001I got one more question to ask you. >> Hey, today was my first day back to work and it was tiring. >> Oh, I know. I'm very sunpissed. >> I mean, it's it's a business, right? Yeah, that first day back is always >> mad and I had >> Yeah, cuz I mean the only four appointment >> only reason we were hired I mean for me the only reason we would justify putting her >> and then I had to pay all my email >> but we're not so that's why >> I responded to all my email wouldn't go she would be personal. Wow, that's a lot. >> Is she a treasure? >> Okay. Oh, she retired her. So, yeah, we'll be at CRS. >> So, that's why I was asking myself >> and we actually hire
002her. We hire her for her business, her consultant plate, then she comes home and she counter. Yeah. Yeah. She would get paid. She would not get paid through payroll. She would not get paid through payroll. That's why I couldn't figure out it because if you pay her through payroll, then she is going to get as credit >> as the conference. >> Is it good? >> Yeah, vendors would Yeah, it would be nonpayable. It would be through accounts payable and it would be she would receive a 1099 if Yep. She would receive a 1099. Um, it was 600. That seems to be a $699. Yeah, $600. >> Yeah. So, yeah, that's why that's why I was thinking why was they thinking that? >> Oh, did you see that? You see that? It was You remember when
003we had William >> the back that we didn't hire cuz he was like, >> "Was he the guy that His name was Bill. His name was William. >> Oh my god. Yeah, we cuz we hired KJ instead of him. >> No, I wasn't. >> Oh god. This man was hot. Yes. This man. Yeah. He wanted like $150,000 and he was like had all these spreadsheets and he was like he could do everything but it was just just too good to be true. That's right. >> And there was a train between and she she was about and she was like, "It's too hot. There's too much of a mess here. It's too much of a hot mess here." >> So she went back to to She >> thinking back No, she was really good. They they
004give her a lot of money to be in private and then come here cuz she originally worked school district left and went to this private company and got lost and then they were desperate to help. So they recruited her ass. I'm surprised I figured I don't want this on my hand. >> There's an article in the news about him. >> Oh my god. >> Yes. Horrible. >> See if I can find it. >> Horrible audit. The auditors put it in. >> Wow. >> Yes. >> That's not good. >> It's horrible. I was like, that's something you don't ever want to. >> That's true. >> Yeah. >> Cuz then just follows you. >> He got He got double his own vacations. We took the money. behind $25,000. >> It was hotness. I read that article. I
005was like, "Oh my god, I'm so glad we glad we just hired that crazy." I was like, "Oh, oh, I'm so glad we Yeah, he was a hot mess on me. That's why this >> I'm surprised. >> They got rid of them. I think they was getting rid of them. >> Yeah. >> I think they got mute. >> All right. >> Good evening everyone. >> Good evening. Good evening. >> Welcome to the Maple Heights Board of Education. It is Monday, September 29th, 2025. This is our regular board of education meeting. We are located at 5740 Lawn Avenue and the time is 6:06. Uh can we all rise for the pledge of allegiance? Ice to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible,
006with liberty and justice for all. Can we have a roll call, please? >> Okay. Mr. Blackwell >> here. Miss Cheeks >> here. >> Miss Granger >> here. >> Miss Moore >> here. >> Miss Shepard >> present. Right. Next we'll have a report from our superintendent. >> To President Blackwell and Vice President Shepard and to all members of the Maple Heights City School District Board of Education and to Treasurer Baldwin. Good evening. >> Good evening. >> Um I just have a few announcements and then um Mr. Scala is going to give us the Ohio school report card update um that we have prepared to present to you and to the public this evening. Um we did recently have our homecoming last week, homecoming week, homecoming game. We did beat Lawrenceville, so that was a good thing.
007Um and the students had their pep rally on Thursday. We did not have school Friday and then they had their homecoming dance on Saturday. Um, also we had a very productive professional development day on Friday. Um, I did share the agenda with you. Uh, one of the things that we are trying to do is make sure that we have something for everyone on those professional development days. Our next day without students is going to be on Wednesday, October 22nd. That's actually a records day. So even though students will not be in attendance, staff will be in attendance. Um so those uh staff members that have records to prepare such as um report cards and those things, testing will have time to do that. Other staff will be participating in professional development. And then we have
008our parent teacher conferences um later on that evening. And so without further ado, I'm going to ask Mr. Scala to come up and just provide an update to the board um and to the public who are listening about our 2024 2025 Ohio school report card. >> Good evening everyone. >> Good evening. >> So this will just be an update to my presentation in July as the two scores we were waiting on have now. >> All right. So over to your guys's left, my right is kind of what we looked at over in July. But what we are waiting on and what's highlighted in yellow there is both progress and the last parts of gap closing which is based on progress. Reason why we can't tell you progress up until basically this very moment or when
009we're post is we can only see part of the data. We can see how our students did based on our based on their projections from the state. But what we can't how everybody else did and the way that this component works, it compares how well your growth was versus everybody else. So that has now come in and then there's three parts of gap closing that base itself off of progress, but it's within subgroups and that's what we are waiting to come in for. Um so for a fourstar you have to be of two standard deviations above the average growth um for all you guys. >> Um, but unfortunately we were at 1.92 standard deviations above the mean. The good part there is we're above the mean, meaning we were showing better growth than other districts,
010but we were not two standard deviations above the mean. We were up 1.92, which means we were behind getting a fourstar by 0.08, which is a tough pill to swallow >> um when you're only 008 away from getting what you need. Um, so that's unfortunate, but keep in mind to get a three star, you could be all the way in the negative negative 1.99 to positive 1.99. So the three star when I first saw it could have been much worse. I could have gone into EVOS itself and saw something on the negative. Instead, what I saw was still encouraging. It's on the positive side. But yes, being down 0.08 from getting a four star is tough tough to see. So because that turned to be a three star instead of a four star like we
011talked about in July that did not get us the points we needed for gap closing keeping that in a two star instead of a three star and then overall we would be a three star for the district which means we meeting state standards but we would not have gotten the three and a half star to get that three and a half star like we had talked about in July progress we would have had to been on the other side of that net getting like let's say a positive 2.01 01 um or just even a positive two that would have flipped that to a fourstar and then gap closing would have then turned to a three star and then we would have been at a three and a half star district. Now the good news is
012actually not for this year but for next year as we talk about which side of the coin you're on and both for graduation of which we were pretty sure was going to be at a fivestar but we got the official report about two weeks ago we were at 96.8% 8% for a combined graduation rate and 965 is what you need for a fivestar. So we beat that by.3. So you know thresholds good or bad. That one we're on the right side. The other good one it's already come in as well because it's kind of done in the same way is the college career workforce and military since that bases itself on last year's graduation class. Even though I can see all the data and say we're gonna get a five-star, I still wait for that
013report to come out, which it came over came out last week. And we got up to a 90.8% had at least one of those categories. You need 85% to get a five-star. So we will have twin five stars on our next report card. One for graduation and one for one for CCWM. And those are certain scores that are locked in. So although we did not get on the right side of the threshold for progress this year, we did get on the right side of that threshold for graduation CCWM for next year. All right, any questions about currently what a report card is going to be or those two components I talked about for next year? Okay, just always keep in mind the reason why we know next year is just the way that grade calculates
014or that component. It's all based on prior years graduating classes. All right. So on achievement, this is exactly what we went through in uh July. 62.8 is the PI that we ended up with. And just to remind you what PI is, every test kind of um performance uh level that you get, whether it's limited to advanced is linked to a certain score. And that goes from.3 points up to 1.2 points. You add up all those together and that's where you get your performance index. >> I'm sorry, John. I thought you was going to talk about the early literacy. Um, >> can you go back? >> Yep. Do you want me to talk about it now or when we get to the actual breakdown of the component? >> Well, I I guess we can talk about
015it when you get to to the um breakdown because I was just wondering what happened for them to go from a two star down to a one star. >> Yep. So, we'll break that down and I'll kind of lead you right to the eyesore that went the other way. >> Okay. So, for this again, 62.8 is what it adds up to be. The reason why 67.8 is our goal is because in the end, what we need to do is get at least to a 77 on PI to get to a three star. So, that's about 15 PI points away. you're not going to get 15 PI points in a year unless something I don't know happens to the point where everyone's going to come in and try to learn what you just did. Um instead
016five point increments is much more manageable. Um and that's why we set the goal for 67.8 for the following year for performance index. This is actually just what we did from the 2324 school year to the 2425 school year in performance index overall. So you can see it by subject and then you can see the total at the very bottom. So that positive 1.4 is what we got overall. But again that then differentiates itself by subjects progress and growth totals. This would be on the progress side not the achievement side. So the figures are a little bit different here. But you can see that positive.7 in the total. That's what turned out to be that three star for progress. So that obviously needed to be a little bit higher to get us that standard deviation
017to be above that two points that we needed. So that positive.7 just was good. I mean again growth is great. And again if you're almost nearly two standard deviations above the average growth in the state of Ohio that's good too but you need to be exactly two or above. Gap closing. I would point your focus on math progress and ELA progress. Those are the two scores that if you look just to your left, you can see how it was one out of six and three out of six. That's what we needed over to the right. And that didn't come up. Those were both zero out of sixes. And that's what led to that going from a three star to a two star. But it says math progress and ELA progress because it relates itself directly
018to the progress overall grade. That's why we can't see those when we meet in July. I really just have to wait until those scores eventually kind of come up. I can give you an estimate or like a projection, but it always kind of waits till it actually posts itself. All right, give it a second. There's a lag. Okay, graduation. So, this is what I projected for the 2526 school year, and that held firm. Uh 2425 is kind of where it is at the moment. Just give it a second. All right. CCWMR, what's in yellow is what we got for the 2425 school year, which was a fourstar. 85% is what we needed for 2526, but like I said, we ended up at 90%. So, that clearly just hits that five star. So, we'll be good
019there as well. And then going back to what Roslin really wanted me to focus on, which was early literacy. So, what I first point you to is over to the left is the weights. So, that's how much each one of these three components factors into this overall grade. And the big one I would have you focus on is the third grade proficiency, which is the highest one. It's 40% of the grade or nearly half. If you look at the 23 or 22 23 school year, that was at 42%. And then it went up to 51%. But what really hurt us is in the 2425 school year which was last year that went all the way down to 36%. If that number stays at 36% it's going to be almost impossible to get up above a
020one star. So when you ask what was the biggest factor of why that went from a two to a one, it's because that third grade proficiency went from 51% to 36%. Um, and that really made it pretty difficult to kind of get above a two star at that point. I would also point you to the total off track to on track. As you can see, that went from 36 to 24 to 22. That was the big reason we talked about in July of moving towards M-class intervention as over the last couple years using Irey's personalized instruction at early grade levels just was not showing the results we wanted from moving kids from offtrack at the beginning of the fall to on track uh or off track at the beginning of the fall to on track
021the subsequent year. Um we need that number to be higher. Our goal for this year would be 40%. Three years ago we were close to that. Uh but again, every year subsequent to that, it kept going down further and further. Uh so that's why we asked, even though we still had one year left on our I Ready contract, if you guys be willing to still having that contract there, we can't get out of it, but also pick up the MClass contract so that we could get started this year. You guys were willing to do so. um just like we talked about Friday for our personal or um our PD day. That was our PD day for um MClass intervention as well. So that is now getting underway. And so that's the early literacy part. That's
022where I'll stop. Do you guys have any questions over early literacy or any of the other components we went through? >> I do. >> Um so the kids that are that took this test that are they were in third grade, they're in fourth grade now. Correct. Correct. >> Okay. What are they doing to to um supplement the um academic portions that the kids were were um not proficiency on. >> So the way >> in the third grade Yep. >> to help them out for the fourth grade. What what are they doing now? Because those kids are going to be behind. >> Correct. So, the state of Ohio, what they have you do, like an IEP almost, they have something called a reading improvement plan or a RIMP. >> These start in kindergarten and follow a
023student all the way up through sixth grade at this point in time. >> Um, but next year, you can imagine this going to seventh and I think they'll eventually stop at 8th grade. >> MPs, which are the math improvement plans, are going to be shortly following just this. But what the RIMP requires you to do for any grade, but specific to third to fourth grade is obviously you need your tier one instruction that everyone receives. But during a halfhour intervention block every day, if you are on a ramp or if you're even just below um benchmark in fourth grade, then you receive MClass intervention of which through its diagnostic has targeted interventions for early literacy skills to help improve your ability to read on grade level. So this would attack skills like phmic awareness. This
024would track uh attack skills like phonics, uh reading fluency so that you can get the student to learn those skills before they can actually start to read on grade level of which is required for the OST which is primarily just reading comprehension. Outside of writing, reading comprehension is the dominant skill that they are measuring on the OST really for any grade, third grade through ELA 2. But to read, to be able to comprehend what you're reading, you need to first be able to read on grade level. So all those students, that would be 36 uh 64% of them clearly do not read on grade level. There's a variety of reasons why they don't read on grade level, but all of them coales around the idea of early literacy skills not being what they need to
025be and that's what MCAST intervention would specifically target to improve those skills so that by OST time in fourth grade they are closer to reading on grade level which gives them a much better shot of getting proficient on the OST that again is very dominant in its measurement of just reading comprehension. >> Okay. when the kids were in sec when they were in second grade these set of kids they were scoring were they scoring low in those skills. So between you know working with the teachers and the principal what did they implement? >> So if you think about when these third graders are second graders this would be that topline number of that 24%. So what that 24% uh shows us is that only 24% of the students that started off track in first grade
026by the time they were second grade only 24% got on track. >> The other 76 did not. And so that then rolled into third grade where again they were still provided personalized instruction by I Ready. And again only 22% then moved on track. So if you're asking me what did they do in second grade? 70% what have what was implement cuz I mean you can see clearly that the 70% of kids >> were not reading on level >> correct >> what type of implementation that they do to help those 70% of those kids >> so you'd run the same process in that rims would be what is detailing what the student needs but the intervention would not have been MClass at that time it would have been personalized instruction through I ready and that's again
027goes back into kind of what we talked about during the board retreat where when I'm seeing 36 go to 24 to go to 22. I'm just not feeling confident that what we're doing in intervention for personalized instruction which is primarily online instruction is really getting these kids to where they need. And that's when we asked to move more towards MClass intervention which primarily focuses on small groupoup instruction with a human instructor in front of a small group of six students. send sometimes seven to eight students to personalize work with them, not just sit them in front of a computer and even if the computer's spot on with what they need, clearly the instruction behind what was going on uh was not getting them to where they need to be, which was on track. >> Did
028we do any summer intervention with these 70%. These kids that were in that 70%. >> So, every year for summer school, we do primarily invite all those that are off track. We typically try to push for them if you're currently off track in the winter, you know, or even we wouldn't wait till spring because that's still but winter data if that's not showing well. Those are the first kids we do invite. >> Uh as we typically want to keep summer school not for like a free-for-all like anybody can show up, but more targeted instruction for targeted students that are at this point off track. >> And do you know what percentage of those 70% are kids? I would have to get back to you on what what percent of those kids actually attended summer school,
029but I would tell you that trying to get students that are off track is pretty difficult. So, I can't cite like a specific figure to you, but anecdotally kind of working with the curriculum department for trying to get those kids recruited for summer school, >> it's pretty difficult. And the idea of like you you you're the one who needs to be here, please come. A lot of times it's almost like a conference day for uh or for parent teacher conferences. A lot of times teachers will tell me they see the parents they they don't really need to see, you know, they're doing well, but who they need to see, sometimes they're harder to get in the door for whatever reason. >> But we find that same anecdote plays itself out for summer school as well.
030For those that we really want to be there, that we need to be there, it sometimes is the greatest challenge to kind of get them approved. >> I know you Oh, sorry. Okay. >> I know you said that we went from I Ready to Mclass. Is that what you're saying? And that's the new curriculum that we implemented this past school year. >> Tier 2 curriculum. Yes. >> Which is part of actually the same company for tier one. They're all under a company called Amplify. And again, there were two reasons to move that way. One was because those numbers I just cited and the worrisome of they're not growing in the way that we need and instead they're shrinking. But two is to kind of simplify it for teachers and then instead of having them jump
031from program to program to program, if we can consolidate it under one, it just becomes that much easier as one system talks to the other. Um, and it's very much easier for a teacher to take what's going on in tier 2 intervention and apply it to scaffolds they may need in tier one when you're not jumping program or jumping scores. Instead, it's all under one. >> Yeah. And I think um during the retreat I vaguely remember saying that it's going to be more professional development for teachers to understand that new curriculum so they can have better work with the students. Is that correct? >> That is correct. So first off we started with just benchmarking training and that occurred in August right before teachers uh basically students came back. We went through our benchmarking period
032in two weeks which was great. And then after that we started to form groups uh based on the data that was coming in and then teachers received M-class intervention training on the 26 which was last Friday. Also keep in mind that the district invested in reading coaches this year for K to 5. So each building has their own coach and to kind of talk about how the structure of that works you have like Shay and myself up top working together. And then underneath that are all the coaches and then underneath that are all the title. So I will tell you in regards to just implementing a program, having that kind of middle person there who is on the ground every single day to not only help teachers but bridge that gap between us and teachers
033has been immensely helpful. um in the idea of just the expertise they have on the ground that we not we can't always deliver because we're up at district but also in the idea of just hearing quickly within days if not that same day any issues that may be arising from we need these additional materials uh we may need an extra PD day this schedule doesn't technically work can you help us with that instead of having to wait weeks sometimes on a lag uh instead having them there has been just immensely helpful >> so with the reading coaches are do they have like small groups or do are they working one-on-one with students? >> So they would not be working with any students directly but who is under them would be the title teachers who would
034be directly working with those students and the classroom teachers as well. Okay. >> So if you think about just under those coaches they're really kind of seeing how all the teachers are working within the system and all the title teachers working with all those small groups. Uh they would also lead us in progress monitoring data and conversations over that. We'll actually get to that I would consider like an exciting meeting here in about two weeks when we take a look at the first set of progress monitoring data after 10 days of instruction and we see how those students are growing and again that is kind of a big difference too. Progress monitoring is done much more frequent here because the measures are only minute-based fluency measures. So instead of having to wait let's say a
035month, month and a half for something to update now we wait about two weeks to see how things are updated. So again, you can pivot and move quicker um with that 10day lag than compared to like a month and a half lag. >> Thank you. >> So John, when will we be able to to have an update on the progress and how we're doing with the >> So I I think you I know you head up the academic committee, correct? So I think that's a good place for us to kind of really dig into how those progress monitoring numbers are doing. Uh, so if we want to start meeting like at the end of every month, I would say like end of October, we would have at least two to three rounds of progress monitoring
036in and we could provide you guys with a great update on the idea of how those kids are trending. Basically, what we'd want to see is they have their own individual trend lines of how they how much they need to grow to get to grade level or at or above benchmark and we can see what percent of kids are actually at that trend line or above. They just have to be at it uh but not below it. That's the biggest part. So yeah, I would say working out of the academic committee, Alonzo, that you're head of, I would say, is a perfect place for us to put a kind of center spotlight on that given it's a real big focus for the district overall to get that total offtrack on track up and get those
037readers in third grade where they need to be so that our proficiency for third grade OST is not 36% but more more much more akin to that 51% if not higher. Okay. >> All right. I'll send something to Dr. Price. something. Um, I would like to add something because we recently had our district leadership team meeting this week and several of the elementary teachers were saying that it's almost like when you take this assessment, this progress monitoring that we got through the M-Class intervention, the kids are reading and you're you're listening to their fluency and then you're able to ask them comprehension questions versus when they were on I Ready, it was like they were on the computer and they were doing reading but nobody was really listening to him and so and they could
038maybe guess the right answer when we were getting assessment results back versus if somebody's actually listening to them do a one minute and say okay you got 35 words in 60 seconds that's you know and then are you able to tell us what it is that you're reading and um some of our high school teachers I know that in the reading intervention class their their um challenges with some of the older kids are they have learned learned how to read or spot read and they might get to a word or something that they don't know every now and again but for the most part they can get through the through a text because now they've kind of learned this behavior of I can get through most of the words but they don't comprehend what they're
039reading. So that's why we're saying um that we want to intervene at an earlier state age and say it's not just about reading the words because reading actually has meaning. So that's a shift and I think as I'm listening to this conversation, we might want to talk about maybe having a just a brief presentation at a future board meeting to kind of help you guys understand um and see like the difference of in-class intervention since it's new compared to what they have been doing on I Ready, which has been much more independent and not really have the teacher interacting as as our kids obviously need need some additional support with that comprehen attention as well as the fluency because if you read a passage and it takes you, you know, 10 minutes to read a
040paragraph or something, you're going to lose meaning in the because you don't have the cadence, the fluency. So, that's really kind of a shift from I ready to using the MClass intervention. >> Yeah, we can see you now perform. We're not kind of guessing performance based on the idea of a score. That's the output from an online test. All right. Any other questions over any of the components of the report card or next year's two components that are already locked in? >> All right. Great. Thanks so much, guys. >> Thank you. forward. Did you have anything else? >> No, that concludes it. >> Okay. >> Now, we have a report from our treasure, Miss Wman. >> Good evening. Um, so you'll see on my agenda items here that um, one of the first things I
041wanted to just update you about was our permanent appropriations which will set the spending budgets for each of our funds. Uh, we had a really good meeting on grants. a group of uh administrators and those in charge of grants got together um to meet and to be very targeted organized and targeted with our grant spending. I think uh I was very impressed with with you know the level of of dedication to getting that money you know out for students as quickly as possible. So, I've been working to get push budgets out and um that's part of the permanent appropriations. Next board meeting, I will have the forecast for you to approve and my permanent appropriations align with the forecast as it was presented in May. And so, I may have additional updates throughout the year
042uh after the forecast is finished. Um, I also wanted to point out specifically on the donations that Kenishha Coward was awarded the Browns coach of the week and they donated $1,000 to the girls flag football program. So, >> that's all I had. >> Thank you so much, Miss Baldwin. All right. Um, before we approve the excuse me, the uh, financial report, can we can I have a motion to approve uh, the board minutes from the September 16th meeting? Some move. >> Second. >> Any discussion? Seeing that Miss Bowwin can have a roll call, please. >> Miss Shepard, >> yes. >> Miss Moore, >> yes. >> Miss Cheeks, >> abstain. I wasn't here, so >> Okay. Uh, Miss Granger, >> yes. >> Mr. Blackwell, >> yes. Um, next, treasurer recommends approval of the financial report for
043the month ending August 31st, 2025. Got a motion to approve. >> I move. >> Second. >> Any discussion? >> Seeing none. Miss B. Can I have a roll call, please? >> Miss Shepard? >> Yes. >> Miss Moore? >> Yes. >> Miss Cheeks? >> Yes. >> Miss Granger? >> Yes. >> Mr. Blackwell? >> Yes. All right. Next is subject C resolution number 25-101, adoption of permanent appropriations for fiscal year 2526. A motion to approve. So move second. >> Any discussion? >> Let's file and give a roll call, please. >> Miss Shepard, >> yes. >> Miss Cheeks, >> yes. >> Miss Granger, >> yes. >> Miss Moore, >> yes. >> Mr. Blackwell, >> yes. >> Next is subject letter D. Approval of return of advancement of funds. Treasur recommends approval of the return of advancement of funds
044previously approved by the board on June 23rd, 2025 and June 30th, 2025 funds in amount of uh 1,175, excuse me, I'm sorry, will be returned to the general fund from the following funds as indicated which is listed below. Make a motion to approve. >> So move. >> Second. >> Any discussion? >> Seeing none. SW County roll call, please. >> Miss Shepard. >> Yes. >> Miss Moore. >> Yes. >> Miss Cheeks. >> Yes. >> Miss Granger. >> Yes. >> Mr. Blackwell. >> Yes. Next is student activity funds. The treasur recommends approval of the following student activity funds for 2526 school year. Have a motion to approve. >> So move second. Any discussion? Bwing County roll, please. >> Miss Shepard. >> Yes. >> Miss Granger. >> Yes. >> Miss Cheeks. >> Yes. >> Miss Moore. >> Yes.
045>> Mr. Blackwell. >> Yes. >> Uh, next is donation from the Cleveland Browns for the Mega Heights girls flag football program. The treasurer recommends approval of acceptance of a monetary donation in the amount of $1,000 from the Cleveland Browns for the Maple Heights girls flag football program. Have >> a motion to approve the donation. >> So move. >> Second. >> Any discussion? Miss B. Can we have a roll call, please? >> Miss Shepard. >> Yes. Miss Granger, >> yes. >> Miss Cheeks, >> yes. >> Miss Moore, >> yes. >> Mr. Blackwell, >> yes. >> All right. Next is approval of the agenda. Can we have a motion to approve the agenda? >> Some move. >> Second. >> Any discussion? I hear Miss Cheeks second. Okay. >> Miss Shepard. >> Yes. >> Miss Cheeks. >> Yes.
046>> Miss Granger. >> Yes. >> Miss Moore. >> Yes. >> Mr. Blackwell. >> Yes. >> Next is new business resolutions. Resolution number 25-102. Independent contractor agreement fiscal auditing services contract. The superintendent recommends approval of a contract to provide fiscal auditing services to audit retirement contributions and employment contracts. Any discussion regarding this contract? >> Um I do um where's the name who you're doing this independent contracting? Where's the name of the for the consultant for the event the name of the company. >> It's in the resolution >> down at the um right there. >> Veronica Reinhardt. >> Oh, okay. That's it. Okay. I see it right here. Okay. I didn't see it. Thank you. >> No problem. >> Any other questions, >> concerns? Have a motion to approve the contract. >> So move. >> Second. >>
047Miss Baldwin, can we have a roll call, please? >> Miss Shepard? >> Yes. >> Miss Granger? >> Yes. >> Miss Cheeks? >> Yes. >> Miss Moore? >> Yes. >> Mr. Blackwell? >> Yes. Next is Maple Heights High School DECA marketing students overnight trip to Columbus. Superintendent recommends approval for overnight trip for the marking student members to attend the DECA state competition from February 24th to 26 2026 in Columbus, Ohio. Have a motion to approve the overnight trip. So move second. >> Any discussion? >> Seeing that, Miss Bowman, can we roll call, please? >> Miss Shepard? >> Yes. >> Miss Cheeks? >> Yes. >> Miss Granger? >> Yes. >> Miss Moore? >> Yes. >> Mr. Blackwell? >> Yes. >> Next is Maple Heights High School Business Professionals of America overnight trip to Columbus. Superintendent recommends approval
048for overnight trip for the Business Professionals of America student members to attend the Business Professionals of America state competitions from February 23rd 24th, 2026 in Columbus. Any questions or concerns regarding this? And have a motion to approve this overnight trip. If I move >> second roll call, please >> Miss Shepard. >> Yes. >> Miss Cheeks. >> Yes. >> Miss Granger. >> Yes. >> Miss Moore. >> Yes. >> Mr. Blackwell. >> Yes. >> Next is the Maple Heights High School closing the achievement gap overnight trip college now. College tour. um various locations. The superintendent recommends approval for overnight trip for closing the achievement gap student members to attend the college now college tour from October 14th through 16th, 2025 to include colleges in Maryland and Virginia. Any questions or concerns regarding this? Seeing none, have a
049motion to approve this tour. >> I'll move Second camera roll call, please. >> Miss Shepard, >> yes. >> Miss Granger, >> yes. >> Miss Cheeks, >> yes. >> Miss Moore, >> yes. >> Mr. Blackwell, >> yes. >> Next is our consent calendar. Superintendent recommends approval of all consent agenda items. Employment is specifically conditioned on and subject to successful background checks, receipt and final administrative review of all application records and receipt of all necessary documentation. Miss floor, this is B through J. >> B. Yes. Any questions or concerns regarding B through J? >> Yeah, I I I want to ask the question. So, you said this is a funding and I they get um a grant for it. I'm sorry. I said that wrong. >> How come the teachers get 25 but the most get 20?
050>> Just curious. >> Um I don't know the answer to that. It's been like that. I'll have to find out. >> I mean cuz they basically doing the same thing there. It seemed like they should all get paid the same amount of money. >> Yeah, I can find out the difference over 21st century. >> I think >> I don't know the difference. >> Okay. Is it find out? >> Is it $20? It's a fair professional >> other than a teacher. >> Other than the teacher. That's that would probably be the difference cuz it's always been like that. >> I mean, but they doing the same thing. It's not like this is something I I just think it's just if it's a grant, they all should be getting paid the same amount of money. I'm just
051asking the question. Why is it the difference of $5? >> I can um talk to Dr. Price. This is what they've been doing. So, I'll find out the reason and we can let you guys know. >> Okay. >> Any other questions or concerns? >> Have a motion to approve. I move >> second roll. >> Miss Shepard, >> yes. >> Miss Granger, >> yes. >> Miss Cheeks, >> yes. >> Miss Moore, >> yes. >> Mr. Blackwell, >> yes. >> All right. Uh, we are now at the point of public participation. If anyone would like to come up and >> Good evening. >> Um my name is Andrea Beaman. I'm president of the Maple Organization support team. I have two questions. The first question that I have um pertains to a um a contract that you guys
052just approved. And if you will go to that contract on page one, um down at number three of that contract, um it says compensation talks about the compensation of the contract and it has $75 and 0 in writing, but it's $80 per hour. So I need to ask this for which one is it? Is it the written $75 or is it the $80 per hour that you just approved? >> It's 80. >> It should be 80. Okay. Because it's written 75. >> There's a there's a typo there. >> Yeah. >> Okay. So, that's that one. All right. And then my other question um from this report is is that there was one point one point. Yeah. The the approval of the return of the advancement of funds. So, the $1.1 million is going to be
053returned to the general funds. My question um as a taxpaying citizen is I would like to know why they were moved if you could clarify that for me. >> Sure. Um at the end of the year the we submit our final uh cash request to the state who then requests the money from the federal government. They're not always very quick to get that those checks out to us and um we have to end the year with a positive cash balance in those funds. So we advance money from the general fund which then gets paid back after the year and yeah. >> Sure. >> Good evening. My name is Ernie Wargo. I'm an assistant scout master at Troop 380 in Maple Heights. We're the only boy scout troop in Maple Heights. There's no cub scouts at
054the time. Been trying to get a time where we could come into the schools and try to recruit some new kids. >> Okay. >> I don't know. >> You just need to make an appointment with the superintendent >> so you can >> I have some. >> Does it have your information on there? >> Okay. I'll pass. Yeah, we currently meet at St. Andrew's Church on Mondays from 7 to 8:30, but normally we should be going back to Tuesday from 7:00 to 8:30. We try to accommodate all the kids with their sports and other activities. So, we only have eight scouts now, only one from Maple Heights. So, we can use a few more. And last year at the fall fest there was a lot of interest in Cub Scouts. It, you know, gives the kids
055something to do that's constructive and away from your iPads and phones for a weekend or an evening. >> Absolutely. >> All right. >> Yes, definitely. What was your last name? >> Wo. W A R G O. >> Okay, I got it. Thank you. >> Thank you for coming in, Mr. WGO. >> Anyone else? >> Excuse me. All right. So, at this time then we'll be going into executive session for number one. Have a motion to move into executive session. >> I move second. >> Miss Bob and camera roll, please. >> Miss Shepard. >> Yes. >> Miss Granger. >> Yes. >> Miss Cheeks. >> Yes. >> Miss Moore. >> Yes. Mr. Blackwell. >> Yes. Is that executive session? It is 6:53. Thank you all for coming out. Have a good evening. >> Have a good night.
056>> No action will be taken.