is wild. It's that's less than 1% of the the population of Ohio. Um but they are talking about putting a limit on it finally. But I say all that because this graph basically what it does is it looks at the year-over-year trends and it forecasts that same thing out. So I don't think enrollment is going to decrease that much. I will also say this um the birth rates have been declining just not across the state of Ohio but across the world across the country. Um and so that is taken into account here as well. Uh, but that year-over-year change, I don't think is going to continue as drastically as it said because I think there's some caveats in the historical picture that wouldn't necessarily continue.

026Uh, but it is something we got to keep, you know, keep a close eye on. And, um, you know, I know the ed choice vouchers, you see it everywhere. Uh, our all the parochial schools are advertising and marketing like crazy. Public schools are starting to do the same and I think they may have to. Um, so that's something to think about as you know a leadership team and as a board and something to keep an eye on. I thought this was an important slide to share. This is the I talked about the per pupil expenditures before. Uh, when you look at the 32 districts in Hamilton and in Butler County, uh, Fairfield City Schools is second lowest um, in per pupil expenditure. I think that just reinforces the fact that the predicament that we are

027in today, it's not a spending problem, it's a revenue problem. Okay. Um the average per pupil expenditure uh across the state is $17,277. We're at $14,121. Uh we're $3,156 below the average. And I shouldn't say across the state, that's across the county, the two counties. Um, but you know, I I think that again, people can argue both ways. They can say, "Well, you're not spending as much on our kids." Well, I think I've also show showed you and talked about before. We're spending a significant significant amount on what's actually happening in the classroom. Our discretionary spending is lower than anybody else's across the two counties. Um, so I think that's important to mention. The daily cost to educate a student in Fairfield is $79 a day. Seems like a heck of a deal to me.

028Uh you know, you're if you send a kid to daycare, you know, you're spending a lot more than that. Um and we're doing a lot more uh with our students. So that that's a pretty good deal. That's actually pretty low. Um again, when you look at the across the state, that's pretty low. Um that and these things include teachers uh and classroom instruction, special education services, transportation, technology, utilities and building operations, counseling and mental health, athletics and extracurricular oversight, food service, security, administration, curriculum, instruction materials, and I could go on and on. 79 bucks a day per student. Um the next graph on the right hand side, I just want to explain this because it can be a little bit confusing, you know, especially when you look back at the at the revenue and it

029says our local taxes make up 50% and our state funding makes up 40% of our revenue. When you go to this slide on the right hand side, uh this is a per pupil expenditure support. So of our per pupil expenditure of that 14,000 and some odd dollars uh 29% of it is residents property uh owner resident property owners portion the other 71% is made up of state federal business taxes and other portions that 71% includes state foundation plus the categorical add-ons what I showed you before when we talk about uh the state share and I'm going to talk a little bit more about state share that's the base cost this is everything else um The 71% also includes federal funding. It includes the roll back and homestead reimbursements. It includes business property taxes. It includes

030the PUP that I've talked about before, the public utilities and tangible personal property. Um other local revenue, which is student fees, paytoplay, interest, earnings, donations, things like that, open enrollment revenue, and also grants uh that we that we receive. So, that gives you an idea of what makes up that chart. I thought this was, you know, it I I like this slide. Um I like this graph that I put in because that dashed line shows you where we were in the fall and it and the the solid black line shows you where we are now in terms of forecast and how our forecast has changed. It didn't look great in the fall, but it looks even worse now. Uh that's just, you know, instead of showing you the numbers, this is a way to look

031at it uh visually. Um I talk on the left side they are dri the the black line being lowered driven by a lot of uh funding issues. I've talked about this in the sessions this p this these past two weeks but you know the reduction in state funding the homestead exemption piggyback that they put into place going to cost us about $750,000 annually. Um the inside millage reduction is a big deal. That's about a million less in forecasted revenue than what we were forecasting prior to the legislation uh being passed. the PUP cap. Uh that's about $50,000 per year. This last slide, I know it's small, so I apologize. Uh but, you know, I think it's very interesting and I thought it was very pertinent to share. You know, as we talk about the base

032cost funding, you know, in FY26, we're getting $8,70 per kid. Obviously, we know it costs more than that, but when when the fair school funding formula formula was put into place, they said, "Okay, what what does it cost to have to educate a typical kid?" And and they make that their base cost. $8,70 is the number for Fairfield. Um, the local share makes up 68.1% of that base cost. The state share is 31.9%. If you slide all the way to the right, you'll see a theme. uh every year that state share amount goes down. Again, very intentional. Uh 10 years and and don't quote me on the first number, 10 years ago, I think we're 27th, the state of Ohio was 27th, 28th, somewhere around there in funding of public education out of 50 states.

033Uh today, as we sit, we're 45th. So, we're we're going the wrong way. Um and in in a big way and in a hurry. Uh but again that just shows you you know when you get out to FY30 and the state funding makes up 19% of that base cost that means local makes up 80 almost 81%. So those are some just highlights from the forecast itself. Any questions? Before we uh get to questions, if we could go back to that uh slide with um salary, you know, employees and 77 plus 13%. um you know as Jay has said that he continues to reinforce that each time he presents and I and I would just like to say just a few things about um you know the process of you know employing individuals and how that

034has changed and evolved over the years. Um it has gotten super competitive. There was a time I remember when I was hired uh to be a teacher that I was just so excited, right? Like just it finally happened. Yes, I'm we're doing I mean just and that that was the case for a really long time. And then when I was high school principal maybe 12 13 years ago, uh that changed into suddenly when we made job offers to teachers, it became very common for them to ask for several items. They would ask for um um you know the salary schedule. They wanted to know uh specific numbers about insurance premiums. They wanted to know their their schedule. What classes would I be teaching? Do I have my own room? I would like to go visit

035that room. And then in the end, could I have 48 hours to consider this because I have other offers and I'd like to, you know, accept the job that's best for me. Um, so I want to talk just a little bit and part of the reason I bring this up, full transparency, is it's it's very common, as you know, everyone knows, uh, we're we're going to be on the ballot on May 5th. It's very common for, um, salaries and benefits to become a hot topic for conversation, right? So, I wanted to talk a little bit about that. There was a time when it got super competitive. Um, we we were losing competitions on a regular basis. We would often have to settle for maybe a second or third choice because we weren't as competitive as

036we needed to be. And um, you know, over the course of the last 10 years, the the district with the support of the board of education has become more competitive. Um, and so we have been able to uh secure some of those best and brightest uh staff members and teachers for for our students and and and our programs. Um, however, um, I I want to talk a little bit about the key word is they're competitive. That that's the key phrase is we we are now competitive, right? Um, that doesn't mean we're at the top of the chart. Uh there was a time where we were in the bottom third, but that literally has been our goal over the last 10 years is just stay competitive, stay in the middle so that we have an opportunity,

037at least have an opportunity to hire the best that we can for our kids. And you know, I'm sure we're biased. We we think um we are surrounded by great people here. And if we have competitive wages, we think we can win out and also retain those best people because it's a good place to work and because we have relationships with our employees and do everything we can to make it a great great place for kids and and a great place uh for our employees. So when we weren't as competitive, uh it was also very common if we were able to be fortunate enough to uh to hire someone and that person was a was an outstanding employee, it was it was common for that individual to continue to look for other opportunities. And sometimes

038maybe after one year, two years or three years. And by the way, this also applies not it applies to all positions, right? And so again, it it was becoming common for us to lose an employee after several years after we had invested in that person and trained them um and they knew the Fairfield way, right? and now they have this other opportunity that is too good for them to pass up in spite of and I I remember several of those conversations that we just you know and they sounded like this like oh my gosh I can't say no to this I can't it's what's best for my family and um so again u just um a little bit of background just wanted to add that some of that information in terms of that salaries and

039benefits piece again I know it's a hot topic topic. I would um here's what I say to individuals who bring this topic up. I I would challenge people to go ahead and uh find um similar uh folks who do the same job in another district with similar years of experience and compare salaries and benefit the salaries and benefits package. It is highly unlikely, very rare that anyone will discover that Fairfield City Schools is in that upper echelon when they do that. Again, years of experience um you know, years of experience, same position um in other districts, neighboring districts. It's again our goal is to be competitive and I think we've done that and that again works out really well for for our students, our programs and our families. So, just wanted to share that little

040tidbit of information. >> Yeah. >> Questions, comments. >> Well, I think anytime you have your uh your revenue is not keeping pace with your expenditures. It creates a bad situation and um you know, looking at those numbers and trends in the investment from the state over the next several years um you know really shifts that burden. So, and and it's great that uh that we're keeping track of that and uh just looking at the necessary things, but still working to provide our students with great a great education and great opportunities and that revolves around the people we have. So, thank you for the presentation, >> Mr. Smith. I couldn't agree with you more. the it is the the income cuz you know people do need to live and and live well but it's the culture

041that is also a big piece of that and we're not at the top but we're not at the bottom. The competitive is the big piece to keep in mind and with that is why we have people that have worked here since 1994 and as you can see sitting on this on this bench that they've come from within uh and and came up in rank so to speak. So, uh, that culture speaks volumes as well as being competitive cuz I agree with you and we heard some of those same things. I can't pass this up. This is what's best. And that's heartbreaking when you know someone has passion to stay, teach, admin, whatever that is for the district, but because of income, it can pull them away. And we have been fortunate that some of those

042have come back and we've been able to uh negate that that that miss and and welcome them with open arms. Thank you for that point. I think it's it's awesome. And Mr. Phillips, thank you for the presentation. It's it's uh informative, factual as always. Um I just wanted to touch on um I I when you mentioned and I think it was 30% uh that the the state uh pulled back um from what we had and if I remember from a couple meetings ago that deadline date was also adjusted. Is that correct? So if we had expenditure say in August that would deplete some of those funds that date back now um affects that move and and sort of misleads the the funding. >> Yeah. So there's a couple things that uh that you're combining there,

043but you're on the right track. You know, so I want to make sure it's clear that the state did not initiate that. um you know that was all part of the potential um house bill that was the bianium budget that was something that was a line item that Governor Dwine vetoed it never it never made it in um that piece of it but when you talk about the forecast itself they've backed the forecast up it used to be a November forecast um now ne this coming up year so fiscal year 27 which starts July 1st we actually have to have the fall forecast submitted by August 31st first, we won't even have our first financials solidified for the year to be able to really have a strong accurate forecast to start things with. >> Again,

044I don't know if that's intentional or not. Um, but it kind of feels that way. >> Uh, and and so then they they brought it back from a 5-year forecast to it's essentially a four-year forecast. It's a current year plus three. Okay. And but what that what that does and again I think that's misleading because you know a school district if you're looking at Fairfield two years ago when we went for an operating levy we knew at that time that something needed to happen. Um we put a a operating levy on the ballot. It was not successful. But if you would have looked at our forecast, uh, and don't quote me on this, I don't have it in front of me. But if you go back to 23 24, you at the end of the

045forecast, you probably still have $20 million in the bank, but you're depleting funds, your reserve for cash very quickly. But if you shorten that up from 5 years to a 4-year forecast, now it looks like you have $40 million in the bank. So, it's a little misleading because you can't see it far enough out and how quickly that those cash reserves deplete. So that is and and then in the spring um it used to be a May forecast. Now we have you know this year I've I have to have it submitted by the end of February. And so that's why I'm asking you to later this evening approved forecast for the spring. >> Yeah. Thanks you for that uh clarity and for the factual truth with that. >> Thanks for the question. >> Yes sir.

046Okay. Anybody else? >> Oh go ahead. >> Uh I want to thank you for our five-year forecast update. um you know the moving the date definitely makes it look better on their part because as you say it doesn't give us more of that forition of you know hey we need to start thinking about these now versus oh well now I only have two years to look at this really instead of I have three or four years to truly understand where we're going to be at. um you always do a great job um making sure that the it's kind of a a snapshot of something that you live in day in day out and is really like the size of the continent as far as like if you wrote out everything and really like detailed about

047it. So thank you for just giving us a bite size of what it actually truly looks like. >> Thank you. >> Yeah, just want to say thanks uh Mr. Phillips for the uh you know explanation and just continued efforts to educate us and educate the community not only on school finances in general but also specific to uh Fairfield. And also want to thank Mr. Smith for the additional context on uh the staff pay. um you know having experience with this in my uh in my other life um I can tell you there's a real cost to turnover and and it's a hidden cost and if you talk to um you know consultants that that specialize in this it's anywhere from 25% of the person you're replacing up to 100% of the person you're replacing depending

048on their role and how hard that is to fill. So it there's a real cost to turnover. So staying competitive, lowering turnover actually saves the uh the district money. So there there's there's more than one reason for that. So thank you. >> Great comment. >> All right. Yeah. Our next item for board discussion is in regard to feedback from our recent community and staff engagement sessions. And before I turn it over to Mrs. Hower, I'd like to publicly recognize her. uh while those uh engagement sessions while it did take a village to plan those and and to carry those out, the actual engagement activities inside of those sessions, uh Kim was the mastermind uh behind those and I think everyone would agree that she did an amazing job uh doing that. It was an amazing

049process. So I want to uh give her kudos and make sure everyone knows that that that she was the mastermind uh behind that. So thank you Mrs. >> H is saying that >> it is recorded. >> Yeah, >> I would concur. So at this time I will turn it over to Mrs. Howard. >> Thank you Mr. Smith, Mr. Clark and members of the board. As you just heard from Mr. Phillips, the financial picture ahead of us is very serious and we need to be prepared. And as you heard me say in the community engagement session that each of you were able to attend, we must plan for the worst while we continue to hope for the best and do the best that we can for our kids each and every day. And it's with that

050reality in mind that we knew that it was going to be important for us to go out to our staff and go out to our community before bringing any recommendations to this board. We didn't want these decisions to be made in isolation. We wanted to make sure that we were being completely transparent and that we were allowing the people who are closest to our students, our schools, and our community to be able to have a voice in the process. So, before Mr. Smith tonight shares the recommendations. I just wanted to walk you through the engagement process that we use to in we use to help inform the recommendations that you'll hear tonight because the how behind the work is just as important as the what. Um so over the past couple weeks, you can see

051a summary there that shows for both. Over the past couple weeks, we held four engagement sessions, two with staff and two with the community. Each group definitely brought different and valuable lenses to the work. And while the both sessions followed a structure that was designed to promote learning and informed individual input, we were intentional about how we structured those conversations. With our staff sessions, we really tried to lean into their expertise. On our staff, they have a a deeper understanding of the day-to-day operations within our school buildings, right? and they know what each position and program does, how it functions, who it serves, and what happens if it's not there. So, we asked them to help us think through the potential impacts of each possible reduction. And they brainstormed collectively and then individually rated each

052item on a scale from one to five with a one meaning the reduction would be a minimal disruption to how we serve students to a five meaning fundamental harm to the way that we serve students. You can see the impact rating scale there on the screen. And as you're looking at that, I want to pause and make sure that we acknowledge something that's very important, and that is that these were not easy conversations for us and our staff to have. Um, and I'm very proud of our staff because they engaged in the process in a very productive and respectful way. So kudos to them taking something that's very hard to talk about and maintaining their professionalism and being a part of trying to help us work through it. Um I'm just really proud of them

053for that. Our staff care deeply about every single position and program that's on the list and that came through very clearly in our staff sessions as well. They were very quick to point out, and I completely agree, that each and every reduction item that we talked about matters. There isn't one on the list that doesn't serve a real purpose or have a real impact on the students and families that we serve. Asking them to rate these items was not a comfortable exercise because in their eyes and and in our eyes, too, all of it is important in its own right. And that's what makes these conversations that we're having tonight more difficult. But I just wanted you to know that and want you to hear that and hold on to that as you listen and

054participate in the rest of your discussions tonight. I'm going to go back to to this slide here. With our community sessions, we took a slightly different approach and we first focused on informing, trying to make sure that the community members had a better understanding of what each program or position is, what it provides for our students and the families and the broader community. And from there, they then had facilitated discussions and then completed the individual surveys where they rated each item as a high, medium, or low priority to maintain. and that are those are the priority levels that our community used. I know they look familiar to you because you all engaged in the process yourselves and thank you for being there. Um, and no surprise, those conversations were very hard as well for many

055people because like so much in today's world, people come to these discussions with different values and different experiences and different views of what matters most. Um, and what feels like this essential priority to one family may feel less critical to another. And the thing is both perspectives are real and both perspectives are valid. And we wanted our community to know that. And because our community is made up of individuals, some of them have very deep personal connections to these programs or to the positions or to the people in the positions. And the range of voices in those sessions definitely reflected that. Some tables more than others, but there was definite uh range of voices there. And I want to be clear in saying that we as a district did not shy away from the complexity

056of those conversations. We listened to all of it. We learned from all of it and we hope that the people attended learned from it as well. So once we had all of the data from both the staff sessions and the community sessions, we then analyzed it for alignment. And what I mean by alignment is we were looking at where staff impact ratings and the community priority ratings where they told a similar story and also where maybe they didn't tell a similar story. So to help you understand that we placed them into three groups. The first groups are items that we rated as that were rated as being a higher impact if they were reduced by our staff and a higher priority by our community to try and maintain if we can. So you can see

057the items from the reduction list that are on that higher impact, higher priority list. And that signals to us that these are things that we should consider leaning more strongly towards maintaining for as long as we possibly can because our staff are saying there's a huge impact if we lose this and our community is saying this is a high priority for us to maintain according to the data from the input surveys from all four nights. This does include last night's data. So it's all it's all in there. Just want to make sure that we know that. um the second groups and you can see those what those are there. I won't read them to you. You're aware of what they are and Mr. um Smith will talk more about them as well. But the second

058group are items that are related um that were rated as being lower impact. And notice that I'm not saying no impact. Everything we if it wasn't impactful, we wouldn't have it in our schools to begin with. But in comparison to all things, as we're looking at them and needing to make tough decisions, these items were loaded as having a lower impact by our staff and being a lower priority from our community. So these items naturally surface as possibly earlier candidates for reductions for the tough decisions that we have ahead of us. So that's part of them. And then there are here are the rest of the ones that fell more into that low impact low priority. Take a look at those. And then the third group for us is are the items where the two

059groups weren't aligned as nicely where it was a little bit more difficult to see. Well, the staff might be saying it's a higher impact, but the community is saying that it's a low priority to maintain. Um, so these items call for even more careful consideration. Those are the items that you see listed on the screen. Now, a disconnect between staff and community ratings doesn't mean that any one group is wrong in any way. It just it may just simply reflect that there's a gap in understanding about what a position or a program truly does in practice. Um, and that context matters. So, those are things we needed to dive more deeply into as we looked at the decisions that we wanted to to bring to you tonight. So, this all of this alignment data is

060it's been a meaningful guide in shaping our recommendations that that Mr. Smith is bringing to you tonight. Cuz you know it people they naturally rate things through the lens of their own experiences. And they rate it the things through their experiences with their children or their roles or their personal connections that they have to a specific program or a position. And that's not a criticism. That's just human nature. And it's a part of why hearing from all of the all of the people who came to all four events, why that's so valuable to us to have that information. Before I hand it back over to Mr. Smith, I just want to say that we at the same time as we use that data, our role as district leaders requires us to use the feedback that

061we've received as we then take it to try and hold that wider view where we're needing to consider the whole district across all students, across all buildings, across all needs, and to think about how we can protect the integrity of the services that we provide to our students each and every day for as long as we possibly can. Um, these are they're tough decisions. None of them make you feel good inside trying to think about having to make them. But I will say that through the process and what we've gone through, you can be rest assured knowing that this entire process was collectively done by our team in the most thoughtful way that it could possibly have been done. Um, so unless you have any um immediate questions for me about the engagement sessions, um,

062Mr. Smith will be up next to be able to begin the discussion with you about those potential reductions that I believe you will find align pretty well with what the community and staff feedback data showed us. >> Thank you, Miss Howard. Yes, thank you, Mrs. Howard. Again, we are to the uh point on the agenda, the last item for discussion in regard to potential reductions uh in regard um in the event that the May 5th ballot issue fails. Um Mrs. Hower said a lot of things. I couldn't have said it better myself. And so, yeah, just >> I didn't mean to steal your thunder. >> No, it's fine. It's good. But I just I think her words are important. All of them. uh this process um was a lot and uh but it was done

063uh with great care by everyone involved. So having said that and I'll make a couple other points um just do want to make uh some clarifications. This list of reductions that you see this evening is a savings of approximately $4,567,000. Our goal was five $4.5 million. Um before I read those items aloud, I would like to share um that that this list did change um from the start of this process to the finish. And I and I want to highlight that because as I met with those 200 employees over the course of a couple weeks, that was something that I emphasized with them is that this is this is where we see your position at the start. However, you know, I do want to be fully transparent. It could change as a result of the

064community engagement sessions and the discussion that happens at the February uh 19th board meeting. Um, and so again, I I I just I think it's important to note that we were true to the process. Uh, the input of the staff and the community truly did have an impact on our plan moving forward. uh what just one example and there are severals several examples is the number of EL tutors being reduced going into that process. Our tenative repro proposal was to reduce 20 EL positions of the 40 that we currently have but as a result of the feedback uh especially from the staff we changed that to a reduction of 10. Uh and and I believe that one was one that was in the group three uh where um it was not aligned between both groups.

065That's not and and and Kim talked about that. And I want to say also that that's okay, right? And that sometimes uh the people who work here every day who are in it and live it uh have a better understanding of the importance of some of these things that were discussed in a meeting. Right? That's just the reality. And I believe that EL tutors uh falls in uh to that position and again that's just one example. There are several changes that occurred over time. Uh I would also like to point out that we did our best to minimize the impact on teaching uh learning and student opportunities with these tier one reductions. Uh I also however um well I'll go ahead and and and read the list of proposed reductions in the event that the

066ballot issue does not pass on May 5th. In your folder, your electronic folder, you will see uh that you have some descriptions of those um items that are listed. Uh those descriptions are the same descriptions that we used in uh our engagement sessions. So, I just I shared those with you in the event. Again, kind of a refresher uh because you're not living in it every day. Uh so, that list of reductions eliminate one and one half district administrative positions for an estimated cost savings of $170,000. Eliminate three administration building support staff positions for an estimated cost savings of $183,000. Restructure the curriculum and instruction department to eliminate five FTE instructional specialist positions for an estimated cost savings of $577,000. Reduce 15 FTE teaching positions through attrition for an estimated cost savings of 1,665,000. Uh

067you may have noticed that has gone up. It was 13 when we started this process. It is now up to 15. Reduce one psychologist position through attrition for an estimated cost savings of $100,000. Eliminate 48 grades K through five unit leader supplemental positions for an estimated cost savings of $73,000. Eliminate 33 grades 6 through 8 department head supplemental positions for an estimated cost savings of $78,000. Eliminate 17 grades 9 through 12 department head supplemental positions for an estimated cost savings of $54,000. Reduce building budgets districtwide by 10% for an estimated cost savings of $90,000. Reduce 10 English learner tutor positions for an estimated cost savings of $45,000. Reduce the number of extended service days worked for an estimated cost savings of $80,000. Elim eliminate administrative tuition reimbursement for an estimated cost savings of $20,000. Modify

068the Chromebook technology replacement cycle for grades K through 5 for an estimated cost savings of $217,000. Eliminate district funding of college readiness assessments for students including AP and PSAT for an estimated cost savings of $90,000. Eliminate practice of waving extracurricular participation fees for economically disadvantaged students for an estimated cost savings of $55,000. Modify fee structure for extracurricular participation to include a $100 increase for an estimated cost savings of $150,000. Reduce elementary building hours to 6:00 p.m. Monday through Friday and eliminate weekend use resulting in the reduction of eight custodial positions for an estimated cost savings of $500,000. and eliminate all school field trips for an estimated cost savings of $60,000. So, at this time, as again, I feel like I've talked about this process for uh probably repeated this process for 25 times over the

069last couple weeks, we are at that moment in time. Uh it's hard to believe that it is here, but it is here where the board has an opportunity to discuss uh this list of potential reductions, ask questions, and provide me with feedback um that I will then utilize uh uh as it is my intention to bring back an official recommendation to you at the next meeting, March 5th, for your consideration to make uh these reductions official. So, at this time, I'll turn it over to the board. Thank you, Mr. Smith. Any questions, comments? >> Yeah, I got a question on the uh reduce elementary buildings hours to 6:00 p.m. Do you know what we charge outside groups to rent the buildings? Is it just a custodial fee or is it >> I think that depends

070on the different groups. We have different class classifications, group one, group two, group three. And I'll I'll Lance oversees all building usage. So, I'll I'll let him talk a little bit about that. and and he may not have those exact numbers. Maybe he does. >> Um so that is correct. We do have three separate groups that uh each group is classified per their application. Uh and the feed and the fee structure is sliding. Um, our groups one and two, some of the group twos, um, pay less during the week when our buildings are open and then they, uh, uh, on the weekend, everybody pays for, uh, labor charges because we don't have, uh, labor on the weekends, but it is a sliding charge. Uh, group three in particular is um what I would consider uh

071for-profit organizations and they do not get any type of break of of any kind if they rent during the week um or the weekend. They receive a facility fee and a labor fee. Um so that's been crafted and revised about a year ago. Uh but it's been a work in progress to be intentional to make sure that we're recouping cost as much as possible. Um when it comes to the elementary level renting and uh shutting down the buildings at 6 p.m. there is a considerable impact to uh the number of groups that would use our facilities during that window. So, is that something we could increase the fees to cover what we're paying out and even profit from it? >> Well, so let me let me talk a little bit about why we landed at

0726:00 and and some of the conversations we had about that. So, um couple things. One, it's a it's a compromise, right? um as uh the cost savings is associated with the reduction of custodians. Uh that's your cost savings. Um if you only have one custodian there who's responsible for cleaning um the entire building um which by the way that clean level of service for cleaning is not going to be the same as it was. You're you're you're talking about a rotation. um cleaning. You know, we we had some conversation about that. We haven't ironed all that out, but there will be a rotation on on Monday night, you know, th this part of the building gets this service and on Tuesday night, this part of the building gets that service. And if you have one

073person responsible for that entire building, and then you have outside groups showing up, you have to unlock doors and you have setup involved and putting things away and going to check on them. And you know, it's it's virtually um it's not doable with one person, right? The reason that we close them at 6 as opposed to closing at the end of an instructional day is so that number one, uh again, thinking about student um opportunities, we have clubs and groups that meet after school. Uh if we extend those hours to 6 pm, those groups would still be able to meet after school and have their functions and events. Some of those outside groups would also uh possibly be able to come in maybe from 4:30 to 6 or 5 to 6. In addition, uh the

074biggest hardship was latch key services. um they that ends at 6 pm. So that was a big part of our decision. uh to we know that the hardship that that would create for some of our families because you know that is an outside vendor that provides that service and you know would they even provide the service in the AM if it wasn't available in the PM right so there was a lot to to digest there and so that that's where we landed uh with that why we landed um where we did uh to try and continue to allow some extracurricular opportunities and and activities Um but also again um look at a reduction of staff in order to save money. To back to your question um yes the district could consider uh in theory raising

075those uh building usage fees. Uh I guess you know again that would have to be something to discuss. Do we want to not reduce custodians? Because again, if you have one there, uh then you're going to have that that's just not that that custodian is not going to be able to be in three places at one time, right? So, it's certainly something the board can discuss if they wish to do so. And the other one's the school field trips. What if a what if parents want to pay for the field trip? Would they be allowed to? >> Well, there's a lot more that goes into a field trip than just the the admission fee to whatever. You have transportation, you have fuel, and all the things. Um, again, >> if that's something the board wants

076us to consider and go research and and create a new plan around that model, we certainly can do that. Uh but in our conversation, we want to try and be consistent as possible and and say this, you know, if you start making exceptions, that just makes it difficult to be consistent. Um but again, we work at the will of the board. So, um if the board wants us to research any of those items and uh we certainly can do that. >> I would add to that, Mr. Smith that in regards to field trips, the the uh data that we got back from the community, 94% of our community members found that field trips were a low priority for them. >> Okay. Uh Mr. Clark, uh I I have a handful of questions about the things

077on the list and maybe a couple about things that were discussed as potentials but didn't make this list. uh just for some context setting and maybe just some further education for me. So I apologize for the additional time. Apologize but um I think this is the time to >> get these questions answered so everyone can hear. >> Sure. >> Um the first question is uh related to the uh instructional specialist positions. Uh in the packet it mentioned uh the potential that uh of a grant to help pay for these. Is is that a is that how likely is that? Is that a you know coin flip? Is that highly likely? Just and I know I'm asking you to guess a little bit. >> Fine. Now, this is one question I'm actually going to turn over

078to Mandy, Mrs. OG, who oversees those instructional specialists and also is highly involved in and writing grants or make if not her, but her department specifically. So, I'll I'll allow her to answer that one. Thank you. >> Yeah. So, um you know, you're right. We um we do have uh some grant title grants that we oversee in our department. Um and we were lucky enough through this process to preserve uh one of our coaches who oversees our uh program for English learners. Um so we were able to use grant funding for that. In general, the money that we get um in those grants is not enough to preserve uh those positions and the likelihood of being able to go out and write a grant to preserve those positions is even less likely. >> Okay. Um

079and I'm sorry, these are in no particular order. Just uh leave the order there uh on the list. I I'm curious about the tuition reimbursement. Uh, I think I I remember from the packet um there was initial savings estimates of $60,000 and I'm assuming that you've limited to certain positions that it would be cut for and and I'm wondering, you know, as we consider these and and certainly as I was part of the discussion last night at at the table in the community engagement sessions, you know, some of these are it's a takeaway and it's not saving the district that much money. So, like is it worth it? I guess based on the amount of money that that it was saving and um I don't know if this was uh what the utilization of this

080program is as a benefit to the employees in the district but if you could maybe just give a little more color there. >> Yeah. So uh initially um what was on the tier one you know we started the process was teacher tuition reimbursement and administrator tuition reimbursement. Um, as as we worked our way through this process, again, I'm going to go back to us trying to minimize the direct impact on teaching and learning. And so, as a result, and and please don't take this as that uh administrators don't have a direct impact on teaching and learning because they absolutely do. But the teachers are in the classroom with the students every day, right? And so as a result, that's part of the reason that that item was removed. It is only a cost savings of

081$20,000. But regardless, it is it is a cost savings. Um and so um any item on the list, right? You know, and again just to you know, one of the points I meant to share, um in regard to the question with building usage, that that was a tough one for us. Um but we are one ballot issue away from disaster, right? So we we kind of took the approach of every every dollar, every thousand, every 10,000 matters uh as we chip away while we're trying to minimize that impact. And also I believe that tuition reimbursement uh was also one of those items that was a low impact, low priority by the staff and the community. So that's those are the kinds of things we consider. >> Well, I think I think you've been very transparent

082that over many years of trying to stretch the last uh levy, you've been cutting little bits here and there because they do add up. So I I do appreciate >> absolutely >> that. Um, as it relates to the, uh, Chromebook um, kind of refresh, uh, sitting at the table last night with a couple of staff members, um, one of the things that kind of occurred to me is I I I wonder how much time teachers spend as tech support when, you know, kids laptops aren't working considering how much they utilize them now. I I I I guess I'm just looking for you know I know again you don't have a crystal ball but just do you feel like the current refresh uh cycle can absorb this um so such that you know we don't have

083more technology issues in the classroom that takes away from learning time. >> Sure. So my response to that would be that um this this item in addition to all of the other items I would categorize as less than ideal. Mhm. Right. They are going to create situations that are less than ideal across the board and this is no exception. Uh this would result in us not purchasing uh devices as regularly as we do which will result in the devices that the students are using uh probably having more issues than what they do now which will result in uh taking some attention away or requiring some support from the teacher in that classroom. Absolutely. But again, I think it's important to say um to recognize the fact that I think with every single item on the

084list, uh it's it's it creates some kind of stress or, you know, creates a less than ideal situation across the board and this one is no different. >> Thank you. >> Y um this this one was going to be a question, but Mr. ape here um as asked it already, so it's going to turn into just more of a comment. Um and and I understand the the tough position we're in and the decisions we're making. Um I'll add the context of uh gosh, my oldest is now 26 and she was in sixth grade when I coached in the Fairfield Township Youth Youth Basketball League. So, I don't know how many years ago that was, but it was a long time ago. Um, I say that to say I'm very familiar with the groups that use

085these use our facilities. Um, uh, having coached in obviously the district for many years, uh, coached, uh, in the township league, uh, coached AU ball throughout the city and and the region. Um, I can tell you everybody is like almost every other district is jealous of Fairfield in the amount of building uh availability that we have so that our kids can get in and participate. Um, I will also tell you, and I'm sorry this is a very passionate area for me. Um, I will also tell you that the um state of youth athletics now is uh borderline obscene with what we're charging kids to participate in. Travel baseball, travel basketball, uh you know, competitive cheerleading, uh etc., etc. And I know that the the groups that use these facilities um are charging very minimal amounts.

086the Township Basketball League, FYBA, FYCA, FYFA. I I they're using these and and and they're using them because they're available and because they're cheap. Because if we do raise the cost of those buildings, the organization doesn't absorb that. The parents absorb that. So instead of, you know, $300 for them to play a season of Township Youth Basketball League, which is incredibly cheap compared to alternatives, now all of a sudden it's $700 because they're having to build in the the cost of the building for that. So I I you know, we talk about this the district being good partners to the community and we certainly have been. Don't don't mistake anything I'm saying. Um, but I feel like this is one area where um the unintended long-term consequences of this and and not having these kids

087to have that third place um as as some would call it um could far outweigh the cost savings. So, I I I I I'm not saying that I have a ready alternative for you to to consider. Um, I I want to put that out there for my fellow board members to really think about. Um, and and uh I'll just end it there and feel free obviously Mr. Perry, you know better than anybody who uses our buildings if there's anything to add there, but I just Yeah. >> Yeah. I I would like to just chime in and and just say that those experiences you captured, I I I have the same experiences. I coached all five of my kids. um and and Fairfield Township or YMCA and utilized all those buildings, right? I completely understand the

088value of the things you're talking about. Um and I love and I'm so proud of the fact that we that our buildings are utilized uh by so many different groups, right? In fact, just the other day, I can't even remember. I don't know if anyone here was present for the conversation. Someone I had a conversation with someone who asked about our track. And um when I first became superintendent, our track was locked during the day. And that's one of the things that I changed is, hey, let's open that up. It's the community's track. Let's allow people to come in and use it. and whoever I talked to the other day was so excited when I told them that the track was generally open during the day. Uh he was disappointed it wasn't open all weekend.

089Uh but you know we do have to lock it because uh it is we have to take care of it you know and sometimes unfortunately some things happen that shouldn't happen and so we have to take good care of it. But, you know, my point is again, I'm going to go back to um the task at hand to get to $4.5 million was not an easy one. And this is not this is also one that is certainly less than ideal, right? And um that's a because it's tied to uh custodians, it's a huge it's a huge cost savings for the district. And it's it's unfortunate, but um it's it's where we find ourselves uh in this predicament, but I I agree with everything you said 100%. >> Um just a few more and I'm again

090I apologize. Um, just a general question and and I'm I'm curious the perspective of not only those that are administrators now, but have spent time as teachers in buildings and I as I know most of you have um as as we were and this occurred to me as we were sitting at our table last night um and and all the things that came up whether it was school counselors or psychologists or school resource officer doesn't matter. anything that you would consider support staff, anything that's not a direct teacher. Um, you know, it occurred to me that while you could say that's a, you know, low priority compared to other things, just because I get rid of a school counselor doesn't mean that the mental health needs of the students go away. They're still there. It's

091just somebody else has to absorb that, right? No different than the Chromebook, right? like now all of a sudden the teachers are having to become, you know, tech support. And so I'm wondering if anyone or or multiple could just speak to the impact of not having support staff on teachers and others that would then have to absorb that. >> Well, I'm I'm happy to to share and everyone anyone else is welcome to join in. I mean when any position is reduced whether it be professional staff, support staff, um students are going to lose support either directly or indirectly. And your your reference to counselors in in some cases, you know, that responsibility could shift to another employee. But th this is reminds me of a conversation I had with one of our groups at one

092of these engagement sessions. And that is that you know there was a time um again I don't know which year but we didn't have elementary counselors uh when I became superintendent. We we worked really hard again as as I've often talked about the importance of mental health for our kids and and I feel like we have championed that over the years. Um so if a counselor isn't there that before we had counselors the assistant principal would often do that work do give provide that support. Well they're also on the list right? Um, by the way, one of the examples, one of the things and that changed that um is I haven't discussed is the social workers were removed from the list. And while that may have not been uh the importance of those positions may

093not have been reflected in these surveys, the comments on the post-it notes resonated with us. And literally several of those comments were these positions save lives. Okay. So, and and being here long enough, I know that to be true. Um, so yes, tremendous amount of support and sometimes the support that is lost will not be replaced because we don't have the staff, we don't have the capacity. I I I gave the example um the first meeting I had with a group of custodians, they asked, "Well, if we reduce 21 custodians, how will the buildings be cleaned?" And I said, "They won't." Nothing that we do now, everything not, you know, the level of service in every regard will change. And again going back to our comments about how difficult and hard and challenging this process

094has been. But we are in a financial situation where we don't have a choice. We have to create a list. And Jay, as Jay shared last night, if if we're not successful in May, then that means we've got to go find 15 million more to reduce. and that other whatever's not on the list tonight that was on that one-page draft will now become tier 1 in November potentially and it's not enough. When when we first started this process, I had someone talk to me and say, "You can't cut counselors. You can't cut SRO's. You can't cut building administrators. You just can't do that." And I said, "Well, then tell me where do I go?" Right? So again, I there are no easy answers to address the financial crisis that we find ourselves in. Um, and

095and you're you're capturing you are capturing multiple some of the hardest conversations that we've had. And again, I think it's evidenced by the fact that we took those social workers off of that list. We know and and again we we respect the input from the staff and community, but as Kim referenced, you know, we have to take a a more global approach to to things. Um and all of us know uh our counselors, our admin, our teachers, right? Because all you know, I've talked before and I could talk for the rest of the night about this topic. People sometimes think all they see in SRO's is safety and security and and all those kinds of things. And that is far from the truth. We have kids, it's another adult in our buildings who can build

096relationships with kids. We've had kids over the years who become who are closer to an SRO than they are to any teacher, counselor, or administrator. Right. And and I see Mike on his head who was a security guard. Same thing with the security guards. Again, there's a loss, right? And you can't almost can't capture all the losses. I can't find the words. I can't put it on paper sometimes. But again, you you are you are capturing some of the most difficult conversations that we've had. I've talked enough. If anyone else who has uh years of experience here wants to ch >> The only thing I would add to that is you you mentioned the school counselors and the important work that they do. We fully see that our community and our staff fully see that

097and that's why they're not listed on this tier one reduction for if this ballot issue doesn't pass in May. But we also know that if it doesn't and we need to come back to the table and talk more reductions that it will be on the table for that conversation and our administrators are already thinking through okay well all we can do is plan to try and do the very best that we can with what we have and what the community is willing to support. So if we find ourselves needing to do that, they're already talking, okay, well, if you're going to take half at the elementary level, if you're going to take half of my assistant principal and you're going to take half of my counselor, we need to work that schedule out so the

098assistant principal's here when the counselor is not and then vice versa when they flip to the other schools to try and ensure that we at least have someone that extra person there even though it'll be less than what we currently offer. So, I mean, that's really what it'll come down to. And it's not going to be perfect, but we'll just be trying to do the best we can with what we have. And those extremely important positions you're talking about, that's why they're not on this list for tonight. >> I got one quick question. What's the total number of employees that we're going to lose with this? I know a lot of the things are extras that they do. Do you know the total number of employees that we're going to lose? >> I believe it's

099>> as as he's looking that up, it's he should be able to add those FTEEs up. But >> I also want to talk about the employees that we are going to lose >> Because of this and it's already happening. >> Yeah, >> it's already happening. We we are going we are going to lose employees. We are going to lose students. Right. I last night I shared an email that I received from an incoming freshman, a current eighth grader who very well written by the way. Um you know that that's heartbreaking. That's heartbreaking. And again the other two examples I shared um you know someone who's purchased a home closes was 2 weeks probably in a week from now um who moved here so that she could send her kids to Fairfield City Schools. she's a

100graduate and now she's distraught, right? And and and the third example was a someone I'm close to who cries on a routine basis about her two her two daughters who are uh really involved in a lot of activities and uh just overwhelmed with concern and anxiety about what the future holds for her daughters. It's it's real. And as I said last night, I don't share those stories to try to, you know, guilt people into feeling a certain way. I just I think it's important for people to hear the real stories, how this will impact um our students, our families, and the broader community. And what will this mean long-term for this community if these scenarios that we are talking about become a reality in our schools? And as I've said repeatedly over the last couple

101weeks, we can advocate for the passage of a levy, right? But we can work we can do everything we can to make sure everyone understands what is at stake, right? And that's exactly what we're doing. >> Do you have that? >> Yeah. Uh, tier one's approximately 37 12 positions. Tier 2 is approximately 165, give or take. I' I've did some rounding. Um, but I think, you know, one other piece that I think is very important to say this evening, and I I don't know if it's been communicated enough, it's been mentioned a couple of times that if we don't pass in May, we're cutting 4.5 million. And then if we look to November and and it doesn't pass again, you're looking at about another 15 million. But I want I want to make it very

102clear that that 15 million is to balance the budget. And you've also in my presentation tonight, and you've heard me say this again and again, our revenue is pretty much flatfunded. But what isn't flat are costs of gas, of utilities, of benefits. So while we while we can balance the budget by reducing 15 more million, we got to reduce more next year because it won't be balanced again. and and you know and it's you can't I think that's what people don't understand is as a school district when you pretty much have flat funding and everything else around you is continuing to rise you can't cut yourself out of it. You can't uh Little Miami went through this with a state takeover many years ago. Mount healthy is in the process right now. It's happened before.

103Um I think you're going to be seeing it more frequently across the state with the way funding is right now. I hate to say that again. I don't like being the bearer of bad news, continuing to be the bearer of bad news, but you can't cut yourself out of it. And so, you got to balance the budget. And, you know, at the end of the day, I've said this many times, our administrators have said this many times, if it isn't required by law, it's on the table. >> Period. You know, let me just give one more example of again our our commitment to teaching and learning and student opportunities. The academy, the middle school academy was was originally part of the tier one reduction and and I just tried to find the the cost associated

104with that and I I couldn't find it quickly, but I I want to talk about that. So, it was taken off the list because it again it directly impacts teaching and learning and and and I had the opportunity to talk to multiple groups of people over the last couple weeks in these engagement sessions about the academy. And today I had the opportunity to watch listen to some kids um who started as middle schoolers at the academy and who are graduating this year. Um and we'll probably hear some of that in a couple weeks when we have that presentation. that was taken off again because it directly impacts teaching and learning. It's a pro special program for kids. And so as you start talking about you know pull potentially trading pulling some of these items off.

105Those are the kinds of things that was a you know I don't know what did you find the dollar amount? >> Uh middle school academy is about $260,000. Um and then the high schoolmies another uh 600,000. >> Yeah. So the middle high school academy we say for tier two. >> Sorry I didn't mean 600,000. Uh academy support staff 50,000. Um >> continue. >> Yeah. But so you're talking about a couple hundred,000, right? Um but again, I'm going to go back to the stories of those kids who just and they're there for a variety of reasons. For some, they just they struggle with the size of our buildings. Hundreds of kids. Uh in this case over here, thousands. Um they just it's not a good fit for them. It's it's a it's a different setting. We've

106been fortunate enough it's it's you know to to offer to have that setting for those kids and to hear these kids talk about how it changed their lives. and um you know, one's taking CCP courses now who and she wasn't passing anything if I recall correctly when she came into the program. Uh they they find a place that they can call home during during the school day. Um and you know, and again, that's just an example again of why something like that came off the list which required us to find some other things to put on the list. But it doesn't mean that the other things aren't important, right? That's that's the hard part. It's all important. It's all important. But again, our priorities have been teaching and learning, student opportunities. We've tried to stay

107in those range. Yes, Mike. >> One more quick question. When it if it doesn't pass in May, when do these cuts take effect? Next school year. >> Yes. >> Okay. If it doesn't pass in November, when do those cuts take effect? the overwhelming majority of those reductions would would occur at the start of the next school year. There may be a few things that, you know, we might take a look at in January, but most likely the overwhelming majority would it's it's hard to >> be the next school year. >> Yeah. Okay. Yeah, there may be a few things, but >> um I I have one question and then I'm going to save my comments for board member comments because I need to collect myself cuz seeing you get emotional gets me emotional and I'm

108>> it's not an easy topic. Um my question is is with these estimated reductions cost savings um a lot of these for like staffing uh does that include the cost of the benefits or is that just salaries? It's all in everything. >> Just making sure that we make that clear. >> Yeah. >> So that we're looking at the whole picture. >> Yes. >> And we we tried to um clarify that in our engagement groups because again in this time of you know lots of conversations about finance. It's very common for people to see numbers and say well how is that possible? And again it's it's it's all salaries and benefits. And again, I'll say it one more time this evening because it came up, but anyone who's doing that research, I would encourage them to

109go to the neighboring districts. Jay Jay talked about where we where we rank in those categories. That's factual information. Years of experience, position, Hamilton, Butler County, do a comparison. We're we're right there. >> Yeah. >> Kevin, did you have other questions? I I I'll reserve. >> Okay, cool. >> Great, by the way. >> Yeah, very good questions. I mean, great discussion. Um, as a district many many years ago, um, we committed to to educate and meet the needs of the whole child. That became that is the focus of our district. We we are here to service not just education but mental health, emotional social emotional needs, family needs. Our so you referenced our social workers who who do incredible things for our families in our district. connecting them with with organizations that improve their lives

110in the immediate but also in the long term is you referenced that with the program for the the middle school academy. And when you're in a position, and we the position we're in where 90% of our budget is directly impacting students, that other 10% becomes building maintenance, gas, electric bill, you know, all these other things that that you just can't not pay. that those are not you can't say, you know what, guys, we're going to work in the dark for the next week because we're going to save a little money on the electric bill. You know, you those are not decisions that can be made. So, any decision here, anything that's on the table negatively impacts students and and that is that is sobering. It is heartbreaking and it's it's the reality of where we

111are. You cannot remove positions. You cannot remove programs, people, anything across our district without negatively impacting our students. And these cuts, I guess a question would be Jay, these cuts, these are if if there if it doesn't pass in May and we do pass in November, does that mean that all this stuff comes back? I want to make sure we we under we understand where we stand there. >> Yeah. So the way it works um is that if you pass any if you pass a ballot issue anytime during the calendar year, so anytime during 2026, the revenue collection will be the same, it will start in 2027. Okay? So if we cut $4.5 million going into next school year because we fail a ballot issue in May, but we pass it in November, sure, we

112can look at anything that we removed. we could do that because you're going to collect the same amount of dollars in 2027 and so you could look to reinstate some of those things in in the next fall or even the next semester. But if you don't pass it in 2026, the compounding effect of deficit spend kind of takes place and you're going to have to ask for a higher amount in 2027 in order to eliminate that deficit spend that is now compounding on itself. Um, so the you don't pass it this year to bring those things back following that is relatively impossible. Not I mean it's a lot harder. >> It's a big ask. >> It's a big ass. >> Yeah. And that that was the kind of the key couple pieces I wanted to

113make sure we understand is that collection happens in 27, but that that compounds over over years that um you know we don't get as a district and a community the support and revenue that's needed. Um, couple things I did want to share. Um, you know, responsible, difficult decisions and cost cutting m measures are are are not new to the Fairfield City School District. They're not new to us. Um, in 2009, between 2009 and 2012, um, the district reduced staff by about approximately 140 positions during that time. So cost-saving measures there. Um we continued, you know, as a district um to eliminate additional positions um over the over the course of the years. Um the last 3 years there's been a reduction of 26 positions. Um so again, cost savings to adjust to the the revenue

114and expenditure piece. Um this year um we're looking at and it's on our our our bullet points here on our list. Another 15 positions through attrition. And it sounds it we we talked a little bit about this at our table last night. It sounds when you talk about saying we're reducing through attrition, it almost almost has a a ring to it. What that means though is is we're reducing positions that impact students. Again, it it's larger class sizes. It's, you know, programs, positions, opportunities that are not offered to students through through the reduction of staff. It's it's a person that students connect with, leads a club, does, you know, sees kids in the hall, hugs kids, tutors kids after school. It's it's a position that is is gone. and that the reductions are are harmful

115to our students is what I'm getting at. Um, you know, we we've partnered in in different ways to continue to have SRO's and different things like that, social workers. Um, we've delayed capital improvement projects. Again, that falls into that kind of 10% range of the budget. We've delayed those projects in order to be able to save money. um buses. Uh we, you know, I learned at the meeting at Creekide last year, uh a great presentation, by the I was I was in your seat last year in the in the crowd and uh got to see a great a great presentation on our bus system and how we maintain buses and how we we continue to save money and be stewards of of our our community's money and our our money by doing maintenance on buses.

116We renewed a a a contract for a company that just does an incredible job of keeping our buses up and running. So, there are many many ways. That's just a highlight of a few that that have been impactful over the years that you know sitting in the crowd I've heard or you know I've inquired about and you know cutting positions and and reducing you know our expenditures. It's not new. This is not something that it just is all of a sudden here. We're just at a point, again, I'll reiterate, when you spend 90% of your budget on programs, people, things that directly impact students, there there are not decisions that don't have a major negative impact on our student population, on their opportunities, on their experience, and on, you know, like you mentioned, whether or

117not they they they are here. they may go to other opportunities. So, I just wanted to share some of those things. Thank you for um you know the thoughtfulness that went into this. I I I love the the activity last night. Like I didn't love sitting going through it, but it was it was a extremely meaningful activity. Um it was very impactful to folks for the folks at our table to be able to see just what is on the table right now and and the the the very difficult conversations of you know well this person you know this this position these positions do this and you know we had some school employees we had community members and and just the different perspectives were awesome to hear because like you said there's they impact people in

118different ways and uh and just I I appreciate the work and effort that went into, you know, creating the activity and and analyzing the data, aligning the things that that are, you know, the the community calls important and uh and just appreciate that. So, thank you for doing that. >> Yeah, >> I think I'm ready for my >> You ready for yours? Thank you if you have time. I wasn't emotional. >> Yeah, you weren't emotional enough. Um the this admin team is outstanding and you guys truly do such a remarkable job. I have been um heartbroken to be reading about all these uh potential reductions that we have to consider. Um and so I can't imagine how hard it is that you guys are living and have been living this day in and day out

119for a while now. And so I'm so thankful for you what you guys are doing for um our community and our team and putting together that community engagement really meant a lot. Um, I literally had somebody who actually is against our tax levy reach out to me and they had attended one of the community engagements and said that although there doesn't change their mind about the levy, they are very thankful about the engagement and the thoughtfulness that went behind making this list and for the administration team to be hearing the community out on what is important to them. And so I just want to commend you for that and thank you for all the work that went behind that. Especially Miss Hower. I know how much I mean I was talking with you last night

120like you're like I'm so excited to get home and look at the results from tonight's and like the fact that you you know we all went home at 8:30 and was like okay well I get to put my hat up until tomorrow and when like you went home and hit the books and then just spent all day today working on it. So thank you so much for all of it. Uh I had the pleasure and I will say pleasure um of attending both events. I got to go to the first one and I actually sat with some staff members, some administrators and um and some other staff. Um and so it was really eye-catching to hear or eye opening to hear the impacts directly from them on how some of these positions that I would

121not have considered. Um but as Mr. Klein said, every single one of these things impact somebody. uh when somebody left my position or left my department this year, we did not fill their position. And what that meant was I picked up a whole another person's workload on top of my already full workload. Um and so I know how that feels to have to pick up another person's portion of it. Um and so this is going to impact our staff that that's going to then impact our students. Um, when I got with my partner, we were making the decision of whether we were going to move to Pennsylvania and be with his family or stay here in Fairfield with mine. And I was very adamant and important to him that not only was it important for

122me to stay with my family, but it was important for me to raise my kids in Fairfield and have my kids attend Fairfield City Schools because it is such an amazing district that I have had the honor to attend and that all of my siblings have attended and grown into such great people because of what this school has done for us. And like you're that mother that Billy has been talking about. I am sick with what this could mean to what my kid's education is going to be like when he comes to Fairfield in 5 years. And this really impacts people. And I don't know that everybody truly understands how much this impacts not only families currently but families thinking about coming to Fairfield and the families that are raising their kids and you know

123willing to take on the the hardship that we currently live like I don't make a bunch of money. I live paycheck to paycheck and I live in more than I can means at a and pay for a mortgage so that I can raise my kids in Fairfield because I truly value our district here. Um I was somebody who went through Fairfield Township Youth Basketball League back before it even had anything past elementary school. When I went to middle school, I had to move to the YMCA because we didn't have anything past middle school. Um, so not having the gyms available past 6:00 will have a huge impact on something that has been very important to me and my family. But unfortunately, we have to make concessions when it comes to these things because we can't

124we can't lose truthfully what impacts our students on the dayto-day educationally wise. And then although losing programs like that will be super detrimental, it is our responsibility to make sure that we are keeping education the first and foremost for our students. Um and one of the things that are unseen um importance that I'm glad to see was removed from the potential cuts was is SRO's because although that is not an educational in the classroom setting impact um we are providing a positive experience with an officer for our students. There is so much bad media out there with police and law enforcement and students absorb all of that daytoday and see that terrible ugliness. And so for us to be able to provide a positive impact with our local law enforcements in our schools to provide

125those students a safe space to feel that they can trust the local police officers is so important. Uh uh in my second session, I had the opportunity to sit with community members including some um family and uh we have not had this discussion before this before the meeting last night because I have been sick to bring up these kind of cuts. Um, and so I hate to see this um, even having to be discussed, but I'm so thankful for everything you guys are doing. I know that our teachers and community members appreciate it. Um, we have staff, you know, sending emails talking about they appreciate the transparency. Um, I sat with a staffer whose job was is on this list and remains on this list. Um, and you know, she was very aware and like

126understanding that, you know, some things have to be cut. And it it's just so impactful because uh these are just numbers on a sheet right here in front of me, but it's not, you know, not only are we impacting our students by making these cuts, we are cutting people's livelihoods. And that's something hard. Um but un unfortunately something that has to be done if this does not pass. Okay, I'm gonna I'm done. Well, um obviously the passion from the board members is obvious. The passion from the admin team putting this all together should be very obvious. And I think the passion of the community who attended um to get involved is obvious because in these numbers in these figures that Miss Howard's done such a great job. While everybody else is going home, she's putting

127this together. Maybe she's becoming a numbers nerd and might be a CPA off to the side. I don't know. >> I'll leave the numbers to Mr. Phillips. >> Um but what this does in all transparency that Mr. Smith leads this with and Mr. Phillips has the definitions with with the support is the community, the staff sees all this. These are facts. This is truth. And I have faith in you and your team of doing the right thing. We can look at the numbers ourselves on on websites. We can go back and look at past board meetings and see presentations. Those numbers don't change. Those numbers are there for everybody to see. There's nothing that is hidden. There's nothing that is is an easy decision to make for what's happening now. This is the reality, the

128heartbreaking reality. But as Mr. Phillips has said, you can't cut your way out of this. We're we're we're all we're we're there. And to Mr. Klein's point and I love sort of talking about the past and how great the administration has done with chiseling away at at programs, activities, minimizing maintenance, keeping safety involved and doing what we can to get to stretch. You know, even that first levy or the the levy in 11 to 15 years for crying out loud. So, we've been cutting. We've been stretching for a long time. It's heartbreaking to see what's on this list, but if something comes off, something else has to go on. So, it's it's not an easy decision, and I want the community to know none of us take this very lightly. Our faith is in, you

129know, the admin team and Mr. Phillips and Mr. Smith for doing their homework and being very clear over the last 6 months with the two uh engagements before the end of the year, the four engagements this time. And I sat at a table the other night with four community members. Um by the time we got to the second page, they were scratching their heads wanting to break their pencils going, I don't know even how to do this. And we're not even through the first two pages. So, it's not easy, but there is no there's not an easy answer, I guess, is what I'm saying. Um, the past savings makes we are where we are. So, um, it's unfortunate. So, I hope, you know, when we see the community get involved out here tonight, uh, we

130have empty seats. Many, many, many empty seats. The community events were awesome and you did a great job, Miss Hower. I can't commend you enough and I glad Billy shouted that out because a good leader delegates and announces those delegating duties that were done really well. We had 40, 50 people at those events and yet we get people from the community that are spouting misinformation, flatout lies sometimes and not really getting involved to understand the true facts. So it is heartbreaking. I hope it changes. I have a lot of the same memories of I remember Mr. McDonald before I even knew you. Um, another Kevin was coaching my my daughter in basketball and used to call her dump truck by the way she ran. But Kevin brought that team in to his higher grade team

131to show these kids to to coach, mentor these younger girls, and that's what this district is made of. And it's not that we're cutting that out because we want to, but something's got to go. If something's removed, something else has to come back. And we're to that point now where this is where we are. And that's the 4.5. >> Yeah. And Mr. Clark, I I think uh this is an appropriate time to kind of summarize how you know, not all the way how we got here cuz that would take a long time, but you know, how why we're here tonight and and why the timeline is what it is and where we go from here. I think it's a we've reached that point. Yep. Um, and when when we planned out this entire process, our

132goal was to have this discussion tonight as soon as we possibly could for uh for a variety of reasons, but several of those reasons would be so that our staff and our community would have clarity. >> Yeah. >> Right. As as soon as possible. That's why that's why we, you know, we worked around the clock and we had four engagement sessions in a very short window of time. That's why Mrs. Hower went home last night and crunched the numbers and sent us an email at 10:30 and we met at 8:30 to make sure we were prepared for the board meeting tonight. Um because in theory that March 5th, right, >> yeah, >> is two months out from the ballot issue. So that gives our community when that if it becomes official on March 5th, that

133gives our community, our staff, all of our stakeholders, all all of our school community members two months to know exactly what's what's going on, what's happening, all the things. Um so in order to stick to that timeline, we the board is not voting on this list this evening, right? This is a discussion. However, as the superintendent, I need to know from the board if uh again, not a vote, just need to I need, you know, in the past, we might call it a head nod that the board has reached consensus, right? We talked about consensus in our engagement activity. um for me to bring this back. And if that isn't the case, to be true to that timeline, I think the board should engage in more discussion. If there's a desire, if it's the will

134of the board to take one or more items off to engage in discussion about what should go in its place because I think we need to be true to our timeline of March 5th, giving our entire community time um to to know exactly uh what is at stake. The reason we would have to do that is that if we don't proceed in that manner, we would have to come back on March 5th um with some more potential ideas. The board would need to discuss it again, right? And we don't know how that discussion would go and then we would put that off in a perfect world till March 19th, right? The discussions, as you can tell, are very difficult. So, at this point in time, um, you know, I just as a superintendent who needs

135to make a recommendation in the future, I I need some clarity from the board. Is is the is it the will of the board to move forward with this list um for a March 5th recommendation because as I've said many times, I work at the will of the board. >> Yes. Mr. Napers, if you will, to move forward. Yeah. Mr. Klein. Yeah, >> Miller. >> Uh, I think that this list is um very thoughtful and although um they're not absolutely things that I would have loved to see on the list, it's something that as we said in the community engagements, I could live with being on there because I don't I don't know what I would put on there if I had to take something off. Yeah. >> So, is it your will to move

136forward or Sorry. Yes, that's Mr. McDonald. Um, I I think what uh Miss Bernie Miller ended with is the unfortunate reality. And uh I I'm I'm sick. I'm just sick. I just I I I I have such a passion um and have spent so much of I so I grew up without a father. I know what I I know what community uh and having that third place means to a kid and I and I have spent the vast majority of my adult life in that aim and I'm just sick that uh you know we're sitting up here and Mr. Phillips, I I I I have so much respect for for what you do and um because if you ask most people what their most hated subject was in school, probably the majority would say math.

137And you do some very very difficult math. Something I'm I'm a pretty intelligent guy. And I I I'm learning very quickly how complicated school finance is. And as I sit here, we have a math problem. Yes, it it's just a math problem. And if you don't understand that, go put it in chat GPT and it'll tell you all about it. Compounding interest and all the things that Mr. Phillips talks, it's a math problem. The unfortunate reality is it's a math problem that impacts people. People are the solution to the math problem and that sucks. It just does. And so I I don't know what else I would put on there is the problem. So, a begrudging consent. Yes. Sorry. >> Don't apologize, Mr. McDonald. I I appreciate your response and um understandable. It's a yes.

138So, it's well the board that we will move forward, Mr. Smith. >> All right. Thank you. Um Mr. Clark and members of the board, I do have one item for your consideration this evening under other item for board action. Letter D, number one, recommend approval of a resolution to initiate procedures under Ohio law for the reemployment of retired employee. That would be Michelle Hilbert. If it's okay to the board, I would ask to wave the reading of all the warehouses. >> Y and so that concludes uh the item that I have for your consideration this evening. >> Thank you, Mr. Smith. Recommendations for this uh motion to recommend motion. >> Can I ask a question? Can I ask a question? Sure. Is is she coming back at her at the bottom rate for a vice

139principal or is she keeping her same salary? >> She's not keeping her salary. >> Okay. So, she is coming back at a reduced salary. I think the public needs to know that >> that she is coming back at a a reduced salary. >> Yeah. There's a cost savings there. >> Yeah. I mean, I think that's a general policy that um and something that we've been um very fortunate to be able to use in the past where somebody is looking to retire but willing to stay on and so they come back on and so we do not have to pay them the salary we were maintaining previously because they start acquiring some of the retirement fund and so it's a cost savings for us. They get to keep it being employed. We got to keep using

140their great knowledge and experience in the in the community and in our district. >> And not to be repetitive, but your last statement is critically important. I think I spoke with Mr. McDonald about that recently. Just the fact that um Mr. Hustle talked about her years of experience and and uh she is very familiar with the Fairfield way and and is successful and many times um you know when you you have what you know and that uh you're you're happy with and then the alternative is trying to find someone else right that you may not necessarily know very well and and going through that process and also this is something that I haven't brought up yet um But because of our math problem, uh, when we have an opening, we're going to have a very,

141very difficult time finding people to apply for those positions because we will, again, as we are always transparent. We will have to tell every single person, hey, we do need to share this information with you, that your position that you're applying for is on a reduced list. then that person will more than likely say, "Okay, well, I can't proceed." So, it's worth mentioning. >> Yeah, for sure. Yeah. Good question, Mr. Napier. Motion to accept this recommendation. >> I'll make a motion. >> Second, >> Mr. Napier, Mr. Klein, Mr. Phillips, call roll, please. >> Mr. Napier, >> yes. >> Mr. Klein, >> yes. >> Mrs. Bing Miller, >> yes. >> Mr. Clark, >> yes. >> Mr. McDonald, >> yes. >> Motion passes. Treasures recommendations and reports. Mr. Phillips. >> Yes. Thank you, Mr. Clark. Members of

142the board of education, I have several recommendations this evening. Uh my first recommendation is to approve the minutes of the following meetings. The January 8th organizational meeting, January 15th special meeting, January 27th special meeting. Um and the February 5th work session meeting. That was letter A, by the way. Letter B, recommend approval. And I'm going to I want to say this. I want to make an addendum to the language because I want to make sure uh that this is included in the minutes. Recommend approval of the financial reports which includes the 5-year forecast spring update. Uh but also recommending the financial reports for the month of January 2026. Letter C recommend approval of a supplemental contract for Dion Curtis in the amount of $1,400 to be fully funded by the Tempo Club. The supplemental was

143for choreographer ser services for the 2526 winter guard season with all payment processed through Fairfield City Schools. There is no cost to the district's general fund for this supplemental. Letter D recommend approval of a supplemental contract from Michael Carpenter in the amount of $2,000 to be fully funded by the Tempo Club. This supplemental is for staging, soundtrack, and program design services for the 2526 winter guard season. Again, with all payments processed through Fairfield City Schools, there is no district there is no cost to the district's general fund for this one either. Uh letter E, recommend approval to authorize a superintendent and treasurer to wave and or write off prior year instructional and extracurricular student fees for current or former students whose families were economically disadvantaged and/or eligible for free or reducedpric meals at the time

144the fees were assessed. when such waiver is deemed appropriate and properly documented. This authorization specifically extends the fees assessed in previous school years and supersedes the current policy limitation restricting administrative fee wavers to the current school year. I just want to elaborate on that just a little little bit. It's interesting how it works. So, by law, we have to wave instructional fees for those that are free free lunch, that are uh economically disadvantaged. And the USDA form that they fill out, there is a little box that they have to check in order for us to wave those fees. If they don't check it, we are not supposed to wave those fees. And it is crazy to me that we can't find another system that the USDA would not allow us to do that. But then

145what happens is later later years down the road, we'll get a call from a parent say, "Hey, we have these fees. We were economically disadvantaged. We we were on free lunch, but we our instructional fees weren't waved." Well, it's because they didn't check the box. And we can only wave the fees according to current language in the current the current year. Okay? So, this will allow us when people come to us, parents come to us and say, "Hey, we're free lunch." and we can document that um to allow us to wave those fees. So, I just wanted to explain that. In letter F, recommend approval of the disposal of all the following fixed assets. Uh I'll ask to be able to wave the reading of all of those assets for the next four pages. >>

146Um >> we we we need to extend this meeting a little longer. >> Yeah. >> Um and that'll be the end of my recommendations this evening. >> Thank you, Mr. Phyllis. Motion to accept these recommendations. So moved. >> Mr. Bernie Miller. >> Second. >> Mr. McDonald. Mr. Phillips. Call roll please. >> Mrs. Bernie Miller. >> Yes. >> Mr. McDonald. >> Yes. >> Mr. Clark. >> Yes. >> Mr. Klein. >> Yes. >> Mr. Navier. >> Yes. >> Motion passes. Committee reports. Legislative update. Mr. John Klein. >> Um, legislation does not move quickly. Um, >> so I I have a lot of things I'm keeping an eye on. Several things. Um, I'm going to add House Bill 304 to my list after hearing that one a little earlier, so keep an eye on that as well. Um,

147but yeah, I will I'll continue to update as things go through the process, but at the moment, just keeping an eye on things. >> All right. Thank you so much, Miss Burning Miller. >> Uh, I do have a few things. Um, one, I left some paperwork with you guys. Um, there is the Duncan donate, which is a Butler Tech um, uh, donation uh, package event. Sorry. still trying to compose myself. Um it's a great event that is used to cover cost of um materials for students. So that's how they get all the supplies for the cosmetology students and cover the the grease for the machineries and stuff. So it provides the coverage of instructional materials for our stu for the Butler Tech students there. Um so definitely check that out. Uh tickets are $30 a

148piece, two for 50 or you can join any of the sponsorship programs. Um definitely look at that. Um they had a huge ribbon cutting uh uh this month at the advanced manufacturing hub. It was 400 plus people. There was elected officials from state and uh more um represented there. There was about I don't know 20,000 people talking. I I promise. Um it only took like 2 hours for the whole speeches. Um but it was such an amazing event. Yeah. >> Uh but it was such an amazing event. Um, and it was really cool to see it and I'm excited to do another tour later on. Um, so definitely if you get the opportunity to check it out, uh, it's it is crazy the amount of um, progress it's going to bring for our students in

149our um, area because it is allowing students from Butler County to learn more and be able to get careers right out of school. um which I definitely think is something amazing. Uh that being said, they have another ribbon cutting for the aviation. Um kids are literally getting their pilot's license. Uh they're they're a 16-year-old. They're flying planes at Mlettech, which is a little scary to think. Um but super crazy and amazing. Uh so definitely feel free to check out the ribbon cutting. I'm sure you guys are going to get some emails, maybe not as many because Miami is not involved this time and Miami sent like three emails every week for that one for AHUB, but it's definitely going to be a great event. Um, another update just for Fairfield. So, um, at the last

150Butler Tech meeting on Tuesday, cuz this is my second board meeting this week, uh, they did a little snippet from each school and they did student success. And so Fairfield, one of the things they highlighted was that we had 42 students qualify for state for the business, let me make sure I have this correct, business professional uh association. Um 42 students from Fairfield alone qualified for state and that's pretty great. Um on a little legislative update, John Graf, which is the old uh superintendent at Butler Tech, he is actually advocating in the state right now for a uh program uh that would allow um more safety for our students. So when there is a safety concern with a student that would be expelled from a school, right now there's no way to report that. So

151incoming schools that that student would go to would have no advanced knowledge of any previous uh thing. And so this would be a system that would be able to help school districts be more informed about the safety of their students by having more awareness of that. So I think that's really great. >> That's it. That's all I have. >> Great job. Thank you. >> Oh, one last thing. Cafe Lee, >> but wait, there's more. >> There's more. Cafe Lee uh was closed this week, but next week they will resume with American uh food. So, make sure to check out their Facebook page and get a reservation because you don't want to be standing waiting an hour for a table. So, get a reservation and get in. >> Is very good food. >> So good. We

152had shephardd's pie at the meeting on Tuesday cuz they also uh cater the the Butler Tech board meetings. Best shephardd's pie I've ever had. >> Great. Thank you so much. Student achievement, Mr. McDonald. Yeah, I I'll second the cafe Lee. My wife and I uh had lunch there uh not too long ago and it was delicious. So if you get a chance definitely check out Cafe Cafe Lee uh I you know while I'm going to read these and again as I've mentioned in the last board meeting I take so much joy in in reading these. It's also not lost on me that every single thing I'm about to read is on a list for tier 2. So as I read these just think about the community without these. and I think about sitting up here

153with the potential future of not being able to read these and it just again sorry back to happy times. Um, congratulations to uh three uh I'm sorry four FHS art students Audrey Croswell, Hosanna Henson, Allison Kaine, and Grant Meford who all received awards for their artwork at the Scholastic Art and Writing Competition. uh their artwork will be part of the regional scholastics exhibit at the Art Academy of Cincinnati through uh this Sunday. Uh so that's awesome. Uh congratulations to uh two near and dear to my heart um as I used to coach them. Uh seniors Kobe Creme and Jasmine Obola their win over Middletown on their senior night. Uh thank you for all your uh years and uh in the Fairfield program. Uh the girls began postseason tournament on Monday versus Milford. So uh good

154luck to them. Uh, and finally, congrats to our athletes of the week. Uh, sophomore Jenny Fam, who bowled a 174 and 178. Um, which I thought that was over three games cuz that's what it would take me to bowl that apparently to do that in one game, which I don't understand. >> With bumpers up. >> With bumper No, with bumpers up, I'm I'm easily 175 over three games. Um, but uh she uh had had two great games as a sophomore and junior swimmer Michael Mets. um who I I had to reread it after reading all the things that uh all the disciplines that he swam and I thought it said Michael Phelps. Um he won the 100 meter uh 100 backstroke at sectionals this past weekend making him the second uh seed at the southwest

155Ohio district meet this weekend. So good luck to Michael um at districts. >> Thank you Mr. Clark. >> Thank you so much. Yeah, uh parks and recreation. Not much uh to uh share this week. Um, just keep an eye out this summer with the 250th Celebration of America. There's going to be a lot going on everywhere. But Fairfield's going to do it like everything else, top-notch. So, just keep an eye out for that. Uh, it's going to be pretty spectacular. Every day of that week coming up to that 4th of July is going to be amazing. So, >> Mr. Clark, >> yes. >> Do you like golf? >> Yep. >> You know, there's a ribbon ribbon cutting Tuesday. >> Are you going to be there? Absolutely. >> All right. What time? >> You didn't bring

156that up. >> What time is it? >> It's at 4:00. >> All right. 4:00 when? >> Tuesday. >> Where at? >> Down at the indoor golf place by Burns. I don't know the name. >> Clubhouse Suites. >> Clubhouse. >> So, that's the virtual golf, >> right? Where we're all invited to that. >> Okay. Good. Thank you. >> Y >> uh planning commission, Mr. Smith. >> Yes. Nothing to report this evening. Uh their next meeting is February 25th. >> Okay. Thank you so much. Announcements. February 21st, 2026, the fatherdaughter dance. 7:00 to 9:00 p.m. to Fairfield Senior High School Arena. I'd love that that time when growing up with my daughter taking my daughter. Uh February 22nd, 2026, Fairfield Athletics Hall of Fame banquet 5:00 p.m. at the Oscar Event Center. March 5th, 2026, board meeting

157work session 6:30 p.m. uh right here at Fairfield Senior High School, Katherine D. Milligan Community Center or Community Room. March 7th, the Crystal Classic. 8:00 a.m. 8:00 a.m. 8:00 a.m. until 11:00 p.m. And that's not really true, is it, Kevin? To like >> bank on 12:30. >> 12:30. >> 11's when they start the >> It used to be 2 a.m. 2 a.m. Yeah. >> 12:30. So, the Crystal Classic, March 7th, uh 8:00 a.m. to 11:00 p.m. Um, Fairfield Senior High School, uh, the PAC and the arena. So, uh, there's the announcements. Board member comments. Mr. Napier. Yeah, I want to thank, uh, Miss Geyser and Dr. Ram Stedtler, I said her name right, for their questions about our recess at at our elementarymentaries. That's something I guess you guys can look into. Uh, thank Jay,

158Billy, the administration team for the meetings we had. It's very, very informational. And I'm really proud of the school board for the questions they asked tonight, the passion they give. We're not just a rubber stamp school board. We we're involved and that just makes me proud to be on the board and here with you for it. >> Thank you, Mr. Napier. >> Yep. >> Mr. McDonald. >> Uh, yeah. I want to also thank our speakers. Um I I'm always uh you know, we we don't have many speakers. Um you know, in in my times attending board meetings are certainly sitting up here. Um but certainly appreciate how thoughtful and researched uh that their their comments were. It's not obviously an area of expertise for me. Um but something they take seriously and and presented in

159a in a very respectful way. So I I I appreciate that. Um, I I want to echo the the thanks for uh to Miss uh Miss Hower on uh the the thought process that was put into how those engagement sessions went. Um I I thought uh you know, it it set the tone the right way for for you and and the district to get what they needed out of those um sessions. So, thank you for the thought that you put into that. Um uh Mr. Smith, Mr. Phillips, again, I I can't thank you enough just for the ongoing transparency and and the time that you spend trying to educate. Um it's critically important and you guys do a a great job and um very much appreciate it. And just to everyone here, thank you for

160allowing us the additional time. I know it's late and I know you've been here all day, but thank you for allowing us the additional time to really have a thoughtful discussion and and uh commentary on on the situation we're we're facing. So, I I do appreciate it. Mr. Klein, >> ditto. No. Um, no. I I again I do want to just >> just share my thanks and appreciation for the all the work that went into the community sessions, all the the background information, all of the the the factual things that were put together in in a format that people could um from the community that our our staff could sit down, take in, digest, and comment about and and give input on. um to be able to pull all that together to where the that

161process can happen is it takes a lot of time. So, thank you for doing that. Thank you for for putting in that time and effort for for our community, for for our our students, our staff, for everybody that attended those things. Um the uh I do want to thank also the yes to recess folks that came and and spoke. That was was good to hear that and interesting information. Um the uh the things that we face are difficult. Um and uh and we have some some tough things ahead of us. Um we're in a we're in a position that um we require the community's support and um it is it's great to have passionate people who share factual information that um just really go out to educate those who want to be educated on it.

162And uh and that takes again that takes a lot of time takes a lot of time and effort and uh you know we ask a lot of questions as a board. I say we I'm hoping it's we and not just me. Um but I appreciate all the all the the background um that that we get on each of the topics that we get every every meeting. um to be able to come in here informed, to be able to read through things ahead of time and and ask questions so that that we can, you know, know exactly what's going on. Um I am also I want to say I'm a huge fan of our of retire rehire. Um, it's just so exciting to have somebody with that experience, that connection to students, the understanding of the

163building and the staff and everything that goes on there to be able to have that experience back is just incredible. Um, I think that speaks number I speak to her experience and and that but it also speaks to the culture of the school and the culture of our district. Um, you know, most a lot of people are counting down the days and running out the door for retirement and she's running back and that's awesome. So, just a just a great testament to to what's going on there. So, thank you very much. >> Thank you, Mr. Collie. Miss Birdie Miller. >> Um, okay. So, a few things. one I want to recognize that um maybe most of people don't know is that Fairfield's back to school bash was nominated for community champion from the chamber of

164com uh chamber of commerce. Um and that speaks volumes for how the community recognizes what our district does for our students. Now, we did lose. I I had the honor of attending. >> We came in third. >> We still >> What do you mean we came in third? >> We still win, though. I thought we second. >> Um but that's because that's because there was so many great um reasons wise to pick Shared Harvest, which is another great organization who does a lot for our community also. Um >> but I just want it to be known that like we do things like the back to school bash and that doesn't come out of our funding. you know, we work with partners and get and get sponsorships and none of that's coming from our funding, but

165it's still a it's still something that we provide for our students because it's needed. Um, and that just goes to show you how important our community is to our to our district administrators and how much they care about our community. Um, growing up, um, some of you may not know my parents got divorced when I was very young. And having things like the Fairfield Township Basketball League gave me stability when my parents were not something that I could super rely on at the time because I had split custody with my parents. And so I picked up everything I know knew every Friday and moved from one house to another. And so the school district was the stable part of my growing up. And having things like the youth basketball league gave me a sense of

166community when in a family that I felt like I was lacking. Now don't get me wrong, my parents are absolutely amazing and I have a great relationship with them as you probably all very well aware. Um but these organizations that are our community mean a lot to all of us. Um, and it sucks that we have to make cuts. Uh, thank you so much to the administration for the community engagements. The 11 by17's breakdown of each of these reductions had a impact. You know, it wasn't a standard sheet of paper. It was showing how big this decision was is by having it on a big page, which I'm sure was kind of just thought to be like, oh, so everybody at the table can read. It was truthfully impactful to have to turn that big

167page to see um my table last night was writing on each thing before they actually went down the list because they were like, "How can we decide what priority this is without knowing the full scope?" And so they took we took notes on each piece of paper and went down the full list before we went back and actually started marking the full chart that was given to us. Um because it's something that is, you know, we have to look at concessions. we can make because there's some that we can't. And with that, I'm going to challenge the community. I've mentioned it a few times, but there is an organization out there called uh five calls.org. You know, as we said, this is a math problem and people is a solution, but also our state legislation

168is part of that solution. And we've me it's been mentioned a few times that state funding has decreased and has not gotten better. And so I challenge you use this website. What you do is you put in a cause that means something to you. State funding. Um I don't know other other causes that sorry it's the only thing that can come to my mind right now. Put it in that that website and it'll give you five numbers. Take 10 minutes and make a call. They're sick of hearing from us. We make these emails. We call their organizations. We're attending conferences where we speak to the legislations with other school members and board members and superintendent. So I challenge the community, go out there, make your voice also be heard. We've heard your voice through the

169engagements on how we can affect it, but they also need to be accountable by hearing from the community. >> Thank you, Miss Bernie Miller. Um, I'll I'll start off where I was going to finish because you brought that up. The this reaching out to the state is vitally important to let them know how how the community feels. Individuals that uh work hard every day uh go to work, come home, go to work, come home. and and maybe they're not really engaged with the day-to-day for the schools, but if you make that call, those calls, those five calls, um, and let your voice be heard, that that's what America's made of, right? To for the the the the people to be heard, the people to speak out. So, do that. Get that funding back. Um, and

170that's the only way it's going to happen if we u make yourselves known to to the state. um the engagements that concur with my fellow board members. Great job, Miss Hower and Mr. Smith and and uh everybody that was there. Uh Mr. Phillips with your presentations. One thing the many things I loved about the event was that you know you three, Mr. Phillips, Mr. Smith, Miss Howard was was walking around during that hour and a half of that table activity exercise so that the community had a question. they just raised their hand or catch you as you walk by and there wasn't we'll get back to you. It was answer right on the spot. Uh you all gave answers right on the spot to anybody that had a question positively or negatively. You had the

171answer and you were available. And that's what's awesome about this. It's again that transparency. There was no you guys do this, we'll be back in an hour. It was we're here and we're here to answer questions. So, thank you for that so much. Um yeah, Mr. Phil's presentation again. Um I love your your your finance five Friday finance Friday finance dollars and cents. Yeah. So I love that. I I love the the topics that you continually pick up and and you express out in that time period. So thank you for for doing that piece. And uh it is a difficult time, but it's time we come together as a community. And Miss Burnings talked about the passion that Mr. McDonald's spoke to as well as Mr. Napier and Mr. Klein. We we need you. The

172kids need you. So, um, we are where we are. It's a heartbreaking reality, but this is where it's at. So, um, so thank you. Um, motion to adjurnn. >> I make a motion. >> Mr. Napier, >> second. >> M. Bing Miller. >> Mr. Phyllis, you call role, please. >> Mr. Napier, >> yes. >> Mrs. Bing Miller, yes. >> Mr. Clark, >> yes. >> Mr. Klein, yes. >> Mr. McDonald, >> yes. Motion passes.