Jonathan Alder Board of Education Regular Meeting - October 2025

001[Music] Okay, welcome everybody. I'm going to go ahead and call this meeting to order. Um, can we all please stand for pledge of allegiance? And the flag is right around the corner behind the desk. 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. >> Roll call. >> Mrs. Siler, >> present. >> Mr. Hulie, >> yes. >> Mr. McCartney, >> here. Mr. Moto, >> here. >> Mrs. Walker, >> here. Let's all take a moment for silent prayer and meditation. Thank you. May I have a motion to approve the October 14th, 2025 agenda for the Jonathan Aldo regular board meeting? >> So second. Oh, >> who who was the first? >> Steve did. >> Thank

002you. >> Any discussion? Roll call. >> Mrs. Stweiler. >> Yes. >> Mr. Hulley. >> Yes. >> Mr. McCartney? >> Yes. >> Mr. Moto? >> Yes. >> Mrs. Walker? >> Yes. >> Motion passes. May I have a motion to approve the minutes from the September 9th, 2025 regular meeting and October 7th, 2025 special meeting? So moved. Second. >> I have a note on that. >> Um second paragraph says Amy Kelly gave a prepared statement to the board. In the final sentence it says she notes as more people move in as more people move in. I think what she really noted was that as more people move in, people's share of the bond would go down. >> It reads right now as more people move in as more people move in. >> Okay. >> So, needs to

003be correct to make the clerical correction. >> Yep. Yeah, we can make that correction before uh finalizing that. >> Okay. Yeah. >> Any further discussion >> with that correction suggested by Mr. Hurley? Um, can we do roll call? >> Yes. Back there. Uh, Mr. Hulie, >> yes. >> Mr. Delweiler, >> yes. >> Mr. McCartney, >> yes. >> Mrs. Walker, >> yes. >> Mr. Boto, >> yes. >> Motion passes. Thank you for bringing that to your attention, Mr. Hulie. >> Okay, moving on to section four, uh, the superintendent's report. >> Thank you, Mrs. Walker. Well, uh, last board meeting I expressed to the board how pleased I was with the outstanding start to the 2526 school year and I'm happy to announce that the momentum is carrying us forward uh, this month and I just can't

004believe how close we are as we're approaching the end of the first quarter already. I just wanted to thank our leaders and our teachers and our staff for the outstanding work that they're doing inside of the classrooms, making sure that they're connecting with all their students and their families. At our September uh board of education meeting that was held on the 9th, it was September 15th that the state released report cards. And we have so much to celebrate regarding our academic gains. I've asked Mrs. quick to come up here shortly and just give an overview of the progress uh the the highlights where we can celebrate and also share with us where we can grow and continue to improve and put some work in place where we can continue to elevate our teaching and learning.

005Well, this is our last regular schoolboard meeting before the election day in November and the bond issue. Uh, I would like to publicly mention that since the uh, May election, the board has seriously re-evaluated um, the community advisory team's proposed facility plan that was proposed back in December and January. Most importantly, the board re-evaluated and inir affirmed the goal of this facility plan. It comes down to three different things. Is it the most cost effective plan? Well, it's certainly not the least expensive plan or it's not the most expensive plan, but it is the most cost effective plan because it does these two other pieces and parts is extends the time frame where the district would need to return uh to our voters for additional facility funding and it provides the greatest amount of space

006or capacity not just in the first 10 years but years 11 through 15. Since the May's election results, the board has gathered and responded to hundreds of community survey responses. We held a public forum to learn about concerns and to hear questions from our community. This is actually our third uh community forum in one year, June of 2024 to discuss the master facility planning process and what we're going to take place this next year. last June in 2025 to hear from the community, answer any questions or concerns and address those concerns that were put in the survey that was sent out by Mr. McCartney. And last week on October 7th, a community form where I heard numerous questions and comments about the bond, but I did not hear any questioning about the plan. Mhm. >>

007Uh the board has held four regular board meetings with time built in each board uh me uh meeting. This is the last of the four where there is an item at the end of the agenda designated to hear our community and have dialogue um with any taxpayers about any concerns about the facility plan and the bond. And I wanted to thank the board members for your presence and your involvement since this past May. I also wanted to publicly thank our mayor, Jody Carney, for inviting us to take part in this community caravan. Um, every Monday in October, the village is out and about at different neighborhoods at Pastime Park, Derby Station, Derby Fields, and uh, last night at Madison Meadows. I want to thank the board for being present and sharing your position and stance

008on the facility plan and the bond at these caravans. Last week we're at Derby Station. It was Mr. Hulie and Mrs. Deweiler. Your presence was impactful. And last night at Madison Meadows, Mr. McCarti McCartney and Mr. Bo, thank you for connecting with the neighbors at this uh neighborhood. Next week on the 20th, Mrs. Walker and Mr. Les and myself will be on a panel for meeting the candidates and hearing about the issues for Derome Township. Bill McCartney will be at the community caravan that same evening with Mrs. Quick in her neighborhood, Darby Fields. I wanted to recognize the board for your involvement at home football games positioned at the Bondax table. Mr. Bo, Mr. Hulie, you are scheduled on the 24th. And then on the 27th, Mrs. Deweiler, Mrs. Walk uh Walker, you will be

009at Pastime Park for the last community caravan date. I wanted to publicly thank our pack and levy volunteers for messaging and spreading the importance of why this plan and why now. So, thank you Katie Baker, Nate Whitaker, Haley Robinson, Katie Bumgardner, and Katie Holstein. This group of leaders were behind the scenes from January 2025 supporting the district and the board of education in this decision. So, I really want to thank them. Our one word this year is connect. And I can't think of a better way of connecting with our community. Um, being out of the neighborhood, showing up, uh, you know, the football games, uh, being at the the caravan events, and I think this weekend we have a fall festival. Just an opportunity to connect with our community members, our families, and our students.

010I want to thank the board for your willingness to um, publicly state your position on the facility and the bond. I have Mrs. quick. Next on the agenda to come up for a state report card presentation, but I think we're going to switch things up here because we have some very patient um students with us uh this evening. So, Mrs. Savage, I know you have a whole group with you. Mrs. Connley, Mrs. Yates, Mr. Haymon, if you would do you want to kick us off and we're going to switch the order of these two presentations. >> That's perfect. Okay. So, we have some exciting things happening in our libraries at the elementary schools and at Kanan. um looks very different when you come into the library. They have innovation stations this year which kind of

011connects um you know what we want to do with our steam activities along with library. So tonight you get to hear a little bit about what that looks like the collaboration between u Mrs. Buyers, Mrs. Conley and Mrs. Gates and how they work together to create units that the students work on across about six weeks. Um and they'll they'll kind of go through their slides. This is all them and all their wonderful work with the students. So enjoy. All right. So I'm going to get started. Um so I just wanted to start by going the right way there. Um by saying thank you. Um so I'm so excited to have our students here tonight. I'm so excited that they get to share with you and with with parents what they get to do in our

012um library, our innovation space. Um but before we get started, I do want to express my sincere gratitude. So, some of you might not know this, but exactly to the day, 6 years ago, I stood in front of the board um and I um talked about how my first grade students use maker space activities in our classroom. So, um that moment really planted the seed for what could be. Um so, after a necessary pause for co um your support from the board was in instrumental in allowing our dream to flourish. So in 2021, you approved our very first think big space at the high school. And then thanks to your continued commitment to our stem education, we now have two more think big spaces for a total of three. And then we are continuing to

013plan our annual space day event. So super exciting. Um, as these experiences and as our steam program uh was able to continue to grow and get bigger, Shelley Connley and I we frequently discussed how we could integrate libraries with steam um and maker space activities. So, our vision was to always develop a curriculum that would foster a love of books and reading but also have hands-on activities and exploratory learning. Um, so we knew it had to be the right time to launch this initiative. Um, our elementary libraries were already really successful in nurturing a passion for literature and exploration, but we kept striving for a way to explicitly tie those pursuits together. Um, so thanks to the unwavering support from the board, Dr. Miller, Mrs. Quick, uh, Mrs. Yates, um, building administration, her dream has

014become a reality. So 2025 is now the right time for this. moving along. So, if we want to talk about our story. So, that's just a little bit. Thank you. Six years ago when I stood here, I would have never dreamed this. It's amazing. Um, and coincidental the exact same day. Um, so our district theme this year is connect and this could not be more perfect for what we're doing here. Um, between we are able to connect steam and library together with the model that we have set up. Um, so from the early planning stages until implementation, Mrs. Colle and I have shared the same vision and the same goal. We want our students to love learning. We want our students to love books and we want to help our students explore more in the

015area of science. Um so as a classroom teacher I felt like I never had enough time to teach science and so this was a way that we could kind of integrate that amongst um you know outside of the the normal classroom time. Um we also thought that was a great way to connect our library and our innovation together. um Mrs. Connley, Mrs. Rings, who is the think bag teacher over Kane and myself, we spent this summer creating a year-long plan that includes a general theme and then underneath that theme, we have activities that incorporate science, technology, and library standards. And we realize that we are just skimming the surface um with what we have planned, but we continue to elevate this plan year after year. Uh Mrs. Collins is going to talk more in detail

016about what a visit to the library now looks like. Looks a little bit different. Uh it's not usually this quiet, but students they're they now come in, they listen to a story followed by a hands-on activity. They do rotate through stations about every six weeks. Um but we are explicitly covering library technology and science standards. They conclude their visit by reflecting on what they've learned and then they also get to take their book home with them to check out. Um, I am genuinely excited that you get to hear directly from our students here in a few minutes about what they're doing in our in our innovation space. Um, so hopefully we'll be able to answer all your questions. I'm going to pass this over to Mrs. Connley, but again, I want to um just begin

017by offering a profound thank you. This would have not happened without the support from everyone here. Um and so just think from that initial presentation six years ago to our think big spaces to where we are today um your partnership has just been amazing. Um by way of introduction my name is Shelley Connley. Um I'm super excited to be here and also share um along with my adviserss um about what's happening in our libraries. Our libraries are certainly becoming very very busy places. Um I'm going to walk us through a little bit about what a day in our library looks like. Um we couldn't have the success that we're having in our libraries if it wasn't for our library innovation assistants. And we have Mrs. Janet here. Um our library innovation assistants help us facilitate

018our lessons that we're creating. um they assist our students with checking out books and showing our books and it's really the success would not have been possible with the collaboration with them and working together as a team. Um so I would be remiss if I didn't say thank you very much for your dedication for what you give to our libraries as well. Um we traditionally love our readalouds and with our library spaces we're continuing those and when our students come the first thing we do is we start with our readaloud. Um as Mrs. fires had said weaving together literacy and STEM and connecting the standards to that we feel is is really growing our students as readers. Um with every library class the focus is not only on reading but how that book connects to

019our stations and also to the topics that we're covering. Um, for example, one of the books that we used um to for our read aloud is called There Was a Shadow by Bruce Handy. And this talks about how shadows can change. Um, how become long and short shadows, how evening shadows are different. And this supports our shadow lab, our shadow maker station that we have where students learn about shadows. And this type of pairing um a story with an engaging activity, it really strengthens our our language comprehension for our students. It provides them that background knowledge and vocabulary and it gives them that verbal reasoning. Um, and it's just an overall strengthening their literacy knowledge. Um, pairing those two together. Um, each week during the six week rotation um, the readaloud is different and again

020it ties into the different stages that we have. You'll see along um, the back across our story steps um, some of our books that we have on display that correspond with our stations. The station experience itself, like we said, is this new framework. Um, it's a six week rotation with a common overall theme. Um, our theme that we just um had with these stations is creativity and weather. Um, and there, you know, students are able to participate in that activity. Um, we also have in our tables during our stations what's called like a book basket. So we have books that tie into our theme um that are also unavailable for students to look at to browse um just for them to maybe dive deeper into exploring that topic if they like and also those books

021are also available for checkout as well. Um and they can also browse the shelves to check out their books. Um and that's also built into our time that we have in library. the last few minutes of library and a day in the library um is that clean up and we also take that time to sort of reflect on our lesson and also some reminders and I would say and I think Mrs. Buyers and Mrs. James would echo this. Our biggest challenge is we need more time. Our stations the time in library flies by very quickly. Um so that's been um that's been really exciting to see. Um as we said earlier, we are addressing standards within these stations. Um and that's sort of the that really is what ties everything together. and our libraries were

022elevated and we're expanding our library lessons to include the steam education that aligns with the library science and technology standards. Um, as we said, this new framework it's designed to grow our students but to grow them as speakers and as creators and also listeners and readers. And even though we address these standards and we connect innovation and steam and literacy and and that's super fun and important, but moreover in our libraries, we have the engineers of tomorrow. This is our future workforce that's learning and exploring and wondering, you know, what will happen if I move my flashlight a certain way and create a long shadow? Why do long shadows occur? at our pin wheel station. I can create a pin wheel that can move and create wind. What else can we do? And it's a

023time where they can wonder and learn and grow. Um, also our stations support durable skills um such as critical thinking, skills that are needed, skills that are um that we need to practice. It's important to practice these skills and in library time it gives us that opportunity. communication, collaboration, adaptability, creativity, leadership, and problem solving. Um, so that just gives you an idea of sort of the day in the library and the standards that we're addressing. Next, we want to tell you about our different stations that we have. And before we talk about the stations that we're currently doing, we're going to discuss a little bit about our stations that we have coming up. Um, so you'll get to experience the first six weeks of stations. So, starting next week in this building, um, we're going

024to shift our focus. And so, one of the stations will just be building a simple machine. What does that look like? How does it work? We've got, um, like some pulley systems. We've got some levers. We, you know, we've got all of the hands-on materials. They actually get to build these things and see how they work together. >> Our next station, we have a station. We wonder about nature. And this is a research station. where students will use books as resources. They'll learn about some different databases and they'll research a topic in nature that they wonder about to learn more about. Thankful for fall is a station that students will learn um how to use a app called Book Flicks and it's a um auditory it's also book flicks will pair non-fiction books together with

025fiction books as a pairing together. Um, in in addition to this station, once they choose a book to listen to, um, they'll think about what they're grateful for about fall, what they're thankful for, and that will they'll write that on a leaf, and that will go on a bulletin board or on our our tree, our thankful tree, and it also builds in sort of that um that practice of gratitude. >> Um, we have marble runs that they're going to build. And so, it's really fun to build a marble run, but then we're going to add a little bit of a twist. So, can you make your marble run last for 10 seconds? Can you make it last for seven? Can you slow it down? Can you make it, you know, do a little loop? Um,

026and so there again, it ties back to the simple machines, but also one step further. Um, you know, then tying that into thinking about a roller coaster. How does a roller coaster move? Very similar to a marble run. And then we have our explorer vex. So, we also are going to add a little bit of coding into this. So, their activity is to take one of our robots. It's called a little effects robot and it's it's a robot that really made a mess and and it's its room is everywhere and so it has to clean up its room and put everything back in the closet and so our students are going to have to code their robot um to go around the board and they can either push the mess into the closet or they

027can pull the mess into the closet. Um but they're going to have to code the robot to do to be able to do that. And then we also tying in um some digital citizenship. So, we've got a breakout edu game that they're going to play that just talks about um you know, how are we a good digital citizen? So, we're going to stay safe online. We're not going to share our passwords. Um you know, we're going to make sure we have secure passwords. Um not putting information out there for the world to see. Looking like thinking about our digital footprint. Um so, they get to play a little game that just talks about digital citizenship in that station. All right. So, the really exciting part. Okay. Um, so we're gonna tell you what's at the

028station and then these are the students that are at the station and then we're going to invite you guys to come in and really it's all about the kids. We can tell you all about this, but it's something to actually see it in person. Um, so up here we have our shadow station. So our students were um talking about shadows and how to make shadows. And so we've got animals and a flashlight. And so when you move your flashlight, the shadow changes and then their job is to trace that shadow. And then if there's extra time, you can decorate it. Um or change your shadow and make a different one, make a different animal. So that's your the station. The next station is our library matching game. And this is talking about um a matching

029game that reminds us how to care for our beloved library books. We like to call it handle with care. So it's a great way for students to um work together. They can work together as a team. Um testing those memory skills and it's just a fun game to play. over at our station where we don't have anyone studying, but I still want you to to see that station. That's our technology station. So, our third and fourth grade students, uh, second, third, and fourth grade students are learning their lunch codes and how to log into their Chromebooks this year. And so, that is a way for them to be able to look at a keyboard and find their numbers and find how to log in um, with their email address. We don't have anyone sitting there

030today because we don't want them to share their passwords with you guys. Um, and so it's just you can you can check that out as you walk by. Um, yeah. Um, and our station over on the far right is our pin wheel station and that's where students make a pin wheelel. Um, they put the pieces together, they do the engineering. We have one made over there. Well done. Um, and that also is also spurs conversation about um about wind and forces of motion and um how you create a new wheel. >> In the middle, we have our weather balloons with ozobots. So, ots are little robots that follow black line and they read color codes. And our color codes can do all sorts of really cool things. they can spin like a tornado or go

031backwards. Um, so they should do something different, but we got to have a conversation about a weather balloon and a meteorologist and how that information is used. And so we talked about like what are the different types of weather. Um, so then on the table you'll see the different types of weather that we may have talked about. And then they have a map that has black lines already created and then students were asked to go in and fill in the color codes. They got to choose whatever type of weather and then they were labeling what code each was for each type of weather. So rain might have a different color code than a tornado. Um and then they get to see their robot travel around um just kind of like a weather balloon color. Um

032the last table that we have is a split table. Um on the right hand side we have um the dot. So um international dot week which was earlier in September based off of the book the dot by Peter Reynolds. And this is a book about using your imagination and how just a simple dot can turn into something bigger. Um never underestimate yourself and what you're capable of. And at this station, kids were um inspired to be creative and to take that dot and make lots of different things with the dot. And then next to that um so for kindergarten, they will move into the stations as they as they work through their school year. Um but they still get to come to the library, enjoy a book, and enjoy some activities. And so we did

033read the pigeon has to go to school. And then we um set out different activ like different materials for kindergarten students to make something that would get the pigeon to school. So um they might have had like some bristle blocks or some magnetiles. Um we have a So Luke is over there. That's mine. He chose the the material that he wanted to use uh so they could create something, use their imagination, and then explain how that would get the pigeon to go to school. Um so the really cool thing about this is all of these stations can be differentiated for different grade levels. So we have everything kind of the same right now, but you'll also notice we have kindergarten through fourth grade here. Um, but depending on the grade levels that come in during

034the time, we we can differentiate what they're actually doing within that station with and still staying within the theme with guiding questions. >> So, we do invite you um to join our students, Harris included, walk around, talk to our students, ask them what they're learning about. Um, have them show you things. I'm sure you'll learn some new things tonight. But this is your time to to go see what they what they get to experience. >> Awesome. Show me how this works. [Music] You guys don't want to stay for the rest of me. [Music] [Applause] This is quick. >> That's a really hard act to follow. I just want to say real quickly, >> the fact that they all sat here so kindly waiting >> just goes to show you how much they actually enjoy these

035activities. It's really awesome and I want to go back to elementary school, >> right? >> So we again I want to just echo what Emily Byer said that we could not have done this without the financial support of the district. So it's just so amazing to be in a district where I went to Mark Engles and to Dr. Miller and said this is an idea that we have. what do you think? And they were like, let's let's let's look at how we can adjust some things and change some things we're doing and make things like this happen for our students. I don't know of any other district that's doing something like this. So, I think it's pretty amazing that we have a board and a central office administration that supports this type of innovation. So,

036thank you. >> Love it. We It clearly couldn't happen without >> the approval of um the innovation assistants because the innovations assistants made this happen with Shelley and Emily overseeing the department. So, it's really pretty amazing. All right. Well, I have the pleasure of sharing our 2024 2025 state report card. Um I'm really excited because we have a lot of amazing data to share and we have some amazing opportunities for growth. So I think kind of balancing both and sharing all the great things happening but also reminding ourselves that we have a lot of areas that we can still continue to grow. As you know our motto value the past, invest in today and elevate the future. I think what you'll see is our state report card really does align with our district's vision of

037investing in our students, valuing what we have done that has worked, investing in our students and in order to elevate the future for our district. So we're really excited. Um you're going to hopefully see that our state report card and our areas of opportunity will align to our three major um goals for the district. Whole child success, future ready learning, and wellness. So I'm going to kind of talk about throughout this presentation how what we're already doing and what we're going to continue to to do to elevate um our state report card data. I'll start with um our overall rating. So Jonathan Alder had four stars last year. So that's that overall um picture of the district. We have added another half of a star, which sounds small, but it's really big. And I'll show

038you kind of the difference across the state of Ohio and kind of where we fall in comparison to other um districts across the state. Um, I would say that if I was to tell you why we gained that half of a star, it really goes to this progress measure, which to me is one of the most important, that measure, and I'm going to talk about it in a bit, is how far we've grown our students from where they came in to um, you know, when you measure like a year's worth of growth or more. So, we added a star in that area, which bumped up our our overall rating as a district. And I'm going to go into each of these components so you'll be able to see kind of how it all fits together.

039When you think about that five fivestar rating, each component carries weight. So achievement and progress have the most weight. Those each have 25% of the overall district report card. And then graduation, early literacy, college, career, workforce, military readiness, and gap closing have 12.5% of the state report card. So just keeping that in mind when you look at where we're performing overall as a district. And then when you look over here on this side, this is just all the districts in the state and kind of how they fell out. So a percent of districts statewide that have Oh, I forgot this was a touch screen. Um percent of districts statewide that had each of those that level of stars. So you can kind of see down here that only 23% of the state has 4.5 or

040five stars. So, we fell within that top 20 to 25% of districts across our entire state of Ohio, which to me is a huge celebration for Jonathan Alder. Um, and you can see kind of where the rest of the of the districts fell. So, most districts are falling in that area of 3.5 to four stars and then 25% and a much smaller percent down in in um two to 2.5 stars. Make sense? Okay. So if you um kind of notice here, this is our achievement. And achievement, as I said, carries 25% of the um weight for our state report card. And our achievement was four stars, which means we exceeded state standards and academic achievement. And that's looking at where a student is at one point in time. So that data point is that that

041test, that data point in time. This is um a graphic that shows where we where we were in 2021 all the way to 2025. And as you can see, we've gained almost five performance index points in the past since 2021, which sounds like not a lot, but it is really showing that we're we're raising achievement year after year. Um, and each year it's steadily started to increase. And I think what you'll notice last year, what increased the most is this highest level of achievers, which is our advanced plus. And you can only get advanced plus if you are um in an accelerated course. So when we added those math pathways last year, we really bumped up our overall um number of students who are who are being challenged and pushed and performing at a much

042higher rate. And so I think if you look at everything else, it's pretty much where it was except that portion right there which um is a huge celebration. And again, it reflects back on our this table sitting here. Um the ability to have staff that would would allow us to have those math pathways. We could not do that if we did not have the staff to make it happen. And so, thank you for allowing us to have our gifted staff and to add those pathways here in North Alder. Any questions on that? So, these are just the achievement levels. Um here is the limited. So, you can see we have very few students that are scoring limited. Most of our students are scoring here in the accomplished, advanced, um, and proficient. So that's where a

043bulk of our scores are all here in proficient um, accomplished and advanced, which is our which is the highest levels of achievement. Okay. And again, I just want to kind of show you and I'm going to send this out to the board with some AC with some documents to go with it so that you can kind of see what all the technical I know you want to read the technical documents to go with it, but um it just shows you the percent of our students that fell into each of these um categories just in a different type of a visual. >> Can you send the historical on that as well? >> Absolutely. Absolutely. >> Just just the bar chart. Yeah, the bar charts a little >> Yeah, for sure. Okay, any questions on that? And

044our I asked our teaching learning department to please jump in with anything that I'm because I never look at my notes and then I'm like, darn it, I forgot to say that. All right, so I would just say right now our current performance index is from 24 the 2020 school year was 95.9 which represents strong performance statewide in comparison to other districts um and even other districts that are similar to Jonathan Alder. All right, the next measure is progress. Sorry, there's a glare. I can see that over here. Um the progress um component measures the amount of growth made by students compared to other students like them across the state. So, it's a very complicated measure that I have tried and tried and tried for years to understand. That's why we have people like Dr.

045Tom Fry that can help us out. He understands it better than any person I've ever met. Um but it really is this very complex measure of looking at groups of students and how they performed in comparison to other group our students that are similar and how far they they moved up on the measures. Uh progress is the one area where it it has historical data included. So 50% of the component is current data but then the other 25 and 25 the other 50% are the previous year's growth and um two years of growth before that which that does matter because we have had uh a couple of grade levels that have had some trouble with growth but last year made huge gains but we aren't quite going to rec be able to see that in

046our data yet um because it's three years worth of data if that makes sense. So hopefully we'll continue to see our progress measure just continue to go up. All right. Again, feel free to jump in. I'm missing one. This just shows um kind of how the progress is determined. So our growth index is 7.18. And I'm going to show you I think I have the graphic in here that shows you kind of where all that data comes from. The effect size again I wish I had Tom here today. uh 08 which which gave us our overall rating of um four stars which is significant evidence that the district exceeded student growth expectations. So four stars is in my mind is wonderful. I'd say the bulk of the state when I looked at the data fell

047within like three stars. So you know any anywhere above three is exceeding what the state would expect which is which is wonderful. This is, and again, I'm going to send this to you so you can look at it in more detail, but this just kind of breaks down our growth across the subject areas and grade levels. And what we're looking for is um let me go back. What we're looking for is uh these colors, the the dark bluish gray, light blue, green, um yellow, yellow, red, and this kind of like pale blue just show that it's not where we want it to be. So, we do have a couple areas that we are concerned about. We've already started working on supporting those grade levels, those subject areas. Um we've already been working with Dr. or

048fry to determine, you know, what could be causing some of some of this um not positive growth, some some some negative growth that we've seen. And we have hypothesis of why that's happening. And we've already started to put things in place to to correct those areas. So again, you can kind of see this graphic. Um but this color here is the most the highest growth that you can have. Sorry. And I'm not very good at this touchcreen. Um, so we're looking as much of this color as we can get, but also um the green and this lighter blue all are positive growth. So you can see most of our district, most of our grades, most of our subject areas have more than what we would expect growth, but then we have a couple of pockets

049where we're just really trying to dig in and figure out what we can do differently. >> So this so the report card is from results from last year. Is that right? >> Yes. So the the past school year. >> Okay. And so this is measuring is it measuring from the beginning of the year to the end of the year? >> Be remember this is a three-year average. So it's 50% of this is from the most recent school year. And then 25 the year before that, 25 the year before that. So like a good example, 8th grade has red, which is 8th grade ELA is red, which is not positive. But last year their growth was positive. We 2024 2025 they had positive growth. >> Well, they would have been seventh graders last year, right? >>

050I'm sorry. This is measuring the eighth graders that were current freshman >> that are currently freshman now. >> Oh, yeah. Okay. Sorry. Yeah, >> we put things in place last year. We hired um we had a coach from the ESC Ohio come in and work closely with our eighth grade teachers. We saw major gains in that area. That was one thing that we did. We also work with Tom Fry to look at specific data to dig really deeply into the data to figure out what's happening. You know, why it it isn't necessarily because they're not great teachers. Sometimes it's because we're spending too much time on one thing and not enough on something else that might matter more. So, that's kind of what we're seeing is we need to work on pacing in some of

051our grade levels. So again, this grade level, 8th grade ELA, had positive growth last year, but you're not seeing green or blue yet because of that three-year average, if that makes sense. >> That's just one example. Okay. >> All right. Feel free to jump in. Anybody? >> All right. The next area, and probably the one I think Mrs. Mrs. Deweiler might have said this in her email. The one that we probably feel the most proud of is gap closing. Um, we have five stars, which is the highest number of stars that you can get um, in gap closing. And gap closing shows how well our district and our schools are meeting performance expectations in ELA, math, and graduation. It also measures how we are reducing absenteeism, supporting our ELLL population, identifying and ser serving our

052gifted students. So, it's kind of a it's a big measure that takes all of those pieces and parts and puts them together. NJA earned five stars in this area, which means that we're significantly exceeding state standards and closing educational gaps. Um, two areas that I will tell you we are looking very closely at are our English language learner population. Becky and I were talking as late just this afternoon about an idea that she has. Um, this is one of the areas where we did not earn points. Um and and I'm going to show you why here in just a minute. Um the other area where we did not earn points and this was an all or nothing part of the measure. So when you look at gifted, we earned zero out of five. And I'm

053again I'm going to show you why. But those are two areas we're just looking at to see what we can do differently if we need to add anything and and we'll talk about that here in just a minute. But having five stars is is pretty amazing. So we're pretty proud of that. >> All right. This part of the um graphics show performance index by student groups. So it just it pulls apart the data. It disagregates it into different student groups. And I know this is tiny, but if you are to look closely, you can see all of our student groups that we have in JA are included down here. And then you can see where the goal was. So that's the little yellow dot. And then where we performed. So we hit we've met or

054exceeded the goal in every area except one which is this very light color which is our Hispanic population. So we know that that is an area that we have to look at and try to figure out what is happening or not happening for that population of our students to make sure that their needs are being met. >> In mathematics we exceeded every for every population we exceeded >> and I think that probably some of that goes to the language component that math is not as complex when it comes to the language. So um and you're going to see that in the next measure as well. So this is growth and this is the benchmark that we're trying to reach this long yellow bar. And again you can see that our for our English language arts

055our students with disabilities our um e population and our Hispanic population did not quite meet the growth that we would have wanted them to meet. So again that's the area that we're really trying to determine what we can do differently. Our district leadership team and our administrative team are looking closely at some strategies that we can be putting in place. Again, for math, you can see this was the goal and look how far we exceeded in mathematics for all of our sub all of our subgroups in JA. >> I have a question. >> Yeah. >> So for TLS the when tolls gets a report card, it's for the whole co CTPD. Is this similar where our students from tolls are also fed into this equation? So our students from tolls would be on here for

056any measure that they would have taken. So our halfday students that take their core courses at JA would be in here. Okay. >> Um Nicole I might have her in a minute when we talk about college career workforce. We can count the work that tolls is doing for our JA report card and vice versa. They can count it at tolls for the work we're doing. I'll show you that in just a minute. But our toll students would be in here if they took an assessment. >> So it's only if they're taking classes at older. So if they're taking classes at tolls, they would not be included in this. >> Correct. Because they wouldn't be taking they wouldn't be taking these classes that would be measured by the state if that makes sense. >> Yeah. Sure.

057>> Yeah. >> Thank you, >> Carla. Excuse me. How is growth measured on an individual basis? Because you might have a kid that does tremendous growth, but they started so far behind. >> Yep. >> How is that taken into this? So when we look at so that's the difference between achievement and growth. So achievement those kiddos might show that they're in the limited category >> but for growth they might be in our highest category if they if we've closed that gap or or move them along further than what would be expected. So what Dr. Fry does with us with all of our teachers and our principles is he helps with uh we can look at for every student that's in JA where is their predicted score going to be or where you know where would

058that predicted and then we're trying to take them as far past that score as we can to get them to grow more than what would be expected. Um, so we are already looking at that data right now and and trying to figure out well if if we're only >> expecting the kiddo to be here. What are some things we can put in place to grow them even further? Um, so that's the difference between achievement and and progress. They might still be in our one of our lower categories, but yet might still be making a lot of growth. >> Okay, >> does that make sense? Yep. >> I know it's it's a lot. >> Okay, this is our gifted U. And I wanted to make sure you saw this because we did not get the points

059for gifted which is pretty disappointing because our gifted performance index we had a 119.5 the maximum is 121.1 um we were in the n we had a 98.7 for gifted PI with the goal being 97.5 we met that we exceeded that for gifted progress we had five stars the goal is three we met that what we didn't quite meet is um for under gifted identification and services. What we're finding is that well first of all there's only 89 districts in the state of Ohio that met that met the gifted. So if you looked at the 700 state report cards you would only find about 80 I think Dr. Fry said 89 that actually got the five points here. And that's because most districts do not serve kids in kindergarten, first and second grade because we

060don't test them until second grade. And so in order to capture those points that would be needed to hit the indicator, you would have to change completely change your service model, hire more gifted teachers, do early identification, which research shows is not always the best. You a kindergarter is going to test very different than a second grader. And so it is something that we're looking at and paying attention to. And I don't know that yet we think that serving our kindergarters, testing our kindergarteners is the best model when they're just learning school and we're just trying to get them started. So, it's definitely something we're paying attention to, but this is the part we did not meet. The great thing is that you can see the growth that we're making. Um, I'm sorry, I don't

061guess I don't have the years on here. So, back that 114 down here, this is 2021. So, this date is 2021, 2022, 23, 24, 25. You can look across the board in gifted and every measure is going up. So gifted PI back in 2021 was 114. We now are 119.5. Gifted um PI percent, it wasn't measured here because of COVID. It was 96 here. We're at 98.7 now. Gifted service, which is the one we did not meet the indicator. Back in 2021, we were 37. We're now at 45.9. And that's mostly because of the the work that the board has asked us to do with adding gifted services. So I anticipate we'll continue to see this grow every year and it's very hard to meet the measure because of just the way the measure is

062structured. So, that's something we definitely are paying attention to, advocating at the state level for um some possible changes in that area just because it's almost impossible to meet it unless you I kind of play the game um to to hit it and get to progress we've met every every year as a district since 2021. >> Aside from earning a star, is there any value in meeting the metric? >> I think I think there's always value in serving kids wherever they are, even as 5-year-olds. But do I it would be a philosophical do we believe that we're going to get the best test results if we use up one of our group testing mode testings in kindergarten versus second grade. We test in second and fourth. Now um you have to test in certain bands.

063So we the band the first band is K2. So we decide as a district do we want to test K1 or two? I don't know of any districts that test anywhere except second just because they're just probably not ready to take a standardized test at K. Um I hate to say no there's not value. I think we are doing a lot of things like what you saw in here to serve our our high level thinkers, >> but I do we think that we have to have pull out gifted services at grade K and one or two. I'm not certain that >> could you say maybe it's not as concerning? >> I'm not concerned when I look at this measure. It's disappointing because I think we're working so hard in the area of gifted. So it's

064disappointing that they're not recognized. The state doesn't recognize it in the same way they recognize other measures. But um definitely not concerning. You can see these are the measures and we're we're heading in the right direction. >> Um this is our our last two pieces of gap closing and one um is graduation and we have four stars and I'll show you that in just a minute. But the one area that we are not um meeting the mark for graduation is our Hispanic population. So you're hearing a theme here of an area that we really do need to pay attention to. Um we're just right outside of it. And so that's something that um again Mrs. Crawler and I have been talking a lot about and and thinking about what can we do, what should we

065do differently um for that population of our of our children. There's areas where we're exceeding the graduation rate. Um but that is the one that that we have not met the mark. >> How does that play into we had a 100% graduation rate last year? >> I'm going to talk about that in just a second. And see I want to show you the measure Erica. U chronic absenteeism is the other piece that we look at. This is something we are paying very close attention to as a district right now. Um it's something I've talked with Dr. Miller about that I'm going to be sending you some more information about. We had a 15% um chronic absenteeism rate last year. And chronic absenteeism means that we have so a student that is missing 10% or more

066of their school hours is considered chronically absent. So 15% of our students were chronically absent last school year. This is not unusual. The state is way above the 15%. Not acceptable though. Our administrative team and district leadership team really truly have said this is the area they're most concerned about. And so we are going to be doing a lot of things to try to to move this measure in the right direction. Um, I sent out, just as an example, I sent out today, um, to all of our our building leaders and our building secretaries where they are as a building today with chronic absenteeism um, so they could start paying attention. So, we highlighted the kids who are would be considered chronically absent if we were looking today and um, asked that they were paying

067attention, checking in with those families, checking in with those students. the state of Ohio is placing there's new House Bill 96 had has new legislation that our um that Mr. Lully and Mrs. Walker will be looking at because um there's a change in the attendance um policies that will have to be made based on House Bill 96. >> And so this is something we are paying very very close attention to because we know when kids aren't here they can't learn. And so we are trying to figure out what we can do to support those students who aren't here earlier rather than waiting until they're habitually or until they're really far behind. So >> So it's like 18 days a year, right? >> Roughly. >> What's that number without seniors in it? >> I will tell

068you our high school is by far. So let me give you just a comparison. I can't remember all of them off the top of my head, but Plane City Elementary had about an 8% chronic absenteeism rate last year. >> The high school had 22% chronic absenteeism. And so and they're aware of that. Seriously, can you take seniors out of that equation? >> Um, what about the definition of chronic absenteeism does not include um it includes all absences including excused absences? >> That's a great question. So, the difference between chronic absenteeism and then what we've always been reporting which is habitual truency and excessive absence. That's kind of going to go by the wayside. That's a really a punitive way of looking at attendance. So habitual truency and chron and um excessive absences are really transitioning

069to uh chronic absenteeism. Chronic absenteeism includes every day you're out. So medically excused doctor's notes. >> So someone who's getting braces and is consistently going to the orthodontist. It's all being factored in. >> Gotcha. So this is a state a new state terminology a new state standard that they have come up with defined by the state with the idea that we're going to get kids to attend school more often. It does not take into account the fact that some of those kids who are in that group are doing great in school. >> That is that is absolutely accurate. >> Right. All right. some some of the state standards are >> I find a little >> I think that's where where some of our administrators were like because we we always look at attendance data without

070the medically medical absences because they never had to really pay attention to medical absences but I think what the state's philosophy is you're still not there so you're still missing >> out on your education and so it's really a philosophical change >> I get it but >> but this I just want you to know and you'll hear me talk about this later this is an area we're paying very close attention to this year. >> Yeah, but the orthodontist you could schedule right after school. >> If you can if you don't have a sport, >> right? >> Oh my goodness. Sure. Yeah, you're right. >> You're not going to miss sports and then they're not open after sports are done. >> Or is it if you miss the seasons you're in sports, you can't >> you

071can get your credits and your grad super early in the morning, but even then you're still just in school. >> Yeah, cuz they're not open till 9 >> or over their lunch. >> Not every kid can go. This just shows you and I will send this to you again. I I want to send this to you because this is just a little deeper look at our on our chronic absenteeism. And again, we're 15%. 16.4% was the state goal. But I want to show you this is where it's going to become like we met the indicator. We're good. It's positive. But next year, so 256, this year 14.5% is the goal. And then 12.6% is the goal. In 3031, the state is saying only 5% of students come. >> That is so unrealistic. >> What are

072they going to do exactly? Arrest kids? Like arrest parents? Like what? >> I don't understand. >> The truth is that they'll just give us a lower star rating. Right. Right. >> Okay. >> I mean, one of the things plays into the gap closing measure. It doesn't necessarily um >> it doesn't play into like the overall rating, but when Mrs. Carl, she's doing this a lot pulling the data and we are noticing that there are certain subgroups of our students who are missing school the most. So students with disabilities, our English language learners. So we do need to pay attention to take out this what are we doing or not doing to support those children to to want to be here at school. So what can we do differently? >> And so that's really the approach

073we're taking is okay. >> But some of it's but some of it's manageable, but some of it's not manageable and there's nothing you can do. And is it even reasonable to ever get to five? >> The only thing I would say, Carla, sometimes it's good just to these are state measures which don't always apply nicely to every school. And so sometimes in the past, we've come up with our own measure that we're looking at just to make to measure our growth. I >> mean, we want to see growth. We want to see improvement, but what's right for >> Alder? >> And I would certainly support that in some areas like this. >> Okay, that's good. So if you want to create your own goals is what Steve's saying and report that next year alongside the

074state goals. >> Yeah. I mean we we've done that in the past, >> you know, I mean what's right to you next year then is I can start to create a graphic like we have for some of these and kind of have you see kind of where we are. We're very similar to last year um with this measure. It has not gotten better, has not really gotten worse. So I do I do think it's something we definitely want to look at though. >> I would love to see a comparison of excused absences versus I have it. That's what I pulled for the variance today. So, >> well, and if you parse out subgroups as well, >> that's that is all in Aubrey and we're getting all of that in a so it's we're looking for

075like early warning signs of of absenteeism. Graduation, I just wanted to I didn't want to forget to say this, especially since and Erica asked this, but information for graduation and the college career workforce measure is a year behind. So, if that makes sense. um >> because it allows so we so to your point it's looking at the year before his graduating class. So it's it's always going to be the a year behind. Same for the college career measure which we'll talk about here in just a minute. >> So we have great >> so last year's graduating class you'll see a fivestar rating for sure. Like that's >> gotcha. >> We do have four stars in graduation. Um great percentages 95.9% weighted percentage between the four and fiveyear graduation rate. We do have some students who

076um did not graduate and they did not attend Jonathan Alder. So sometimes you might have a student with a court order to come to Jonathan Alder that doesn't actually come. Um I'm looking to Becky because she knows more about this than I do, but we do have cases that can to can really impact our graduation rate. >> Um and the and those are while they're disappointing, that's the way it works. Well, >> additionally, sometimes um students with disabilities have the right by law to defer graduation if they've not met >> requirements for graduation and they can have education up to year 22 >> and that counts as them not graduating even though they're still going to graduate a year later. >> Right. Okay. >> So, that could be another reason exactly 100%. >> Right. Okay.

077>> Um Mrs. that I just yeah >> I guess I would like to piggy back on what Mrs. Crawl is saying is she'll she'll come to me if we have a student that is in this position >> and we make a determination on what what is best is it best for this student to attend another year or for us to lose two points on our graduation rate and we're always going to do what's best for every individual student. So this is >> a prime example of >> where we did what's best for the individual >> 100%. And that program is great. So let the stars be what they are. But as long as we're doing what they need, I think that's >> I'm not taking way longer than I was giving time. >> I'm watching

078that timer right there. It's all good. >> It's fine. >> That makes I thought you kept looking at Michael for for affirmation. Our our next measure and this is another area where we are well aware that this is an area we want to continue to work on and grow is our early literacy measure. We are meeting the state standards in early literacy and um we haven't yet seen the benefit of some of the things we've put in place over the last year. >> So the area where we are having the most difficulty is that proficiency in third grade. So we only had 70% of our third graders proficient. Definitely something we believe that the MTSS process multi-tered system of support in Aubé will make a difference. Um we 100% of our kids were promoted. This

079is an area where we're really proud of the growth we've made and I'll show you. Um so um improving literacy back here 2019 37 24 34 27 42 50. So you can see over the past three years we've had really steady increases um in improving early literacy promotion to fourth grade we've always you know been really high there but this is definitely the area where we are looking at what can we do differently to ensure that our students are all prepared um and and reading and so that's something we're definitely paying attention to and and talking about every time we meet for MTSS multi-tered systems as >> um the college career workforce and military readiness measure is this is the first year that districts actually received a star rating. Three is the most common star

080rating. Nicole knows more about this than anybody I've ever met so far. Um, three is the most common star rating that districts are getting. And really, um, again, I just want to say this because we've we're so fortunate that our board, our administration allowed us to hire Dr. Stro into this position. And we are you're not going to see in this report card any impact of her work and in next year's report card, it's still not going to be measuring this year. It'll be measuring last school year. So, while I think we'll still see a slight increase, you won't see stars increase. You'll see percentage in the three star. >> We're hoping to see the percentage, but we might not yet next year see the three stars. a couple things and Nicole's going to jump

081in if I mess mess anything up, but um this is a onetoone measure. So students can earn more than one component, which I'll show you in a minute, but they only count once. So you're basically taking the number of students who received a yes, and I'll show you that in a minute, divided by the number of students in that four-year graduation cohort. Then that gives you your percent, and that's what the star is rated based on. So you might have a student that meets it six different ways, but they only get to count once. And then you might have a student who doesn't meet any of the criteria. >> Gotcha. >> That's right. And the reason that the three is common is that the state determined that schools that the year before when it wasn't

082counted raised by 25% um their their number even if their number was 27% they gave them a three. >> Oh. >> So they bumped they rewarded their their lift their their their improvement. Yeah, >> with a three. So you'll see state you'll so that percentage that's associated we we earned it by the math there not because we improved by 100%. >> Right. Gotcha. >> So then you can just see here and I'm going to send you this because I know it's tiny but um the score. So, you know, in 2019, we are 52.5. We're up to 70.1. And that's based on the work our high school team. Our and Nicole has credited our counselors many times for the graduation seals, which is where you think the difference. >> I think it came from the Ohio

083Means Jobs work that they did. Um, we we did some really significant work there. And I think also the intentionality towards scheduling college um the college credit plus classes and adding college credit plus classes to our student options >> um have both been I think cons significant contributors to that. Also our toll students we have to separately >> add their credentiing in but any 12point credential that's completed by a toll student tolls gets that on their report card and we get it on ours. So they earn it at schools but they're our student and um if they don't earn it we also >> get them docked against us. So um when schools are successful in that we are the students are successful we're all successful >> and Nicole I think this is wonderful for you

084to know she's working very closely with Kathy over at Kathy >> Kathy Corbett over at tools to make sure that both district both tools and JA and they're just learning a lot from each other >> and part of the reason we're always going to be a year behind is that even up to last week Kathy said hey we just found out that these two kids credentialed this summer um they passed their cosmetology or whatever ever and so we added those in. Um we found out that a student had taken an apprenticeship that we didn't know about like just things like this we are able to gather that in until end of October. >> Oh nice. >> So we do anticipate in the future in the next few years you're going to see big gains in

085this area just based on the work that Nicole and the high school team are doing that I mean every day she's telling us something else that they're working on. So >> I strongly believe that is going to improve our attendance. >> Agree. I agree. the more we grow that >> and so the areas you will definitely see and and Dr. Friday this graphic for me. We didn't have any pre-apprenticeships on this gra. We don't see it because we didn't have any. So, we had none. But you will see that not for next year's data, but the year after we have multiple kids in that. >> So, those are where you're going to start to see I mean college credit plus they've added all the college credit plus classes at Alder taught by Alder teachers. You're

086going to see an increase in that area. >> Yeah. >> Nicole's team is working really hard on ACT preparation. I believe strongly that you're going to see a huge impact from the work that our teachers are doing under her leadership in that area. >> So I know again I'm way over on time, but I wanted to just share a few of the areas of opportunity that we feel strongly that we have to and it really to me it's not about the state park, it's about kids. And so to be able to provide our kids with the very best opportunities that we can. Um, and I I some of these are one you've heard about all of these, but implementation of our multi-tered system of support in grades preK through 12. We are having data conversations

087like I've never heard. Um, they're just amazing. And so just knowing that we're talking about kids and data in the way that we are is will make an impact. Nicole's team has an audit of college, career, workforce, military readiness to identify areas of strength and opportunity in that in that under that umbrella. Um so that audit is currently happening right now. We've added uh college credit plus courses taught by JA teachers and we'll continue to add those um as we have opportunity to do so. >> Um and I that's a huge benefit to our students and to our taxpayers because it's saving taxpayers. We saved taxpayers almost a million dollars um in this one year because of college credit plus. Yeah. Um ACT programming is happening at the high school under um Dr. Shock and

088the high school principal's direction and they have a lot happening. Um we were able to purchase a program that allows our teachers to uh provide those supports to our students. And Nicole has said this so many times. It's really not about >> gaming the system. It's about giving our kids opportunities. So colleges or whatever they want to do in their future. Um it's really giving them those opportunities. We're reviewing our attendance policies and procedures in grades preK to 12 to really look at that chronic absenteeism measure. Our K to2 teachers are immersed I have no K2 here right now but immersed in professional learning um in the science of reading. So monthly they're in a full day professional development really targeting that that area of the state report card to allow our kids to be

089the strongest readers that we can have. Our third and fourth grade team is involved in gifted professional development. So again, we want to support our teachers so they can support our students. And so those are two areas that we've added in the past year um of professional learning at the elementary level. >> And that is all I have. >> Wow, >> that's good. Great. >> 30 minutes. >> We know what to expect. >> Thank you very much. That was >> lots of good info. Thank you. >> I know I know >> really lots of good info. We really appreciate you going through the the data with us and also acknowledging the areas of opportunity >> and um doing everybody in the district doing the hard work >> every day. I mean I know some of

090that is numbers which we need to be able to gauge where we are but the the most important is the hard work every day that everybody's willing to learn and improve. So, I appreciate it. >> We joke, we joke, but for real, thanks for going through it because otherwise we don't know what we're looking at. >> It's more important to have that time and know what we're looking at and >> Well, I'll send you I'll send you the documents that go with it so you can look more deeply. >> Thank you. I appreciate it. Thank you. >> Okay. Um, do we have any public comments? >> We do not, Dr. Miller. >> Okay. Um, moving on to the treasurer's report. Can I get a motion to approve the September 2025 financial reports as presented? >>

091So, move second. >> Okay. Um, so we're about 25% Well, we are 25% of the way through the fiscal year. Um, so far so good. We're on track with our budget projections and where we wanted to be. Um, so our real estate collections are slightly below our average for the second half. So to be the August collections, so we're up by 1%, which you know, keep an eye on that, see if delinquencies go up. But overall, we're on trend. Um, so so far this year, our revenues were 4% over what we projected and our expenses are 1% over. So overall, we're the way we want it to be. So largely on track. um keeping an eye on any legislation that's coming through. Uh there was two bills that were passed from the House last week

092that won't well one of them won't have an impact on us because we don't levy a fix some levy out for operating expenses and just keeping track on what the Senate does for the other bill which would empower county budget commissions to make changes uh to voter approved levies but not debt levies. So bonds are not impacted. >> Um as well as changing the ballot language if we were on the ballot. So keeping an eye on that and plus other fund bills that could have an impact on our budgets going forward. >> Sure. >> Anyway, >> thank you very much for keeping us updated. We get emails with explanations all the time on what's pending and it's uh hard to read all the legal ease and we really appreciate you putting it in plain language.

093There's uh a lot of unknowns still. I mean, I understand what they're trying to get at, but then there's a lot of logistics of we're school districts in three different counties. So, how are you going to apply this? So, that's all stuff that they'll pass and tell us to figure out. >> Anyway, >> okay. Any other questions, comments? Okay. Roll call. >> Mr. McCartney? >> Yes. >> Mr. Hulie? >> Yes. >> Mrs. Dweiler? >> Yes. >> Mr. Roto? >> Yes. >> Mrs. Walker. >> Yes. >> Motion passes. >> Um we have a motion to accept the following grants and donations which includes um >> just the one this month. >> Just the one a 2,000 >> one though >> dollar donation from uh Bo Michaels at Bo Michael at urine Union Rural Electric to the

094JHS Agricultural Club. Sorry. Yeah, good idea. Yeah, it's powerful. I couldn't get that out. I'm sorry. Okay. Any uh discussion? Okay. >> Well, is there any motion? >> So moved. >> Oh, sorry. >> Second. [Music] >> Thanking them for their support. Um the Agriculture Club, I know it's been a hot topic and we're happy that Mr. Moren has taken on the lead of um heading up that project and uh this donation goes a long way. Great. Thank you. >> Would this be affected at all? Like we had talked about limited some limited course offerings including the FFA. If >> the bond doesn't pass, this have any impact or not? >> It's not an FFA program, so it won't be a full on class. It is right now set up as a student activity club. >>

095Okay, great. >> So, yeah. >> Okay. Uh, roll call. >> Mrs. Walker, >> yes. >> Mrs. Stweiler, >> yes. >> Mr. Hulley, >> yes. >> Mr. McCartney, >> yes. >> Mr. Ro, >> yes. >> Motion passes. >> Okay. And continuing on that topic, can I have a motion to approve the creation of fund line 200-9053 JHS Agriculture Club and 200-9129 for the class of 2029. >> So moved. Second, Mr. >> Angles, you want to >> This is just more of a routine thing that auditors are paying more attention to. Uh, typically when there's a new student activity or a new freshman class that comes up, we just go ahead and create the budget line just so they could raise money and spend money. Um, but now this is something they're just trying to not crack

096down on, but they want to see it in four minutes that there was formal board approval. So, is this something going forward should expect to see at least for the new freshman classes going forward? >> Okay. But that that's is more of a kind of a check box kind of thing for us. >> Okay. Well, let's do it. Roll call. >> Mr. Hulie? >> Yes. >> Mr. McCartney? >> Yes. >> Mr. Votel? >> Yes. >> Mrs. Walker? >> Yes. >> Mrs. Deweiler? >> Yes. >> We're looking past. >> Thank you. And Mr. McCartney? >> Toll's report. >> Tolls report, please. >> Yeah. If you've driven by tolls at all in the last two weeks, you've probably seen a lot of construction. So, we finally broke ground on the construction projects that we've been planning for

097the last year. Um, the uh following up on the state report card, the CTPD received uh five stars uh for totals including all nine of the individual >> um metrics of excellence, which is pretty impressive. Yep. Uh in September we finally received national accreditation which will allow for so during the accredititation process we weren't allowed to start any new adult ed programs and so now that we finally finally got accreditation we'll have we'll be able to start new some new programs uh students will be eligible for PEL grants the dish and the tolls will be eligible for additional state uh financial support So uh the u last thing would be the associate dinner is tenatively scheduled for April 22nd. So if you can mark that on your calendar and as of October 7th our the

098total enrollment for tolls was 1233 students 119 of which are older students. >> What was the first number? >> 1233 >> and we have 119. >> Yep. >> Is that lower than before? in flux uh 119. >> Yeah. >> Uh honestly, I can't remember. We get up we get an updated report every month with enrollment numbers and so I they kind of all run together. I don't remember off the top of my head. I apologize. I think 123 125 was the number last year around that part. >> Yeah, it's a little I think it's a little bit lower, but it's relatively consistent. >> Thank you, Mr. McCartney. >> Yep. >> Moving on to um section nine. Uh, may I have a motion to approve the employment and personnel consent items as presented in 9.01 resignations,

0999.02 employment, and 9.03 phone stipens. >> So moved. >> Second. >> Okay. Any discussion? I didn't have any resignations. Is that correct? I That's correct. >> I didn't see any. Okay. Another [Music] strange question. The classified and certified subs, I think I know the answer, but classified subs are hired just to sub and classified positions. >> Correct. Correct. >> Yep. >> Okay. Okay. >> And there's different pay rates depending on, >> right? >> Jobs that they're subing for. >> Kitchen custodial. >> Yeah. Is there anything else that would like I was thinking about it today. Is it just kitchen and custodial? Right. bus driving. >> But that would be specific. Not just anybody can just apply to be a >> Secretarial. Yeah. >> Oh, secretary. >> Okay. >> AIDS professionals. >> Okay. Okay. >> Okay.

100Anything else? >> Get parapress on there. >> Mhm. Roll call. >> Mr. Roto. >> Yes. >> Mrs. Walker. >> Yes. >> Mr. McCartney. >> Yes. >> Mr. Hulie. Yes, >> Mrs. Dyler. >> Yes. >> Motion passes. >> Okay. New business. May I have a motion to approve the roofing repair contract for $188,891 from Cotterman and Company um to perform roofing repairs at Monroe Elementary School. >> So move second. >> Okay. discussion. I don't think so. Okay. >> It looks like this was the um lowest the lowest bid coming in. >> It's the lowest most responsible bid. Yes. >> Um so we went through um Trumanco to solicit bids. um what the process we used for the high school roof and skylight >> and we were pleased with their performance but they also came in with

101the lowest most responsible bid as well. Um so this would um repair the sections in Monroe where the roof is leaking onto the gymnasium floor in the hallway adjacent to the gym. So um so they'll take care of that and this is being paid for our capital funds that were reserved um transferred at the end of last year. I would also like to add that the the roof has been leaking since my time. Mrs. Paige said as long as she's been at the building and Joe Bennett and Jordan Lester will actually get up on the roof, walk it with the contractors to make a recommendation to me and Mr. Engles on the repairs and and if they're not done, then it can lead to further damage and more expensive >> repairs. >> Absolutely. >> And

102it comes with a warranty and the work can be done during school hours. type of work. Um, so we can get this done as soon as possible. >> Agreed. Okay. Roll call. >> Mr. McCartney? >> Yes. >> Mr. Boto? >> Yes. >> Mrs. Walker? >> Yes. >> Mr. Hulie? >> Yes. >> Mrs. Delweiler? >> Yes. >> Motion passes. >> May I have a motion to approve the enclosed contract for services from the Madison Champagne Educational Service Center for Fiscal year 2026? So moved. >> Second. >> Okay. This is a um we approve this every year for the additional um support instead of hiring our own school psychologists in all of these positions. I should say instead of hiring our own, we can use the educational service center to help us with school psychologists, occupational therapists,

103educational aids, adaptive physical education, uh physical therapist and physical therapist aid and ED. >> Was there a reason for the significant price increases? Did they did you push back on them and ask them what was driving those costs? >> Yes, Mark did. We did add 10 more days to school site only 10 days. It was about 40% increase >> on how many normal how many was it normally? So what percentage increase was it? >> So we went from like 193 days to 204. >> Oh so 5%. 5%. >> Yeah >> 5% but you got it. >> But it was I think when calculated was 39 for school sites increase I can't remember. >> Um active PA was 39. OT went down by 8.2%, physical therapy went up by 32%, psych went up by five, aids

10420.76. Uh the reasoning that I received is that we adapt to PE received request at 0.5 days per week for service. Um you think it's odd that OT went down. He didn't give an explanation just went down. Um >> we didn't add or increase. >> Yeah, PT we added a number of new students from last year and then we added more for this year. Um psych we added the days from 193 to 204 and he overestimates the cost for the aids and then they send out a reconciliation at the end. So um this is an area that you know caught us by surprise a little bit. um these are the people that have been in our buildings for years and they're currently in our buildings. So, we want to have that continuity, but um seeing

105these price increases. We're in talks with London City Schools to start sharing directly >> some of these positions to hopefully have some cost savings for next year, but right now we're kind of stuck now to record a weigh in. >> Yeah, >> sure. >> Did I just imagine it or did we change ESC's? >> That was my question, too. I think we did change the ESC of central Ohio. Central Ohio, right? Right. >> And have we looked at their prices? Are there ways that we can incorporate them in next year and reduce these? >> Every position that I have asked them to build for us, they weren't able to >> really. >> So something I didn't anticipate. I don't know if it's because they are a larger ESSC with so many districts and needing to

106have so many more employees to fill everything. Um, >> did they anticipate if you told them now, could they fill it next year? >> Possibly. I did. It was like probably March when I went over our needs for this coming year. >> It's a long time. That's 6 months. >> Yeah. And they still weren't able to fill that. But again, I'll still let them know what we need for next year. >> Yeah. Um, I really would like to continue to keep contract with at least one of the school sites for Madison and Champion County because she's bilingual >> um in Spanish which has been very helpful for our district when doing those types of evaluations and done in visual. It was very difficult to find um anywhere else. So that was one next year that

107I would really like to still maybe keep with Madison Shamp County. Um she got her degree under them and she owed them 3 years of service and next year will be her third year service. >> We can maybe talk about bringing her just ourselves. >> Yeah. >> Good. Okay. Good. Thank you. >> We'll continue to look for ways to save money on that. >> Yep. >> Okay. Roll call. >> Mr. McCartney. >> Yes. >> Mr. Roto. >> Yes. >> Mrs. Stweiler. >> Yes. >> Mr. Hulie. >> Yes. >> Mrs. Walker. >> Yes. >> Motion passes. >> May I have a motion to approve the overnight trips as presented in section 10.03? >> So moved. >> Second. Are these considered absent? >> I was going to ask the same thing. Yeah. Are these got They're considered

108absent, right? >> Four absent days there. Yep. >> Just just questioning. >> Four days missed school. So that would count towards the whole number. Sorry, Mr. Watson. Forget your field trips. >> Yeah. >> Right. Like there's two days miss school for the Ohio High School Athletic Association state tournament >> state tournament, right? But probably that's going to be minimal kids actually. It's not going to be like a huge >> just the whole team. >> It's most of the team that goes like because they go to you know even if just one of them is wrestling they all go they take people to support them. >> So then I guess >> it is >> maybe not officially but those kids are there at the >> tournament. They're not Yeah. Exactly. Right. I mean, we just need

109to not worry about it, I think. >> Right. >> I was just kidding. >> I know. Look what you did. >> But it's just >> it's another thing that like Yeah. >> Okay. Uh, roll call. >> Mr. Roto. >> Yes. >> Mrs. Walker. >> Yes. >> Mrs. Dweiler. >> Yes. >> Mr. Hulley. >> Yes. >> Mr. McCartney. >> Yes. >> Motion passes. and uh may have a motion to approve the enclosed resolution authorizing the superintendent and treasurer to take action regarding facilities um in the event the November 2025 bond issue fails. >> So move second tonight motion. >> Okay. Um you did Dr. Miller, you did address some of this. Um >> yeah, last time >> last week at the community forum, >> some of the potentials, um I saw in the resolution that some

110of one potential outcome could be that children from the same family could be separated between two different elementary schools. Can you just in case people weren't at the community forum, can you just briefly describe that how that could happen? >> Certainly. So, I worked on this for several weeks and I want to thank the board. I think everyone chipped in on this at one point or another over the last couple weeks, but I think it's important that we have this um official document so that we can make public to our community and our family members that explains the enrollment concern and the pressures that our schools are feeling with the capacity uh regarding overcrowding in our elementary buildings. the possibility of redistricting, the possibility of modular classrooms, uh increased transportation costs if we are transporting

111students from the northern part of Plane City to Monroe Elementary, and then the strain on educational programs along with limited course offerings at the high school. Um I think it was Mr. Bis that asked us last week, what what are some things that could happen? And I think one of the most alarming is we're full at uh second grade at Plane City Elementary, 150 students. We could possibly have a family move in with a second grader and a third grader. We have seats for the third grader at Plain City Elementary, but we do not have open seats for the second grader. Now, we're trying to be as creative as we can, but we're not going to continue to be able to do this for the next three years. We can pay a teacher a stipen

112to take a, you know, a 26th or a 27th student in the classroom, but then we're starting to um, you know, really go against our values with what we think is best for effective and sound teaching and learning in the classroom. And that's that teacher to student ratio. And that's why it's set at 25 to1 in the second grade. Um, but there are the possibilities of setting that second grader to Monroe. And then I'll be um after the results of the election on November 4th, I'm going to put together we're I have a draft modular uh classroom plan for the board now, but I think it's really important that uh we see the results of the bond if we can start designing buildings right away and we know exactly what date we're going to be

113able to get students in the new building. That might change things slightly for the modular classrooms. But what I don't want to do is set six module classrooms on Plane City Elementary and um be able to pull the fourth grade out in the next two or three years and we have the modules sitting there and and then have to pay taxpayer dollars, $250,000 to move those where we might need them. So I'm looking at a a way to phase these modular classrooms in so that when students are in the new sixth, seventh, and eighth grade building, those modulars are sitting exactly where we want them. so that possibly even central office or uh PK can be in those modulars for you know less than a year for the renovation of the old junior high. So

114lots of moving parts. Um I've spent a lot of time with Mr. Ingles and Josh Predovich on how this looks. So I think I need to see the results of the November uh election to be able to share with the board where I think modular classrooms need to be used each year until we're into that new sixth, seventh, and eighth grade building. Great. Um, and this resolution today will give you the authority to do all the planning and figuring out. >> Gives me some flexibility to to work through these things. But most importantly, I think it's crucial that our community and our families know that these are all possibilities. But regardless of everything moving forward, I'm going to share everything and ask for board approval on how these plans look over the next three years.

115Okay. >> Besides the possibility of having two children in the same family going to two different elementary buildings, I think it might be wise to let the community know that we have some developments that are partially completed, but they're still adding homes. Is it also a possibility that you could have children in the same development, some going to Plane City Elementary and some going to Monroe? >> Absolutely. every development that's going in right now is partially completed. And so even families that are what what I would like to avoid is a family that's already established at Plane City Elementary, for example, Darby Station. They've already established for 2 years. I would hate to pull them out and send them anywhere else but the the building where they're already have a sense of belonging. But anyone

116that moves into that same subdivision, you know, right down the street would most likely have to go to Monroe because of the available space. >> Okay. Roll call. >> Okay. >> Mrs. Dweiler, >> yes. >> Mr. Hulley, >> yes. >> Mr. McCartney, >> yes. >> Mr. Boto, >> yes. >> Mrs. Walker, >> yes. >> Motion passes. >> Thank you. Uh this is the point during our board meeting when we would accept any comments, questions, concerns from the public regarding the bond issue and it doesn't look as if anybody is here for that. So, uh we'll be moving on. >> Do you have a question? >> Okay. Um, >> the next regular board meeting is scheduled for Tuesday, November 11th at Jonathan Alder High School at 5:00 p.m. May I have a motion to adjourn the

117October 14th meeting of the Jonathan Alder Board of Education? >> So moved. >> I got one. >> Second. Oh, okay. You ready? >> Mrs. Deweiler, >> yes. >> Mr. Hulie, >> yes. Mr. McCartney, >> yes. >> Mr. Moto, >> yes. >> Mrs. Walker, >> yes. And >> we are. >> Thank you. Great meeting everyone.