April 2026 Goshen Local School District Board of Education Meeting

0012026 GOA board of education order at 6 pm. Mr. Shinkle, can you please call the role? >> Mr. West >> here. Rocky >> here. >> Herrera >> here. Marky >> Here. Do I have a motion to approve tonight's agenda as presented? >> So move. >> Second. Bill made the motion second. Any discussion? Mr. Shinkle, can you please call the role? >> Mr. West? >> Yes. >> Mrs. Paprai? >> Yes. >> Mr. Rera? >> Yes. >> Mrs. Wing? >> Yes. >> Mrs. Craig? >> Yes. I'd like to call for a moment of silence. >> Thank you. Please stand as B Elementary Principal, Miss Ashley Andrews, leads us in the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with

002liberty and justice for all. >> Thank you. And now we'll move on to achievement. >> Do you want me to have present? >> Yeah, please. Okay, >> you're fine. >> It's just >> in case you're wondering if you liked me or not. >> He's not part of our presentation tonight, but he's cute, so he came with us. So, I wanted to share um five different things with you today that align with the portrait of a graduate that we've worked on this year. Some of them have been continuations, but they've been big focuses for us this school year. So, starting with uh academically prepared is our instructional rounds. This is our third. Thank you, K. Man over there. This is our fourth year doing instructional rounds, which is a really interesting process. It was presented to

003us as the same way that hospitals do rounds. It is a temperature check. you are collecting data to see how your building is doing and what you where your strengths are and how you can improve. Um, we have we were originally trained on this by a consultant that we've worked with, Christy Thompson, and she graciously trained Kelsey. So, she's been leading this process for us for the last two years and done a fantastic job. But, it's a really interesting um I feel like I need better glasses because I can't speak anymore. So, it's a really interesting process. Um but our leadership team who um Lee and Jackie are both a part of obviously as well as Jen um visit teachers classrooms and observe and they write down data but it's not numbers data it's qualitative

004data right they're talking about what students are doing what students are saying what teachers are doing and what teachers are saying we can take all of that information to figure out our strengths and our needs um from there they collect that data and this is a great way for teachers to learn from each other's practice ices and share evidence-based strategies with one another. Rounds is really focused on the problem of practice to support our school moving forward. Um, this is a really collaborative approach for continuous improvement for our building. Took us a while to get where we are. It's definitely out of people's comfort zones, right? Inviting other teachers into your classroom, welcoming that, building that trust with our leadership team, but it I genuinely believe it's made us better, not only academically, within our

005culture because of the trust that it's built. Um off to the side here, this is an example of one of the reports that we write when we're done. Um gives you an idea of really creating a smart goal, a measurable goal using the data that we have and a plan of all of the different staff meetings we're going to have of how we're going to tackle and address these areas that we've come up with. So like I said, it's looking at that problem of student learning. So we talk about a problem of practice and a theory of action again as part is our part of our report. So this year we've talking about students need to be continually exposed to highle open-ended questioning to become more academically engaged in academic tasks. So for students to

006do that, teachers have something they have to do too, right? So it's two sides that teachers need to design academic tasks that build on students prior knowledge and incorporate student collaboration while giving specific timely feedback. So this isn't just things that we expect the kids to do. If we want the kids to do, we have to grow too, right? So it's both sides and that theory of action bringing it all together. If our teachers provide intentional opportunities to build on prior knowledge, practice higher level thinking through a variety of tasks and choices, student collaboration, specific timely feedback, and a gradual release of responsibility, then students will increase and initiate higher level thinking. So again, help tying that all together. Thanks, Ro. So some keys to implementing that we have to look at designing learning experiences

007that incorporate meaningful student collaboration providing opportunities for students to justify their answers and reasoning. It's not just yes, no. It's not just ABC. Not even one sentence, right? They have to have opportunities for dialogue, debate, to agree and disagree, and explain their thinking. Offer choice on how students demonstrate their learning. It's not just a one-sizefits-all. And create an environment where accountable talk and critical questioning are valued. This has really helped them be able to debate with one another in appropriate way, I agree or I disagree and why, and have true academic conversations with each other. Kelsey and Jackie are going to elaborate on this a little bit more. Sorry, not Jackie Lee. I knew that. Like I said, Kelsey has been leading this process for our team this year. Um, for good or bad, I've

008stepped back from being a part of instructional rounds and really let it be teacher le. Um, so they're going to share. Lee, this is her first year on our building leadership team, so she was very gracious to come tonight and share, but I've really value her feedback and insight. So, thank you. >> Yes. So, as Ashley said, I've had the opportunity to facilitate for three years now. I learned from our consultant and I was trying to organize my thoughts. I was like, okay, I think I can share two big takeaways. One is just the power of collaboration. Sometimes people who aren't educators don't realize it can be pretty isolating teaching. You're in four walls. You're working with the same kids day in and day out. You don't have a ton of time to collaborate with

009others. And what's great about rounds is that a team of teachers collaborate through the whole process. They collect data, they collaborate, they analyze data, they collaborate. Then they're planning professional development and that's a ton of collaboration and just watching unfold. It's nice to not only build relationships as a group, they're teachers from all different subject areas, all different grades, but they really learn from one another in the few days we do this throughout the year. It's been really great to see that collaboration and that feeling kind of expands to the whole staff. Like if that group trusts each other, we're all going to trust each other. I think another really big impact I've seen is when teachers deliver professional development to other teachers. It just hits different. It's just different when somebody's in the trenches

010with you and they're doing things day in and day out and they come in and say like, "Hey, to help higher level thinking, why don't you try this?" Teachers are much more likely to try it. And I think that has made a huge impact on our building where teachers keep presenting and it's not easy as a teacher to present in front of other teachers. They're not the easiest audience sometimes. So just also building confidence with our leadership team like you're good at what you're doing. Share what you're doing to help everybody else. It's been impactful. I think it has drastically improved not only the culture but just now every teacher has input on how all kids are being successful. So it's not just the kids in your room. We want them all to do really

011well. That's been cool to see over the last couple years. Um for me coming in as first year again um not so much in my first year but it's um been an eye openening experience trying to when you walk into classrooms you usually I mean being an intervention specialist I'm in the classrooms all the time with the teachers but going into classrooms that I've never been into and taking a chance and like oh they're doing this so just jotting down what's going on and we're not paying attention patention to exactly what is going on, but like the activities that they're doing. Are the kids paying attention? Is there a kid fiddling with something? Those we just take down notes of what's happening and then we come back as a group and talk about it and

012then we come up with our action plans and then build how we're going to present back to the staff. And it's it's something different that I've never had to do before. And I mean this late in my career, it's like something neat that I'm being a part of and being able to do it. So for sure, >> you're gonna make it real. I'm sorry. >> I know. I don't know. Just let him come here. Come on. Come on. >> That's hilarious. >> It's worse than my own children. >> All right, here we go. We can move on now. All right. The next thing I'd like to talk about, which Jackie will talk, I promise I knew what I was doing. Um, is something that we've changed this year to standardsbased grading. So, we've moved away

013from the traditional ABCDF grades and our students now receive a one through four. Okay, this was a ton of work. We spent our entire year last year working on this, but this has been a fundamental shift on how we measure and communicate student learning. This approach moves away from that traditional ledger grade to mastery of specific standards and providing clarity to teachers, students, and families on where they are. Um, so this is an example of a paper we sent home to families to understand that a little bit more, but this is our grading system now. So developing is with teacher assistance. They're making limited progress towards that standard. A two is approaching. So they required a little bit of support and prompting, but they're able to demonstrate their understanding. A three is that they consistently

014and independently demonstrate mastery of that skill. And a four is consistently independently demonstrate mastery at or above that grade level. So the benefits of this are for everyone, right? I think um obviously I mean I was a ABCD student, right? You love to get your AB honor roll, your little ice cream certificates, and your Pizza Hut certificates back in the day. Um, right. But if somebody asked me truly what my strengths and needs were or what I was good at in math or where my areas of need were, I probably couldn't have broken down for you truly. Right? I got an A in math, so that must mean I'm good, right? Um, and that often also comes from compliance, right? I got all my work done or I was able to redo something and submit

015it back in, but it doesn't genuinely show their understanding of the different skills and standards that we teach. So when you're looking at the benefits for students, it shows a clear understanding of what they learn and what's successful. There's multiple opportunities to demonstrate mastery. It's not completing one thing on division one time and that's the grade that goes in the grade book. Right? I might get several twos and then as the quarter ends I'll be getting threes on my paper and that shows my teacher that I've learned, understand that and mastered that content. feedback focus on growth and progress towards those standards and it really reduces anxiety around grades with an emphasis on learning. Right? While the um the awards ceremonies are fun, right? Handing out the AB honoral certificates, there's always a group of

016kids that didn't get anything, right? And that doesn't necessarily mean that those students were hard workers or putting their best effort in, just meant that they learned differently. And this really gives them an opportunity to showcase their strengths as well. On the teacher level, this is a really shared understanding of standards across the grade levels. Like I said, we spent all of last year, I mean, we spent all of last year breaking down our standards, talking about every single thing that we teach, what mastery looks like, what's exceeding grade level on everything and created a rubric for every single standard, what a one, two, three, and a four looked like. It was a ton of work, but has been very worth it. um we have consistent assessments across grade levels. We also made something called

017common assessments. So every quarter, every single department in every grade level is giving the same test. So we can see student growth across a common thread data driven and a lot of professional collaboration. Again, thanks to give her another shout out. And on the family end, I feel like this is really clear communication about what my child is learning, understanding the specific areas of growth and strength, actionable information, and focus on progress toward math mastery rather than comparison to peers. Right? Everyone's like, "My kids's on a on a roll, and maybe my kid has a C in reading, but that doesn't mean they weren't right." Right? So, Jackie has a very interesting perspective on standardsbased grading from her role. So, she's going to share how it has impacted her and her team this year. So,

018I always like to think of myself as having a unique experience because yes, I'm a teacher at the building. I've had children that have gone through the district and on the horizon, I have grandchildren that will soon be going through the district. So, it's kind of cool to be on this side of things and see how things have evolved. And like Ashley said, the work last year was unbelievable. It took every ounce of our our time, whether it was department, whether it was a half day, whether it was a whole day that we took out. Lee and I both, as well as all the other intervention specialists, added another layer of uniqueness to that because we did both math and language arts. So, we would get to one week or one day maybe sit in

019on the math meetings and then the next time sit on the ELA meetings and got to see how it was all playing out. And the one thread that I can say that that I noticed as we went through all that, it wasn't something so new to us because what we do is based on them slowly making progress over time. We were used to those students who maybe didn't hit that target right away. So we were able to help the Jenna teachers say see the fact that okay, they're here right now, but that doesn't mean that's where they're staying. They're slowly working toward this goal. So, we were able to help them see that it's okay that they're not at a three right now. Something I that was a mind shift for everyone, too. That comes

020with grades. We automatically think A B C D F with 1 2 3 4. So, that really has gone out the window. You don't see letter grades on anything because those numbers don't correlate with a letter grade. So, we really did shift from grading everything with an ABCDF, but maybe looking at one standard on something that we've done. We didn't have to change everything we were doing. That was the big thing. We could still do what we did every day that made us successful in the past, but now we're shifting what we're looking at and putting in the grade book, which is what the biggest part of our our job, I guess, every day. Thank you. This one is truly new this year. Uh we kind of tossed it to the teachers at our opening

021day meetings and said, "Let's run with it." Um but I actually got this idea from the principles PLC that Daryl's actually running at the Claremont County ESC. A lot of other principles were talking about student led conferences and um it just really resonated with me so I wanted to give it a try. Um this puts students at the center of the conversation empowering them to take ownership of their learning and communicate the progress directly to families. Right? Typically a parent teacher conference is a very transactional interaction, right? We give you scores. We tell you that your students do great with friends or is struggling at play at the playground or has a hard time with transitions, right? Um but it's just a very like I said transactional exercise. Typically, we don't even have a student

022part of the conversation, right? and we go home and then we ask our kid what's going on at school, right? But we really wanted to shift that mindset. So, we focused on this structure of glow and grow for kids, right? Um we had the students prep ahead of time, reviewed their data, looking at their own strengths, reflecting on areas of growth before the conference. That's not anything new to them. They goals that all the time, right, with their MAP tests or their state tests or even their common assessments. Um, so it's really just kind of formalizing that idea for them, celebrating their strengths. Students share what they're doing well academically and behaviorally that they're proud of, right? Might not even be something that the teacher would have thought of, right? But if they're super jazzed

023that their desk is clean, then so are we. And then that goal setting, like I said, um, data sharing, students present that individual performance data and evidence to their families, get to talk about how they did, and teachers are really the facilitators, right? We're gonna pro prompt and probe and get them to deepen that thinking in those conversations. But the impact has really been developing reflection skills and taking ownership of their learning. We actually did an end of the year survey from the staff and already 53% of the teachers said that students had increased accountability through these conferences just from one year. Right? So if you can imagine us continuing to build and grow on that, how much that's going to change. families gain insight onto students self-perception and goal setting really how they view

024themselves at school. I'm sure I mean my kids are now in third and sixth grade and I still say how was your day? Fine. >> Yeah. >> Right. That's what we all get. Right. And this gives you a little bit different perspective. Um teachers observe that student confidence communication skills. My son did student le conferences this year and he went and sat behind the teacher's desk. He was in charge. If you know my son, that's not a shock, but it really allowed his confidence to come out. Um, and it gets to strengthen that home and school connection, right? The kid already knows if there's a student struggling, they know they're struggling, right? If it's a behavior thing, no one's surprised, but it gives them a genuine opportunity to have a true conversation with one of

025the two most important adults currently in their lives, right? This is a video from Miss Tunis. she couldn't be with us tonight. So, she wanted to have a few of her students share their perspective of um student life conferences. So, hopefully we're good on volume. I >> think if notic not on your keyboard, turn it up all the way right. >> All right, if everybody would just go down the line and say your name. And these are some smart cookies from room 306 who have experienced student life conferences. And who better then to talk about student life conferences than the students themselves. So, I'm going to let these ladies share how they felt when they first thought about what it would be like for student life conferences versus the work that they put into preparing

026for their conference and how they felt um with the conference with their family members and and after. Rick, you want to get started? I'm going to tell my like my mom and dad all the I was like oh so say I'm kind to others not yet sometimes most of the time or every time I would just have these little things I didn't even put little numbers and then >> did you feel like that helped your conversation? Yeah, this definitely helped. And you would type out what you wanted to tell parents and how school and you write them like all your best friends and all that. And then I think I can work on and then other stuff. Um, I thought um I thought and telling about how smart you were. >> Awesome. >> Those two

027pages would help me talk about like the stuff that I wanted to learn, all that fun stuff. you were going to talk. You thought some of you were saying that you thought that it was going to be all about talking about your test scores and things, which that it's important to share out those things, but you guys were more focused on your goals, how you how you're feeling about school, things that you're thinking about wanting to do better in the future, focusing on your strengths, but also keeping those goals in mind. I felt scared cuz um I felt like my mom was like add on to the cover. her side of the story and what he thinks. I like it better than I >> love that. How do you think your families felt listening to

028you guys? >> Such an important skill. Um, I know as your teacher, I'm super proud of all of you because it's difficult and I know it's new, but how do you feel going into fourth grade knowing that that's what you'll do? >> I feel like I still feel like more You feel prepared. You feel proud. You feel confident. I love all those things and I'm so proud of all of you. Thank you. >> That was just as good as having them here. escape and maybe end presentation again. I'm not sure. >> All right. Last thing I want to share is about socially responsible. Actually, that's a line. This is second last socially responsible celebrating the warrior way. We've done a lot of growth with our student rewards this year. Um, if you remember last year,

029we talked about our PBIS program and how we had received the silver award from the state for our PBIS. Unfortunately, the states decided to end those awards. We were going to go for the gold this year. Um, we're going to give it to ourselves anyway. But unfortunately, we won't be there. But we still have done all the work. Um, so we re really reimagined our character program, especially as we shifted into standardsbased grading and we didn't have a honor role a honor role and how are we going to celebrate kids? So that's where the idea of the warrior up award came from. This is something we do quarterly. Every staff member in the building, Mr. Justice, our custodian, our cafeteria staff, every non-certified teacher, every certified teacher, Kelsey, myself, the slasher, we all pick a

030student every quarter to celebrate. Um, so we are looking for their effort, their perseverance, their academic achievement, positive behavior, character, overall growth, and contribution to the school. It's not just did I get Ace, right? We're looking at whole peoples, right? We're growing whole students here. Um, and this really has been able to celebrate our diverse group of kids and really look at growth. Students that are fifth graders now that in third grade might have given me a run for my money or kids that are in that gym getting celebrated, which is amazing. So, that's a group picture of them there. They also get cute little keychains. So, we tell them to wear them out their backp backpack with pride. They get to kind of brag off that they're at the Warrior Award. We've also done

031quarterly PBIS awards. This is for students who are our respectful, responsible problem solvers. Um there's our area to work on is receiving steps if students have struggles in the classroom. If students reach a certain threshold, they actually work with our counselor during this time to do a retaching on the school expectations. And other students have an opportunity to participate in an activity. They be relay races, dodgeball. We have our staff for student basketball game we did again this year. We won 42 to 21 in case anybody was wondering. And um but this is really great for students who show those expected behaviors all quarter long. It's an opportunity for them to also be celebrated. Few other things we wanted to showcase are our warrior of the week awards. Every single week is a different character

032trait and those students are recognized for that character trait of the week. They get an award. They get a warrior up bracelet. They're posted on social media which everyone loves. This year we also started positive principal passes which Jen and I have loved. Um, most of our phone calls aren't always positive, right? Um, if you're hearing from me, there's probably something up, right? But it's so awesome to say, "Hey, this is Ashley Anders, the principal at Spalding. Miss Stra wrote a positive principal pass for your student, right?" Not the and dot dot dot. Right? So, we've aligned it again to our PBIS. Students are respectful, responsible problem solvers, but it's these little things that may often go unnoticed. Right? Um, just today I called home for two students from Miss Treasure science class that had

033made fantastic po posters on rotation and revolution. They had great descriptions of their science and followed all the criteria for making the poster correctly. That's an expectation from the class, right? But those students went above and beyond and Miss Treasure really wanted to celebrate that, right? Those just really fun different ways for Jen and I to get to interact with parents and with students um in a positive way. our Warrior um Warrior Up store. You can see our book vending machine there is always stocked. Um some of the favorite things in there are visits with Roland, even though you wouldn't know it right now, and lunch with the principal, which is that picture off to the side. Um it's always an eclectic group of friends, but Jen and I really enjoy um eating lunch with

034them and getting to hear about their >> their pets, their weekends, their vacations. >> Yeah, you never know. Sometimes you feel like they've stocked up what they want to say to us and they like have to get it all out. So, but a lot of really fun ways for us to celebrate kids and us to interact with kids in ways that aren't just teaching. This is and the last thing is fearless learners. Our experiences beyond the classroom. We've taken some amazing field trip this year and brought some really unique things into the building. This year, our third graders have visited the children's theater downtown diary of Wim Kid. They loved it. Fifth graders attended Ro Woods. Fourth grade went to the nature preserve. Obviously, we have our go tours. Um, and some things that came

035to the building. Our fifth graders got to visit with the science observatory. They did a space rocks activity and they'll be back later in the school year. The zoo came this year and brought their birds of prey. A little creepy. They also brought like a rat and a mouse. I don't know why, but it's okay. Maybe in case the hawk got hungry. And the last one was actually a visit from the children's theater troop that does school visits. Um, so they came and did a reindeer games activity with the kids in the gym, which they absolutely loved. Um, they got students and teachers up on stage. It was really interactive and really fun. So, our third graders are headed into the zoo um in another couple weeks and our fourth graders are actually going over

036to here to um rest run on is that Friday? Is that next week? >> 24th. >> Going day by day, guys. Um but this really supports multiple learning styles, modality. It builds in meaning and actual links to the communication um curriculum, sorry, of making those experiences real life, not just in the classroom and seeing things handon. um really deepens our kiddos's curiosity and those enriching experiences that they may not get from their house. So this is kind of a in summary those five pillars are really driving what we do. Um sometimes we might not even talk about it ahead of time, but everything just falls naturally into this because this is what best practices for kids are, right? Um and it was so easy to make this presentation of the things that we're naturally doing

037in the building. I guess I'm bragging on us, but in a great way that these things really fit into who we want to build as future warriors and future graduates. >> Thank you. >> Anybody have any questions or feedback? I um just have a um I don't know if what the um rate of parents coming for parent teacher conference was but did it get better um because they because the student I would genuinely have to look at the data to I don't want to make something up. Um our beginning of the year October conferences are typically very well attended but we do struggle to get families to come in in February. Um so I think that's something to keep an eye on that hopefully that increases the standardsbased grading. I mean that's that's good back

038from that. I mean it's >> I survey you got results from the survey about standards based grading. >> Are you talking about teachers or parents? >> Parents. >> I I feel like for the everything I've heard from parents on standards based grading they feel like much more connected to understanding what their students are doing. I don't know if you guys would like to speak to that. >> Yeah. We haven't had I don't want to say we haven't had any, but I cannot think of any negative feedback from parents as far as and I think third grade obviously has an easy transition from second to third because that's what they do at Mark Cook. So, we've been able to say just like you did at Mark Hook, you know, we're just carrying it over. We are

039curious, I'm not going to lie, to see if anybody has anything to see say to us after they move on to middle school. >> Yeah, >> obviously. that I wrote that down. I'm wondering like how are we working with middle school because that's already a very difficult transition as you can imagine um from a parent standpoint and from a student and like what where is maybe as a district right and I don't expect you to answer this right now at all but like as a district the importance of that transition for parents and students and understanding like how to then transition from back to a or for the first time to a standard grading system that parents are used to. >> And I think having Kelsey in the building has al had given us a

040great perspective because Kelsey came from the middle school and also works in building in the middle school. So I think she's really helped us bridge some of those conversations too. Um and talking even she had sixth grade teachers come over and see our fifth grade teachers, right? So bridging some of those connections between both buildings is definitely a priority. >> So important. Yeah. So you think this will help like I don't know maybe get to like a stronger foundations like how the kids are really performing like you said like I think you mentioned like some kids just like oh they they get the grade they do what they do to get the grade but they really understand it you know they or other ones may be really smart kids but not completing their work or

041something. Okay, they get it. They're they're just I mean I feel like and then they get maybe get bad habits that in younger grades >> and they get behind the rock because they're really good. >> If my job is to complete the work by the end of the quarter, I can get the work in and I'll get an >> but did I really participate? Did I deepen my thinking? Do I have a genuine understanding of that standard as it applies to real life skills? Probably not. Right. Um, and I think to highlight the population of students that Jackie and Lee work with, those are probably kids that weren't getting AB on a role or a honor role because they may struggle with some of those skills but are very hard workers and with a little

042bit of teacher prompting can be stu very successful. So I feel like that's really reframing their view of school because they I will again speak for them. But I know from teaching myself that often students with those special needs feel like they're unsuccessful at school, right? And their version of success is simply different. And I think this allows everyone to truly feel success and see where their strengths are. I think a student that struggles to really if they do really well in an area in math that that is highlighted and they can get a three or a four, you know, not just a D or a C or whatever because they're not great at a lot of things, but you know, they can see that, hey, I'm really good at, you know, solving fractions or

043something like that. One of the things >> there's a lot of research out there that talks about when you put a grade on it, the learning stops. Yeah. Yeah. >> So if you're teaching kids to dive deep into it, eventually we have to do letter grades because that's scripts and all those pieces, but hopefully the foundation they're getting K five because we got as we start sixth and seven, some of those kids are starting high school course work accelerated. So it I I really do feel like foundation K5 of how to, you know, master a content will translate. Um, but you know, at the high school level, things build on it on each other. That's kind of the way the coursework is set up. So, mastery at one moves you on because you have to

044have the prerequisites move to the next. So, this should build on it. Um, >> I think the work they've done is extraordinary and it's putting a ton of focus on not just the standards, but how kids grow. I think that's probably if you listen to those kids, it's they're feeling success. And if they're feeling success, they're not. They're learning as it stopped. >> Yeah. >> Whereas the letter grade stopped it. I got an >> F. >> Or the opposite. Right. Like when you think about it, I think across the board, >> if I get an A in math, does it really mean >> I'm that great at all the different content that I reviewed that quarter, whatever. >> Probably not. But it probably meant that I got all my homework done and I turned it

045in on time and you know I played school well, right? >> Um but the fact that like maybe throughout that quarter I was a four in something but at two showed me I still had work to do in something rather than be like got that A and I can move on, right? Because there's probably an area I could still grow in no matter who I am, right? >> Extra credits out the window. They're no longer asking for extra credit. >> So, you had mentioned um the collaboration with the Claremont County ESC. Are the majority of elementary schools in the uh area transitioning to this type of grading, the standardsbased grading versus letter grade? And okay, >> some of them were already doing it. So, we actually had quite a few models from surrounding districts. K

046through six buildings have been doing it for a while. >> It was hard to find a three through five building to talk. That was where we were struggling. But most K through six around us have already transitioned to it. Okay. >> How's the teacher relationship like from >> like when it first began and you would send people into the classrooms and kind of so like from then to now like you know now that you've you know it's a got you moment to now it's uh you're here to help moment. >> Yeah. Um, honestly, it started with a lot of crying. I'm going be honest. Um, it was, like I said, it was very uncomfortable, right? I mean, especially people that are your peers walking into your room, you feel judged. You can't help it, right?

047Because that's your center of control, right? Um, and I genuinely feel now the attitude towards it is nothing positive. >> Oh, good. >> Right. Um, again, I don't want to speak for them, especially I mean, I think Lee might have the best perspective because she's been on both sides. >> Yeah. coming from it for the three years prior. Yeah. It was like, "Oh, they're coming in. Okay, we got to make sure we're doing this and this and this." >> Um, but now I don't think that's what they're doing. Like, we weren't necessarily doing it that way, but in our heads, >> we're trying to Yeah. >> But it's I mean, >> I think everybody is now more positive and working more together to get Oh, okay. now we need to work on more collaboration and

048doing all that kind of stuff. And it I think it's helped a lot get us all even closer together as a as a group. >> There's also I'll say about our teachers at Goan is they they want to do well for our students. And it I've worked in other districts and I can tell you that they're so passionate about doing what's right for our kids. We've had second and third grade together. We've had fifth and sixth grade together. We've had middle school teachers coming into high school English classes. They are just really open to doing whatever it takes to get better. and they collaborate with each other. It's it's really nice to see. Makes you very proud to to be a warrior. >> It also gives them a sense of ownership of the curriculum and

049the building. >> Yeah. >> So, you know, it gives them a sense of pride that and like I said, I've stepped back from it completely this year, right? And I think I was hate to say only a part of it, but I was a part of it because this is part of my job that I'm so passionate about, right? I love the instructional curriculum side, but the fact that I didn't go into the observations, I wasn't a part of analyzing the data. I wasn't a part of planning the professional development. It's completely led by teachers to teachers. And >> we found out at the end what we were working on, wasn't part of the review. >> And just like what a privilege to lead a staff that's able to do that like what an absolute

050joy, right? Um so I what else could you ask for? Plus, we got an opportunity to work with people that we didn't ordinarily do work with. >> Yes. >> So, we were we were grouped together somewhat randomly. I don't know how you >> It was random. >> Because we were between grade levels and whatnot. So, we worked on planning the professional development with people that we normally don't work with. So, that was kind of cool, too. >> That's really neat. Thank you guys for sharing. I will say, you know, old adage, a rolling stone gathers no moss. That teaching staff back at Spalding, they've always been driven. They've always been dedicated, but the change that that they're implementing back there is going to be nothing but great for kids in the future. And Teresa said

051that people will look at us and say, "How do you get that done?" Well, it's just teachers that care and put in the effort. I know couple years of going through some of that mapping and pacing and you know looking at standards and driving that is tough but in the end it pays off for kids know that and that's where they just work hard so >> I do have certificate for each teacher for going above and beyond so you come up >> get up there certificate I mean last last month I had to sit on the chair for a little sit on a chair if you'd like me to. Jack Strauss, >> Kelsey Ryback >> and then I've got gems for her and you two just thank you for being >> I take care of

052them. >> Yeah, we'll get rolling one. Yes, we'll get rolling the dog bone later. >> Thank you guys. >> Thank you. >> So, if you're interested to stay for our entire meeting, however, this is a great time to head out if you're not necessarily interested in our school business. >> I'm interested in everything. >> Hi guys. All right, moving on to new business. Item A, public participation. Mrs. Sherzinger, do we have anyone signed up for public participation? >> We do, Mr. Holland. >> Right. Each person addressing the board will give his or her name if several people wish to speak. Each person is allotted three minutes until the total time of 30 minutes is used. During that period, no person may speak twice until all desire to speak have had the opportunity to do so.

053Persons desiring more time should follow the procedure of the board to be placed on a regular agenda. The period of public participation may be extended by the vote of the majority of the board of education. Mr. pause. >> Thank you. I'll pause 1395 Gibson Road tonight here on behalf of the organization that is near and dear to my heart, Snack Pack. Um, first, I would be remiss if I didn't thank the board, the administrators, as well as Mrs. Walker, Mrs. Issacs, Ad Miller, especially Mr. interpreting for allowing us to partner with sources of strength last week for jamm the gym. Um maybe you saw the social media post about it, maybe you didn't, but this was our third year. We spend a pretty good amount of money to do this, but it I feel like

054it's starting to pay off. We've had every year some better conversations. Um, part of jam the gym is to connect some of these students with adult peers for a couple minutes of conversation. Sometimes you have to learn outside of the classroom regarding some life skills. In fact, I'm 53. I'm still learning. I learned that a possum, best case scenario, will only live for four years, wild or domestic. Ducks will bite. It doesn't hurt. They don't have teeth. Um, I cannot use the phrase low-key properly. Young lady informed me I sounded like her mother when she's trying to sound cool. But it's it's an allaround great experience. U, we're starting to see some proceeds from it in terms of these kids or young adults opening up to us and others. We all grew up in a

055phase where when you wanted to interact with someone, you had to do it face to face. These kids are not in that same age group, much younger. They've leaned on their phones for, at least in my opinion, a little too long. So, it's nice to see them interacting with each other, and we give them every opportunity through crafts, um, three-point basketball competition, volleyball, decorating stuff. It all culminates with the petting zoo on Friday, and I try to remember to invite everyone to it. It's just fantastic to see those kids interact with those animals. You know, we want to teach these kids love and compassion and empathy and these animals return it to anyone. They don't care if you're cool, if you're not cool, if you're a jock, you're they don't care. So, it's a great

056experience for these young adults. You guys get some free fertilizer out there in front of the high school grass greener. And I know you're moving into a new board office, Mr. Bailey, and I thought you might need a decoration for your wall. And you all see a funny picture a lot because every time I ask Superintendent Bailey for something, he does it. He may mumble under his breath or say, "What are you talking to this time?" But >> it means a lot to have all of your support, your support, all of the administrators, and we greatly appreciate. >> I do appreciate that. >> Absolutely. >> Thank you. Is that the possum that starred in Over the Edge? >> I didn't realize >> all four years. Yeah, that movie is made on four years. >> Great.

057>> You know there's such thing as a domesticated possum. >> Well, that was Did you know why it was domesticated? >> I learned a lot like Bob did. >> Yeah. >> It was mom was killed. It was in the pouch. Babies were with it. This one did not have the natural instincts to hiss or play dead. So, it could not be put back out to the wild. It >> domesticated because it did not get those >> survival instincts that a possum has. So, it won't play dead. >> This one got grapes and air conditioning. And I moving on to new business, treasures report, Mr. Shle chair. >> All right. So, um, we're through March on this. So, we're 75% done with with the school year. It's hard to believe that we're we're getting there. And

058I'll try to just walk through where we are with with our general fund tonight. So, this is our year to date. We uh take to go back to beginning balance. We started with 16 million. Our fiscal year, we've already brought in 32. um we spent 30 and right now we're at 17 million in in the bank for the general fund. So as you look last year March endings balance we are up 1.6 million compared to last year. So we're doing well like our real estate valuation's coming in pretty good. I'll show you that on this next page. So for our revenue we we are right now what we budgeted we we're 81% there. Our month's completed again we're 75% done with the year. So, our revenue that we've got so far is 32 million out

059of the 39. And we basically have 7.1 million yet to go. With that, we have our final settlement from Warren County to go. We still have one more income tax and then our state foundation dollars. So, we're pretty we're tracking pretty close to to to those numbers. On the expenditure side, we've spent roughly 76% and our month's complete 75. So, that makes me feel good that we're what we budgeted. We're kind of right on track right now, which is pretty good. You know, that that you never know with especially this time with what the state's doing and things that are going on, all the changes that impact us. Um, as you can see, our expenditures right now are 30 million. Uh, we budgeted 39 and remaining 9 million, which I know I always out at

060roughly $3 million a month. So, that's what we kind of got ballpark, you know, what'll be coming later. on the revenue side. Now, I know this is not to uh and I called him up. I said, "Can you please do this? I got a board member. It drives me crazy." That's right. That's right. And it's still a good fit. So, I'm just kidding. But I did call and ask him because as you see there, our uh through March difference. >> Last year, we brought in $32 million. We're up $7,156. That's it. And look at how different that graph doubled last year. Geez. >> It actually projected at a 0%, you know, change. Um over here on our year to date, as you can see our local sources, we went up 800 over $800,000. That's on

061our real estate taxes and that'll probably change when our income tax come in. >> But you can see our state sources is down over a half million dollars. We did get a little bit more federal dollars this year where that projects and then other really the decrease in that is our interest rate is starting to come been coming down this year where we were collecting a lot more each month than we were. That's basically the $400,000 drop. Um, on the expenditure side, again, you can see our our expenditures are up $3 million or 11%. So, our revenue basically stayed the same, but our expenditures went up 11%. We pretty much that's what we projected. So, it's not like ah moment on anything, but where basically was is on our salaries and benefits is 1.1 million.

062Our purchase services a million and all other just like we've got some computers. We've had a lot of our unfortunately our uh lunchroom equipment has been going to we've had Yeah, our kitchen's been killing us. So, we've had that and that's roughly our $3 million. And then I apologize again when I brought this in our prior uh we had all those numbers up there at the top. It it went crazy when I carried over to the PowerPoint. So, I apologize about that. But our prior ending balance, it shows that for 26 expenditures are will receive exceed revenue at roughly a half million. So we're projected to be almost a half million dollars over budget this year. Um our fund balance represents approximately 142 days of cash right now is what we what we have. So

063I kind of ran through that. Do you guys have any questions on that? But we're going to a Mr. surveill and I and we're going up uh to get uh to like a seminar. They're going to basically show us what they anticipate what's going to be happening next year now that all these house bills that took effect like in March 20th. What is going to be the impact on all these districts? And there's a lot of districts out there that are running levies. I don't know if you guys >> paid much attention to that. I mean, I I feel for him because I I honestly the biggest thing right now is I wouldn't even know how to determine what would be a proper millage to run because it could change. I mean, to go out

064there and you maybe say we're going to run a three mill bond issue or levy and what happens if you need five or six million? I mean, that's or five or six bills. I mean, that's really difficult. So, we're trying to get a better handle on that. So, >> yeah. I I mean, like you say, you hate to be one of those, but I thought I think it was Oak Hills that was on Channel 5 and, you know, the superintendent did a great job of explaining, you know, that it's local funding, you know, it's not like was, you know, so hopefully that helps our >> Well, if you even if you go to our revenue, if you go to our revenue year-over-year, and I'm not going to tie it directly to us, $576 revenue. >>

065Yeah. >> So, take that number of 472 and it kind of tells you down from the state. >> I mean, nobody wants to pay more taxes, but at least they understand it's not us. It's >> model of state funding is property taxes. Your district can pay more. The state's going to give you less, right? Where that push has been out of our control. We're not putting levies on, right? >> But I will say hats off to you guys for us maintaining balanced budgets for these last few years that we can ease through. I mean like it's not like you know the sky is falling. I mean we we have money in the bank to to operate here for a little bit of time and you know make changes and if it keeps getting worse and

066worse then we at least have a plan or a faction to what you know what you know need to do on down the road to maintain a balanced budget. >> Any questions? Todd, can you just share not like right now, but tomorrow that slide where the numbers were off, can you just share it in an email just so we have that updated that one? Yeah. All right. Moving on to new business C financials. Um items 1 through nine. Do we have a motion? I'll make a motion. >> Second. >> Lisa made the motion. Corey second. Any discussion? Mr. Bailey, you want to just talk through? >> Yeah, just I mean 7, eight or nine or are new. Well, >> things we do yearly. >> Yeah. You've got your CCSC contract, which inside of that, we

067did work with Claremont County SC to contract Melinda services for next year. Um, so I, you know, I think that's a There's some steps we can take with that, but having that partner there to be able to do Melinda and have her more here with us is is great. So that is in that contract approval of workman's compensation program. Um Todd, that is just basically our yearly work comp. Yeah, we usually we put out we get three bids on the workman's comp and then you know that basically who handles the claims and then if there's like transitional work come back and got you know not a total disability or anything like that they come back and light duty. So we bid that out we've been with the state company for quite some time they do

068a phenomenal job and that's they always come as the best price too. And then number nine is um our with the township for our SRO's. So with a little bit of increase as it is with theirs and then they do negotiate this year with their police union. So >> and that's for two. >> That's for one. And that's where we're going to look at once they get negotiated possibly doing a two-year agreement. >> Okay. >> One year one year but it's two SRO. Sorry. Yes. Two SR. Yes. I'm sorry. I had something else on my head. I was Yeah. >> Any other discussion? Mr. Shinkle, can you please call the role? >> Mrs. Papraki? >> Yes. >> Mr. Raer? >> Yes. >> Mrs. Berkkey? >> Yes. >> Mrs. Gray? >> Yes. >> Mr. West? >>

069Yes. >> Right. We're moving on to new business D. Personnel 1 through 10. Do I have a motion? >> So moved. I'll second. >> I'll make the motion. Lisa second. Any discussion? >> So, I'll go through some obviously we're at the time with some retirements and we knew some were coming and >> y >> we've got, you know, anytime you see a teacher named Taylor, John Hanssford, Rudy Edwards, you're losing a lot of seniority there and a lot of knowledge about this district and it makes you a little nervous about how we're replaced. that they've, you know, as changes in retirement have come, they have those opportunities and I wish him nothing but the best job to fill those spots. You also have Mr. Boffman's on there, which I talked to guys about. Excited for

070him to be able to go to Battavia and be the principal of their middle school and take what he's learned here and help kids at Betavia. Once warrior, always warrior. Never know. But, uh, Nate's done a great job and he'll be a tough one to replace. Um rest of those kind of getting into I mean you've got a couple principles there Ashley and Stephanie um contracts for them um Brooke and Adam and the uh food service and and buildings and grounds done a great job in both those positions and I can't say enough about Ashley and Steph buildings and care about kids take care of teachers and excited to have him on for another three years. So just good people. Um then you get into some summer schools, some substitutes uh for this year. Still

071Trace is still hiring them as we >> if we get them this year, maybe we get them next year is always the theory. But then couple maintenance subs um for um we did have a resignation at the middle school for custodian got into it was not the cracked up to be I guess and decided that wasn't the spot for him. So, we're going to kind of sub that for the rest of the year. Um, but we'll fill that here eventually. Do a little test run first. Um, substitutes for next year. We go ahead and send out their invite to sub for next year. That's probably also taking care of some of our tutors that are hired as subs and end up being content area tutors as well. Um, so you have, you know, some names

072in there that just aren't classroom subs, but also do some academic tutoring for us. Uh then you get into some non-sert subs as well for next year whether it be you know central in the office areas, cafeterias or maintenance. Um you know those folks that that are on those lists come in and fill in in the pinch and some of those spots are just great people and so we welcome them back to to fill in where they can. You also have extended time in a lot of our spots, libraries, offices, building aids, health aids, counselors, family engagement, college career readiness guidance, um, and band director. So, with that said, you know, all those are used from the last day of school to the first day of school. So, they work with their administrator to fill

073those in. Uh and then the last one um is a resolution which was in your guys's packet to initiate procedures under Ohio law for the remployment of retired employees. Inside of that resolution that is the first step to posting in the newspaper that you know I am asking for a retire rehire for Mrs. Scherzinger and for Mr. Tom Turner, director of student services. They've hit that point where a retirement's possibility but um quite frankly, they could go someplace else and get a job. I want to keep them here and they want to stay here. So, that is the first step and and putting that out to the paper and then there's um you know a next step on a future board meeting for public input if there is public input and then we'll negotiate a

074contract for their retire rehire. I can't say enough about her, can't say enough about Tom. Would not want to replace them. um with those changes in retirement years, I don't think they were ready to be done. But it is a cost savings in the end for the district. And I can tell you if both of them were on the market, they'd be going other districts quick. So other districts are going to hire them. I recommend that we continue to keep them. So again, tonight is just passing the resolution to put it in paper and then we have future agenda uh steps to take at future meetings. So So that is personnel. I think the problem Not. Then we get into some athletic motions and yes, that's the next section. I'm okay. Right. All right. >>

075Any further discussion? >> Mr. Shankl, can you please call the role? >> Mr. Herrera? >> Yes. >> Mrs. Martin? >> Yes. >> Mrs. Gray? >> Yes. >> Mr. West? >> Yes. >> Mrs. Paproy? >> Yes. >> Moving on to new business. E, athletic personnel. I have a motion. >> So moved. >> Cory made the motion. Do I have a second? I'll second >> second. Any discussion? Just looks like it's supplemental contracts, some resignations, um hiring some non-certified individuals and volunteer coaches, just our normal May transition. Yeah, >> I'll need to I'll need to abstain from this one though because it's got >> you know I asked about that >> just to make just >> you can yeah either you could vote on either way because your house >> okay >> but thank you for >>

076thank you >> any other discussion >> Mr. Shinkle can you please call the role >> yes >> Mr. West Rocky. >> Yes. >> All right. Moving on to business F. Um, additional personnel. Um, do the same thing that Cory just mentioned. Um, do I have a motion to approve? >> I'll make motion. >> Second. Make the motion. Bill second. Any further discussion or any discussion? Mr. Mr. Shinkle, can you please call the RO? >> Mrs. Gray, >> yes. >> Mr. West, same. >> Yes. >> Mr. Yes. Mrs. Wy, >> yes. >> Moving on. Similar um addition additional personnel. New business G. Do I have a motion to approve? >> So moved. >> Cory made the motion. Second. >> I will second. Any discussion? >> Mr. Shinkle, can you please call the role? >> Mr. West,

077>> yes. >> Mrs. Papy, >> yes. >> Mrs. Working, >> yes. >> Mrs. Gray, >> yes. >> All right. Thank you. Moving on. New business miscellaneous. Um so in here we have um we have a motion to approve new business age miscellaneous approval of tuition based public preschool fees for next academic year and donations from the Cincy book bus for $8,000 um books and the alumni scholarship. We have a motion. >> I'll make that motion. Second. >> Second. >> Bill made the second. Melissa made the motion. Bill second. Any discussion? >> So, I did lay a sheet on your table. It looks like this one that looks like all my sheet. I just wanted you guys to have that because I think it's important that we take a look at our fees and our fee

078structures and just compare them um to neighboring and you know some of the in league schools. Um, I think you could as you go through it. Um, if Cory, you should have it. It says district in the top left. It might have been underneath the fire. I gave you a lot. >> It might be. >> There you go. Underneath fire let me one. There you go. >> There we go. >> Y. Okay. >> Um, and I'll go through the other pack here in a minute. But, um, I I just, you know, I think that we are under and most of our fee structures. Um, you know, I think it makes you take pause here a little bit as, you know, as we start take talking about state funding and where we're at. We may have

079to re-evaluate some of these and part of that decision- making process, but we're not too far off. I think there's some um, you know, as far as general fees and where we're at compared to some others, we're very fair, if not very low. Few schools do not have general fees. Um, just kind of absorb that in the general fund. Um, athletic fees we took a look at. I think we're still probably one of the most favorable in that for kids the amount of sports they want to play for price high school parking pass. So that one came up from my student leadership uh council said we're expensive and I said no let me look at that and I did and I brought that back to them and they understood that probably very fair um and

080some of that pricing. Um, all day kindergarten. We asked that just to kind of get a comparison for those that do have all day. Most if they do have all day, they're charging tuition, which is you see the if it's zero dollars, they may not have it or if they have it and then the tuition they're charging for it as opposed to us having all day with, you know, no tuition on that. Uh, preschool, very similar, whether it be a full day or half day program and what we charge on a weekly. A few of those might be a monthly cost in there, a day cost, but you can do the math on those and see that we're still in a good spot with that. And then computer, trying to get an understanding there. And

081that's probably one I'll have Mark dig into a little deeper on that one because those numbers I just don't some districts charge for a computer, some just charge a tech fee uh for the year. Um, you know, but as we move forward a little bit, that's probably a few of those we'll investigate a little bit more. But, you know, you guys do approve these every year. Um, I do feel like we're, you know, on scale here for with what we're providing and the education our kids are getting and um, something we could revisit in the future, but I do feel like, you know, these are in the right spot. Questions on any of those on miscellaneous. And yes, the book buses or the book that was cool to get that donation from talk to her.

082She actually runs a bookshop over it's all nonprofit all in Sharonville. She ships books all over the place and that's where the the dollars go back right back to kids. >> I actually didn't realize that everybody wasn't offering all day kindergarten. >> Yeah. >> So that's super >> some of it's lottery based in some districts on size and >> Yeah. such a shame. I think it's I think it's a huge benefit that our district does. >> Yeah. >> Thank you for doing the work on this. It really is cool to to see the >> how we compare with the rest of the districts around us. >> Great. >> Yeah. I mean, what's the what's the high school parking pass? What what does that money go to? >> Her 08 and she puts it back in

083the kids. So, it's in her principal's account. Okay. count and it goes back to >> you name it. >> Painted spots were definitely a plus. >> Yeah. And we just started doing those and isn't that supposed to help to maintain that? >> Yeah, we more expensive than $30, but >> yes, >> at least it's fun, >> right? >> Maybe the rest of the $50 can go in. >> It's good for kids. They enjoy. I think you'll get more, but last year was good. Any other discussion? Mr. Shinkle, can you please call the role? >> Mrs. Paprai? >> Yes. >> Mr. Raer? >> Yes. >> Mr. Burky? >> Yes. >> Mrs. Gray? >> Yes. >> Mr. West? >> Yes. >> Moving on to new business. I uh policies. First reading. We had three new policies for

084review. I know Mrs. Sherzinger sent those out as well. Um, but Corey, Lisa, Teresa, do any of you have any details regarding the policies? >> I missed. I'm sorry. >> That's okay. We didn't have a meeting because I thought it >> I thought you put one. >> There are three basic >> Oh. Oh, okay. >> We didn't have one, but >> AI one is really just a general artificial intelligence um policy. There's not like a lot of choice in this. This is pretty much what they wanted to adopt by state law. um the early entrance or entrance age for kindergarten, sorry, we did have to make a choice. And so we met with Claremont County schools and we're all trying to be consistent with that choice for the first time ever because we've all had

085different expectations for when students could get into kindergarten. The new law says it's the first day of school. However, our choices were each child who is five years of age on or before the first day of instruction of the school year eligible for kindergarten. Each child who is six years of age on or before August 1st or you can pick September 30th and have successfully completed kindergarten can go to first grade. So we all pick the same date of um August 1 for students to be going to first grade. I don't I mean if they if they've completed kindergarten they should be going on to first grade anyway, but we had to pick a date. So u it was really nice though to have to say Mr. Edwards being at Claremont County Educational Service Center

086has really kind of brought us all together in a lot of decision- making. So, that's been really nice that we are starting to talk together about these kinds of things. And the last one is misbranded food and cultivated protein food products, which is a state law. Um, we were going to do like a food tasting of soybean burgers. I guess I don't know what's happening with this, but um this is state law, so we have to adopt it. >> I can shake it. It said >> I'm trying to understand. I We're good. >> We're good on that standard. We always have been. on misbranding food. >> And these are all first readings, so we'll actually vote on them next month. Yes. Um but a little discussion quickly, the AI hopefully in the coming months. We're

087going to do some kind of education. >> So yes, and we will have an AI plan, implementation plan that's going to go with that. This is really just getting some of the legal policy in, but we will have Mark's been part of with that and we will have an AI policy that's deeper than that. Mark will roll us through. >> All right. Thank you. We will review that again next month. Actually vote those policies in place. Moving on to new business J board of education reports. Um, sorry. >> I usually try to go in the order, but I can't say on my paper. So, Lisa. >> Okay. So, um, for student achievement coming up, we have a couple of, um, nights where our students will be presenting in various ways. Um, we have the fine

088arts nights, which is this Thursday, um, at the high school in the gym. And then uh next weekend is the high school musical Mary Poppins. Um and then the band concert for the high school is the following week, April 30th. So um good ways to come out and support our kiddos. Uh testing season is in full swing in all buildings. So best of luck to all of our kids. um if it's state testing or if it's exams and AP tests are I think AP tests will be happening before our May usually the first week of May. >> So um congratulations to Mrs. Whitley who is the teacher of the year nominee for Claremont County and also um the master teacher of Ohio Jennings Foundation Educator Awards program. She'd have been nominated for that. We just

089got a >> She got an application to put in M for the Ohio teacher of the year. >> Awesome. Yeah. I wonder if that went >> and that was nominated by a community member. So >> Oh, good. Yeah. >> So, >> Yes. So, um all of the principles actually sent me an email with some highlights for their buildings for the past month or so. Um, I just pulled out a couple things that I thought really resonated and um, in the words of Mrs. Walker, education extends beyond the textbook to experiential learning, which we saw tonight. And um in the words of Miss Stevens, the April focus is strong warriors power up your body, which is emphasizing physical and mental health wellness, which I thought was absolutely great after um being at the jam in the

090gym this past Friday. So that was that was really good to see that that theme is carrying on through all of the buildings. Um for Spalding, Mrs. Dre's after school STEM program went to UC to share their in um inventions. And um for middle school, I absolutely love the collaboration between the um physical education classes between >> the middle school and um Mark Cook. That's that is so good to see that interaction um and to get them mentoring each other really. So I love that. Um, also our middle school students wrote motiv motivational messages to Mark Cook and Spalding to do their best on upcoming tests. >> Super sweet. Um, see, and then for the high school, um, our warriors are going the extra mile, literally from athletics to academics, um, on the field and

091in France. Um, and our ascend academy is doing wonderful volunteer work at Matthew 25 and Mustang Journey. So, >> yes. So, I really love that our district builds up the warrior mentality through all of the grade levels and gives those um really experiential learning opportunities throughout every grade. So, >> and in the community. >> Yes. Yes. Yes. So, um, and then we have a business advisory meeting coming up, don't we? At the end of this month. Okay. Yeah. >> Don't we? Yeah. >> Is it on their agenda? Okay. Yeah. Yes. Uh, and I think that's it. >> Yeah, I think so. >> Thank you. >> You spoke about the kids at 25. >> And Mr. Huff also takes kids over crush on the food pantry on Fridays and all sorts of things before they open

092the food pantry. >> Yeah. Great job. >> Do they do that weekly? >> Yeah. Okay. All right, >> Bill. >> All right. We've got uh I'm g to get a copy of this to send you guys. Um the applications. >> Yeah, this is actually the application uh the kids got into the programs. >> It's pretty interesting. Um there's there were uh 600 like like at Live Oaks or 443 kids accepted into the programs and there are 153 kids that are weight listed the programs. I mean are that popular. Almost every program um has had its full enrollment and uh anyways I get a copy of this sent to you guys. It's it's pretty cool. Pretty good pretty good info. And of course, you know, things that continue to be popular and then we see where

093there's growth, they expand the programs, too. Um, health technology was expanded I think a few years ago and then some like welding up at uh Laurel was expanded. It was 25 now there's 50 kids in that program. Um, I know several friends of their kids got in their first choice. So, that's awesome. Um also uh the we started the first stage of the uh remodeling in uh at uh Charlotte Oaks >> and there's there's going to be several stages of that because that's the next building completed live and they're expanding at Diamond Oaks but we don't have the kids over there but >> on the west side correct the Diamond Oaks over on >> Harrison. Yeah. Yeah. Yeah. But um yeah, so Scarlett A, it's gonna be a huge project. It should be several years

094and we have uh I think we only have one night of graduation that weekend oaks on Tuesday. Scarlet's on Monday and that conflicts with our our next board meeting. So I'm assuming that >> you guys will check me out. And that is all I have. >> Thank you, Bill. Melissa. Um, okay. I have just a couple more brag points about the middle school. Um, the NJHS participated in free throws for kids and um raised money for care packages and healthy food for the Ronald McDonald House. So, more ways that we're, you know, taking care of everybody. The Leo Club hosted the preschool for a all day Easter event and the um GMS drum club just presented it's a mad house um a couple weeks ago and um in great news they um so far the

095middle school has sent 1,700 positive postcards home um which is just amazing to um you know yeah some kids just to get that at home and say like hey we did a great job That's wonderful. Um, in legislative news, um, a lot going on, but nothing like official. So, everything is just progressing through the House and the Senate. Um, Mr. Bailey and I went to the legislative conference um at the end of March and we heard um, Governor Dwine speak. Um, I can pass these around if you want. They um the legislative liaison um talked about like the big the most important um house and senate bills that they are watching, but um nothing um has actually happened with any of them yet. But if you all would like a copy of this, I could

096send it out. Um and then a couple of new h um house bills I thought were very interesting. One is House Bill 125 um which is says that a student who participates in an approved school sponsored workforce preparation activity during school hours should be counted as present which really makes sense and supports what we're doing um for um being in the workforce. Um, and then House Bill 745, which is be interesting to see how all of this plays out, but it is the Student Athlete Publicity Act to address name, image, and likeness compensation for high school athletes. So, I'm sure um that will have many um amendments um and we'll see what if it actually happens, but I was like, "Wow, it's really happening." So, >> yeah, different financial world. Um, and that's all I

097have. >> All right. Thank you, Melissa. Corey. >> All right. You guys have the the firehouse >> ribbon cutting coming up. So, that was one I talked with Lisa. Wanted to get some input in just kind of what's going on in the township. So, that's that's going on. We're invited. Township meeting is tomorrow at 6. Uh, they're working on the land use plan and then also the 45122 zip code change. So, lots of things going on. UPS, USPS finally recognized and the uh now folks can use Goan as their as their city. So that's it >> and that's in the like that Leland area and >> Yeah. So 4514045150 and 45162. >> Yeah. So they go township. >> Yeah. If they live in Goan Township now, they can use the Goan city. So >> thank

098you. And then um audit and finance, we are going to be meeting in the next few weeks. We have a few dates getting kicked around right now um to discuss uh the recent the most recent audit and some financial projections. And then um for our PR committee uh that volunteer appreciation breakfast is going to be May 14th. So just make sure you have that on your calendar. More information to come on that. Uh Goian Education Foundation, we met last week. Uh we currently have two um board positions open. So if any you know anyone who's been interested in getting involved um specifically the two areas that we're looking to fill is uh the treasure area and someone who's interested in marketing. Um, so, um, the application is open until the 17th. Um, hold on, let

099me make sure that date real quick. It's right here on my phone. Yes, 17th. Um, and then they'll be meeting the following week to review those applications. That's all that I have as well. Um, anybody have any questions for each other? >> You guys have any questions for us? >> I do want to say I mean I know it's the alumni the red and grace for was fantastic. >> Thanks everybody for the work for that. >> Good times. >> Yeah. And be on the lookout. We're getting ready to go live for the Gosian Education Foundation golfing. Well, and alumni and boosters. We all partner on it. Do you have the date for >> July 24th. Okay. Thank you. >> Thanks. >> And if you want to mark your calendars now, booth, bourbon, and barbecue from

100the education foundation, it's going to be October 10th. >> 10th. >> Both great events. Support. >> Same location for food and bourbon. >> Yes. >> That was amazing. No, it's got to be >> both of all the weather for the golf outing. We've been so blessed with that and that was a perfect evening at the suburban weather too. >> Yeah. >> All right, moving on to new business K superintendent report. >> All right, so I put a second packet in front of you. First page on it. I'm just I'm going to refer to that second packet that has four or five documents in it. I'll hold each of them up as I do it, but this was the top this was the top. I think tops has the green was this one. So, but I'll

101I'll hold them up as we get to them. There's only four or five. Um facilities update start with um those are not um those are real pictures I looked at and I was like, man, those kind of look fake. I know the boxes may throw you off, but it really is crisp. It's a great looking environment up there. Today was final punch list, final electrical. So, we got full approval today. Punch list items we're working on and furniture started to go in. We probably got about 75% of the furniture. Tomorrow is a move of all of our boxes and all the stuff that needs to go over and we should be seated and unpacking and working Wednesday through the rest of the week. So, we should be officially in on Wednesday taking phone calls and

102bear with us a little bit as, you know, moving in the middle of the year, you just can't stop business. But, >> we've we're set up to do it. Great plan. Uh the building looks great. If you guys want to stop up afterwards, I can take you through where we're at. Still, you'll see still see some blue tape on the walls where things that need touched up and fixed, but we're getting there. So, very exciting. Um, I think again the decision we made with this, and I'll show that here in a few minutes in our enrollment study. Um, the space is great. I think the PD space, it's just it's going to be a really good space for our our staff, community. Uh, hope you guys are proud of it when you see it. So,

103it's been a lot of hard work. Can't thank Mr. Smith enough and what he's done up there and keeping things going and very exciting. So, with that said, very small, but I gave this to you. This was the timeline for Mark Cook because we did have to adjust a little bit. So you can see uh over on the right there, the real important dates for you are they're going to mobilize the site on Monday the 20th and we will have a final punch out assuming everything stays on pace for July 27th through August 4th somewhere in there and a handoff to us there right at the end of that. All those steps in between from demolition to structural steel to framing to are all laid out. So, they've kind of laid out their process and

104it's good to see there that that will keep them on pace and good checks and balances for us as well. Um, but very impressed with Kramer Feldman as they've come in at a site prep meeting with them. I think they'll do a great job of hitting some of these timelines. So, questions on either of those two buildings. Once we get the the Mark Cook done, I'm sure we'll do a little bit of a ribbon cutting towards the beginning of the year for both facilities. Kind of hard to do it right now. rather celebrate that one for kids and then we'll tag it with getting up to central office once we kind of get it sorted out. >> I was thinking too maybe didn't we discuss um that we would have our June board meeting there

105or something. >> Yeah. On our >> We could do a little open house. >> Yes, we could there. Absolutely. So we'll do June July June and July meetings there. Yeah. >> So one of those I think it would be nice >> do an open house. That'd be great. Good idea. Um so moving on to next step there is as you guys know part of the the process we had in place was a demographic and functional capacity study with cropper. I am going to give you the 50,000 foot view because it is a 35page document and I've kind of talked to Mrs. Gray a little bit about next steps with this and we've kind of retreat dates are hard to get right now. So we've decided that Cropper is going to come down to our May

106meeting and do a presentation you guys at the beginning of the meeting. We don't have student achievement that month. So in May he will come down and give you I could try to answer your questions on this but I'm not a demographer. I'm not I'm just going to give you the cliffnotes of of where our brains are on this. Uh we'll start with the enrollment study which is the green. Um really what that is is that's a five-year look back and then a 10-year look forward. What I will say in this is it has all of the current new construction that has been approved. Okay. Uh that includes Eagle's Nest and what is we can tell is planned there. I'm not sure it's all final, but anything that's been approved is counted into this. Now,

107what he's going to go into of what comes these numbers or birth rates, his transition in the district from aging to house sales to all. I mean, there's just a ton that goes into getting these numbers. He guarantees these numbers to 2% above or below. Once it goes above or below, he'll work to redo it. Um, but what I can kind of show you and I've got up on the screen I don't have on yours is when you look at Mark Cook and what they're estimating um 10 years from now is 755 and our functional capacity with the changes we made is 746. You look at Spalding they 10 years from now and I'm not going to go you can see the yearby year which is what we're going to plan on but they're saying

108is 720 something and our the capacity there without trailers is 575 um middle school um or I'm sorry the total enrollment 714 functional capacity 637 and I'll go to functional here in a minute so that you guys know what I'm talking about, but that's what we were looking at. And then the high school, the high school is interesting. Um, we had a lot of questions on it. If you start to look at the 11th and 12th grade, Bill, this goes to your point. They are taking into account that we've started to see kids transitioning to the Oaks more. Um, you can't guarantee that every year, but those junior and senior classes are without our typical Oaks enrollment. Um, so you know, I don't you can't say that always every class is going to have x

109amount of kids, but they're kind of going with a trend on it right now, which, you know, if you look at that, um, you could go to the year before and say, well, they were a class of 219 and now we're saying they're 153. Well, that's saying that 70 or so of them are going to the oak. So, we'll be taking that into consideration as we schedule and as we look at the space. Um but with those oaks coming out um the high school seems to be okay on functional capacity right now. So again I I'm going to he's going to give you a more detailed dive about how he gets to those numbers and you'll be able to ask questions. I wanted to get them in your hands. I will email you the full

110report so you have it ahead of time. Just forewarn you it's it's a deep dive. Um, but he'll be able to explain it to us in more detail as we get there. The second phase of this is probably, you know, he went in, walked our buildings, looked at our capacity before construction, uh, looked at how many classrooms, and this is a thing that, you know, he's going to do a better job of explaining to us as well. We have a building that was built in the 50s, 60s, whatever, and it was made for instruction at that time. the functional capacities of these buildings have had to change because of the offerings and the small group and the different programs that we've had to put in place that weren't happening back then. So, it's not really

111a square footage number that, you know, this room could hold 74 kids. Well, that that's a you know, if we put a wood shop in here, it's not holding 70. That's the functional capacity of a room of what you're trying to do in it. So, he went through all of our buildings, walked it with principles, myself, Mr. Smith kind of came up with the functional capacity of each building. Um, that is saying in today's educational world, you need X amount of spaces. And he'll he'll dive a little deeper into that. But where I said to you, we were at 614 at Mark Cook after construction. We are now at 746. So I go back to this. This the decision we made got us room 140 150 kids extra in that building. So, you know, for

112that, I think you can look at that and we'll have some discussions, but I feel like, you know, that step of construction that the board took on and making that choice to buy Patricia and renovate down here, uh, is a smart move to help us at that Mark Cook space when we look at it functionally. Um again, the numbers that are at the bottom of the page that I gave you there as far as number of um classrooms, we'll d we'll dig a little deeper into that with him and he'll be able to give a little bit more um context to that. I feel like it it needs probably 45 minutes of your time to go through this. Don't want to do that tonight. I kind of wanted to frontload you with the data. >>

113But real quick though, >> I'm looking at total classroom capacity mark 614. That's pre construction. Pre- construction. Yeah. But right now says uh our enrollment forecast for >> Yeah. >> So is that >> So some of that is day is that number? >> I mean we're not school is always going to be at 110 because you don't know. >> We're not 60 kids over capacity code right now. >> We are. Well, we would if we didn't had that space. >> No, next year we won't be, but we are. >> Right. >> Yeah. >> And then if you look at >> I didn't realize we were that far over capacity >> functional capacity. I mean, we've got rooms that you got six or seven teachers teaching in for reading intervention. >> Yeah. >> So, yes, we've

114got we were tight. >> Yeah. And this 575 for spotting doesn't include the two trailers. >> Correct. So, you could add, you know, 80 >> or we can think about. So with that said, good question. This after we got this and I will say Chief Rose sat with us through the presentation, Melinda did, all of central office did. We kind of started brainstorming and this is again this was 50,000 foot brainstorming. So I just want to put these and this is this page here that has thoughts, questions or demographic shift demographic shifts in it. What are our questions on that? What are our thoughts? So, I just listed out the things that we brainstormed. By no means is this I I think there's some answers in here, but I think there's more questions than anything

115that I would have for him as well, but you know, how do we communicate this to the community, this demographic shift and enrollment shift? Is there a township presentation that we need to give uh so the township understands it? Thoughts, questions on utilization and enrollment trends. What is the tipping point? like at what point do we, you know, does this community say we need to do something? I think that's the piece up there. How do we handle the waves in between? If we have some demographic shifts inside of that, I'm not asking for answers tonight. These again were our brainstorm of how do we communicate this? How are these considered in the functional capacity study, specialized units, electives, oak satellite programs, any internal movement that will help as we look at that utilization and enrollment

116trend? when we talked about facility and operational constraints, um you'll see in part of his report that I didn't give you, there are constraints that we have, cafeterias, special education numbers, small group spaces, JVS enrollment impacts. Um so there's some things in there that I want to make sure that we talk about as he talks about that functional capacity, thoughts, questions on district strategy. Again, what is our tipping point and what does the community think I think is a big one on that. what point, how many kids, how many kids do we want in a kindergarten class before it's too many? Um, what do we do with SHP in the master planning process? What's the next step of that? Thoughts, questions on possible financial facility strategies? Again, back to that tipping point, master planning opportunities

117for community engagement, staff and student input, facilities committee input, community partner options, and then we al also have to look at our capital plans and upkeep of our current buildings as we're looking at that financial strategy. What other options are out there? How do we, you know, what's the problem and how do we attack it kind of with that? And then thoughts, questions on growth and development pressures. what will be approved after the moratorum based on the township and county use plan they're working on. And then you know one that I've kind of harped on as I've talked to Claremont County Bob had Claremont County reach out. We've been working on a survey for their land use plan is we just don't have any wreck places for kids. We just don't that's conversations I've had

118with the parks. I'll continue to have it with Bob. If you ask we'll figure out some of the school stuff here, but there's no place for kids to go. I mean, the park is, you know, a little bit, but what in this township? What can we do uh that provides more space for kids and after school activities? I mean, we've heard conversations about the soccer fields going away out there. These haven't been completed. Soccer clubs looking for space here. Well, doing 712 sports here. So, it's like, no, there's no other place. I mean, you've got Heistler that does a great job of running their spots, but where else do we have for kids to go? um and what where could that that partnership be? So again, all us brainstorming probably more to add to that.

119You probably have your own brainstorming. I just think if you think about those six questions as we go into this, kind of prep yourself a little bit when Cropper presents. We don't need to have all the answers next in May, but I think kind of that next step and as we talked is Cropper to do their presentation and them for us to re-engage SHP with our master planning. Um may may call for some retreat time in June, July, maybe start of the school year when we can have some of these and start getting that planned out. Um, but I, you know, I say this looking at that study, I'm not as nervous as probably we were several years ago because I think the growth is manageable for a little while. But there is a point

120where it's not, right? >> And, you know, assuming this stays and flows the way it does, I think it's not I think our community needs to tell us is when is that? you know, and we say, you guys said it earlier, all day kindergarten, it's wonderful. If we don't have the space for it, >> is that a decision the community wants to make opposed to building something or adding on to something? I don't agree academically, but in the end, it's a dollar figure some point with how we continue to add on to this. Are there other spaces in this campus that we can do small renovations that add some space for? >> So, I just think there's things we're going to have to think through. So right now just you know for quick numbers we

121look 10 years out then what our capacity. Yeah. So Spalding would be the 10 years out which is >> in the middle school >> is immediate. Yeah. Yeah. So >> one two three four five. Five years out we're kind of we're at capacity for about six years out we're at capacity about every building and we're way over for >> 10 years out we're 148 over at Spalding. Thankfully at Spalding though we did, you know, when they did that remodeling years ago, they had the foresight to see that if we did have to add on the Spalding, we could just talk about those hallways out, you know, we'd have to do something probably about cafeteria and that kind of thing, too. In a short amount of time, >> I think the big thing and that's good.

122Yeah, I know. >> Yeah, it's I think uh thankfully some of these subdivisions uh maybe some older people are downsizing and buying some of these houses and subdivision. >> I think it's a little bit of that, but I as you go into the birth rates, it's just not as many kids. >> Yeah, >> I think we too we'll probably have to look at like building by building as far, you know, because I mean if you're looking at the overall number too, like our biggest year was 2021, 2022, 2,800 we've gone down. Yeah. >> Um and then we're not getting back up to those numbers until 2033 34. So we have to think through if it's specific grades or specific building that's that way and how do we adapt and >> I think it'll be good

123community conversation. We're going to need engagement. Yeah. >> Um you know that some of it's you know I don't think this is a threat. I think a lot of times we hear threat whatever it might be. I think this is good, healthy conversation. People are moving here because of schools, police, fire. It's a great township. Well, >> they're not it's not happening as fast as we thought, but it is happening. So, we have a little time to look at this on Saturday. >> Yeah. They're moving here maybe as quick as we thought. It's just the enrollment is not >> correct. Good point. Yeah. >> Yeah. >> Yep. I mean, I go with that subdivision over there. >> Oh, holy smokes. I mean all the >> I mean really just uh something overnight you know and

124uh >> I'm interested though to the whole like 2% if it gets over 2% we look at this because Cory like if you look at or that 2029 group it's the largest group in the district and from sophomore to junior year they drop it from 231 to60 one >> that's the Oaks piece >> that's not just Oaks but I think CC CP and stuff, right? >> Yeah. >> But like it's just >> Oaks is at capacity >> and are we is that number going to continue to grow because that's a that's a pretty significant number that we're saying are going to go elsewhere, >> right? And I think you will see some trends shift um even from a CCP standpoint. >> Yes. >> So interested to see where this goes. But overall, I do think

125and then you also have to think, you know, that 33 34 is where we're back like over capacity, >> but you can't start thinking about it then, >> right? >> Um, >> so >> yeah, and I mean it's it's encouraging to see the Mar Cook, right? Like it's encouraging to see that by moving our board >> office down the road, >> it increased by 100, right? like it basically increased almost 98 91 students in that space. That's that's significant. >> Did you say that the land use uh plan will be approved tomorrow? >> Talking about Okay. All right. >> Yeah. That's significant. Yes. I was looking at >> Well, so you want us to review this? >> Yeah. I'll send you the full 35 pager >> and it he's going to explain it better than

126it's good reading, but it'll give you, you know, as far as where the birth rates are to resale to aging population to turnover to I mean it's all in there and >> and that's data specifically for us. Does it compare others or just >> just us? Okay. >> Just go Township. >> That's good. We look at it ahead of time. >> A grant that got this right. >> Yeah, >> it's good. we'll get ahead of time because I mean they've thrown all that data that quick my head >> spinning just >> yeah I probably will have SHP at that meeting as well to hear that um May 11th I'll invite them because next step is how do we use this to then engage community in this community so >> all right >> board retreat >>

127yep board retreat I think we've struggled to get a date here which is okay because May planning and trying to is I would just say we maybe hold off on this and look at a retreat to start the year where we talk about the goals and action steps of our buildings and where we're at uh to start here. I don't think it needs to be a whole weekend day. Um but unless you guys want to try to find a day in June which vacations start happening and try to get everybody in one spot is tough. >> Well, I'd like to I'd like to see what he discusses in May. Okay. um and how we feel after that uh to kind of drive and then of course to hear about the goals for the upcoming year.

128But yeah. >> Yep. >> Okay. And then graduation dates. Bill, correct me if I'm wrong, but we had the 11th as our board meeting and the high school admin is going to take care of that. We got eight seniors from Scarlet. We have no Laurel, so that won't that 11th graduation does not impact us. Live Oaks, we have 54 seniors and we have GHS scholarship night that night, but I had Bill, Lisa, Melissa saying they could go to that to represent us. I think Stephanie or Randy are going to trade off there or Mr. Booth with the scholarship night depend and have high school representation. And then we also just 237 seniors on May 20th at Truest Arena for our GHS graduation. So >> you had me you had me at Live Oaks graduation. >>

129Yeah. >> Yes. Yeah. Yeah. Oh, I didn't realize you have that. Yeah. Yeah. Okay. Sorry. That won't be a scholarship. >> Can I ask a question? >> You're gonna be I I didn't I put I meant we have scholarship night, but Bill, Lisa, Melissa said they can make the That's what I Yes, that's my main brain math up there. >> All right. >> Question. >> Yes. Can we look at maybe in 2026 moving our board meeting to the first Monday in May? And I asked that because this has now been a problem for three years. >> Yep. >> And so I I imagine the will continue >> calendar committee. >> Got it. >> Um and we approve those next year in January. Yes. >> Only in May. >> Because Yeah, >> just like we do

130for the August one when we start back to school. And then maybe if we could mention to whoever the scholarship committee is, it's also been a problem the last three years. It's fallen on that Tuesday. Um >> yeah, >> if the scholarship >> could maybe bump up a week or something. Of course, that's I know that is not our move to Thursday. Graduations are always >> I had a Melissa and I had a conversation because there's always going to be conflicts, right? We start with give us all your dates from all the principles and then we sit down and look at them to make sure we don't have any huge conflicts. We'll try to get the oaks dates ahead of time. If this is you've got to sign a contract with ENKU, if they haven't

131signed it yet, they can't give us a date. So some of it >> I'm just saying maybe we can move our stuff up a week earlier than that week before our graduation. >> Um if possible. >> But that's >> I know we can at least the board meeting >> and but he's pretty confident they're always Monday, Tuesday, Wednesday. That should be an easy thing to move scholarship to Thursday. >> Yeah. So the scholarship on Thursday they can discuss Thursday. >> Yeah. Or the week before. >> For sure. >> Yep. >> Yeah. I agree. So, just putting that out there because I know we've navigated this the last handful of years. So, >> Okay. Um, business advisory, just a reminder for those of you on that, April 22nd at 8. Then, two others. Um, >> if

132you would like to attend the Gan Chamber of Commerce teacher awards dinner on May 6, please let me know. that is for the chamber teachers >> um here at the high school. So that's really what we did with that was we kind of changed that to these are the teachers of the year for their buildings and we're going to kind of move forward with that. >> Oh, I like that. >> Teacher of the year at their respective buildings and then the chamber does an overall educator of the year. So >> love that. >> And then ribbon cutting the high school >> that's here. Yes. >> Who can attend? I need you to tell me because it's going to be a headcount on dinner. >> Oh, I could serve a steak or something. Nice. I can

133be there for dinner. >> Lor's American Grill and it's very good. >> Oh, yeah. >> Deborah Bill. >> Yeah. >> My anniversary dinner. >> Yes. >> Um, >> we're going to be in Columbus and we'll be coming back very fast to get to this. >> Who's driving and how We'll be back. >> Okay. Yes, then. Yes. >> Yes. >> Then yes for me as well. >> Um yeah, for the property tax >> reform. >> Okay. >> And then the ribbon cutting real quick. I don't know that they really don't need they just wanted me to let you guys know. So if you can make the ribbon cutting or public openhouse, I don't think there is an RSVP for that. But >> um we'll be up there. We're loaning out some folding chairs and that for

134them to be able to do it. So excited to see that. So you've got that. And then I also put on your tables coming soon. And here's what I will say with coming soon bus zone app. We're working on how we're going to communicate this to parents. I am going to say this. This is a great tool. Okay? It's not going to be perfect for everybody. So there probably will be a little grumbling on this is just an added feature. This isn't I have to if you if you use Life 360 or anything like this, you can set this up and track your kid to an extent of when they hit the school, when they hit home zone so that you know that they've got there. There is some setup that goes into this that

135requires the parent to set it up. I So, there will probably be a little frustration. We're putting together a quick how-to that should walk people through this. Um, but we're going to soft roll it out this year. See how it goes with the hopes that it's fully implemented next year. I say that to you guys because there may be folks that get frustrated with it, but it's an app and I I get frustrated with apps all the time, too. >> Exactly. It's a new thing. >> It's a new thing. So, it will take some some learning. >> Yep. That's all I had. >> Any questions for surveillance? >> Can we go back to that one? >> Yeah. >> Joking. I'm like, "Yeah." Okay. >> Very full. >> I know. That is it for the evening.

136Do I have a motion to adjurnn this? >> Moved. >> Billion second. Any discussion? Mr. Shinkle, can you please call the role? >> Mr. Mrs. >> Yes. Meeting adjourned at 7:51 p.m.