001All right. Good evening. Welcome everyone. Nice crowd, so we're glad to have you here. Um we will call the meeting to order at 6:31 p.m. Um can you please call the roll? Ms. Hamilton? Yes. Ms. Rush? Yes. Mrs. Travis? Here. Mrs. Egan? Here. Mrs. Crawford? Here. Okay, if you're able and willing, can you please stand for the Pledge of Allegiance? I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right, it looks Thank you. Um we do have a change with the agenda. Um just to correct an error on the agenda. Um for section um for item number nine, J9, um exhibit the resolution. Um there's in a section at the bottom where
002it says J6, it should just be a correction to J9, so I just wanted to note that. Um do I have approval? So moved. Thank you. Second. Thank you. Any Any discussion? Mrs. Egan? Yes. Mrs. Travis? Yes. Ms. Hamilton? Yes. Ms. Rush? Yes. Ms. Crawford? Yes. All right, and that passes 5-0. All right, so good evening and welcome to all of our family, students, and community members. Um thank you for um being here tonight with us. Um, today is Earth Day, so it's a reminder that even the small things that we do can make a big impact. It is a great opportunity to talk to our students about responsibility, stewardship, and taking pride in the world around us. Um, tonight we are excited to recognize our students of the month, which most of you are
003here for. So, congratulations to each of you. We are proud of your hard work, your character, and the way you represent our schools. Um, I also want to take a moment to recognize that today is Administrative Professionals Day. So, to all of our administrative assistants across the district, we want to thank you. You are the backbone of our buildings. You keep things running so with our um, supporting our staff and caring for our students and families in ways that often go unseen, so we truly appreciate you for that. Um, I do want to spend a few minutes talking about the Earned Income Tax Levy that will be on the ballot. Last week we held a community information session, and I want to thank everyone who came out, asked questions, and engaged in the conversation. Um,
004earlier this year the board approved 2.2 million in reductions to help address our financial outlook and work to avoid a deficit in fiscal year 2028. Even with those reductions, our current projections still show deficits in fiscal years 29 and 30, and that is why this 1.25% earned income tax levy is on the ballot. Um, it's important to be clear about what this tax is and what it's not. The levy applies only to earned income such as wages and salaries. It does not apply to social security, pensions, retirement income, interest, dividends, or capital gains. Our schools matter, and the strength of our school district is directly tied to the strength of our community, and impacts our property values, our ability to attract families, and opportunities we provide to our students. Everyone in this community um, chose
005to be here for a reason or chose to stay for a reason and I ask you to think about what is your why. I also want to briefly address something that has been circulating in the community. There have been claims about the district spending $60,000 on a guest speaker. Just so you know, that is not accurate information. There was a past expense related to communications and marketing contract with Allison Hill, which has since been eliminated as of last year. So, if you do have any questions or concerns, I do encourage you to reach out to directly to the board via email, the superintendent or our treasurer. We can provide you with that accurate information. Also on tonight's agenda, there is two important resolutions. The first one is a resolution advocating for fair state funding and
006accountability in school choice programs. So, the reality is that the state continues to reduce its share of funding for public schools which while over 100 not 100 1 billion is now being spent annually on voucher programs. Out of 660 school districts across Ohio, only 55 are not projected to be in fiscal watch, caution or emergency by fiscal year 2029. So, this is just not a Twinsburg issue. It's a statewide issue and we need you, our community, to advocate with us. So, reach out to our legislators and help us make our voices heard. The second resolution on tonight's agenda is about the expenditure reduction plan and next steps tied to the levy outcome. So, if the levy does not pass, the board will move forward with implementing a implementing additional reductions immediately to address the financial
007deficit. If it does pass, the board is directing the administration station team to eliminate pay to participate fees for athletic and student activity fees beginning in the 2026-2027 school year. This includes music, clubs, and sports. The reason for this recommend recommendation is simple. If families are contributing to the earned income tax levy, we want to lessen the financial burden on families so they're not paying both the tax and the participation fees. Um as a board, we do not want to keep coming back to the community asking for more money. We also understand that regardless of the outcome of this levy, adjustments will need to continue. We are continuing to find ways to reduce costs while protecting the classroom experience as much as possible. We also recognize that we will have a new superintendent start next
008school year, and so some of those decisions are important that we make in partnership with that leadership. Um we also want to share um I also want to share personally as a board member. Um every member up here on the board is a parent. We currently have children in the school district. I have myself I have a child at the high school, the middle school, and at Bissell Elementary School. So these decisions also impact our families as well. Um and so before I do close out, I just want to highlight some of the great things that are coming up. Um prom is May 1st, so we're excited excited for our seniors. Um that'll be um at the Hilton in Twinsburg this year, so that's exciting. And then after prom, it will be at Roll House,
009so we're excited for our seniors for that experience. Um tomorrow the high school will have a fine arts festival um in the THS Commons from 6:30 to 8:30, so if you're able to come, um we will appreciate that support. RBC Chamberlain um middle school is having their Charlotte's Web play this weekend. Um so it's always great to see them um and what they're doing. So if you're able to support that, please do. There are a lot of things happening. There is choir concerts, there's orchestra concerts, band concerts. So if you can make it out, please do. Dodge next week has their achievement night. And then this Saturday at the Twinsburg Public Library, they are having a free event for all the families. So, they're having a free miniature golf event. So, it's a great time
010for you to come out and um spend some time in the community. And then lastly, our sports. Um we are always having events night with track. Um so, with whether it's softball, baseball, whatever spring sport, if you're able to support our students, we greatly appreciate that. So, much is happening. We just want to thank you for your support. And that concludes my report. Thank you, President Crawford. Good evening. Welcome. I want to begin by recognizing our students of the month. We're going to start with Pistol Elementary School. Mrs. Johnson. Of course, she begins. I want to thank all of you. With all your support, whether you're a family member, a grandparent, a neighbor, a staff member. I see a lot of staff members here today. Thank you for what you do. Our children are successful
011because of all the support they have. Whether it's a gift, a great friend, a neighbor, a teacher, a volunteer, a staff member. So, thank you very much for your support of the children. We're going to again again with Pistol Elementary School. Thank you, Mrs. Johnson. Thank you, Mr. Marlowe. Good evening, everyone. Good evening, uh board members and family and friends. Thank you so much for coming out today to celebrate our students. Um are we going to have Mrs. Travis is going to help us today? I think I'm going to ask you that. Okay, go ahead and do that. Maybe after this. Okay. All right, students. When your name is called, um before we begin with our names, we're going to have our teachers come up. But let me just tell our students what to do.
012So, students, when you come up, when your name is called, you're going to come up. You're going to see me first. And then you're going to go over and see Mrs. Traviss, and then when you get up when you finish getting your award, you're going to stand right here so we can get some very very good pictures of you today. So to talk to you a little bit about the students of the month at Bentsen, I'll tell you a little bit about how how teachers select all of our students. So our students of the month program, it recognizes our second and third graders, and we recognize our students for great academics, social civic volunteer, or any other accomplishment that sets them apart from their peers. And so tonight we're going to recognize our second and
013third graders, and we're going to ask if our teachers would come up and stand up here with us. And teachers, if you could stay up for second and third grade, that would be great. So our first student of the month is Luca Capriotti. Luca is in second grade, Mrs. Krzeminski's class, and I want to read a little bit about what she wrote. She said, "Luca is an all-around amazing kid. He is so hard working, kind, and a polite student. He is a kind of role model that a teacher dreams of." Can we give another round of applause That's so awesome. Congratulations. Our next student of the month is Nya Knox. Nya. So Nya was nominated by Mrs. Krzeminski as a She's another second grader, and it says, "Nya is as sweet as they come. She
014is so kind to her always polite, and extremely respectful. Nia started off very timid and reserved, but throughout the years she has blossomed into a confident learner who shares wonderful ideas. Congratulations, Nia. Nora Gazella, if you can come up from Mrs. Ziska's class. Again, she was absent. Nora comes to school every day ready to learn with a positive attitude. She is engaged in her learning and she works hard on her classroom assignments. She is kind to all those around her and she is a great peer model for all students. So, congratulations to Nora. Mason Pigman, again from Mrs. Ziska's class. Mason is a respectful and hardworking young young man. He loves learning, he stays focused on his assignments, and he is up for the challenge. He is dependable and he is always willing to help
015out in the classroom. Congratulations to Mason. And these are our second grade uh students of the month for this month. So, parents, if you don't mind getting a picture right now, I'll keep talking, but you can certainly come up and get a picture. So, what I want to share with you before we go into our third graders, what I would like to share with you is that uh usually we have uh pizza with the principal on Friday. But, because some of our second grade classes are going on a field trip, we're going to do it tomorrow. And I I did you the students this, so they do know that tomorrow we will do our pizza lunch together and we're excited about that. In addition, I want to thank all of our um families because uh
016this past week we I sent out um the information about the Cavs video. And so uh yesterday or excuse me, Tuesday, we all dressed in Cavs and the students were so excited and we actually did a video and it was it's a very cool video. I'm going to send it to you, but we're waiting to see if we win first. But the video is so awesome and I'm so proud of our students and staff for coming together at the last minute putting that Cavs video together. And if we win, what will happen is we'll have it we'll get a pep rally from the Cavs, the dance team so we'll come out, the mascot will come out, and we will also get $1,500 in Scholastic funds. Nice. So, hopefully we win. We'll let you all know.
017So, once again, congratulations to our second graders. Good job. Our third graders, if you want to take your seat, we're going to call up our third graders. So, our first grade third grader is from Mrs. Rowletter's class, Henry Heller. Uh and it says Henry is nominated, "When completing his classwork, he consistently uses his personal best effort on a daily basis. He completes work with quality in mind. He is a good friend to others and he is helpful in our classroom. Henry is self-motivated and he is a very responsible student. Congratulations to Henry." Alexis Lawbaker. And she also is from Mrs. Lowry's class. Alexis is enthusiastic. You could tell by that smile on her face. Alexis is enthusiastic, has a strong desire to work, and she always gives 100%. She is a good friend to others
018and is helpful in our classroom. She is a leader in and out of the classroom. Way to go, Alexis. Nora Oliver from Mrs. Watson's class. She is sparkle and ready. Nora comes to school with such a positive attitude each and every day. She is kind to her fellow classmates and is a student who always ensures that others are included. Nora's materials are always organized and she's quick to jump in and help a friend who might need an extra hand. One thing that stands out to me, which would be Mrs. Watson, about Nora is her drive to do well. Congratulations, Nora. Our next um student of the of the month that's from Mrs. Watson's class, Avaroth Singh. Avaroth here. We are We are going to talk a little bit about him as well. So, he is
019a student who comes to school every day and quietly does what is asked of him. He is such a hard worker. He always completes assignments on time and he participates well in class. And Mrs. Watson says she is so proud of the effort that he puts forth each and every day, from his classwork to preparing for the state test. So, congratulations to Avaroth. And one last round of applause for our third graders. If you are here at this All right, third graders. Congratulations. All right, third graders. Yep, congratulations. Great job. So, um All right, Mr. Bowman. Okay, and basal students at this time, we we are dismissed and we can be out in the hallway to take pictures, basal students and Mr. Bowman from RBC. We'll uh give some time for the stage uh change
020over here. >> All right, I think we're going to go ahead and get started. I want to just start off by saying thank you all so much for being here this evening and thank you to the board for having us as well. It's a great opportunity that we have to celebrate our tigers and it's one of my favorite nights of the month. So, thank you all so much for having us. Uh the RB Chamberlain Middle School Students of the Month they receive this honor, they're recognized for meeting all six of the criteria listed below. Each student has to meet all six criteria in all of their classes as the grade level teams decide upon four students to be selected each month for each grade. Those criteria are showing respect and consideration for others, showing enthusiasm
021for academic and extracurricular activities, exerting a positive influence on classmates, exhibiting leadership characteristics, exhibiting patriotism and democratic principles, and showing responsibility, being punctual, having their assignments done, making sure that they're doing the right thing every single day. So, we're really proud to announce we have our seventh and eighth grade students of the month this month. Uh we'll start off by announcing our seventh grade students of the month and I'll read the little blurb that came from each of their teams. All right. Students, when you get announced if you could come up, get your certificate, get your pin, you can stay on stage because I'm going to tell you this right now, even though you're middle school, your parents still want pictures. So, please make sure that you stay up here. All right, our first student
022of the month for seventh grade is Eliana Sorich. Eliana is an engaged learner, an active participant in class. She shows kindness towards each of her classmates every single day and an abundance of respect for her teachers. Thank you and congratulations, Eliana. All right, our second seventh grade student of the month is William Derlack. >> All right, William works hard and contributes well to class discussions. He is a positive role model in the classroom and throughout the school. Congratulations, William. I know he's not here, but we're going to celebrate. Our next uh seventh grade student of the month is Bailey Leskovic. Bailey is a consistent, self-motivated student who comes to each class ready to learn. Her kind personality is infectious and she is a well-liked part of everyone's day. Congratulations, Bailey. All right, our final seventh
023grade student of the month is James Carter Jr. All right, well, it's okay he's not here, but we're going to celebrate. James is always prepared to learn and displays a kind demeanor on a daily basis. He works hard to achieve his goals and is respected by each of his teachers and peers. Congratulations, James. We're going to bring our eighth grade students up as well. We'll take those pictures together, so we'll start out with our first eighth grade student of the month, Presley Grant. Don't Don't make the embarrassed faces. We're excited for you. The blue team has selected Presley for student of the month. Presley can be seen consistently showing kindness and a strong work ethic. She's incredibly sweet, gets along with well with peers and adults, and always puts forth her best effort. Presley can
024be counted on to follow through and get things done no matter the task. Her positive attitude and influence make her a great role model for her peers. Way to go, Presley. Our next eighth grade student of the month, Alden Zimmerman. All right, the blue team is proud to name Alden as student of the month. Alden is truly deserving as he consistently he is consistently polite and respectful in everything he does. He leads by example setting a positive tone for his peers both in and out of the classroom. Alden is smart and talented and he is also actively involved in the school community. His strong character and well-rounded achievements make him a valued member of our RBC family. Congratulations Alden. All right, our next eighth grade student of the month Maya Avery. Maya is a wonderful
025young lady and is a strong role model for her peers. She cares deeply about her schoolwork and this shows in her commitment to improving her work and showing up for her learning or every single day. She remarkably balances schoolwork with athletics and never complains about either one. Maya is always ready to help a classmate or a teacher and is such a joy to be around. That came from Mrs. Coping. Congratulations Maya. And our final eighth grade student of the month Jacob Auto. Jacob consistently demonstrates outstanding leadership and serves as a true role model in the classroom. He is always willing to help his peers creating a supportive and positive learning environment for everyone. Jacob's curiosity and thoughtful questions show his genuine desire to deeply understand the material not just complete the work. His dedication to
026learning and his willingness to engage make him a well-deserving student of the month and that came from Mrs. Casino. Congratulations Jacob. And again families thank you so much. Let's all scoot together guys so we can get a picture. And congratulations to our students of the month from RBC. >> Good evening everyone. I'm Emily Hunt. I am the principal at Twinsburg High School. Thank you so much for coming out to support our lovely students. Um this time the students of the month for THS, oh I also want to say thank you to the board members for graciously allowing me to sub in this board meeting instead of the last one. Um so these students of the month were chosen by their peers and by me because they are class officers, each and every one of them,
027and they are also my morning announcement crew. They are wonderful wonderful children, young ladies, young men, um and quite honestly, um they represent, I think, the best of the best because every time that the morning announcements needed to be read, most times they were in at 8:00, not 8:05, practicing, reading through the speeches, looking to see the pronunciation for up names, and trying to make sure that everybody was honored with dignity and respect. Um I think that you all are lovely and you are going to do great great things. So, without further ado, um this month's students of the month for THS exemplify dedication, leadership, and a commitment to excellence both inside and outside of the classroom. From academic achievement and extracurricular involvement to future-focused goals, each student brings a unique set of strengths that
028positively contribute to our school community. So, when I call your name, you are going to come up and you will get your certificate and pen from Mrs. Travis, and you'll stay up here and be tortured while we say really nice things about you, okay? So, I'm going to start with the class of 2029, Alexis Bachman. So, Alexis Bachman is working toward a strong GPA while preparing for a successful cheerleading season. She participates in tennis and cheerleading and serves as vice president of the freshman class. Alexis hopes to pursue a career in film and the entertainment industry. Next up is Brinley Martinez. Brinley aims to achieve all A's, earns best performer in show choir, and she aims to be reelected as class secretary. She is active in show choir, Fellowship of Christian Athletes, Student Council, and
029class leadership with aspirations in politics or law. And you might have seen her maybe at Handle's or Fresh Start because she also works two jobs. Congratulations, Brinley. Jordan Officer. >> Jordan also is focusing on finishing freshman year strong while balancing academics and experiences. She enjoys time with peers and increasing her volunteer involvement. She is a pre-professional dancer, cheerleader, and she is class president for the class of 2029. She plans to pursue a double major in dance and pre-med with aspirations in both professional dance and medicine. So, she's trying to be really tired. Congratulations, Jordan. And next up is Gabby Caracello. Gabby is striving to earn fours or higher on her AP exams coming up in a week or so. She is a dedicated athlete and leader. She is a member of the cheerleading and gymnastics
030team and serves as class president for the class of 2028. Gabby hopes to continue cheerleading at the collegiate level. So, congratulations, Gabby. Next up is Remy Cummings. Remy is focused on finishing the year strong with all A's while preparing also for her AP exams. As vice president of the sophomore class and secretary of Key Club, Remy is also actively involved in Art Club, Buds Club, and Youth Serve. Youth Serve and she has plans on attending college. So, congratulations Remy. Um next up from the class of 2028 No. Next up from the I'm sorry. Lost my spot. I I have them in the reverse order. Next up is Lily Seg. Lily Seg, class of 2028 and class secretary is focused on personal growth including improving time management. Me too, Lily. Um increasing volunteer work and reaching
031milestones like earning her driver's license. She is involved in swimming, orchestra, pep club, key club, and serves also as the secretary of the class of 2028. Congratulations, Lily. Next up is Abby McPherson McPherson. Sorry. Abby is the class secretary for the class of 2027 is dedicated to maintaining straight A's and feeling confident in her AP exam preparation. She is involved in varsity tennis, piano, key club, and student council with plans to attend college. Congratulations, Abby. Next up is Olivia Prevatt. Olivia is the publicist for the class of and she is committed to strong academic performance and success on AP exams. There's a theme here. Okay? She is involved in tennis, Key Club, HOSA, IHO, Red Cross Club, and Youth Serve. And plans to major in biochemistry on a pre-med track. Congratulations, Olivia. Next up is
032Alexis Weber. Alexis Weber is the vice president of the class of 2027, and she is working hard to excel on AP exams and in all classes. She is highly involved as a swimmer and member of Key Club, Youth Serve, Tutoring Club, ASL Club, National Honor Society, and again, she serves as a class vice president. Alexis plans to pursue aerospace engineering in college. So, congratulations, Alexis. Okay, so we also have some um seniors who were not in attendance because they're on senior experience. I just want to make sure I'm not missing anybody. I'm not missing anybody. Okay, so I just want to give an honorable mention to I don't think she's Nina, you're not here, are you? Nope. Okay, so I want to just mention all of the names of the other class officers who are
033Yep. Thank you. Um Rayhan Abbis, Nina Petrosov, Joey Gill, Gianna Vance, all from the class of 2026, and all class officers. Also not in attendance today. Make sure I don't forget anybody, you guys. So, we have Sophie Galuppi and Caden Silverstein. Okay, class of 2027. And we also have Amina Yodasheva and class of 2028. Who's also a class officer. And then Abigail Shields, class of 2029. So, congratulations again to all of our class officers, morning announcement crew, and people with huge AP aspirations amongst everything else. Thank you. While you're taking pictures, I want to Thank you, high schoolers, for being the leaders that you are. And we do have male class of Thank you. >> Just a couple of our accomplishments. I don't think we've met since the Harlem Wizards game, but it was an
034awesome game. It was outstanding, a lot of people involved, a lot of volunteers and the Twinsburg uh Schools Foundation. It was just an awesome uh event for our community. So, I want to thank everyone uh who attended or or behind-the-scenes workers, whatever your role was, I greatly appreciate it. And as Mr. Crawford talked about the Arts Festival, we have all kinds of things going on. Please uh visit our website. Every night there's something going on. So, every night. So, uh please take advantage of it and support our kids. I greatly appreciate it. Um I'd like to give a brief update on Educational Service Center, uh purchase services. I know there's a lot of talk going on around that that those topics. And as Crawford said, we didn't spend $60,000 on a speaker. So, I just
035want to clear up some things in terms of Educational Service Center and and what they do for us and a little bit of history. So, and I appreciate Mrs. Farthing and and Mr. Bandera and anyone else that's going to assist me in this. So, so the Educational Service is just a little bit about background. The centers are regional public education agencies that provide support to school district covered under Ohio Revised Code 3311, 3312. And the district Our district has been affiliated with the ESCs since the inception of ESCs, as most districts are. I don't know of a district that isn't. Um there might be one out there, but I don't know of a district that isn't. The Twinsburg City Schools started with a Summit County ESC way back in the day. That's the the Educational
036Service Center that we first started with. Um the Twinsburg City School District has relied on expertise of the Educational Services for two main purposes. One, they employ staff that are locally assigned to our district, and they provide curricular experts to us as we request. And I'll get into that a little bit, but they have curriculum experts that we rely on when we need some some some services. In 2001, the the Twinsburg City Schools collaborated with the Summit County ESC to hire a local education assigned LEA gifted coordinator. In lieu of us having our own gifted full-time coordinator, we collaborated with the ESC to hire a a part-time gifted coordinator. In 2002, the Twinsburg City Schools started using Summit ESC to hire LEA technology staff members. And I'll get into that a little bit about that,
037but we we do hire technology staff members through the ESC. And I told myself I was going to pause. I get too fast, so I told myself I was going to pause in case anyone else had any comments. Consultants from the ESC were retained at a daily rate to facilitate curricular adoptions. The associate expenditures were sourced from city county subsidy funds or available grant funding. We get city county subsidy funds that we utilize to provide these services or grant funding. Effective with the 25-26 academic year, the Twinsburg City Schools transitioned to the Cuyahoga County Educational Service Center. The new that the entity now recognizes the ESC of Northeast Ohio. Back in the day, and I don't know the exact year, uh the state gave districts an option to to to get services from different educational
038service centers. Like, we pretty much relied on Summit County, but there was a change that allows you to seek services from other educational service centers. And in 2015-16, we chose to do that with the ESC of Northeast Ohio. So, uh just some consultants. Consultant services provided by the ESC of Northeast Ohio are billed at a daily rate and encompass a range of educational supports including curricular assistance in mathematics and language arts, facilitation of professional development sessions, specialized tasks including OTES for specialist staff, and then funding for these engagements is strictly sourced from Title II-A grant allocations. On average, this ranges from 5 to 20 days. It depends on what our needs are that we contract these services through the Educational Service Center. And we use Title II-A funds. Consultant services provided by the ESC of
039Northeast Ohio are billed Oh. Sorry, I did that one. You did. Um and then locally assigned employee sampling. Uh sorry. You can see in 2013 we had tech staff three, safety and security two, gifted coordinator one, and then, you know, 15-16 six, two, and one. And then in 25-26, this current year, we have five locally assigned technology staff personnel, four safety and security, and one gifted coordinator who is a part-time gifted coordinator. And then locally assigned employees cost analysis. You can see in 16-17 we spent $393 and $149 and change. And then through 2025, 627,695. We don't spend four, six million, whatever it is that we You know, we're not spending two or four or six million dollars on educational service center personnel. You know, this past year this year locally assigned employee cost about
040625,000, 627. Um throughout the 2024-2025 school year the finance committee evaluated potential cost savings of transitioning these positions to the internal Twinsburg City School District payroll. It wasn't really wasn't uh Again, I wasn't here, but it wasn't wasn't really cost-effective and we ultimately decided not to pursue that option just because it really wasn't cost-effective for us. And then I'll have Ryan kind of help in this area of special education. Good evening, board. Thank you for the opportunity to say um this evening to share a little bit of information about our special education. And there is a um direct link to our educational service center, so I'm going to talk about that towards um the end of my presentation right here. Um I took a look and I also shared some of this information last week
041um during the community forum about our um some of our special education numbers. So, uh I did a quick breakdown of the last five years or so of um our students who are under either an IEP an individualized education program or students that are served by a section 504 plan. Um this information um is based on our our total district counts of students um in looking at those students who are served by one of these plans. Um I also took a look at students who are um served by what we call an an autism scholarship or a John Peterson scholarship. Um that is an option for families as well um to to look at and um if they, you know, want to pursue some private services through the school with some school funding, they're able
042to do that as well. Um as you can see, our numbers have been um somewhat steady over the last 3 years. There was that jump um and I would say probably right around that COVID time um that we had some of those services where a lot of our students may have needed some extra services and identified as um you know, have maybe having a disability following that. Um our students can qualify for disability if they meet or under one of the 14 categories in Ohio. And um it's important to note that um students who are on an IEP, we do receive some additional funding for the state for um for that. Um students who are on a 504 plan, we do provide services to, but there is no additional funding um revenue for that. Um
043as I look here, um I did a quick breakdown of some of our expenses related um some of our funding and our some of our expenses related to um special education. Um as I've shared with the board, and I think of this board's um where most of the communities where um special education can be quite costly. Um there's a lot of expense going um that is a tied to it, and it is also um you know, required as well. So, I want to um cover some of that. Um the first column you'll see up there is the IDEA fund. That is our Individuals with Disabilities Education Act funding, um and that's about how much we receive um on a on an annual basis. Um somewhere right around that 700 to 800,000. Um we did have
044one year of about 900, um but that's again based on number of students we have identified and um the money that we're getting from the federal government. The IDEA early childhood education, um that is money that we receive for our preschool students. Um preschool is required for our students if they are um grades if if they're you know, 3 years old and they are requiring special education services. And we're required to serve them in their least restrictive environment, which means we often have peers in our preschool program um so that their students have you other students to kind of learn from and look up to as well as part of our program our preschool program. Um to- totaling that number, so that third that next I'm sorry, I skipped a column there. That threshold cost
045is um money that we've received um work of Mrs. Resnaya's office. We've received money back from um you know, when a student exceeds a certain amount in special education, um we work on that number to we work on um submitting those services to make sure that we're um receiving some additional funding back for some of those students. Um the last one you'll see up there the for the 24-25 school year, this is always a rear year in behind. So, we're waiting to see exactly how much we get for that. That's an estimate about 350,000 um based on what we have been receiving, but um that's due next week. So, I'm working on that with Mrs. Resnaya right now to try to figure out how much we're going to receive for that funding. Not a negative.
046Not a negative, yes. Not a negative, it's a it's an approximate up there. So, um and then finally that um that last the next column um before the red column is just those numbers totaled. So, um what we're receiving is right around a million dollars, a little over a million dollars um in federal funding or state funding for special education. Um and locally we're spending you know, if you look at this um last year, we're spending about 10 million, almost 11 million dollars in special education funding. Um and that covers a whole variety of things, you know, any student that might need um any specialized service, any specialized transportation, um any type of placement, um any of those type of things. So, that next slide um really talks about what some of those things look
047like. Um we have um a variety of staff members who are on our staff or um contracted through us for special education services. And this is just um a quick list here of some of those services including um you know, students that might have different needs um you know, based on what their IEP says. Um a question that got brought last week was if um if our funding um you know, is reduced for whatever reason or we're not able to receive um you know, if the if the earning income tax is not passed or things like that, will these services go away? Um that cannot happen because these are legally written into an IEP. Um they're written into an individualized education plan or a section 504 plan for a student. So, these are services we
048are required to provide. Um and I say this for any student that really um moves into our district. If they move into one of our multiple communities here, um we're required to provide these services pretty much from age 3 all the way up to potentially age 22 years old um for our students. So, these are required services that we have to we have to provide. Um, so Educational Service Center um they are a benefit to special education because there are often students that move into our district or um who are identified as having a need that cannot necessarily be met by some of the staff members we have present. So, um an example of this may be um you know, we have a very few students, but we have a few students that um do
049have a visual impairment, a significant visual impairment. Um if we were to, you know, hire our own teacher of the visually impaired, it'd be very hard to find them. There's probably a handful of them across the state of Ohio um that we would have to, you know, figure out how we're going to provide that service to them um and figure out what we're going to do from a standpoint of um you know, meeting that student's need. We work with the ESC because the ESC has a teacher of the visually impaired. They're able to provide that service to our student. They're able to work with our staff and um you know, help provide those needs for that that student in a um you know, in a more individualized basis based on whatever hours that student needs
050for the for the year. Same thing um with some of those other um areas up there, audiology, um sign language interpreters, teacher of the hearing impaired. Um and then occasionally um there are some programs um for some of our students who are in some of those alternative schools that need more of that therapeutic learning environment. Um those sometimes are run through the Educational Service Centers. So, if um we talk about um I'm going to use one example as PEP. Um PEP is a program um around you around the Cleveland area. If we do that, um PEP kind of runs their funding source through the Educational Service Center. Um Gateway High School is another um funding source that we another um alternative school we've used and they run theirs out of the Educational Service Center of
051the Western Reserve. Um throughout my time we've used um this Educational Service Center of Northeast Ohio, the Educational Service Center of the Western Reserve, and also I'm Summit County just based on where those services are being able to provide it for our students. Um so, um again, this allows us to make sure we have appropriate and qualified individuals serving our students, um but not have to hire that staff member on full-time or even like a you know, for a day or two a week here. Um we're able to kind of split that cost with other districts. So. And I believe um that's Mr. Marotta back to Mr. Deal. Yeah, and I just like to briefly touch on a lot a lot of talk about purchased services. And you can see purchased services on there is
0523.030, and um there are a lot of uh expenditures that go into that line. Like like our Beachwood services. We're going to hear from Beachwood here in a little bit. Like the special education services that was right Ryan was talking about. Like our ESC, like our our nursing. Nursing comes out of purchased services. Um utilities. And I we know our utilities costs continue to rise, right? But purchased services, when we talk about purchased services, that's not all ESC. That's a combination of all kinds of expenses that we have to purchase the service to run our district. Um outs- substitutes. Our substitutes are with Renhill. Our certified substitutes are with Renhill. So, Renhill provides those substitutes for us. Substitutes are big a big expense. Um you know, when you have as many employees we have, there's
053a absences, and again, those substitute costs come from that purchased service line. Uh outsourcing of transportation. Um Mr. Baneyar talked about that. It's expensive to transport students that have specific needs outside of the district. So, those expenses also come from that purchased service line. When we use Willow, if you know, what we we chose to we chose to subcontract with Willow. And you know, I think they do some of our athletic events as well when we have a problem getting a a a for for a field trip and things of that nature. So, there are a lot of other expenses coming from that purchase service line that you just you don't see, but they're cost to the district to run the district. Juliette, I miss anything on that? Um no, there there's a lot of
054services in the in the line 303 purchase services um combined as you mentioned, Mr. Marlow. Maybe some other ones that we haven't um mentioned here tonight are um the ones that we need to pay kind of purchase them annually such as the Zonar system um our Neonet information technology expenses to support our softwares that the district is using currently and to maintain the services, uh website renewals, any anything like that that we're using um phone systems go under the utilities, but um things like that. So, I just wanted to mention that, too. Thank you. Questions? For me? I don't have a question, but I just want to make something real clear. Now, I don't know what camera's going to pick me up. LEA is not that LEA right there. It is local education a sign.
055Like, I just wanted to call that out because people can run crazy on the internet, and but it's not that LEA we're talking about. It's local education a sign. Y'all can hold me to that and everybody up here. That's all I want to say. I just want to call it out cuz even though it was in the slide it will get said. Not that LEA. Everybody hear me? Okay. Thank you. Any other questions? Thank you very much. Yes, my report, yes. Thank you. Thank you so much. >> All right, we do have a couple of committee reports. Um Do you want to go first? Sure, I can go first. Um we have the the buildings and grounds um subcommittee meeting um last week and um Matt will talk about this here in a little bit,
056but just to update um the community as of May 11th, our um field our football stadium will officially be closed as we do reservations. Um they're going to be painting the field house, cosmetic construction. Um they're going to be pressure washing bleachers, they're going to get a brand new uh field and the track. So, just to let the community know that starting May 11th um through the end of um August, I'm sorry, through the end of July, that that will be off limits as they're doing construction and um upgrading this stadium. So, that's exciting. Um there's some other things that are happening as far as um patch roofing um this summer will be happening and they'll be doing some paving and striping um and they're waiting on um some RFQs and RFPs to get the
057prices for that. Um our baseball and softball fields are getting a facelift with the brick dirt and and the mounds will be updated and our scoreboard should be uh installed here shortly. We're excited for that for those uh upgrades for the those teams. Um some additional summer activities regarding the the boiler agreements will start um a fresh start with the with that particular update. They're working on a priority list as to what they need to start with first. Um and I think that's about it. If there's anything else, Matt, that I might have missed or or Rhonda, I think that's There you go. There you go. I'll let you go into more detail later, but yes, so that's what we had for our committee our building and grounds report this this week. So, we also
058had a curriculum meeting this past um week and um I'll cover part of it and Beth will cover the rest of it, but we are going to be purchasing a new math program for grades K through 6. Very excited. It is time that the math curriculum changes and makes life a little more exciting and interesting for students to to deal with math. It's not just memorization. It's what do you do with it? Why do you have it? What are you going to do with it? And where does it fit? So this program we're very excited about. It's called Amplify Desmos Math. It's on our agenda here tonight. Um just just as as a quick overview when because again Miss Mrs. Egan's going to present some of the other ones. A lot of work that curriculum
059does comes from EdReports. So there is a a national report agency that vets all of the different kinds of curriculum programs that are out there. And again with the state's mandates for certain programs to be put in your classrooms, you want to go to the EdReports as a district and pick the reports that have the most green. Accept it. I liked professional all the for adjectives and adverbs you can think of that go in there, but that is what our district does and this particular math program was very high in the EdReports. So very pleased with that. And What is the one I'm doing? Uh The summer reading? Oh no, I'm doing I'm doing I'm doing the uh-huh. I get to do not that I have a clue about anything about it, but we are
060also adapting a new AP physics textbook for our district. And that's about all I'm going to say. It's a new physics AP textbook because the presentation was way over Mrs. Travis's head, but it meets all of the criteria. It matches up very well with the AP exam as it's changing and growing. And I believe just from the presentation from the teacher, we are far more in line now for those students to be successful if that's the career path or that course is needed for their career path. It was quite impressive. Again, over my head, but it was quite impressive. >> Mr. Ripple was very excited with his book. It was extremely thick and had all, you know, very happy about all the new things that were coming and and real excited about that. >> and
061we smiled and nodded. Great job. Um in addition to to the math Mrs. Wilson from our physical education did a presentation. We're excited to and we'll be talking about that later as well. We've had the same physical education standards since 2015. So now here we are in 2026 and we're really looking forward going future with future readiness and excited to have a new physical education system in place for our our students across the board. Also Mrs. Luette from our visual arts our arts fine arts standards are also are changing. So she went through her presentation and talked about the artistic process, the assessments, how you know, strong emphasis on producing production portfolios and digital media integrations that are happening. So we're excited that that's also going to be adopted as well. And then finally we
062will also be talking later about the adoption of the summer reading for 2026. A lot of the same books that are great and excited for the kids to to dive in the summer for the reading. And that concludes the curriculum and technology report. Who wants to do policies? I'll do it. So I first want to start by thanking Marlo and the central office administrative staff cuz they've been working very hard this year to ensure all of our policies are up to date. What's on the agenda right now is something that is really happening US wide in terms of how we identify things. We're moving small things there, but Marlo, kudos to you and your team for working to get 14 policies down to four to ensure that they all align from that standpoint, but again
063it has to do with non-discrimination from all aspects of our school district as well as ADA enhancement that we had and we have to put in our policies. Again, thank you to Marlo and the central office staff and I think we have a couple more that we have to get through, but it's it's a lot with the policy, but thank you Marlo and central office staff. That's it. Um we do uh did have a finance committee meeting, but I don't think we updated yet from last month. Um that meeting was basically a presentation um from Mr. Marlo and Mrs. Knight about um the earned income levy. Um so they went over um that information and the reduction plan because a lot of members hadn't seen that information yet. So um that was explained to uh
064that committee as well as the fact sheet that went out through the district. Um and then just more of um their role with um the with everything. And then there was just some discussion items for committee members who had questions about things, so we covered um like the energy bill utilities and um just ways of they were looking at ways that they can uh like the student planner cost. That was a um item that was brought up like um if people are really utilizing, is that something that we can look at? Um so there was some questions that uh the committee brought up that we started to look at um purchasing cards, energy bills, student placement. Um and we didn't get through anything else because it became a long meeting. So that's all I had
065for that. Didn't want to say um the um the equity opportunity meeting uh committee met yesterday. Um really excited about that committee. Um we have a lot of engaged students on that committee and right now um they're really looking at um we're breaking things up into groups. Like so there is a opportunities group, there is a belonging group, and there is a um a is access group. And so we're looking at ways that basically each group is tasked to kind of look at what do you think are opportunities that our school district has? What are different things that you can look at that we can provide more access to our students and staff? What are the different things that how we can make sure that our staff and students feel like they belong? And so
066the purpose of that is to kind of start feeling for like what are the top priorities we can look at and kind of get that data to support that and then start to figure out how we can solve for that. So we've done a lot of like starting to get to know each other so we can feel comfortable in the group and watching different videos and just understanding how to move forward as a process. So Nyree Walker-Santiago and Naomi Isaac they're doing an excellent job leading it and we're excited for what's to come. Um I had for committee reports so we can now turn it back over for the administrative reports. Thank you Ms. Barber. We brought show and tell this evening so we get some brownie points for that. You want a beer? You
067want to have a beer? Good evening again Board of Education. We're switching gears now to a curriculum and technology update from our department although some of the things have already been mentioned so we may breeze through some things this evening. We have many things on the agenda this evening for approval, so we thought that was the perfect opportunity for us to give an update this evening. As you know, everything we do fits within the strategic plan, so we just wanted to give a quick little shout out that we're focused on teaching and learning this evening. So as Mrs. Travis mentioned, we're going to do a little presentation about Amplify Desmos Math for you to start with. The Twinsburg Math Committee uh conducted a rigorous data-driven evaluation process relating in related Nope. Resulting in the selection
068of Amplify Desmos Math for the K-6 math curriculum. The decision was a culmination of collaborative efforts focused on enhancing student outcomes and ensuring teacher usability. The committee worked very hard to do this process. Um there was a multi-stage approach that started very broad and then was narrowed in. Uh there were 21 educators and administrators that were part of the team that analyzed student performance data and PLC feedback to align the search to look within our state standards. In phase one, we looked at had a nine-point rubric and we used EdReports to narrow down our field to five and then we had five vendors to do presentations for us and we rated those programs with a different rubric. Uh the finalists were uh had a Zoom call with them with two schools using the product. Not
069the representatives again, but we worked with two schools who are actually using the products. Um so we could see the boots on the ground and how they're using it in their schools. Um after this exhaustive review, the committee members overwhelmingly supported the Amplify Desmos Math curriculum citing its superior alignment with our vision for student success and the ease of use for our staff. We cannot thank our teachers and administrators enough that were on the committee. Uh tallied up we spent in total about 546 hours um working on it making that decision. And it is a high-stakes decision that will shape the mathematical foundation of our K to 6 students for years to come. I don't know if that's out of order. That's okay. All right. Let me get All right, so EdReports, as we talked
070about, EdReports is a national, independent, research, educator-led nonprofit organization that looks at reviews of instructional materials. So, they're a non-biased that So, they're out there and they create this for us and they confirm that it is aligned to college and career readiness and that it has academic rigor and quality. So, the our tool that we would have been using for years had a little bit of yellow in it. So, we were looking for something that was all green and EdReports came out and as all green for us in Amplify Desmos Math. I think I missed the slide, but there it is. Our why. And the why is that we are looking for an integrated program that is going to be problem-based. And we have it this will have a unified digital platform for us and
071we're not just teaching the students to do math. Like when we talk about this, we sometimes use like the terminology stage on the stage and the teachers are just giving the students information and it's very wrote. But right now, what we're looking for is something that's going to teach our students to think mathematically. And this transition is going to allow us that our students are going to be engaged and that they're going to be set up for a lifetime of success. And now, I'd like to bring up Mrs. Mariola. Are you good to click? I am good to click. Okay, thank you. Start there. Good evening, Board of Education. I'm going to attempt to capture what we did at the curriculum and technology meeting to give you the an overview within the next 5 minutes.
072So, we'll give you the show and tell as well. So, in addition to earning all green ratings from EdReports, Amplify was selected by the committee for its ability to be data-driven and provide resources that meet the needs of every single student. The show and tell portion of this shows you all the resources. There's a plethora of resources for students and teachers. And basically everything that almost everything that you see in a print format also comes digitally so teachers can plan from anywhere. Students can also access the online platform from anywhere. And then one of the elements that we really really liked was the student workbooks. There are two of these for every grade level. And they're colorful and engaging and there's lots of room and space for students to write their work as they go.
073So, that was a big big deal for our committee members as well. Do you want us to give you those or you'll look at them later? No, you're good for us to keep going. Yeah, okay. Thank you. This slide shows you kind of the 30,000 ft view of the the entire program, so the structure for it. You'll see here that in a part of the theme of this program is the real-time data that we're able to acquire to be able to make our next instructional moves. So, from the standpoint of the entire course teachers will provide students with three different assessments. There's a beginning of the year benchmark, a midpoint benchmark, and an end of the year. And those are approximately 30 minutes in length, so they're not too long and and too tedious for
074students to take. And then throughout each unit, the secondary part of this slide is that the lessons, you'll see 15 lessons, those little bullet points at the bottom. So, five of them are what are considered in this case a sub unit and every lesson, so one day one, lesson one, at the end of that, there's a formative quick check, so it's just a show what you know kind of assessment, takes about 5 minutes and then that feedback drives the next instructional steps and I'll show you really quick that. In the teacher workbook, you'll see and I have a slide for this, but you'll see right from the rip after each lesson that we can differentiate in three tiers. So, we can meet the needs of all of our learners very quickly and the resources are
075all outlined for us in this uh teacher edition. This slide shows a day in the life, so the routine and what this might look like for a lesson. You have a warm-up, a lesson activity and then you have that show what you know component of things. The K1 curriculum has room for centers and there's designated time for that and then practice and differentiation that happens it's it's dependent on the lessons and the grade level and so on and so forth. The big takeaway from this curriculum is that as Mrs. Farthing pointed out, you there is lots of opportunity for students to get that direct instruction as a whole group, but then they're often pairing, they got independent learning and they're moving in small groups all within one lesson time period, so that's huge for us.
076Here's that the support, strengthen and stretch. This is that differentiation piece that happens at the end of every lesson. Another huge component of ADM, which is amplified decimals math, is what's called boost. This is our digital platform, it's adaptive and personalized, so as a student works through it, it's adapting based on the responses that the student provides within the digital platform and this is tremendously important for our tier one, excuse me, tier two and tier three students as we're trying to intervene and also it has the ability to enrich as well. A key component is the connection with families. Each unit has a set of family materials and a guide that can go home that shares key concepts and vocabulary with our families. There's practice. We're always being asked what kind of practice can we
077support our learners with at home? So, there's practice opportunities both in print and digital access because Boost can be accessed anywhere as well. We want to give another special shout out to our committee members because it was comprised of as Mrs. Farthing mentioned, district admin, we had gen ed teachers, special ed teachers, math coaches. So, we had a well-rounded group and this this program emerged as top-notch. So, we wanted to just right here to ask if you had any questions specifically about Amplify Desmos Math before we move on to the rest of presentation. So, I have a question. >> Sure. In terms of training or um rollout, how would that look for like our staff from that standpoint and is there anything that parents can get over the summer to help them get ready for
078this or do we need to prepare parents for this from that standpoint? >> Let's start with the teachers. So, we will start training on the product is built a K to 5 platform and then a 6 through Algebra 2 platform. So, we are starting with training grade 6 teachers in May. We are also starting some work on Monday with some mapping. So, and then we have 3 days in the summer for the teachers to attend. There is a June, July and an August date. They're on the agenda this evening for approval so that they would receive the curriculum right? So, that they will begin ready to go. The sampler set is available in each building, so the teachers can look at that and the teachers who are on the committee have done some talking about
079it already. Um so, I think we're okay with our student I don't think we need to do anything with our families yet, but we are planning a night in September that we will talk about it because we've been using Go Math since 2012. That was like I will tell you that was my first big adoption was that in 2012. We have updated the copyright since then. Please know that. We've updated the copyright since then, but that was our one of the first large adoptions we did. So, um we will do a night for the families. It is on the calendar already for September. So, I think we'll be I want to get our teachers to get the hang of it, so. Any other questions specifically about Amplify? Okay. All right. Just a few other things
080we wanted as we said we were going to do an update this evening. Um the last big adoption that we did was Benchmark Advance. So, we are currently in year two with Benchmark Advance and as a reminder that's our K-6 literacy program that we are using. Um and then this year our focus has been to focus on our educators and talk about the how of teaching so that they can focus on the who, which is their students. Um we've been working on pedagogy, uh differentiation, and efficient planning. Uh we have pacing guides. We started about this time last year making a road map for our teachers and we've started adjust adjusting the road map for next year so that they have everything they need ready to go into the year. Um one of the focuses
081that our staff did not really get to last year was the small group instruction, so that's been a focus this year is trying to build in the small group instruction so they're um each day's instruction and also using the real-time assessment data that they're getting from Benchmark. So, our focus this year has really been taking um our tools and data and shifting um from the teachers having to go search for resources to actually being able to deliver high impact uh highly differentiated instruction to the students. And then this is another slide where we were in the classrooms watching catching up with some teachers as they were delivering the instruction. The other thing that was part of the strategic plan this year not the just one of the other things for the strategic plan was IMTSS
082which is the integrated multi-tiered systems of support. We have spent this year partnering with SST-8 on this SPEDIG which stands for state personnel development grant and it has taken a long time for us to focus on five buildings and taking five very strong different buildings who are all doing great things but are not doing things all the same. So we've been focused on formalizing a district leadership team, a building leadership team, teacher based teams to have a successful start to 2026-2027. We're building a calendar right now to prioritize timely data and analysis and the three measures that all schools are looking at are attendance, behavior, and academics and we've been working on a platform just like the state released a new attendance platform for everyone to be watching the attendance of their districts that we
083would be looking at that in our K-12 as well. I'll turn it back over to Mrs. Mariola for a technology update. Thank you. Okay, I'd like to give a and highlight a technology especially a a nice shout-out to the technology team because they do a great job. I like to think of technology as the engine that keeps our district running. So um On the screen here you'll see all the different highlights of some of the things we've been working towards this year. We have been a part of what's called the NISTY cohort and NISTY stands for lots of acronyms here tonight. The National Institute of Standards and Technology and our focus has been really on cybersecurity. This cohort is comprised of school all neighboring schools. Basically, if you look at North Northeast Ohio, most of
084us are a part of this cohort because like Nordonia, Hudson, Chagrin Falls, we are all hyper-focused on cybersecurity right now. Having said that, we're doing a in-depth audit of all of our practices, and it's been very tedious, but it's been very informative. So, we get results, and we'll do um tabletop discussions at the end of the year. However, we have had a jump start on getting started with uh the security of practices that we have implemented. And we have already implemented MFA for which is called Mini Orange, and that's multi-factor authentications. You might know what that is like with your banking system, for example. You have to get a code and put it in, and it's that second layer of security so that the app or program knows it's you. Um so, we've implemented that,
085and a lot of our uh applications that staff are using sit behind Mini Orange because it's it's got student data, or it's something that's sensitive. Secure Docs, we've implemented. That is through Parent Square. So, again, the theme is anything that's sensitive and needs to go out that needs to be protected, it's going to have an extra layer to it. We are currently working on a laptop refresh for our BC teachers. It's time to refresh those devices. Um Custodio is a platform, and I'm going to change the slide here really quickly. So, Custodio, we have went to Linewise as our filter filtering uh program or for the network, rather, for internet. And Custodio is an app that parents can sign up for to give parents capabilities such as setting screen time limits for outside of school.
086They can um block any games or apps that they prefer to to block in the evenings and and late afternoons. They can get activity reports for what your students are all day. And I highlighted this particular set right here because our rep from Custodio told us our goal should be 20% on the first year in terms of engagement with our parents. So, we're at 30% right now and hope to this is a little public service announcement to get more parents signed up, but it's it's a really nice feature. You have a lot more control and you can see what your students are doing. Linewise Monitor is a the Linewise Monitor is new to us this year in Linewise Monitor is actually pretty awesome. This is a student safety and wellness uh we'll call it program
087app that runs kind of constantly all day. It is it's detecting essentially what's on a student's screen and the keystrokes, okay? So, we are protecting our students in real time. It's identifying things for bullying, self-harm, violence, anything that they're searching up or typing in an email, in a doc, in a chat, it's picking it up. So, how Linewise Monitor works is AI's combing through all of this, but the really cool feature is that there's a human review on top of it. So, Linewise has human employers that are working to kind of go through it, give it a number. Any of those threes, fours, and fives, in other words, they they consider them more sensitive, they will send us alerts. So, our team is getting emails throughout the day and night letting us know, truth, letting
088us know. And I do have to give a special shout-out because it's letting us know what's happening. And those we've gotten fives. You can see the data right here and we're getting typically we're getting phone calls for fives because we need to step in and we need to then get on the horn to call families and anybody else who needs to to to be involved in the situation. But our staff, our administrative team has been top-notch, responsive. They are constantly calling kids down throughout the week just to do a quick check. You know, it was nothing. It was somebody who was you know, chatting with a friend or sometimes deeper when and we have to engage Peach Brook in some of these conversations. So, this has been a really, really beneficial addition to our technology
089world. We also get weekly reports. Kind of hard to see, but you see the buildings there. Um, every week we'll get the data. So, we can look at the data this way. And then we also can capture the data from a month-to-month standpoint, so we can be monitoring, all right, where are our biggest needs within the district. Okay. Next, um, we are in the process of doing a redesign for our district website, and we have completed the process of redesigning our athletics web page through Hometown. So, Hometown ticketing, you may have heard from if you've ever attended an athletic event. Hometown is where we, um, were able to update for free our athletics website, and it's we've gotten great feedback from our families and community members in that the schedule's built in right there. You
090can purchase your tickets right there on the website. So, that's been really fun and neat to to move forward to. And then in progress is this redesign for our district website. And I wanted to highlight our drone club because, uh, they will be starting the process of getting drone footage to be able to place on our new website. So, we will do some aerial view, um, of our campuses. We'll get to do a tour maybe of inside the buildings. We're trying to get them out to the art festival for, um, it it will be for students on Friday and tomorrow night, uh, for the community members, but to get that footage and then now upload that to our new website. We will do a soft launch of the website on June 15th, get some feedback,
091and then do a launch for everyone on July 1st. So, that's our goal there. It Additionally, we were we are in the process of updating wireless access points and switch upgrades at RBC and Tiger Stadium. We tonight want to discuss with you doing George G. Dodge Intermediate School and the really cool part of this project, of all of them, is that we're using E-rate funds, which is federally supported. It's It's subsidized, so we will get 50% from federal funds and the other 50% from permanent improvement funds. So, it does not come from general funds. This is These have to be in place for 5 years or more. I'm going to let Mrs. Farthing talk to you about AI. Um And as we've discussed previously, we have a district-wide AI committee. This group of educators has
092been working hand-in-hand with the technology department for investigating AI in the Twinsburg City School District. As such, the committee reviewed and made suggestions for the AI policy, which was board approved earlier in 2026. And additionally, at our last committee meeting, we brought on some students from the high school, and we were able to hear their perspectives on AI, and a lot of you probably would think they're all in, and they're not necessarily all in with AI. So, um a lot of things about intellectual property and creation of art. So, it was very interesting to hear their perspectives. And to wrap us up this evening, we have Mr. Popovich, who's going to talk about a few other items. Ready? All right. I'll talk loud enough. It'll pick me up. All right. So, um as you can
093see up on the screen, and I'm not going to read all of that verbatim, but uh I just want to kind of summarize all the assessments that we have given this year or are in current uh process of giving or will be in the future administering as well. Um some of them got cut off cuz there's so many of them, but what is always exciting um to think about is when you look at it kind of like from all what we started with way back when with the KRA, which is your first, you know, 20 days of instruction, your ELA with your preschool students, and then you kind of have a little bit of a lull there um until National Assessment Day in October, but it really ramps up to where I think once alternative
094assessment and the WIDA open in the second half of the year, the end of January, beginning of February, we test someone all of February, March, April, and almost to the end of May with AP, and then you run into your classroom assessment. So, that doesn't even count um the assessments that the students are obviously taking, but I want to make sure that I say thank you to everybody that works on this. Our tech staff um has been awesome. Um they've gotten many shout-outs at the building level, but they deserve uh as much praise as anyone. Students, please stop changing the keyboard settings. That's my public service announcement ahead of time so you don't have to have your device power washed the day of testing. Um but that would that would cut down on some of
095the things, but we've pretty much navigated and knock on wood, have not had any major internet outages or anything across the state. So, that total of of OSTs in spring here at 7,444, I think I can add about another 1,600 that were assessed today. So, we're we're closing in on that goal of 10,504. So long as we have 95% participation rate, we historically are around 99% participation rate, we'll be fine. Uh the student council members that were here, they'll be taking some of those 750 AP exams coming up in May, but that'll that'll encapsulate where we kind of close the year with assessments um and should bring us to almost it'll be closer to 14,000 assessments given, you know, throughout the year. So, that that when you kind of talk about it on the grand
096scheme of things is always something that's that's rather um it sounds bad. It's like, "Well, all we do is test kids." Well, this is proof we do we do assess a lot. Uh another big thing that I just wanted to highlight um you know, as well with our career college workforce military readiness rating that rolled out last year's um fall report card where we where we earned two stars because out of the um members of the class of 2024 because this is taken back um a year in a review for the data, the um the two-star rating was not something we were really thrilled about. When we were able to compile the data for this year's uh report card that should break um this summer to early fall, we should be earning three stars. We
097have obviously taken into some account um some other changes that we've applied to the class of 2026, which will be impacting our 2027 report card, and our goal could possibly to get up to four stars in that category. Um so, that's exciting and and one of the one of the main reasons why we are even there is because of the work that we've done inside of our connections class. So, I have to give um a lot of credit to Mrs. Tony Clouse, our career specialist that works with us through Cuyahoga Valley Career Center, our teachers, Mr. Hurston and Mr. Stroud, as well as the high school administration and the high school counseling department. But, the 80 seniors in there are also getting a lot of credit in my eyes because they've taken on the challenge
098of of extending themselves. A lot of these students were students that weren't maybe going to check one of those 11 components naturally walking into the class. Um we are already on pace to probably at least add 40 of them, if not probably if upwards of 60 by the end of this time that we'll have checked an additional component, which is going to put us right around that close mark of 40 four stars for the class of 2026. Now, we won't see that for 2 more years, but if we continue to make um you know, efforts here, there's more students that uh we're engaging in 250 hours of work-based learning and getting their Ohio Means Jobs Ready to Seal. Once we were able to acknowledge and say, "This is anytime within your 4 years, if you've
099worked 250 hours on top of doing any kind of, you know, shadowing or work-based learning, many, many of those students are like, "Oh, I've done that." And so, we're like, "Right. And you knock that out with your OMJ seal, you can you can count as a component." Pre-apprenticeships, we partnered with the Greater Cleveland Partnership. Our Connections course is on the list of uh ODE or O do, excuse me, O do approved pre-apprenticeship courses in Ohio. And so, we were able to submit our first round last week of 13 students that have completed a pre-apprenticeship. That's 13 more than last year and the year prior and the year prior to that. Uh we may still actually be able to add about seven or eight more depending if those students come through with the hours by the
100time of graduation. So, we've already made a big jump there with our pre-apprenticeships, which will only help, obviously, in our CCWMR rating as well. So, those are exciting things to report. Also, though, not to bore Mr. Sedlack with another explanation of the bell curve, yes. So, from the two-star to the three-star to hopefully the four-star rating, um that's exciting things to come. Mr. Farthing, am I am I actually just commencing this? Okay, I'm commencing this with Does anyone have any questions for us? First of all, great presentation, so thank you um for all of the hard work um everyone on the committees and all over is doing the staff. So, we appreciate that. I was going to ask when it came to the um Linewize monitor. Um So, for levels 3 to 5, is everyone
101contacted? Um like so it shows like like I know you mentioned level 5, like you're making a phone call. Like at level 3, is that student like being like called like contacted because like hey, what's the situation? Yeah. >> We have a We We put together a committee of who is on the the email distribution and who receives that. And then there's like a phone tree of people that they will robo call essentially like until they get a live voice on the other end. And I know that Mrs. Farthing received a phone call and was able to process through that. So, um cuz she's at the top. And then it rolls through it, right? And Mr. Marlow's on the email distribution, so we're all in the know and just making sure that we follow up
102and they reply all to that cohort and we know it's been processed and it's been received and that they're working through it. >> And these fine friends that are going to talk to you in a minute have had a a lot of these students in their offices that they've been talking to. That's excellent cuz I mean with mental health and all the like this is like amazing to have that by it. Yeah. >> that's it. Any other questions? I think you're so much. Mr. Mr. Strickland, are you coming over here? All right. Can I see the device? What's it? Oh, yeah. Absolutely. Yes. Ladies, you're going to be up. Yes. Yeah, so we'll to Beachbrook. Thanks, Ryan. Sorry, Mr. Strickland. Good evening again, board. I was I had the um pleasure to introduce um this
103fine team behind me. Um this is our Beachbrook um school social work staff that has supported our students for many years now. Um some of you have been on the board for a while have heard this heard a very similar presentation. And they just like to give an update of um some of the work that they do with our students. This work is um extremely important as we heard about the line wise monitoring. We heard about some of that some of that work, but um you know, just really supporting our students in any type of any type of crisis, any type of thing that the students may be experiencing. They're they're on call. Um and I think they have an army behind them because if there is a tragedy a district next thing you know,
104I have you know, we have 15 20 people here supporting all of our students. So, they do amazing work. I was just lucky enough to wear the same almost blue color as them tonight. So, I'm going to take away let them take it away starting with Carrie Telenobel who's our program director for Twinsburg. Okay. Hi everybody. Good evening. I just wanted to say thank you so much for having us here today. We missed you last year. So, we're glad to be back in front of you and meet some new folks in this room as part of the great team that we have been partnering with for now. I've been here since the beginning in 2015 for over 10 years. So, we're going to give you a little brief overview of our program. And then we
105have some exciting things to well, a very big exciting thing to show you at the end of our program. So, just bear with us with all the numbers and the data and everything. But, Beachbrook I've been there for personally 18 years now. I've had many different positions, but I've been with Twinsburg the longest. I was one of the original two and a half staff that you all started with. We've expanded obviously because there was a need and I will always commend Twinsburg for rising to that need cuz definitely after COVID we saw an increase in that. Um and you know, a lot of our mission lines up with your mission. We serve children, youth, and families. And we've been one of the top um agencies to work for in the Cleveland area for 6 years
106in a row. Um so our Beachbrook services at Twinsburg um so like I said, for over 10 years uh we've been a part of this uh partnership. And you know, we serve the whole district. Um my old supervisor used to say to me, "Carrie, the student in front of you is not your client. The whole district is your client." And whatever the needs are, which shift day by day, no day is the same for us. Um so we're always constantly responding to the needs of the district. And believe it or not, Beachbrook is coming up on their 175th anniversary next year. So we are the oldest agency in the greater Cleveland area. So I'm going to introduce my lovely staff that I work with and I have a pleasure to supervise. So this is one
107of our pictures at the beginning of the year when we had so much energy and we're just ready to go. Um first of all, I'd like to introduce Christine Hot. So she has also been um with the program for five, six years now, something like that. Maybe 10. Yeah. She was at Shardon before she came with us, so we stole her. Um she also works at Wilcox and Bissell um and as you can see, she has children in her district. Um so it's kind of a cool thing that she gets to see her two girls from time to time in her buildings. And then next we have Miss Julia Bresler. Um you might have seen her recently when she came to talk to you about her girls group with Dodge. Um she's also been with
108us three, four years now. Okay, anniversary. And then oh and yeah, and Dodge only. Um and then next we have Miss Melody Fields, so she's been with us this past year from RBC. And um a little over a year now, I I would say, right? Yeah, we kind of had to flip-flop her around to, you know, make sure we had all full building coverage and what made sense for the needs of the district. And then coming it back up to the high school. So, there's two of us at the high school. So, not only do I supervise the program, but I also work with our students. Miss Leah Withy has also been at the school district with me for 4 years and I believe the senior class right now is the ninth graders that she
109started with. And so, she's really gotten to for the first time see everybody kind of come through a lot of growth, a lot of growth. And then also, in addition to works at Camp Wise in the summertime. So, she has a lot of experience with kids in all kinds of different capacities. And of course, myself also at the high school. So, I work with grades currently mostly ninth, I'm sorry, 10th and 11th grade and then Leah works with 12th and ninth grade for the most part. They got a few stragglers and she grabs me. Whenever I'm out, she's there. We kind of piggyback off of each other. So, a little bit about what we do. And I think this is important because Twinsburg has always created this program based on what they needed, not necessarily
110what anybody else had, but what they needed. So, we provide assessment support for students. Mainly, it's a one-to-one basis. Most of our students kind of just set up appointments with us or we have a schedule that we keep or we're able to respond to a student. So, maybe they need once a week, maybe they need twice, maybe they only need once in a month check-ins. Just depends. So, that's mostly, I would say, 90% of our time. But sometimes we're giving some family support, you know, things happen, families fall behind on their bills, maybe a house fire happened, we're connecting them with resources within the community. Sometimes we are doing small group interventions, so that's kind of a good way to kill many birds with one stone. So, if we identify based at the beginning of
111the year, okay, we've got a lot of students that are struggling with grief or we have a lot of students struggling with anxiety, um, making friends, those kind of skill-based things, we can put them all together in a group and we can teach them those skills couple weeks later and then we do another group. Um, so that's one way that we intervene and we get a lot of students the needs that they need just maybe the group and that's it and that's all they needed to do and that's kind of great that we can be flexible. Um, sometimes we consult with our staff. Um, I'm also a member like all of us are member of our administrative counseling team, so we work very closely with our counselors and our school principals. Um, just you know,
112if there's a student in need kind of communicating what those are. Um, maybe we're part of a 504 meeting or an IEP meeting. Um, maybe we're just talking with a teacher and letting them know, hey, this is what this kid's going through, just a heads up so you know why his head's down, maybe something happened last night. And that way the teacher knows and they can kind of like handle with care or you know, support that student in a way that maybe they need something different just that day or that week. Also, sometimes we do SEL lessons. Um, special programming that mainly falls under our professional development. Um, so a lot of times we're asked to do professional development presentations for staff or like our wellness um, activities at the beginning of the day. Okay,
113sorry, but we continuing what we do. Um, and the greatest thing about this is it's free for any student that's in this district as long as they are a student of this district. So, some students we have had, I have a 12th grader, one of my few babies that have come through Beachbrook for many, many years, so she's had, you know, past workers from Bissel all the way to high school. Now, granted there's some time that she wasn't in the district, she came back and she needed our services again, so she's made it this far. Um, it's kind of just one of the best things about my job is I get to witness that growth over time. Um, and we give that one-on-one informal counseling support. So, it's not formal mental health counseling. In other
114words, we're not diagnosing, we're not writing a treatment plan, um, we're not having to do all this documentation. And frankly, when I was a therapist, that really got in the way of my time. And I had to spend less time doing what I wanted to do and more time buried in paperwork. Um, so that's one of the best things about this is we're flexible. We can help with administrative needs, we can help with counseling needs, we can do special fun projects. That's probably the other part of my job that I love the most. Um, so yeah, that's basically what it all involves. But, you know, like I said earlier, whatever the needs are, that's what we're doing. So, how does it work? Um, it's pretty simple, actually. There's only two forms that we really need.
115One is a consent form and one is a referral form. Typically, our school counselors, our school administrators are filling out that referral form. They identify a need, maybe it's parent, you know, in that IEP meeting or 504 Sometimes, they just gotten in trouble and they have some disciplinary consequences. Um, sometimes part of the disciplinary consequences is we're giving that added support because maybe that student made a bad choice. And they need some help making better choices. So, they might also involve us in part of the process. Um, so we will also get the consent from the parent. So, you know, we might see a student, they might drop in, they come with their friend and they sit and chat and have lunch and say, "Oh, yeah, Ms. Carrie, you know, this is this is really
116cool. I like this space and I feel comfortable here." So, I'm like, "Okay, what's going on?" And they might talk to me and start opening up and I'll go, "Okay, sounds like you might need some more time with me. Um, let's talk to your parents. Let's see what's going on that we can work with you ongoing." And that way, you know, I can I can see you more often, not just kind of when you want to drop by. Um, so parents are always in consent, um, and that consent carries as long as they need it. So, if they started in freshman year and they are still with us as soon as up until graduation, that consent covers them. Um and then we just excuse me. The student meets with that building Beachbrook staff. So, kind
117of like I mentioned earlier, a student of mine who had started many years ago met with her Beachbrook worker at Bissel and then at Dodge and then some time off, came back now at high school. So, it's a continuum, right? And obviously there's a very much a um emphasis on prevention because the more energy and time you put in early, the better. Um but sometimes things happen. Things come up and tragedies and you know, things that are out outside of a child's control. Um and we respond to that need. Why is this important? Kind of like I was talking about from the beginning to the end. So, um Christine was kind enough to get this picture done in a very short notice. So, I can demonstrate to you from Wilcox up to high school. I
118took that picture when I was on the stage last year. >> [clears throat] >> Excuse me. Um witnessing a lot of my students graduate and just being a part of that process is so amazing and watching the students cross that stage. I know that it's so much more than just about academics that they've overcome and just getting to applaud that and see their faces that they finally made it. Um and then you know, send them on their way into the world and you know, the more intervention they have sooner, the better so that they can go out in their community and be great citizens. So, here's some key reasons to keep social workers in the school. Um we provide that mental health support, number one. Like we talked about with those Linewize reports. Sometimes we
119catch students that are maybe typing some kind of cryptic thing in a line wise and you know using a a three as an e or you know this line wise is smart and it picks it up. And we talked to those students they're like I didn't know you would know what I'm talking about. I'm like oh we do we do and yeah so we're going to sort this out and figure this out and what's really going on. You you can't say that without us responding and making sure you're okay cuz we care about you. Um so we're first and foremost um safety is number one. Um we're also improving academic outcomes because if a student is struggling with anxiety and he can't focus he's not going to be able to take a math test. He's
120not going to be able to do an English essay. So if we can get our kids calm and regulated they can go back to class and do whatever they need to do. We're bridging that gap between home school and the community. We're talking with teachers. We're talking with um school counselors. We're talking with the parents. Um maybe we're a part of a community event. No matter what we're kind of like that glue in the middle. Um and then we're you know definitely since the inception of Beachwood and Twinsburg it all came from PBIS. Um that's kind of what started it all. And then obviously we're addressing school disparities cuz a lot of our students are disabled. Um you know like I mentioned about IEPs and 504s we are always advocates for our students and what
121they need. And so now I'm going to turn it over to my colleague Christine. She's going to give you a little bit of the data. I promise we'll be brief. How do I do that arrow? Just click the arrow. All right. Oops. All right. I'm going to talk about some of the numbers uh for this school year. So I'm not going to read every single number but you can see the breakdown of uh the students that we have on our caseloads by building with that chart. So it's a total of 365. But since we've made this presentation, I think we've added a few more. So give or take those numbers. Um Sometimes I walk into a mailbox with two new ones and I think everyone kind of experiences the same thing where we didn't even
122know one was coming, but we're flexible. So I'm going to talk about my buildings now specifically. So Wilcox Primary, um at the start of the school year, I had my time split four days at Bissell, one day at Wilcox just because of the numbers. Every you know, at the end of every school year all the the majority of our Wilcox kids are first graders typically moving on to Bissell. Um but as the school year has gone on, I upped it to a day and a half and then two days. And then because of how busy I already was at Bissell, I had to kind of come to a point where I was like, "Okay, we need to slow down on the referrals because I am only one person going back and forth between buildings. So
123you'll see from this slide to the next slide, I have a lot more involvement in Bissell and more things. One because I had been just permanently kind of at just that building and over time have been able to support in different ways. But at the Wilcox building, um I do my caseload and then I support and I'm active member of our MTSS SEL meetings where we meet every other week to kind of talk about those tier two, tier three level kids and anyone that might be on the radar coming as a new referral. So Bissell building, um the number's a little bit higher, um but that is because I also do small groups in that building. So more of that prevention piece. Um so I work with the school counselor a lot. Um we do
124a lot of programming together. Um we send the needs assessment out and then kind of divide and conquer those groups from there. Um, so she takes a couple. I always take one too many than I should cuz I feel crazy, but I really do like feel passionately about groups and that prevention. It's like one of my favorite things to do. I wish I had more time to do more groups. Um, but just to give you an idea, in the fall I did a friendship group, a conflict resolution group, and a self-esteem group. And then we'll have like separate second and third grade groups. And then this spring I have two, um, a sea of friendship. Tried to make it a fun theme this time for my second and third grade students. And then I stress
125management group for, um, those students as well. So you can see the breakdown of 23 students in the fall, 26 in the spring, in addition to the one-on-one students. And then I try, whenever possible, to just kind of add myself to support things around the school. So, like I said, over the years I've kind of added in a little bit more each year. So the talent show and Red Ribbon Week, um, committees were new for me this year, but those were really fun to plan and be a part of and support. And then I have organized and ran some other things. Um, one, the kickoff for kindness was a really cool kindness thing that we did right around the Super Bowl right before that happened where there was presentations in each classroom and then fun
126activities for them to do. And I was able to get a bunch of like kindness swag from Kindland and pass that out. So the kids really like that. And then, um, next month I'll be doing a stick together anti-bullying program, which is with, uh, the duct tape and Kindland together. So I think the high school's done that as well. Um, so yeah, I think everything else is on there. I'm going to pass it on to Julia. >> [snorts] >> Good evening. Um, my name's Julia Brestle. I work at Dodge Intermediate School. I currently serve about 80 students between my girls group and then individual sessions. I am a part of weekly office meetings with the administration, school counselors, and school psychologists where we talk about building level issues. I can advocate one-on-one for my students
127in those moments as well for any additional support they may need. Um I participate in a lot of school-wide PBIS initiatives. Um so a lot of my pictures there are me doing tiger ticket videos and getting excited for our staff versus students flag football game that's going to be happening this spring. And then the middle pictures are me with my girls group. I co-facilitate that with Ms. Sierra Deville. We have about 30 girls that come in once a month for female empowerment. It's been a great group. We've been doing it every year we've been working together. Um and the girls really support one another and really enjoy our time together. We actually have a meeting on Friday. So they're looking forward to that cuz it's something, you know, they get out of class for a
128little bit. They get to spend some time with their peers and it's through all three grades. So we have fourth, fifth, and sixth grade students involved. And then at the top there is some staff appreciation. I try really hard to appreciate my staff. They do a lot for me. I want to make sure that they are acknowledged for what they do for all of us. Um so that's a poster that I helped to make for our school counselors for school um counselor appreciation week. And I'm also part of all PBIS tier two, tier three conversations. Um MTSS committee. And yeah, I think that's it. But lots of busyness at Dodge but a lot of fun as well. And I'm going to pass it on to Melody to talk about RBC. Hi, I'm Melody Fields and
129I've been with the agency for a year on April 7th. And so I've enjoyed being here. Um part of my job is um creating a safe space where the kids can come and just relax and decompress when things are kind of deep. I always joke with them and say, "What's going on out there in those RBC streets?" Um and they'll come in and talk to me about those things. Um if you look at the pictures, you'll see some girls sitting at the table. That's a part of our Crayola Crew. Um I started off the school year with about three girls. Sometimes it fluctuates. Um may depend on if there's a kiddo that comes in that's a little overwhelmed in the morning. So, this um group it starts usually between 7:08 in the morning and it
130ends right around 7:20. And it's just a space where they can come in and relax. They can color. Um I found that some of the kids they struggle with, you know, like creating friends and those types of things. And in this group they've been able to make relationships and and that's pretty cool to watch. Um I also facilitate a peer initiative group. Um we're starting with three um students um probably right in November. Um just working with them on how to make positive choices, how to be a friend. Um Just trying to do some preventative work to keep them from making risky behavior, you know, choices like that. Um I also work closely with um the administration and teachers with the MTSS team as well as PBIS. And try to do as much as I
131can as far as um say pep rallies and um those different fun days that they have just to make myself seen and known for the kids. And I just think it's exciting because the kids I work with when they come in, they get excited and then if they have friends, Ms. Bell, I want to come and see you. You know, I need to come and talk. And so, they'll stop by and talk from time to time. Or even if there's a kid that's dysregulated, they'll come in my room because I have sofa in there, they'll come and lay down. I've had kids that will come and play with the kinetic sand because they just need that time to just decompress. So, this is such an awesome position and that's what I do. Hi, I'm Leah.
132I'm the other social worker at the high school and like Carrie said, I have the ninth graders and the 12th graders. So, big difference, but it's a lot of fun. Um we do a lot of stuff at the high school. Um like Christine, we did stick it to kindness or sorry, stick together, the kindness initiative earlier this year. If you come to the high school, you'll see the banners all around with the kids' name on duct tape. Um we also are part of the PBIS team um and PBIS initiatives at the high school um and something that we do a lot that is becoming more popular over time is during pep rallies, we have a calm and quiet space for the kids to come and sit in if they are not a fan of the
133loud and sometimes overwhelming environment that that can create and that's a chance for us to connect with kids who also may need more support that we didn't know about before. Um a lot of our work at the high school, like the other buildings, is individual sessions. Um you can see we have about 142 kids. Um and I think what's really special about our role at the high school is they are so busy outside of the building. They are working, they're doing extracurriculars, they have homework, they have family responsibilities and so for some of them, transportation to and from outside resources is hard and although we're not formal therapy, we kind of get to offer that space. We also have kids who don't want to go to therapy and I cannot tell you how many times
134I've had the conversation of "Oh, I don't like therapy. I don't like talking to therapists." And like, "Well, you're talking to me." And they're like, "Yeah, you're different. [clears throat] I like it here." constantly. And I think that we get to kind of open the door for them to have that space, um and hopefully get them into that support later. And And that's something that's been really special, especially with my seniors, seeing them as freshmen, one of their first years back in person after COVID, making that transition and and getting them through, talking to them now the past couple weeks about jobs they have and and the colleges they're going to, um and the support that we are able to work for them to get after school because of the work that we've done with
135them over the past couple of years to get them comfortable with it. Um we also do a lot of different clubs, and I'll let Carrie talk a little bit about the things that she does with them. Yeah, so I run two different clubs, um co-facilitate with a couple of teachers. Um number one, you'll see at the top right there is the Iceberg Club, which, um went to the OSBA, thank you, Ms. Crawford, um presentation. Um so that's, I think, maybe the third year they've done that. Um I was part of like when it started with the original student, um had that vision, and it's a lot of fun. Um students really get into it and celebrating all kinds of different cultures and um activities. They're part of the Multicultural Fair that they held recently. Down
136at the bottom, um are my Glissen kiddos. Um that's just one of their meetings where we're doing some fun things. Sometimes it's a party, sometimes we're raising awareness, sometimes they're helping me decorate the display case. So that's one of the more recent ones there, um with the the snow and winter uh scene there. Um talking about just mainly most of those take on a social-emotional theme. Um they've got a thing planning for next for this next month, um where they're displaying a bunch of art, student art. Um and then, I think, right there in the middle, they also helped me with, um because I I need a lot of hands. We We to cut out a lot of paper chains, and that's probably the most we've ever gone because we found a better way to
137get them out to our students where we had them do this in the home room. So, they wrote like a pledge to kindness. We linked them up with the paper chains, and that's part of like the whole kindness initiative with start with hello and Sandy Hook. Um so, they do that every year. We try to do something just to display that kindness and as well as the be kind stick together. Um but yes, in in addition to that, we we definitely enjoy working with these kids and seeing how far they've come um over time and, you know, kind of it's great to see families even. Like we're we've got a young man that's maybe the third kiddo of a family group that we've worked together and just kind of seen everybody come through and it
138helps because we're familiar with the situations. Um and maybe, you know, we work with different siblings throughout the school building, so we can kind of help one parent reach all of their kids with their needs. Um so, yeah, we're again, just kind of really trying to enhance their time there, help them get to class, help them regulate their emotions, help them make that bridge into adulthood. And for a lot of them, they're the first ones in their family getting help, getting therapy, breaking that generational trauma. Um so, we hope that we're making a positive impact on your kiddos. Um you know, we're here for you whenever you need us. Um I think we're just going to go into some of our data. Um again, real quick, I promise. Um and I'll let Leah finish up
139with that. So, I know we talked about it a little bit at the beginning. Um we do PD days um for staff. That can look a couple different ways. Typically, we will start with some sort of wellness initiative in the morning the same time that all the other wellness station initiatives are happening. Um in October, we did one that was morning wellness about like meditation, stress, self-care, how to manage it, um and we did like small breakout sessions after that with chair yoga and um guided meditation, art, that's always very popular. They like to come and paint in the morning and chat. Um and we had like 62 staff members participate. We always get really positive feedback. They come back and tell us about what they painted and where they're going to put it and,
140you know, they get as excited as some of the students do with to show us their artwork. Um and then in November we did an additional staff wellness program, um where we did um like a reset again. You could either do a chill quiet room um with kind of some constructive rest to start the morning or we had an alternate um that was more of a social connection where they could go and play board games um or card games with other staff. Um we had about 21 different staff members participate in that. Um Yeah. And then we also I think I'm passing it to Julia to talk about our parent surveys that we do every year to get feedback from our families. So, every year Beachbrook continues to request feedback from students, parents, and staff.
141We use Google Forms so they can provide this feedback anonymously. What follows are the main points of feedback from each group that we have surveyed. So, this first slide here is our parent survey feedback. There were a total of 47 surveys completed by a parent or guardian of a student that is currently in Beachbrook services. 63.8% of these parents or guardians indicated that they strongly agree that their Beachbrook worker was helpful in supporting their child at school. And then we have some quotes of additional feedback that they have provided. And then for the student survey, um this is just for elementary students and then I'll turn it over to Melody for our middle and high school students. There were a total of 30 students surveyed from Wilcox and Bissell. 83.3% of students answered that they
142saw their Beachbrook workers six or more times throughout the school year. 96.7% of students surveyed responded that yes, they feel comfortable meeting with their Beachbrook social worker counselor. And 90% of students indicated that their Beachbrook worker was helpful, which is always, you know, what we're here for, right? We want to be helpful and be a resource for them. Okay, so then the student survey for our high school um and Dodge and RBC. Um one thing that really stood out to me is the consistency over 70% of the students reported seeing their Beachbrook worker six or more times throughout the school year. And that tells us the students are not only being reached, but they're continuing to engage with the therapist. And then even more important is how students feel in those interactions with their therapist
143or their um uh social worker. About 90% of the students said that they either agreed to or strongly agreed that they feel comfortable meeting with their worker. And that's a huge um thing to hear from those students because we know that real progress only happens when students feel safe and supported. And then we saw similar results when it came to helpfulness. Again, over 90% of students shared that their Beachbrook worker is helpful to them. And um speaking honestly about it is that student hearing the students' voices is important. One student shared that they were dealing with stress from school, family, and friendships, and their workers helped them to de-stress and to refocus and even remained um reminded them that it's okay to take time for themselves, that self-care is important. Another student said that their
144worker helped them see things from a different perspective and to feel more comfortable and open about um their situation. And then so when we look at these this data and um hear the students' feedback, it really shows us that these relationships are making a impact on our students. And it's also important that we get feedback from our teachers as well. If you look at the data, it says that um we had 83 staff members to complete the survey and the majority have actively worked with a Beachbrook uh social worker um offering support and building um strategies to help the students. And about 72% shared that they likely um will refer students to the services, which really speaks to the trust and the value that they have in their social workers in the school. And when
145it comes to the effectiveness, nearly 90% of the staff um either agreed or strongly agreed that their building's Beachbrook worker is effective. And what really stands out um through it all are through all the comments is that staff described Beachbrook as a positive influence and a safe space where students can go to manage their emotions. And they also emphasized how approachable and collaborative the staff are in the school setting. And the staff members even shared how meaningful the relationships are that students trust and connect with their Beachbrook worker. So overall, the feedback shows that not only are we supporting students, but we're also trusted partners to staff and administration in meeting the students' needs. And we'll turn it over to Carrie. Okay, I'm going to hope and pray that this works. Um so, if Miss
146Farthing would be so kind Um so, this is a picture of a recent filming event that took place in Twinsburg. So, every year, Beachbrook hosts a annual fundraiser um where we're reaching out to the community, um mostly the greater Cleveland area, um asking for donations to keep the work doing the work that we're doing. We're one of many school districts um with Beachbrook staff. Beachbrook also has foster care and adoption. They have early childhood intervention. All these different programs, so we need, obviously, to ask our communities for help as a nonprofit agency. Um so, this year, Beachbrook approached me and asked if we would be so kind to um highlight Twinsburg as um part of their presentation at the Bash for the Brook. And it's pretty cool cuz it's this Friday. So, we're like all
147presentation ready to go. Um And so, part of it is this video that you're about to see where we um filmed in mostly in the high school all in one day and somehow, some way, the filmmaker whittled it down to less than 5 minutes. So, um have a look and that'll be it for our presentation. We'll open up to questions. Beachbrook has been supporting schools and school districts since 1974. In fact, Beachbrook and Fleetwood Public Schools were the first public kind partnership in the United States. And we support schools by embedding clinicians and mental health professionals in the school where kids spend most of their time during the school year. It creates a better learning environment for all of the kids, not just the kids that we work with. It slows teacher burnout and it
148also saves school districts money along the way. It's very hard to get into outside services. They have lines that are so long that we're waiting for months. We're eliminating that barrier so we can get access sooner and that is so so important in the mental health world. So Beachbrook has been a great partner to the Fleetwood School District. They've been in our district for a number of years now. Having that built into our school day, so our students can you meet with one of our Beachbrook social workers you know, first thing in the morning and start off their day on a great note and they can check in with them before they leave for the end of the day. We've definitely seen an increased need for mental health services and the the school district you
149know, definitely recognizes that and they see the need and they are you know, rising to that. When that happened, the Beachbrook team has grown a lot since then. It's amazing, you know, all of a sudden there's there's you know, 10 people in our building that are here to support our students. How did it go away after a week? I say that so we you know, in in three weeks later or two weeks later or whatever even a year later you know, a student pops up again. They know that our staff and staff here and they can keep working with them. So I think this really does prevent them from having future issues and you know, those are very costly issues, hospitalizations, jails. It it gets very expensive and that's a very big drain on the
150family when we're already trying to scramble all of our resources. When we told her about my diagnosis, she really shut down. And she wasn't talking to me, and she wasn't talking to her father. To know that there were services right in her school that she could access if she needed them or Um it was a relief. It felt like she had a team immediately, which was everything. I just couldn't get over like the idea that my mom was like sick, and I just like had a lot of anxiety about that, so I talked to Chrissy and she helped me with that. My primary concern was providing a safe, comfortable space for her, um getting to know her so she felt comfortable to talk about anything she was struggling with. I like the grounding skill where
151you find things around the room, and it's like five things you can see, five things you can touch, like four things you can feel, three things you can smell, like two things you can taste, and one thing you can like feel. I don't know if there's anything more critical than making sure our children are happy and healthy, and to have people on the ground in our schools taking care of that is it's everything. I love seeing students grow. It was such an honor to see Sylvia today, and I love that I can help support them from fourth grade to sixth grade, and then know that there's support there after this. I feel like everybody was so helpful, and like they taught me so many things. Like, even if like a different situation or like she
152gets sick again, I can still apply those coping skills that they really helped me with because it wasn't just like an experience, it was kind of like a learning lesson. Sea Freak was a godsend for our family. Um it was really a time of crisis for us, and we needed support. Um Sophie was only in third grade, and she was a happy, confident, smart child. And um I am really happy to say that my diagnosis and what we went through didn't take that light out of her. That's still who she is today, and I really credit Sea Freak with that. Okay. So, that's our video. That concludes our presentation. >> [laughter] >> Thank you very much. You know, that's one of those purchase services that we talk about. You know, that that that that that
153you know, you know, again, it's it's an outstanding opportunity for our kids and our families to be able to have that service, you know. So, I had a question, Marlo. I don't know if for you, Carrie, or Ryan, because this has been in our community a long-standing question, but you said it five times throughout the presentation. This is not considered a formal form of therapy. It is a support service we wrap around our kids. With that, is it true that we can bill back to parents' medical or things for this because it's just a support? Julie, I see you shaking your head no. Do you want to say it louder? >> [laughter] >> Go ahead, Ryan. Because I I I just feel like it keeps coming up in our community, and I don't think people
154understand that. And again, you all ladies said it. This is not formal therapy. It's a support service we wrap. So, I just wanted to ask this so we can again just get that another thing handled. Thank you, Mr. Rush. That's a great question. Um so, this is, like you said, a not a formal therapy, so it's not something we Um yeah, I just want I want to say sorry. I just wanted to say thank you again. I'm like all emotional over here. Um but thanks for um you know, sharing that every year you come in and you always explain that but I do want to emphasize because I don't think people realize too that you do like in the summer like schools out but you're working through that. Like there's a lot of students who
155do need that support and that's something that they also do provide. So I want that to be clear as well that they're always working um and we appreciate um all that you do for our students. Thank you. I appreciate that too. Um yeah, actually I I think I say this every presentation too that summer is one of my favorite times because we're out of the building. We can go to the park. A lot of my teenagers like to get their coffee on so we're at Starbucks or Duncan. Don't find me there in the summer. Um but yeah, you we just know that mental health doesn't stop affecting your child just because school is out. Like granted summer is a time where there's less stress but the things are still there and we got to keep
156up with that. And so that way we can also help them um late in the summer with our transition meetings. So if a student's coming from eighth grade, Melody and I will meet and we will talk about any of those incoming ninth graders. So that way I can meet them. They can get familiar with me if they're having some anxiety with coming to ninth grade or just changing buildings in general, um they could get familiar with it before school starts and kind of just decrease some of that anxiety. Thank you, Carrie. >> Thank you so much for having us. We appreciate your time. In the absence of time, President Crawford, could I move Matt to the next meeting or Of course. Thanks, Amy. Thanks, Mr. Strichland. Thanks, Mr. Strichland. Absolutely. So, does that end the
157administrator's report? I forgot we still had another portion. We got an actual agenda. We got it. Okay. Um Wait. Um There is There's no administrator, so we'll skip there. Um And I'll just read this part and then we'll wait for a vote. But, um treasurer's report recommendation, um resolved that the Twinsburg City School District Board of Education approves the following meeting minutes, special meeting of March 12th, 2026, regular meeting of March 18th, 2026, and re-approval of regular meeting minutes of March 4th, 2026, special meeting of March 10th, 2026, and special meeting of March 6th, 2026 due to technical corrections as sent to the board under separate cover. Do we have a motion? So, moved by Mrs. Egan, second by Mrs. Rush. Um any discussion? Can you please call roll? Yes. Mrs. Rush? Yes. Mrs. Hamilton?
158Yes. Mrs. Travis? >> Yes. Mrs. Crawford? Yes. And that passes 5-0. I action items. One, resolved that the Twinsburg City School District Board of Education accepts a certified staff recommendation detailed in the attached exhibit as per the dates, terms, and other applicable conditions specified pending satisfactory RC background checks. Two, resolve that the Tomsburg City School District Board of Education accepts the classified staff recommendations detailed in the attached exhibit as per the dates, terms, and other applicable conditions specified pending satisfactory RC background checks. And three, resolve that the Tomsburg City School District Board of Education accepts accepts the supplemental Can I talk? supplemental contract recommendations detailed in the attached exhibit as per the dates, terms, and other applicable conditions specified pending satisfactory RC background checks and completion of all requirements for pupil activity permit. Do I
159have a motion? So moved. So moved by Mrs. Travis. Second. Seconded by Mrs. Hamilton. Any discussion? Um can you please Mrs. Travis? Yes. Mrs. Hamilton? Yes. Mrs. Rush? >> Yes. Mrs. Egan? Yes. Mrs. Crawford? Yes. And um just wanted to just say um um we appreciate all the um service that um Donald Reeves has done in our district um as a bus driver in transportation, 11 years of service. So, um congratulations on your retirement and we wish you the best moving forward. Um All right. So, action items new business. Resolve that the Tomsburg Board of Education approves the deletion of one fax machine located in the pupil service office indicated as a um I can't see. That says Brother. Yes, it says Brother. >> Brother MFC-7420, serial number U61278G5. I think that's J431371TCSD tag number
16002 3276 due to the equipment being irreparable and beyond repair. Um two, resolve that the Twinsburg City School District Board of Education approves the pilot credit plus memorandum of understanding to the University of Akron and Twinsburg City School District for the 2017-2018 year per the attached exhibit. Three, resolve that the Twinsburg City School District Board of Education approves the first reading of the revised rescind and replacement policies as noted below. Four, resolve that the Twinsburg City School District Board of Education approves Ohio new learning standards for physical education. The adoption was approved by the District Curriculum and Technology Committee on April 13th, 2016. The standards can be found on the ODE website under PE standards. Five, resolve that the Twinsburg City School District Board of Education approves Ohio new learning standards for fine arts visual
161arts. The adoption was approved by the District Curriculum and Technology Committee on April 13th, 2016. The standards can be found on the ODE website under visual arts. Six, resolve that the Twinsburg City School District Board of Education approves the adoption of the summer reading requirement for 2016. The adoption was approved on April 13th, 2016 by the District Curriculum and Technology Committee. Seven, resolve that the Twinsburg City School District Board of Education approves the amendment of school health services agreement to provide nursing services for the sixth grade Camp Wanoka field trip. The cost is $1,106.75. It will be paid from funds included in the student cost for the camp. Documentation was sent to the board under separate cover. And eight, resolve that the Twinsburg City School District Board of Education approves the revised job description for
162the position of budgetary officer changed to accounts payable clerk per the attached exhibit. Do I have a motion? So moved. So moved by Mrs. Rush. Second. Seconded by Mrs. Egan. Any discussion? Can we please call the roll? Mrs. Rush? Yes. Mrs. Hamilton? Yes. Mrs. Travis? Yes. Mrs. Egan? Yes. Mrs. Crawford? Yes. And that passes 5-0. All right, nine. A resolution expanding the expenditure reduction plan as recommended by the superintendent. Whereas, on January 21st, 2026, this board adopted resolution number approving the expenditure reduction plan recommended by the superintendent with the goal of maintaining high-quality student programs while stabilizing district finances. And whereas, the expenditure reduction plan identified cost-saving measures such as staffing reductions through attrition or further recommendations for reductions identified in the expenditure reduction plan alone as insufficient to eliminate the projected fiscal year 2028
163deficit and must be paired with additional revenue options. And whereas, also on January 21st, 2026, this board adopted resolution number 01212926HB directing the treasurer to take appropriation actions to submit the election electors of the district the question of a 1.25% school district tax on the earning income tax of individuals residing in the district at the election to be held on May 5th, 2026, the levy as an additional such revenue option. And whereas, the superintendent has examined the district financial position and recommends additional cost-saving measures regarding student programming and transportation in furtherance of the expenditure reduction plan to be implemented in the event of failure of the levy. Now, therefore, be it resolved that by the Board of Education of the Twinsburg City School District, County of Summit, Ohio, that the board approves the recommendation additions
164to the expenditure reduction plan as identified in the supplement to the expenditure reduction plan for the superintendent's report noted in section J9, see exhibit, and if the levy fails, directs the superintendent, treasurer, and all other necessary personnel to immediately implement the expenditure reduction plan and supplement to the expenditure reduction plan without further board action effective the the business day following certification of the election results and to continue such reduction to the district's five-year forecast to eliminate the projected deficit. If the law is successful, the board directs the superintendent and or administrator administration to eliminate pay-to-participate fees for extracurricular athletics and student clubs effective the start of the 2026-2027 school year. This board finds and determines that all formal [clears throat] actions of this board and any of its committees concerning or relating to the adoption
165of this resolution were taken and all deliberations of this board and any of its committees resulted in those formal actions were held in meetings open to the public in compliance with the law. Do I have a motion? So moved. >> So moved by Mrs. Hamilton. Second. Second by Mrs. Travis. Any discussion? Yeah, so I just want to say this. I've been a no on this and I don't think this is the right way we should go. We're telling parents if they approve this, we will remove the pay-to-participation fee. If they don't, we're going to remove the cap and force them. This is truly going to hinder our athletic programs because families are probably going to understand that they now have the power to be able to use Ohio choice vote. I don't while I get
166we need something to try to figure this out, I don't think this is the way for us to be pushing this on family the way we are. If it's approved, you get a remove. If it fails, we're going to remove the cap and then you still have to pay more and we're still going to have to figure this out. So I just wanted to share that my thoughts on it. I don't believe this is the way we should go with this. You can call the roll, Julia. I saw if I have another comment if I may. Yeah, you can. Go ahead. Oh, thank you. So, under the two resolution numbers in this section, they um they are listed incorrectly. It should be 0121202687. And then also 0121202688. So, if I cannot say that correct. >>
167[cough and clears throat] >> Is that okay? Sorry, yes. If you could just make the correction. >> [clears throat] >> Sorry, excuse me. Thank you. And then I just like to make a comment when we discuss things, I would like for people to discuss it when we meet so that we all know everything. What when did you schedule a meeting for us to have it? We have discussed this already. And I said no then. I've never I never been on board with this. People just found out what last Thursday that this is now another option. Why wasn't this offered in the beginning? So, you can feel the way you feel about it. I can feel how I feel, but when did we have the time to discuss it? When did you as the president schedule
168Ronda, when did we have time to discuss it? Please let me know when we have time to discuss it. The last meeting, what was said at the last meeting? I mean, I can't discuss everything that's done in uh behind closed doors, but um just let me say like just be transparent. >> you saying? It It It It is transparent. What are you talking about? I've been saying no since the beginning. Okay. If I could this I know this is my recommendation, so uh you can you're going to tap me. I'm just trying to uh try to come up with ways for us to reduce our expenses and and uh cuz we all know we're we're deficit, right? So, um you know, I don't want to do any of these things. You know, I'm not being
169I'm being I'm being transparent and and uh I'm being transparent. Like, I don't Marlo Marlo doesn't want to do of these things. But, I do know that if we don't do something in addition to what we've reduced to date I mean, you we're going to get another letter. I'm anticipating another letter in after our next forecast. But, the it's not about attacking. It's about why was this option the only option that was pushed because of a narrative that parents again, if this does fail it's going to hurt our athletic program because how we're positioning this to parents that if it fails, you're now that family cap is going to be removed. While I was not at the Thursday event, I did watch it online. So, it's not about attacking anything. It's me saying something that
170I've been saying whether people wanted to hear it or not is their own ears. I've been saying this. It's not about attacking. It's about why did we choose this option or why did you or anybody feel that this was the best option out of everything that was on the table to tell parents you approve it, we remove this fee. If you don't, we're going to remove the cap and the fee could go up until we get balance. >> Well, and maybe it's >> So, it's like we're we're we're bullying families into doing this. And if I could if I could, um this is the beginning. This isn't the end. Mrs. Rush, if this if this 1.25 does not go through, this is the first step. And that is very sad for us to sit here
171and have to say that. It's very sad to put our administration and our district in a level to where we have to start looking at every single aspect of every single thing that we do and what is it that we can eliminate or what is it that we can place on someone else's back to have to help us. It is very sad that we're here, but this is and I think the community needs to hear it. This is the first step and we're not threatening anybody. We're not trying to be We all have children in this district. We all live here. We all We all have an investment in this district. And it is sad that we're in the state that we're in. But the bottom line is it was an option that we tried.
172If it fails, it fails. That's nothing that we can do because everyone has the right to vote as they choose. >> Correct. But if it does fail, the reality of the life of the Twinsburg City School District is we will not let this district fall apart. We will not let this district become a dead district. We will have to make cuts. We will have to make decisions that we're not wanting to make, but we are going to have to. And again, I don't know how else we can say that politely and nicely and and again, we are not threatening. This is not about what we do as a Board of Education in any school district in the state of Ohio. It's not a threatening body. It's a reality that our responsibility as the elected officials
173in this community is that we make the best decisions that we can at the time that we can make them in order to keep our district afloat and out of trouble with the state. So I think that it it's you know, we can vote as we want. That's our right as a board. But we have to make sure that our us and our community understand. These are difficult decisions and they will continue to be difficult decisions as we move forward. Thank you. All right. I said what I had to say. Miss Hamilton? Yes. Miss Travis? Yes. Miss Rush? No. Mrs. Egan? Yes. Mrs. Crawford? Yes. Uh this is for one. And then 10, a resolution advocating for fair state funding and accountability in school choice programs. Whereas the Twinsburg City School District Board of Education
174is committed to providing every student with access to a high-quality public education supported by strong academics, dedicated staff, and meaningful opportunities. And whereas public school districts across the state of Ohio are experiencing increasing financial strain due to rising [clears throat] costs, inflation, staffing challenges, and unfunded mandates. And whereas the current school board funding system continues to rely heavily on local taxpayers through levies and income taxes, placing an inequitable burden on communities to fund what is a constitutional responsibility of the state. And whereas the expansion of state funded voucher and scholarship programs has diverted significant public dollars away from traditional public school districts, often without the same level of transparency, accountability, or performance requirements. And whereas the state of Ohio now allocates over 1 billion annually toward voucher and scholarship program, representing a substantial and growing
175investment of public funds outside of the traditional public education system. And whereas these programs frequently subsidize private education for students who were not previously enrolled in public schools, increasing overall state expenditures while reducing available resources for public school districts that serve the majority of students. And whereas public school districts are required to serve all students, including those with special needs, transportation requirements, and social emotional supports, regardless of funding limitations. Now, therefore, be it resolved that the Twinsburg City School District Board of Education calls upon the Ohio General Assembly to fully fund a fair and equitable public school funding formula, reduce over-reliance on local taxpayers to sustain basic educational operations, conduct a comprehensive review of voucher and scholarship programs, including their financial and systematic impact of school districts of public school districts, require full transparency, fiscal
176accountability, and performance standards for all schools receiving public funds. The board strongly advocates that public funds should primarily support public schools that are open to and serve all students. Any continued expansion of voucher programs, now exceeding $1 billion annually, must not come at the expense of public school funding. State policymakers ensuring that funding decisions do not create or deepen inequities between districts. The board affirms that public education is the foundation of strong communities and economic development. Local districts should not be placed in a position where they must repeatedly return to voters to fund basic operations due to insufficient state support. Sustainable, predictable, and adequate state funding is essential to maintaining staff, programs, transportation, safety, and student opportunities. The board directs the superintendent and treasurer to share this resolution with members of the Ohio General Assembly,
177including local legislators, partner with the Ohio School Boards Association and other advocacy organizations to advance legislative and communicate clearly with the community about how funding decisions, including the over $1 billion in voucher spending, directly impact local schools, programs, and taxpayers. The board encourage students, families, staff, and community members to engage with state legislators and advocate for fair school funding. Bless you. Stay informed on how public dollars are allocated and support efforts that prior prioritize strong, accountable, and equitable public education systems. Be it further resolved that this resolution shall be adopted, entered into the official minutes, and shared publicly to ensure transparency with the community and accountability at the state level. Do I have a motion? So moved. So moved by Ms. Hamilton, seconded by Mrs. Travis. Any discussion? Ms. Hamilton? Yes. Mrs. Travis? Yes. Ms.
178Frisch? Yeah. Mrs. Egan? Yes. Mrs. Crawford? Yes, and that passes 5-0. Purchase agreement for technology at George D. Dodge Intermediate result of Twinsburg City School District Board of Education approves the purchase agreement for wireless access network switches 5-year Aruba Central licenses configuration and installation at George D. Dodge Intermediate School in the amount of $131,360.81 with $65,680.41 reimbursed through E-rate in the remaining $65,680.41 funded through the permanent improvement plan, general funds, and grant funds per the documentation sent to the board under separate cover. Resolved that Twinsburg City School District Board of Education purchase Amplify Desmos Math by Amplify copyright 2026 at the cost at $593,446.60 for grades K-3 6 for class sets and 6-year digital access. The adoption was approved by the District Curriculum and Technology Committee on April 13, 2026. This is a general fund
179and permanent improvement expenditure per the documentation sent to the board under separate cover. 13. Resolved that the Twinsburg City School District Board of Education purchase College Physics um at the cost of $7,389.52 for class sets and 6-year digital access. The adoption was approved by the District Curriculum and Technology Committee on April 13th, 2026. This is a permanent improvement expenditure per the documentation set to the board under separate cover. Do we have a motion? So moved. So moved by Mrs. Rush, seconded by Mrs. Egan. Any discussion? Mrs. Rush? Yes. Mrs. Egan? Yes. Mrs. Hamilton? Yes. Mrs. Travis? Yes. Mrs. Crawford? Yes. And that passes five to zero. Any new business? Um I would like Mr. Vandera to extend uh thank you to the Beach Brook team. They were here for quite a while and they did
180an awesome job. If you could say on behalf of the board that we thank them for coming and being patient with us as we work through our meeting tonight. I appreciate it. Thank you. I also like to thank all of the administrative team, Mr. Marlo and everyone in the office for all of the work that you have done over these past weeks in prepar- in preparing, excuse me, in preparation and preparing for these meetings and the presentations that you all I know are doing above and beyond the day-to-day work that you're doing in the office to to be able to share with our community. Thank you. All right. So, there is a need for executive session. So, the board will enter into executive session at 9:07 p.m. to discuss appointment and compensation of public employees
181as per Board of Education Policy number 0167.2A in matters related to RC 121.22G8 consideration of confidential information related to the marketing plan, specific business strategy, production techniques, trade secrets, or personal financial statements of the app- applicant for economic development assistance or to negotiations between a school district and other political subdivisions, respective requests for economic development assistance, and to protect the interests of the applic- applicant or the possible investment of expenditure of public funds to be made in connections with the economic development project. Do we have a motion? So moved. Thank you. So moved by Mrs. Egan, second by Mrs. Rush. Any discussion? Mrs. Egan? Yes. Miss Rush? Yes. Miss Hamilton? Yes. Mrs. Travis? >> Yes. Mrs. Crawford? Yes. So, we are now entering into executive session. I don't think there is any for us to
182return, so