001Okay. Calling to order the Monday, September 15th, 2025, September regular board meeting for Heron City Schools. if you could um call the >> here. If we could all stand for the pledge of allegiance, please. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. We need an approval of tonight's agenda. >> So, >> yes. Yes. >> Great. Um, item number three is our audience community comments. Like you didn't have any. >> Okay. Okay. Um, Dr. >> All right. Admin reports. Uh, so we're going to start with our uh regular presentation. So this month uh is here on PTO month. So, President Tina Cook is here. Um, she has a little PowerPoint for
002the board. It's printed out in front of you here. And Tina, if you can come up to this micro that microphone, that'd be great. as simple as everybody involved. $60,500. Wow. This is our We're going to change this year. Nice. Can I ask you real quick, what is Tiger Tinsel? Okay. >> Oh, wonderful. Yeah, that's great. We are going to send everybody dance. $100. Wow. Thank you. Thank you for all PTO does for the schools. It's very essential. Thank you. Okay. Yeah. Thanks, Tina. And yes, I was at the 5K on Saturday night. It was great event. The weather was perfect. Uh with the overcast, it made it, you know, feel darker than um you know, than it was, but uh it was a good event. Everyone seemed to have fun and raised a little
003bit of money. So, that's good. Uh next on the uh reports is our student liaison. He's out on the soccer field, so he's at Edison competing. Um so, we can move on to Julie. >> All right. Good evening. Um Today's the day that our state report cards were released officially. Um we've been watching as you know um waiting to see how those final scores came in and you'll see coming out on social media. It might already be out. Um Jen's working on a press release for us, but the district did achieve again a 5.4 uh star rating and that includes a five-star rating in graduation. Super proud that um our attendance rate is up 3.2% over last year. is up to 94.7 and our chronic absentee rate has dropped to 10.6%. So both above and
004below the state averages. So we're grateful for that. Uh the high school did pull it out and they are a five-star again for a third year in a row, one of um one in a four county radius. Um so we're excited for them and their progress and graduation ratings are five stars. McCormack had four stars in their achievement rating and overall 3.5 while uh Woodlands had a 4.5 overall rating and achievement of five stars. So again, um Jen will be putting this out on our social media, but we're just excited and happy um for all the hard work that's paying off on all the things that our staff and students are achieving. So um tonight, further down on the agenda, you'll see um a request for approval for College Now. This is a new service
005um that uh we'll be hosting at the high school out of the counselor's office with Tim's oversight. Um James and I had been in contact with them, set up the meeting. They couldn't have been nicer to work with. Um they're based out of Cleveland and we'd be the farthest west that they'd be in a school. They don't have anybody past the rain. Uh so new territory for them, but they are ready to go. We the contract is for 20 days. um things that they would be doing um test preparation for the ACT, looking at college um exploration, application, enrollment type topics with students, looking at college affordability, and then also to something that got Chris Shirley and I both excited, our scholarship opportunities for students. So, opening another door there. So, um, we thought we'd
006dip our toes in with, um, their minimum contract is 15 days, but looking at the calendar and seeing how busy fall gets right off the bat, um, they're ready to start, um, tomorrow if you, if this were to be approved um, and get their um, folks in with us. I will say they are not counselors, they are adviserss and mentors. So, um, and that's where we thought, um, that could help out that high school counseling office, um, to do some of these things that are specific to that college career, military, and workforce readiness piece. So, >> is it all virtual or are there >> they'll be here? Yes. >> Okay. >> So, they'll have access to students, they'll have access to families, answer the questions, of course. Um, I I can say firsthand FASA has
007gotten easier, but it's still it's still wonky. So, um, and those that are seasoned parents at it still have questions. So, um they'll be a great resource for that, too. >> And I'm I'm assuming um they're all credentialed and background checked and everything else since they have access to our students. >> Correct. And that is part of the contract. >> Great. Um that's it. Um Mike expend running low basically 14% all funds donations $59 item Cropations Okay. So, so is one of them. So, now this year October 15 it's not anymore. So we have three years of historical data current. So that's fiscal year. That's just something I did 300. So it didn't really conserv expend that. Looking at salaries to agreements in there% for the remainder for this year% The big part of this
008is transfers. Last year this year I have right now 2.4 being transferred between different things that have gone out. Overall, I will say that forecast really hasn't been much assumptions for the most I did include I had a power I put together but in all reality what I just said it's there question any questions on Mike, can you just mention again or James the contracts, the two big union contracts when they are up? >> Yeah. So, we'll be classified this. >> Okay. >> Next year. >> Yep. >> Okay. Thank you. >> Any other questions from Mike? Other than that, I have planner systems over there in some sounds And that's all. >> Okay. >> All right. Good. Uh so just to review items on the consent agenda. The first is uh payment in lie of
009for transportation. And so those are students who are attending um a district or a school outside of our uh district and it's not feasible for us to transport them. So they're eligible for payment in lie of um by the OC. Uh, next is a new story contract that's for uh, services for students with special needs. College Now is what Julie already talked about. And then letter D is Selen Health. So, while we continue to have a posting open for a school psychologist, um, we have compliance and due dates, timelines that we have to meet for IDA obligations. So, this service provider is a a virtual telepracticer uh and is going to provide service and uniquely enough um this week he is in district so he can meet staff and um you know get a lay
010of the land and meet some of the kids. Um typically though most his services are going to be done virtual. Um family health service contract. So this is for uh the community based health services uh for the to be provided uh during the school day or in in the school setting. And then letter F is uh with Ohio school council. So they'll go out and do the bus bid process for school districts and then basically they come back with a menu of if you want this type of bus or that type of bus and what features you want. Um then that meets our obligation for the bid process and we can uh go and select. So, this is just committing that that we're um we're considering buying a new bus and so uh we want
011to be part of that bid process. They want to know about how many numbers so that they can be bid out that way. Uh no commitment to purchase but um you know we got to keep up on that replacement cycle so our high mileage and highear um buses get replaced um operating standards. So annually uh we have to approve the department of education's operating standard for students with disabilities. We could draft our own but they have a a model template that uh is recommended and so that's uh what's before us. And then also uh North Point letter H North authorization and student handbook. So we have some students attending programming at North Point. uh they ride our buses to and from and so there are times that we're supervising them like on the bus and
012there's times obviously North Point supervis them when they're in school. So having that handbook uh just like you guys approved the student handbooks in the spring for our students. It's same action here for personnel. We have um some high school staff that are seeking to be approved for Saturday school monitors and that's assigned on a rotation basis as needed. Um so it's not it's potentially every other Saturday but it's usually once a month if that uh just based on need. And then same with uh home instructor. So we have another teacher uh being approved or recommended for approval for home instructor services as needed. So when the need comes up, we don't have to tell them to wait for the next board meeting. They can just start rolling. And then the last for certified personnel
013is approval of an administrative substitute. So our assistant principal at Woodlands is going to be taking a maternity leave. Um so he'll help cover that um service need while she's out um and uh go from there. He's an experienced uh retired school administrator um local lives in the area. So we're happy to get him going, get him on board. And then under classified personnel, letter J, Megan Evans, she was a summer intern for us where the Erie County Community Foundation paid for 400 hours of her service to help us in August get ready for the start of the school year. She went over that 400 hours. Um I think it was 19. So we just have the board approving her for that pay because that's those 19 hours are coming from the district, not from
014the foundation. And then this Michelin Jack Jackie Michelin uh we're recommending her to be educational aid. She has previous experience in our district and in others doing those services. Uh and she'll actually be supporting students at the North Point's alternative learning classroom, alternative learning school, ALC. Um but she'll be our employee. Um so so that'll work out nice. And u she's ready to start service even a day or two before the student's going to start. So that way she can meet the team, you know, learn the routines of the school and all that. So when the student enters, u she's ready to roll. Uh supplemental p supplemental items, um a lot of um mentor, buddy mentor, res mentor recommendations. These are all driven by the collective bargaining agreement. Uh swim assistant and then the first
015one there, a volleyball, a volunteer volleyball scout. So he helps out with uh the digital uh management for the scouting. Um so have them there. And then letter L is stipens. So this is the IST coach. Uh I think this is the last grade level that needs to be approved. All the others have previously been approved. Uh and they provide services for intervention support team. So IST um helping individual students uh working with staff helping individual students to make sure their needs are met. Uh any questions on the items? That's all I got. >> Yep. There's some other board discussion things, but for my part, that's it. >> Question about buses. >> Yeah. So, 18 months ago, we placed an order for a new bus that arrived last week and it went into ser Well,
016arrived three weeks ago. It went into service last week. Uh that's bus two now. And that took bus 12 out of the regular service which it broke down. Uh air compressor issue and uh we got ma uh mechanics did a great job. Uh so now we're talking about placing another order. Um so this fiscal year we'd have another bus purchase because that one was technically >> last fiscal year, right? I'm looking at Mike. Yeah. >> So and then really the expenditure we don't pay until we get it. So it might not be until next fiscal year we're actually receiving the bus. So, um, that's Mike's job to figure out the money carryover thing, but yeah. Um, and, uh, yeah. I was just wondering. >> Yeah. And I think this may have been the year the
017other two major significant purchases we made in transportation was um a work truck. So the work the work trucks are aging and so we purchased a new one now and then the idea is in two or three years so one or two years from now we'd buy the second work truck. It's necessary for obviously doing work around the district but most importantly pushing the plows. And then the other purchase that was kind of it was uh on the schedule but we accelerated it is a new van. So we had a van um we only had one van in the district. It got in a fender bender and it was out of service for three or four months because after you repair it you still then have to get it inspected and certified and everything else.
018So in the in the meantime we purchased a second van. Um so now with that other bus back in service we have two vans. Um, but those two purchases, they're they're not the same cost as a bus because a bus is like 120 or almost 130. >> Yeah. Is that okay? There you go. Thanks. Um, but it kind of stretched out the bus purchases. So, yeah. But >> the capacity of the vans, >> the vans, you can have the driver and nine passengers and that's state law. So, you could buy like a 15 passenger van, but it's not to school code. Yep. CDL 10. >> No, for the 10 for the school vans, the 10 passenger, you just need to have a driver's license and then you have to complete a three-hour coursework and assessment
019and then like a half hour, 45 minute driving performance piece where you demonstrate safely crossing the tracks and all those procedures and stuff. Um, so it is it is easier. Um, somebody to my right is thinking about getting the van part. So, I had to take girls golf out and I said, "You want to go for a ride?" And she's like, "Wow, this van's pretty nice." And the new van is actually really nice. It's got like a backup camera, so that's good. It's got lane departure warning, um, air conditioning, and, you know, some other nice frills. So, um, I should say they're standard now, right? Um, but, uh, so we'll see. And then, um, the other day I took boys golf out and with the golf coach, I said, "Hey, you know, if you had
020this license, you could just do this." he's like, "Yeah, I need to do it." So, last summer he has some other commitments like a wedding and stuff. So, he said um this spring or into the summer he'll look at that. So, um so yeah, it's it's easier to get that. Oh, you got to do a physical, too. But that's a stop over at corporate health. So, I'm assuming they look at your driving record. >> They do look at your driving record. You can't have two or four points. You can't have more than I think more than two points. Um, so yeah, there's some of that too. Yep, for sure. Any other questions? >> I guess this is I was just going to save that for now. Um, with this college now, is that more for
021counseling support or more direct? I mean, this is something we would have done even if we weren't down a counselor. >> I I would say uh yes, our counselors are expected to do the work that these people are doing. um they're going to they are specializing in this college process. So they go to those like mega conferences where they're talking about the changes of FASA and they're talking about scholarship opportunities and so they can kind of funnel it down. Um and so while our counselor is tasked with many other things, this person is going to be focused on that. And honestly, some of that work is a little bit of grunt work, right? Like staying on the kids, hey, did you get this done? and are you asking for uh letters of recommendation? And um
022so when we included the counselor in the presentation, the school counselor in the presentation of their services and she's like this is amazing. I I felt right. >> So it's not so much to like give the counselor resources. It's to give the students direct resources and kind of take some workload off the counselor. >> Yes, that's a good way to say it. Yep. Yep. Direct service for kids. Yep. So, um, yeah. >> Any other questions or comments? Great. We need a motion to approve the consent agenda items under sections 5 through 7, please. >> Okay. >> Yes. >> Mr. Mley. >> Yes. >> Mrs. >> Yes. Thank you. Okay, item number nine. >> All right, so 9A, OSBA Capital Conference. Uh, I know tomorrow Mike gets to jump on the computer and schedule those hotel
023rooms. Um, but looking at the dates, they're they're holding their conference a week later than they normally do. They normally hold it the second week. Um, so just noting that it does conflict. So their conference is November 16th through the 18th. Our board meeting is Monday, November 17th. Um, so I know not everyone's planning to go, but those who are, there's I guess just can we have a discussion about potentially moving the November board meeting either the Monday before, so the 10th, if we do the Monday after that's Thanksgiving week, and people might be traveling or a different day the week of November 17th. Um, that way those who want to attend the the capital conference don't have the school conflict. Yeah. I don't think there's any reason we couldn't do it the week before,
024right? I mean, Mike, there's nothing reporting wise that >> Okay. Just >> All right. So, we'll we'll plan on having that and we'll publish it out when we do the agenda and all that. >> Perfect. >> All right. Then letter B is about >> good catch. >> Oh, that was actually Mike that caught it. So, give him credit. Um, so letter B is student safety reporting. So, uh, this is my first superintendency. It's the start of year four. Um, and you you learn a lot, but you prepare a lot, but there's some things you learn on the fly. Uh, so one of those is being reminded that there's Ohio Revides Code that requires me to provide a report to the board president semianually and then to post that report on the district website about bullying.
025So, the number of bullying reports that came. So in the spring um when we started reviewing all of our student safety processes uh that was identified as a need. So got that done uh principles reported it to me and I shared it with the board president and then posted on the website. Um I know that there were some questions about wow these these are like really low like zero you can't get any lower than zero. Um so last week uh well leading up to last week but last week discussions with the principles right and I'm like let's read our policy let's see what it says right and so um it's really it needs to be uh any written or verbal report to the building principal or assistant principal um regarding bullying and uh the principal
026said yeah but you know that's uh like a buzzword so sometimes even little kids will be like he's bullying me but when we look into it uh it doesn't meet the definition of bullying. So a couple of key points of bullying is it um has to be one student towards another more than once and it has to be this imbalance of power and so when the principal looks into it it's like well they were both picking on each other so it's not technically bullying and I said correct it was still reported as bullying so we need to count that in the count. Um, so they um, so they they had a little hesitation about that because they're like, you know, again, it's a buzzword. So I said, well, we need to report when when you
027guys uh or girls, because we have Jess Taylor now, but when the principal or assistant principal gets a report of bullying, it counts. Um and so I did note in this uh cover paper that um some districts have um added language to their policy about that that have been substantiated and so ours does not have our policy does not have that language. And so I told the administrators we need to report when it's been reported to us we need to count that. Um so other districts did add some language about that is like bullying a report of bullying that can be substantiated. So, our numbers with this new uh following the policy to the tea, uh I anticipate they're going to be higher and even when we compare them with other districts of comparable, you
028know, comparable districts, uh we may be higher because other districts policies might say that can be substantiated. Um and that that's okay. Uh just a point of note. Um and then it's semianual. So in January there'll be a report for incidents that occurred between July 1 and December 31st. And then in July there'll be the second part of the year January that of incidents that happen January 1 through June 30th. So that lines up with school fiscal year um and sort of the opposite of a calendar year. But um yep. And then really looking at uh the spirit of that bullying and the report uh I reflected on, you know, what are some other safety student safety uh incidents or events that we do that might be worth um for transparency to the public and
029families uh including in the report. So there are there's two others. Senate Bill 29, which is like the um internet safety uh talks about when school uh when schools access school issued devices to monitor for student safety threats, lost devices or court orders, we have to issue a notice to the parents within 72 hours of us accessing that device. Um so that number district-wide will be reported. Uh we've already got a few of those this year. Sorry, I'm looking this way. Yep. Um and then the other is um we do have in all the buildings and districtwide threat assessment teams. And so threat assessment teams when there's uh a risk of student self harm or harm to others uh will run through this uh researchbased threat assessment tool um to determine if it's uh to
030determine what degree of threat it is. Uh in this handout it includes the four outcomes which would be not a threat, transient threat, substantive threat and then a very serious threat. So again semianually we'll be reporting districtwide the number of threat assessments conducted. So not the outcome, not who they are, not what we're doing as a result of that outcome, but just the number of them we're doing. Um and so that's again to um be transparent with the public, be transparent with families. Um and then balancing transparency with privacy. Um we're bringing that up to the district level for those two reports. And then also looking at um even at the district level if we had so few reports that someone could say, "Oh, I know about that one." Right? um looking at other data
031reporting specifically from the Department of Education um in their subcategories. If there's fewer than 10 students, they don't report that subcategory. Um so again, if there's fewer than 10 events, so if there's fewer than 10 threat assessments in that six-month period, it will the number won't be reported. It'll just be an asterk to show that we had, you know, something less than 10. Um and that again is just to provide that layer of u privacy for students who are involved with that. Um but are there any questions about this or thoughts? I mean it's really open for discussion. So >> substantiated categories. Um can't you just for it out substantiated unsubstantiated and then a total so that we're not um it's transparent in the sense that these are the number of total reports but then
032it's clear the and I think it's also probably useful to know the number of investigations that are being done and then also kind of the substantiated unsubstantiated rate you could probably even I don't know how much creativity we allowed to have but you could have a drop down menu of three or four reasons why it's unsubstantiated. >> Yeah. So again, a district our that is stuff considered uh a district our size well I guess let me start with policy. So following the the bullying policy it our policy doesn't have anything about substantiate or not substantiated. So if someone reports to the principal or assistant principal, ding, that counts. Ding. That counts. And I explain to the principal, I go, now if if a kid comes up to the bus driver at the end of round
033and says, "Hey, Billy was Billy was bullying me. He did D." And the driver is able to say, "Well, what went on?" and resolve the issue there. That was not reported to the principal or assistant principal. So to me, we're not going to have to run around to all of our employees and find out, did anybody say bullying to you? It's only those reports that are reported to principal because that driver who gets that might say, "Yeah, I think this I think this might have some merit." They go to the principal and report it that would count as a as a report of bullying. Um so, so we're just going to the number that's reported we're going to follow the policy. The number that's reported to the principal or assistant principal. And then as far
034as the the threat assessment outcomes, not a threat or substantive threat or transit, again, the district our size, we potentially could have so few and also the size of our district, people know each other that um they could figure out who the who the kid was that that was a substantive threat. Um and so for protecting students FUPA rights um you know we don't even want to report the necessarily the outcome just that a threat assessment was done. So um yeah >> so what is best practices though when you you gave that example of the bus driver has a student come up to them and say so and so was bullying me and then the bus driver resolves the issue. What's best practices? Should the bus driver report that to the principal even though they
035feel like they could handle the situation? >> Yeah, I would say if the bus driver through resolving it says, "Yeah, that was bullying," then he should report, the driver should report it to the principal. >> But even if the bus driver says it isn't bullying, should the bus driver report it because a child a student came up to that bus driver and felt that somebody was bullying them? >> Right. Right. So, I think >> isn't that kind of a subjective thing for the bus driver to say, well, yes, he is. No, he isn't. >> No, because bullying is it's clearly defined in the policy and the in the law and it is about um an event that happened more than once, more than one occurrence, and it's really the imbalance of power, right? So, if
036it's a middle schooler picking on because a bus, you have middle schoolers riding with elementary, uh there's potential that there's that imbal imbalance of power, right? And um like if the middle schooler did did it once and the bus driver said, "Hey, don't do that again or it's going to be a problem." And the middle schooler responds appropriately and doesn't repeat it, it's it's it doesn't meet the definition of bullying. So it's just and we don't I mean we talk about kids we talk to kids about bullying. We talk to families about bullying and what it is, what it isn't. um but they know it's a buzzword and so they might say it not realizing that well what you're saying is you need help because there's something going on but it it doesn't meet the
037the definition of bullying. So yeah >> I if I can I'd like to offer just to to take like a quick benchmark where you said that there's other districts that approach policy different and then their the reporting follows as different. I guess I'd just like to take a look as part of the policy committee or whatever uh of one uh that that we're what we have now is what aligns with I think what our goals are because like you I'm a little uncomfortable with the idea of gatekeeping at like the like that there's not some sort of and maybe there is I hear what you're saying there's a there's a policy and a definition but we've seen in practice over the years sometimes Sometimes folks are gatekeeping issues that they shouldn't be gatekeeping at lower
038whether it's a coach, whether it's and and that concerns me if it's never making it to the um to the principal things that arguably should. >> Yeah. And I would say we definitely can uh review policy and take a look at that. Um in the in the student handbooks, it it says students and parents may file a written or verbal report with the building principal or assistant principal. So, if a kid is on a sports team feeling like they're getting bullied and they're going to the coach for help and they're not getting the help that they're seeking, they can escalate that to the building principal or assistant principal and um and then that that helps mitigate the risk of like a gatekeeping of wrongdoing. So, >> yeah, I'm cons I my concern with trying to
039do a breakdown understand how small it is. But if we try to break down what's substantiated and unsubstantiated, I think sometimes like when we think of a title n for example, like it's a really high threshold. So like we take a report, we do an investigation, but whether there's a finding because there is like this threshold that has to be met to technically make a definition. >> And I feel like if we just report what is reported to us and we reflect that work that like we're hearing the families, we're doing the investigations. Um I feel like To me, that is what meets the spirit of being receptive but then also responsive to what's going on. I have a little bit of a concern that if we start saying what's substantiated and unsubstantiated that if
040there is a higher threshold based on law or a policy of what meets the definition, families start saying nothing is substantiated, nobody's listening to me. Like I I that's just like a little like devil's advocate thing that plays in my head, >> right? that I think to me would have the opposite intent of trying to be open and documenting and showing the work that the district is doing. Um, and part of that work is being open to hearing these complaints from families and from students. >> Yeah, correct. Is it is it beneficial for the district to educate our parents on what is a substantiated and unsubstantiated bullying report? >> Yeah, I think that's a >> there's no gray area and parents know this is this is what our polic about this and it may help
041them to better understand why some things aren't reflected in a report. >> Yes. Yeah. I would say um educating all the stakeholders, students and parents included, uh is a best practice and we should make attempts to do that. I believe our principles do it like open house and things like that. Um, but we can review what we've done and where we can do that um, more purposeful or with more intention. And definitely like when you have a parent who's upset about something that happened and they're, you know, in the office, I don't want to say screaming, but you know, at elevated talking about bullying, that's really probably not the best time to give them the textbook definition, right? Because they're they're focused on their kid and, you know, keeping students >> it does >> and
042so I think regularly Joe comes in and he's ups he or she is upset because they feel their their child has been bullied Maybe they will have more information to say, >> Right. I don't know that I I mean I and again I'd like to benchmark this a little bit or if you if you uh Julie or James if you have other resources out there but the imbalance of power to me is a massive gray area because we know I have a high schooler like like social power is a it's a thing and so to be like well you're in the same class so no imbalance of power so no bullying that just doesn't reflect the like reality of what bullying can be dayto-day for our students. So, I mean, I I think if we
043want to be honest with and and like promote this as a student safety issue like that, those types of terms to me are not adding clarity. They're creating like murkiness on, you know, on something. So, I again, maybe that's the best we can do, but let's dig in and find and find out because we know that this this issue is we all the time that we have a bullying problem. >> And if the report comes back and says there's zero bullying in one of our three buildings, I think we all know that's just simply not um simply just not possible. >> Right. Right. Yeah. And my example of the kids on the bus probably isn't a fair one as far as for the imbalance of power. The imbalance of power would be like he called
044me a name. Okay. Okay. And then as the principal digs into it's like well yeah he called you a name after you said something rude about his parent. Right. So that's like where it's like >> lacks mutuality. Right. Right. >> Whereas Yes. Whereas like he called me a name every time I come in he calls me a name. I don't even talk to the kid and he keeps calling me a name. That is an imbalance of power where the kid is just >> bullying that other kid. >> Um so yeah. Um but yeah I think parent education information is good especially when they're not at like elevated state but as more of a like a like a public information production. >> I think that principles are educating parents at open house, but >> I don't
045think parents are listening at open house. I mean, not to be rude to our parents, but they're so excited about their kids >> going in and meeting their teacher and they're seeing, you know, their adult friends and they're some of that stuff goes in and out >> and I I think >> educating an open house, okay, but it needs to be continual. Yeah. Yep. Um, all right. Any any other thoughts on the student safety reporting? So, the first report we'll see is in January. Well, the first with the new un like understanding would be in January. Okay. Um, so the next item is district communication. So, in the last probably six months, um, my office has been tested with communication, right? continuing to be transparent and informative to stakeholders uh while not uh oversharing things
046that can't be overshared. Um and so always reflecting and working to improve self. Uh I found two articles. The one was specifically authored for uh superintendent tips for superintendents to communicate effectively to the community. Um and just to I guess talk about highlights from it. I'm obviously not going to read the article, but um there were five ways you could better communicate. Ensure you're pro uh commun proactive and more often than reactive. So, just as a reminder, started last year with uh our communication consultant uh monthly um building newsletters, district newsletters. Uh we've also been more proactive with press releases to celebrate and provide facts about different events that are happening in the district. Um we're working to use various platforms. So we have obviously our website and email, text messaging and then social media.
047We're trying to reach people on the platform that they preference. Um so look uh looking to work on that. The next oh I guess that the next number number two is leveraging multiple communication channels. Um so again talking about social media um and then also even uh communication in the form of community committees. So last year we had a community committee for facilities. We also had a community comm uh committee that included uh community members um the facility naming committee. So that was it had staff input and community input. Uh and then in the article it talks about alternative ways even the digital board at the high school. That's a creative way to promote events that are coming up and um you know focus on those. Be sincere uh is number three. So I try
048to use consistent terms um that reference back to the board strategic priorities and the district's uh strategic plan. Uh I continually write to staff and parents about creating an environment that's safe, welcoming, and supportive. uh when I came in four years ago, we I introduced the the hashtag one here on uh and um you know include terminology related to like with tiger pride, right? So trying to instill those um that sense of district and community pride. Um and then collaborate, it says, you know, collaborate um with other entities in the community. So we do have a weekly community flyer. Those are all emailed out on Thursdays digitally. That was one that when I came in, it was on the heels of 2020 where every day you had to send that notice of something and people's
049feedback was like, "We block the email. We're not we're not paying attention to that." So I said, "We need to be mindful about um filling people's inbox, right?" So they know once a week on Thursdays, they get all the community flyers, all the district flyers. If they peruse them, great. if they don't want or don't have the time or don't care, they can just hit delete. Um, but they're not getting inundated with different community flyers and everything else. So, uh, and then the last would be think outside the box. I continue to remain open to creative ways to share our story to tell the the successes of Hiron. One example would be Stride Mobility has that digital sign on on route two and they were generous allowing us to promote uh student of the month
050uh different highlights like that um until I think it was department of transportation contacted them and said you're not a billboard you're a marquee for your business only your business only businesses attached to that property can be on the board and they even said but it's just it's for community they said no so unfortunately they had you know we agreed But we had to back off that. Um but the other really uh outside the box thinking is on our website we have posted that community feedback link form. Uh any email that I send in my email signature. There's three things that I think make me connect with community. One, my cell phone. It's right there on my email signature. You can call it and most times I answer or I call you back within 24
051hours. The other is that community feedback form is linked right on my email signature. It's there. Um, and then the third is uh my appointment calendar. So, if you want an appointment with me, you just jump on that appointment calendar, grab a 20-minute window. When I find out what you know, if we need more than 20 minutes, I'll expand our appointment. And then the last, which isn't necessarily about, well, it is about communication, I have the Ohio Safer Schools hotline right in my email signature. So, um it's also on the website, but again, that communication's right there. If someone emails me, I'm responding to them. Um if they email me and they don't get a response, they should probably call because it might have gone to spam. That happens. Um but um so that that
052was um I found this article informative and kind of reflecting confirmed or affirmed some of the things I we've been doing and then gave me some ideas for others. The other article I had uh Terry Morgan from OSBA, I'm sure you guys remember her. Um I reached out to her and said, "Hey, you know, do you got any good articles about communication?" So she sent me this one about uh establishing a key communicators network. Um and so what is it? You you set up key communicator network. Uh there the leaders who establish a solid two-way communication among organizations and their public. The key communicators agree to disseminate accurate information and correct misinformation about school systems. Uh, and they immediately report misinformation or inaccurate inaccuracies to school officials. Um, so this article was really like kind
053of a how-to for um school because it's OSBA, so school boards on how to um design and initiate and then implement a community key community network. Um again established two-way communication, a quick pulse of the community. Um and then it talks about research shows that people believe their friends and neighbors more than they believe the media. I would say that's very true. Um and they recommend it should be a representation of the different demographic segments of our community. And when I think about our um community facility group that Beth and Chris led last year, that hit the mark as far as we had a diverse group, parents uh of kids in the district, kids not yet in the district, alumni, senior citizens, business owners. So, it was a good u diverse makeup. Um so, uh
054I just share the article. I don't know if there's more discussion, but um yeah. >> So, Was the key communicator group something James that you were interested in possibly trying to form or >> Yeah. So I bring it tonight um because again it's uh the last six months we've had some communication challenges or opportunities and um I mean that resource it's written for a board member. So, um, so I share it for thoughts, I we can, um, I mean, I'm I'm all about communication. So, um, so if that's something that, uh, as a board, uh, feel the the board feels the district should be continue to refine and develop, uh, the work can can commence. Um, if want more time to digest it and we circle back next month, that's that's fine, too. So, >>
055I I think digesting it and and reading it and talking about it next month. I think something like this would be really key when we're talking about levies and bond issues, things like that. Um, and I and you and I spoke when we did the agenda review that I think it's paramount that you really screen and pick your right community communicators. >> Yes. >> Um because it could really go rogue quickly, right, if you don't. Yeah. And I And I and I do think speaking about the other document you gave us, I think um you know PTO they they have a a great pulse on what parents are thinking, what parents want. I you know we don't we don't do it now, but maybe something in the future would be to have PTO come every
056meeting and and present and talk about parents want in the district or seeing or we could the district could improve on. >> Yeah, >> I I think that's why they're here. >> Why not use this group of parents that are are meeting? >> So, >> yes, >> it seems like like a a really easy reach. >> It is. Yeah. No, they're they're fully engaged. >> Yeah. Yeah. Sorry, we had to. >> Yep. Yeah. >> Oh, you're good. You're good. >> So, >> I don't know. >> Yeah. No, that's good. Uh, some good thoughts. Thank you. >> Okay. Um, we are to item D, new business. Does anyone have any new business they'd like to bring before the board? I just like to congratulate Chris, your son, on band for, wasn't it? >> Oh, yeah. >>
057You made the >> Yeah, >> that's awesome. >> That's pretty remarkable. So, congratulations. >> Started off well. >> Well, congratulations. the article today. >> I just wanted to to recognize uh you know the the four and a half star rating. I know that Tim was dead set on the five star and got it. I'm sure you know it it but it's a big deal, right? because it's not a we change the rules every year as to what gets you that rating and you know I mean we are standing out in an area of you know pretty good education like we're standing out uh at the top so thank you James Julie you know Tim Brian Mark and you know all of the teaching staff and everybody else who helps like that is a it's a
058huge deal and you know like it makes us like proud and I think to the community like if you're wondering what the best school system to send your kid is in a definitely in Erie County if not you know the broader county area this is it and it's not doesn't happen by accident. So thank you. >> Y thank you. Thank you very much. >> Yes. >> Makes it really fun when you know there's parents from the region and like I'm not sure where she might like but you send them to the best. I think it's this school. really have you looked at the ratings because here's here on so congratulations and thank you >> thanks for all your hard work does not go unnoticed >> all right um item number 10 executive session I don't
059believe we need a reason for executive session this evening um our next regular meeting will be Monday October 20th here McCormick and at 6 pm our regular time. And um we just need a motion for adjournment if there's nothing else. >> I move we adjourn. Okay. >> Yes. >> Mr. M. >> Yes. Thank you. Okay.