001Good evening, everyone. Welcome to this meeting of the Canton City Schools Board of Education for Tuesday, April 19th, in the heart of downtown Canton. At this time, I would like to ask everyone to please silence your electronic devices, and would you please rise for the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America, to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. To our family, staff, community, thank you for being the best in Stark County. We are very proud of you, and we are very proud of our rich tradition. If you are here tonight, we welcome you. If you are online, thank you for taking the time to navigate our webpage with us. Before we get started on the agenda,
002there's a few different things that the board would like to recognize for some outstanding achievement in our staff and our students, and even our buildings. The first person I'd like to talk about is our McKinley Band, our percussionist in particular, and our band director, Mr. Zachary Taylor. The Ohio Indoor Performance Association Finals, our percussion ensemble, placed first. They are now going to qualify to go to world competition. The dates are April 18th and 19th, and Mr. Taylor was voted as director of the year by his peers in that organization. So congratulations to Mr. Taylor, and we are very proud of you, and Mrs. Willis, if I stole your thunder, I apologize. The next group that we would like to recognize is our McKinley Speech and Debate Team. Last weekend, Mr. Haukius and Mr. Michaels had
003their next qualifier. We now have seven qualifiers going to nationals, the most Mr. Haukius has ever had during his tenure here at McKinley. And there's actually an opportunity to get more with one more chance to qualify nationals. We are going to have people competing in interpretation, oratory, and debate. Pretty amazing accomplishment, so kudos and congratulations to Mr. Haukius and to Mr. Michaels. And last but certainly not least, we have four Kansas City School buildings who are honored by the Ohio Department of Education and Workforce for the Momentum Award. This honor recognizes exceptional progress and student growth on the latest Ohio State Report Card. McGregor, Worley, Arts Academy, and Crenshaw Middle School, which includes the early college, middle school, eighth, seventh, and eighth graders, are among 310 schools statewide to receive this prestigious award. The Momentum
004Award acknowledges districts and buildings that have demonstrated outstanding academic achievement improvement while continuing to show growth. The buildings recognized have improved their performance index by three or more points from the 2021-2022 Report Card to the 2022-2023 Report Card. So congratulations to those buildings, the principals, and all the staff for an excellent job well done. With that, Mr. Gruber, would you call the roll, sir? Mr. Rinaldi? Here. Ms. Watkins? Here. Mrs. Brown? Here. Mr. Kaminsky? Here. Mr. Russ? Here. I would like to move the motion to approve the agenda as written. So moved. Or you moved. Second. I'm sorry. Any corrections or adjustments? Just one this evening, Mr. President. It's on page 11 under Section C, Education Services Report. We are going to be removing item number four, the one plan presentation from this evening's agenda.
005Thank you, Mr. Gruber. Any other corrections? No. We have a motion. We have a second. Roll call vote, sir. Mr. Rinaldi? Aye. Ms. Watkins? Aye. Mrs. Brown? Aye. Mr. Kaminsky? Aye. Mr. Russ? Aye. I would like to make the motion to approve the amendments for the March 11, 2024 Board of Education meeting. Second. Any corrections or discussion? Hearing none, roll call vote, sir. Mr. Rinaldi? Aye. Ms. Watkins? Aye. Ms. Brown? Aye. Mr. Kaminsky? Aye. Mr. Russ? Aye. Moving right along, is Ann Graffis present? Is she here? Okay, we are going to have a brief presentation on the Hall of Fame Village from Mrs. Ann Graffis. Sorry, I didn't see you over there. Good evening. Thank you all for having me, Board Chair and Superintendent Talbert. Thank you so much. I truly just wanted to come
006in good communication and collaboration, share an update on the Village and answer any and all questions that I can related to what we're doing. As you can see, we continue to make progress, albeit slow, and just wanted to make sure that all, you know, relationship issues are addressed as needed. So everything that we're doing lately is in relationship to unrivaled sports. Unrivaled sports, as you may have seen in the news, is now the Harris-Splitzer relationship. They've rebranded all that they're doing out on the sports complex as unrivaled sports, and we're very excited about that because what it does is it brings underneath the umbrella our complex, the complex that we share together underneath a bigger umbrella of opportunities. So unrivaled sports will be operating. What was Harris-Splitzer and all that was happening as might have
007been known to you all as the sports complex. So I'll answer any questions about that if there are any. Any questions from the Board? So I just wanted to maybe address any questions about progress of construction on the Village complex. I think all we're doing is pretty transparent. I certainly just always want to be here to answer any questions additionally that anyone here might have. I wanted to say thank you. And we've been able to accomplish a lot in making sure that we are prepared, especially for this spring sports season. And it seems like everything is the go for us to host our track meets at home. And so we're really excited about being able to do that and getting the kids an opportunity to be back home again for track. So we want to
008thank you guys for that. And we're looking forward to seeing the things that are going to happen as a part of the new problem, the new partnership with the youth field. Thank you. It was, we have weekly operations meetings on our site. And it was noted today McKinley's practice schedule and us opening up the stadium to help accommodate. And I would say, you know, thank you to all of you because Joe has been amazing to work with, Seth Cooper on our end, but Joe Bogdan and really that collaboration as it relates to making sure that we have facilities that are available to you. And then also additionally making sure that the locker rooms, you know, that we speak to a lot of the issues and things that have been brought up to us as it
009relates to that being made a home for the team. And so I'm excited about this next season and our ability to collaborate and really do that in open communication. So we, I welcome personally, but we do welcome any and everyone to come to us and help us understand what that looks like to make sure that the young people that are on our facility that are sharing that as their home feel that it is in fact that. So any other questions for me? Any other questions for Mrs. Brown? I guess not. Thank you for being here tonight. We appreciate it. Thank you, Scott. It is my intent to make sure that I do this on a very regular basis. And thank you, superintendent, for making sure that it is put on the agenda. And again, in
010between my agenda visits, I am available to all of you for any conversations. So thank you for the time tonight. Thank you, Mrs. Brown. Excuse me. I'm having problems hearing it's going in and out and kind of muffled. Yeah, it's kind of echoes in here. So it is a little difficult. Can I just say, when you present, put your mouth right in front of the mic so I can hear you very well. All right. Thanks. We can have the crew doing the sounds, turn up the monitors for us. We really appreciate it. Thank you. Did you hear me? Turn off the beat 52. Let's see. There we go. That's better. Okay. Monitors are up. We're good. Thank you. All right. Moving right along. Is there anyone signed up tonight? Yes, we do, Mr. President. We
011have two people this evening. Before I call the first speaker, I'd like to ask all the speakers before they begin to state their name and address and whether they are a resident of the district for the record. Remind the speakers this evening that the board allows three minutes for each individual to address the board. And finally, the president may rule out of order any person using disrespect, obscenities, or arguing a point. So with that, the first speaker this evening is Cliffy Davis. Now, don't count my walk as my three minutes. Thank you for the opportunity to speak tonight. I come. My name is Cliffy Davis, 147 31st Street, Canton, 44709. Mother of the community is also I have children in the district. And I'm coming to speak in reference to the pre-K busing concern. I
012want to address by first asking a question that I would like to be answered at the end. I would like to hear the data that supports the decision to end busing for pre-K students. I am a mother. I have a four-year-old that attends pre-K and my household and other children that I handle in my house. And then I speak just not just for myself or the community that are going to lose a lot. Pre-K is a program that is a national stage and we know the importance of the student's academic success. So to take away a resource like transportation would also be taking away a vital education resource for so many families in our district. According to Bright Future Indiana, children who receive early education are 25% more likely to graduate high school and four
013times more likely to complete a bachelor's degree. Pre-K helps children perform better and since they are already familiar with the topics, children who attend pre-K are better equipped to succeed in kindergarten. This early start can help them stay in front of the curve of the entire academic career. I have a 23-year-old as a product of the district. He will graduate from Kent University and he is also desiring to be a Canton City teacher product. I have an early college student that is 16 that is stellar, that is now in the National Honor Society, also a product for pre-K. And I have a pre-K four-year-old that has an IEP in speech and she's accelerating very well at Schreiber with the help of speech and at home and also community services outside. So once again, I have
014three examples that are products that are thriving with pre-K. Pre-K builds confidence in the classroom. Once a child gets behind, it takes several additional resources, dollars, and time to bring them up to speed. The investment would prevent other future resource expenses later on. As a graduate of Canton City Schools, I have pride in what I am doing. I think it is excellent, excuse me, I think it is an excellent school district and produces excellent, excellency, excuse me, despite what the low performing test scores show. With that being said, some of the challenges that we face that other districts don't face, we have access to with pre-K. Access to financial resource that enables us to have an advantage academically. Busing is an example of access. To take away access would create another barrier for our children
015that already have several barriers to overcome. It also makes our district look more attractive and forces family that have financial resources to consider other options. Taking tax dollars that will go toward the school out, excuse me, taking tax dollars that will go towards the school out of the community. As more and more data come. Please start to finish up, please. Let's be honest, school is much more than a place of education and teachers have much more than teachers. We're playing a critical role with our children. And in my return to my initial point, what was the data that aided in the decision to take away pre-K busing? Thank you very much. We answer at our next board meeting or Mr. Taubert will follow up with you, or sorry, Superintendent Taubert will follow up with you.
016Mr. President. Mr. Taubert, Superintendent. With your permission, we are since I am responding to public speaks from last week about our reduction plan. If I can add preschool to it later on in the board meeting, I can speak to it. I'm prepared. Absolutely. OK, thank you. So we will address it tonight. The next and final speaker this evening is Glenda Willis. I think you pretty much all know me by now. But my name is Glenda Willis. I reside at 221 Bellflower Avenue Northwest, Canton, Ohio, 44708. And I am a resident and a parent of students that attend Canton City Schools. Mr. Ross already addressed some of the things that I wanted to say tonight, so I'm going to try and cut it a little bit shorter. But I wanted to take this opportunity to thank
017the board for their wonderful support for our fundraiser with Night of the Races. It was our first time doing it, and we came in the black. So to me, that's a success. I think we had 52 people show up, but we raised over $3,000 after everything was paid. So to me, that is amazing. But I wanted to speak about the accomplishments of the McKinley band. Not only did we win this past week, as you know, but as a band parent, it is, you know, being the band booster president has become a 365 day a year, 24-7 job on top of my self-employment and being a parent. Marching band, we have concert band, pep band, jazz band, steel drum, solo and ensemble, and competition percussion spanned the calendar year and overflow from one academic year to
018the next. The Night of the Races fundraising event was a huge success and is the first year of what we expect will become a yearly tradition and raise even more money for our students and staff. I am pleased to announce that our competition percussion group defended their state champion title at the OIPA state finals in Wapakoneta on Sunday. That was a three and a half hour drive just to get there. To the best of my knowledge, this is the only team to win a state championship at McKinley this year. The phrase where champions are made in success as tradition is displayed on the front of the high school for the community to see. The competition percussion group repeated as champions and continued the tradition of success. We will be replacing several seniors next year. I
019believe it's a total of eight of our 17 students and but hopefully expect to repeat for a third time because Mr. Taylor and the kids have tasted success and want more. Next week we head to Dayton for the two day world finals for Winter Guard International. We expect to bring home a trophy. Speaking of Mr. Taylor, as you said earlier, he was named director of the year for the Ohio Indoor Percussion Association in recognition of his hard work and dedication. Let me tell you, Mr. Taylor works with kids who aren't going to be professional musicians. They come from broken homes with parents in prison or gone from drug overdoses. And yet they succeed. Single family homes are no homes at all. But he gets them to show up for three hours every Wednesday evening and
020all day on Sundays throughout the dark days of winter and early spring to load $100,000 plus worth of musical equipment onto a semi-trailer in the cold, wind, snow and rain. All to perform the same two songs over and over and over again. The kids make it look easy, but it's easy because they work incredibly hard to make it look easy. Mr. Talbert got to see them in action at our event in Wadsworth and can speak firsthand about their remarkable dedication, discipline and drive that goes into their success. Mr. Taylor and the McKinley Band program inspires competent, creative and open-minded learners. We thank the board for their continued support, both intristic and extra-intristic, so that our students can excel. Thank you again. Thank you, Mrs. Welles. Anybody else, sir? Any other signed up, sir? Moving right
021along. Mr. Gruber, Treasurer's Report. Yes, Mr. President, I'd like to recommend that the board approve items one through seven under the Treasurer's Report this evening. With item number one being a lengthy list of donations, which we greatly appreciate. Item number two is approval of the February 2024 Monthly Financial Reports. Item number three is amending our 2024 Permanent Appropriations Measure in the 401 Fund. Item number five is a recommendation to the board approve an adjustment to our fiscal year 2024 estimated resources also in Fund 401. Item number five is a recommendation that the board approve the estimated resources that the Stark County Auditor has certified to us for fiscal year 2025. Item number six, recommendation that the board authorize the Treasurer to secure a credit card from Huntington Bank to be used by the Supervisor of
022Operations and Maintenance. And the last recommendation this evening is that the board approve a 20 or a permanent transfer in fiscal year 2024 from the General Fund into the Recreation Fund due to a current deficit balance in the Recreation Fund in the amount of $50,000. So moved. Any questions or comments? Hearing none, roll call vote. Mr. Rinaldi. Aye. Ms. Watkins. Aye. Mrs. Brown. Aye. Mr. Kaminsky. Aye. Mr. Russ. Aye. Moving right along, the Superintendent's Report. Superintendent Talbert. Mr. President, first we have tonight approval. I'm recommending that you approve Section A Human Resources certified staff, which tonight includes retirements and resignation, leaves of absences, appointments, adjustments, donations, and overnight field trips. So moved. Second. Any questions or comments from the board? Hearing none, roll call vote. Mr. Rinaldi. Aye. Ms. Watkins. Aye. Mrs. Brown. Aye. Mr.
023Kaminsky. Aye. Mr. President, in the approval of our certified staff in Section 8, you approved two new administrative hires. First, Mr. Stantz, who's going to be serving as our lead safety officer in the district. And you approved a new principal for Badgett's Intermediate School, Mrs. Monica Black. And I would like to give them an opportunity to come up and say a few words, if they would like. Are we still on here? There we go. First of all, I want to say thank you. I appreciate it. What a great place to come back home to. I graduated from the school back in 1992. I grew up in the city of Canton, went in the military, got in the law enforcement. I worked for the sheriff's office for 28 years. I have a pending retirement at the
024end of this month. And I was excited to come join the team that you have here at Canton City Schools. I am honored. Like I said, I know Mr. Talbert and I have had several discussions about some visions that I have. And I know he has some visions, but my goal is the safety of this school district. And what a great way to bring back home and bring my talents to the Canton City School District. So I want to thank you, and I appreciate that. If you have any questions, I'm open to questions, too. Open up the floor to any questions. Thank you. Thank you, sir. Mr. Gruber, roll call roll. One more thing. Hi, I'm Monica Black. I just wanted to thank you. Thank the board. Thank you, Mr. Russ. Superintendent Talbert. I am
025so excited for this opportunity to lead UTS Intermediate. I've been hired back in 1997 by the late Mr. Richard Marks. He hired me to be a teacher there, and I have never left. So I am just thrilled to have the opportunity to teach our young children in a different way and lead them and to just show their goodness every day. So I thank you. Thank you very much. Thank you. Mr. Gruber, roll call vote. Mr. Ornaldi. Aye. Ms. Watkins. Aye. Ms. Brown. Aye. Mr. Kaminsky. Aye. Mr. Russ. Aye. I'd like to recommend that the Board of Education approve Section B, Human Resources Classified Staff, which tonight includes retirements and resignation, leave of absences, appointments, and adjustment. So moved. Second. Any questions or comments? Hearing none, roll call vote. Mr. Ornaldi. Aye. Ms. Watkins. Aye. Ms.
026Brown. Aye. Mr. Kaminsky. Aye. Moving on to Section C, our Education Service Report. Next we will have our Ed Services team give a presentation on our new K-8 math curriculum and biology curriculum. Tonight we'll just have a presentation. After, at our next board meeting, we'll bring forward a recommendation. Good evening. Board of Education, Superintendent Talbert, Assistant Superintendent Dixon, Treasurer Gruber. Thank you for allowing us to come and speak with you this evening. This is always an exciting time of the year when the work that has taken place over the course of the year to look at new curriculum for the district comes to fruition. So we are excited to present some curriculums to you this evening that include a K-8 math curriculum, a pre-calculus textbook, as well as a high school biology curriculum, and a
027transitions curriculum for students in high school. I do want to say we have presentations that we've passed out to each one of you. Also, behind the stage here to your right are packets and samples of the materials that we will be speaking about this evening. Our team is happy to help take those out to your car and get those out to your vehicles this evening. But we are excited, the Ed Services team, to have members of our adoption committees for all of these curriculums here this evening to talk with you and share with you about the processes that they went through and the recommendations that they're making to you this evening. So to kind of kick us off here, we will have Dr. Pam Rohr, who will help lead the conversation about our K-8 math
028and pre-calculus textbooks. Good evening. I am beyond excited to share with you our K-8 math adoption and the process that we followed. First of all, Ohio ODE, now DEW, partnered with instruction partners and created a curriculum support guide that was very helpful when we followed this. We initially began with our district math vision. What do we want math to look like? What can we do to help our kids be more successful in math? Once that was established through BLTs and then finalized through the DLT process, we created our adoption committee. And we have two members here today, Julian Dorchek from Early College Middle and Ashley Snyder, who is one of our English language teachers. In addition to that, we had teachers at each grade band as well as intervention specialists, technology specialists, as well as
029our curriculum team looking at these curriculum. We looked at ed reports. We went through nine different programs between the highest rated ed reports and those that aligned with our vision. We came down to three programs that we thought would be best suited for our students. Reveal Math from McGraw-Hill, Open Up Resources, and Illustrative Math from Kendall Hunt. All staff, intervention specialists and math teachers in all buildings were provided samples of these curriculums to review. We also had the top three publishers from those companies I had mentioned come in and do presentations to the adoption committee. And during that time, we used a high quality instructional materials rubric to score those programs to see which one would be the best fit for Canton City. Of those three programs, they were showcased once again to all math
030teachers on our February 16th PD Day. Teachers were given the opportunity to explore those in depth, talk with each of our adoption committee members, and then also vote on the program that they thought would be best suited for their students. Based on that, we are recommending Reveal Math for K-8. First of all, it aligns with our math vision for Canton City as well as being highest rated on ed reports. You can see by the bar graph, 87% of our staff also voted for this curriculum. It supports an important shift in math pedagogy with a focus on numerical fluency, math discourse, and really developing students' problem solving. It's culturally relevant and responsive, and it provides much needed ongoing support and professional development for the staff. Additionally, it's also compatible with our district technology devices. We also
031have a diversity, equity, and inclusion statement from McGraw-Hill. Julian and Ashley, am I missing anything? Oh, thank you. It also begins each year, the first unit, it's a social and emotional component. It really gets students thinking about how math affects them, builds up their math confidence, and really sets the stage for students to dig into the math once they have that confidence and understanding of how important math is, which we all know, but we want our students to know as well. Any questions on the Reveal K-8 Math? Open up the floor to the board, so we have no questions. Okay, then moving right along, we're going up into the high school. And for the high school, we were looking for a pre-calculus textbook. Right now, the materials we were using were more traditionally focused on
032traditional instruction. We wanted to bring authentic learning experiences to our students. So with that, met with some higher level math teachers there at McKinley and Early College High School. We reviewed some math calculus or pre-calculus textbooks, and we also scored those using that same high quality instructional material rubric. There's, especially in the higher level math, there's a collaborative approach across Stark County. Teachers like to talk and share ideas. So we reached out to those from other districts to get their input on what they found most effective for their students. It was very much compatible to what our rubric showed us, which is the Blitzer pre-calculus textbook. Textbooks were available for all high school math teachers to review, and they voted for Blitzer as well. So the recommendation is the pre-calculus by Robert Blitzer, the seventh
033edition. Once again, it aligns with our district math vision. It's highest rating on the HQIM rubric. It supports that shift in math pedagogy. They're taking pre-calculus, which is a difficult content area, and really making it applicable to students' lives and their experiences through authentic learning experiences. It's culturally relevant and responsive, and most importantly, it promotes student success in future higher level math classes much beyond Algebra II. Any questions on Blitzer's pre-calculus? Open it up to the board. Hearing none. And then I will turn it over to Ms. May for 9 to 12 biology. Hello. I'm May Alamini, and I'm from McKinley Biology. In the spring of 2023, the biology team met and created a list of non-negotiables for what our new biology book should have. We decided it must have built-in, hands-on opportunities, it must
034meet the needs of our growing EL population, and must be easily accessible through the iPad. In the fall of 2023, an official textbook adoption committee was formed. The committee consisted of teachers and instructional coaches from main campus, early college, and Bulldog Virtual Academy, as well as curriculum specialists and administrators. We looked at the Ed reports and a spreadsheet provided by the ESC, which housed a list of the textbooks used by our neighboring districts. Of course, we gathered our own research and requested samples. We received samples from Kendall Hunt, Sungage, McGraw-Hill, HMH, and Savas. During the winter of 2023-2024, the committee used a textbook adoption evaluation tool to rate the book samples. It was during our February 16th PD day that representatives from both HMH and Sungage presented to our committees, and Sungage was the best
035fit. Sungage is available in Spanish online and easily accessible through the iPads. It has resource modifications and suggestions for teachers with ELL students, and it has labs and lessons that can be done in a biology classroom when teachers do not have access to an available lab. The product is engaging and has diverse representation of leading expert scientists from all over the world. It also has high-quality suggestions for additional resources, such as in conjunction with Smithsonian, Ted Talk, and PBS. It also has suggestions for incorporating social-emotional learning and provides performance-based learning assessments for mastery. Thank you. Thank you. Mr. President. Mr. Kaminsky. I'm once again impressed by the way our teachers get involved in examining the choices and making the recommendations, because they are the ones who will be using the material. I just think it's
036such a great practice, and I saw this when we adopted the Phonics curriculum probably a year and a half or two years ago. I'm just impressed by that. Thank you. Thank you, sir. Good evening. My name is Mario Grozunowski, and I work in the Special Education Department, and I'm here to talk a little bit about the 9-12 transition curriculum that we are proposing. This process started in the fall of 2023. The district has a multidisciplinary transition team, and we determined that there was a need for a transition course at the high school level for our 9-12 students. During the winter, we had the core district transition team review the transition curriculum options and got some input from our partners at SST 9 with our transition consultant and our CTE consultant. The high school intervention specialists
037were given an opportunity to provide input. The curriculum we've chosen that best fits the needs of our students is called Envision It, and it's produced from the Nosonger Center at the Ohio State University. And then in March 2024, core transition team members met with a local school district that has been using the program for several years to begin planning and implementation of the program. And then starting in April 2024, district-wide transition teams will begin reviewing the curriculum materials. The rationale for this decision is it's an evidence-based, standards-aligned digital curriculum that embedded activities help students foster career and college readiness skills. It has the ability to strengthen the transition and graduation plans for our students with disabilities, aligns with our general education curriculum, and supports our work around Objective 6, strengthening our transition services for our
038students with disabilities. And then Ohio State also provided a statement that helps support diversity, equity, and inclusion with their program. Mr. President. Thank you, sir. All right, thank you. To the board. Any questions? Mr. President. Mr. Kaminsky. I spoke too soon. My compliments certainly extend to the people who worked on the transition curriculum as well. Thank you very much. All right, thank you. Any other questions for the board? Thank you, sir. Mr. President, I'd like to recommend that the Board of Education approve Section C, Education Services, which includes tonight our plus 22 graduates. So moved. Second. Any questions or comments? Hearing none, roll call the vote. Mr. Rinaldi. Aye. Ms. Watkins. Aye. Ms. Brown. Aye. Mr. Kaminsky. Aye. Mr. Russ. Aye. Mr. President, moving on to our operations report, I recommend that the Board of
039Education approve Section D, which tonight includes a resolution for architectural services and design for the construction of our two elementary schools, a resolution for a change order for the Black Box Theater, a resolution for a sublease agreement for the Munson Baseball Complex, the Munson Canton Parks Recreation Agreement, a resolution to purchase Chromebooks, view boards, and iPads. So moved. Second. Questions or comments from the Board? Hearing none, roll call the vote. Mr. Rinaldi. Aye. Ms. Stang. Ms. Watkins. Aye. Ms. Brown. Aye. Mr. Kaminsky. Aye. Mr. Russ. Aye. Moving on to Superintendent items, tonight we have two approvals, which I think we should do first. I recommend that the Board approve the first reading of our Board policies, and then we also have a second reading for Board policy. So moved. Second. Any questions or comments from
040the Board? Hearing none, roll call the vote. Mr. Rinaldi. Aye. Ms. Watkins. Aye. Ms. Brown. Aye. Mr. Kaminsky. Aye. Mr. Russ. Aye. If I do my presentation or my response to the hearing of the public, I would like to move to the Choices Redesign presentation. If you don't mind if we move that up ahead. No, go right ahead, sir. Okay, so we have our principal from Choices Alternative School, Ms. Bobbi Grimm, and our Director of Alternative School Programs, Ms. Kristin Sedmonk, who will present our redesign for Choices. Good evening. So thank you for giving us the opportunity to present our redesign of Choices High School. As a district, we have been looking for alternative pathways to best meet the needs of our students, and we are always looking to refine and improve our practices to
041ensure that students are successful in not only graduating from high school, but going on in finding a career and or furthering their education. So the new design for Choices directly aligns with our district strategic plan and our current goals 1, 2, and 3. It aligns support systems to remove barriers and improve outcomes for all students. It impacts the climate and culture across the district, improves our absentee rate, and improves our graduation rate. The purpose of Choices is to provide all students the opportunity to meet Ohio graduation requirements, remove barriers for students, it is based on individual needs of each student, alternative options for credits, improve district graduation rates and attendance rates, and provides a smaller learning environment for students. So for the next school year, 24-25, the students who will attend are our fourth year
042seniors, district-wide, who did not meet the criteria of 12 credits by the end of their junior year. Fifth year seniors, district-wide, who did not graduate at the end of their fourth year. New students entering the district in grade 12 who are credit deficient will be enrolled. BVA students who are currently in grades 8 through 11 have a choice to enroll at Choices for the 24-25 school year. And there are some students that we are transitioning from behavior units at Fairmount Learning Center to Choices. Next, the following school year, for 25-26, we will be looking at rising juniors who are credit deficient. In the 26-27 school year, we will be looking for choices, I'm sorry, all students grades 9 through 12 will have a choice to attend Choices as an alternative pathway. So what Kristen forgot
043to mention was that it's the best place in the district to be. So we'll add that on right now. I want to talk to you about the different options that students and teachers will have for next school year. So you'll see option A is a morning option for students. It will begin at 9 in the morning and end at 3 in the afternoon. Option B will be to come at 11 and go till 5. Option C is a blended option. The rule is that students need to be in campus face-to-face for 51% or more of their school day. So 3 out of 5 school days in person or 4 out of 6 periods a day in person. And that in-person time is combined with off-campus, asynchronous learning for the remainder of their school time, which
044will add up to 5 out of 5 school days. As you can see at the bottom under each option, the things that we want to offer our students, so if they're with us for option A, we want to offer them breakfast and lunch. We're partnering with Adult Education to pull in that piece of career tech, career-based intervention, college credit plus, and simultaneous credit, which I'll speak to in just a moment. The only difference between options B and C are the amount of food that we're offering the students. That changes our staff workday a little bit, so our staff workday will either be 7.30 to 3 or 10 to 5.30 so that we can cover the full spectrum of time for the students when they are going to be with us. Our students' graduation plan is
045called an individual learning plan. This is unique to every student. The first part of their ILP reflects their needs and in their student profile and then their graduation requirements as far as their credits needed working towards graduation. And that graduation requirements page is a one-pager so that students can see in a quick summary where they're at and how close they are to graduation. On the student profile page, staff will help each student identify and record their barriers, such as attendance or academic needs, so that everyone is well aware of the needs that we need to address with each individual student. Following that, the course sheets will list the learning standards for each course, such as Algebra 1, English 4, Biology. And students must show mastery or proficiency on the learning standards in that course to
046then earn a credit. Students will have the ability to test out of learning standards, either through the OST that can be in benchmark testing or the diagnostic testing that we give the students at the beginning, middle, and end of the school year. The simultaneous credit that I mentioned earlier is where students are able to do larger projects that cover multiple things. So they might be doing a biology assignment project, but within that biology project, they also have to write a paper and present, and so they get some English competencies or learning standards checked off, as well as the biology checked off, because the English is part of that. So that's the simultaneous credit. Where are we located? So we're down here on the Timken campus on the second and third floors of the Timken building.
047We have second floor this year, and next year we are adding the third floor to that. And that is the end of our presentation. Thank you very much. Any questions, comments from the board? Mr. President, back a few years ago when we repurposed Fairmont to kind of bring behavioral education issues back into the school district, I thought that was a great idea. Now, some of those students are transitioning to choices. Can I just infer from what you said that the students who are in elementary and middle school grades will stay at Fairmont? Yes. So we have behavior units at Fairmont, grades K through 12. So some of our students have been with us for a couple of years that we brought back, and these would be some of our high school students who have now
048self-regulated and have these skills to go on to try a less restrictive environment. And so choices would be that continuum of services. So there will be an intervention specialist that also will be there to support their behaviors. So again, it would just be allowing them to move to a less restrictive environment. Thank you so much. You're welcome. Ms. Watkins. It was answered. Thanks. Thank you, ma'am. Thank you, ladies. Thank you. Appreciate it. Mr. President, just to wrap up that conversation about choices, if you remember, a year ago, we looked at strengthening our policy around our academic expectations for students. And when we looked at that policy, we saw that we had a lot of students, especially at the high school level, falling so far behind with their credits that a lot of them gave up.
049And we saw a large drop in our enrollment, especially in the senior class. And when we tried to intervene, we waited until they were so far behind that, again, a lot of our students didn't feel that there was a chance for them. So by expanding this program now, trying to address the issue of kids who have lost credit earlier, you can see that we're going to start with the junior class next year. This gives us an opportunity to help them and to intervene earlier before they decide that this is not the best option for them. What I like about the presentation you saw today is that it's flexible, that there are multiple times, windows, or blocks of times for kids to attend. We believe that this will allow our students to maintain jobs, which is
050one of the reasons we see that students are deciding that, hey, I can't make it to school, I have to have a job. And so we believe that that's going to help. Also, something that I was going to mention next is that our BVA high school students, when we're closing that school for next year, our BVA high school students will be transferred to this school, again, giving them a blended model option so that they can continue to work. The only change is that the percentage of time face-to-face will go from less than 50% to 51% or more for them, but it will still allow them to have that flexible opportunity for learning, for them to continue to learn at their own pace, which we know a lot of those families picked for their students. Moving
051forward, we believe that the choices, the program will be an opportunity school for parents to actually make that selection for their kids leaving middle school to say, hey, my kid learns differently, my kid needs to do this during the day and can work a little later. So again, it will give us a place for students. If the families believe this is a better option for them, they can pick the program, essentially creating another secondary or high school option for our students. These students, again, will have opportunities, and they will still have access to our CareerTech program. We are working to build access to our Adult Ed programs for some of those students as well, because those hours, those evening hours, might be better fit for them to do our Adult Ed program. So I really
052appreciate the team at Choices, and it's included their staff as well, of taking the time to go through this training process and to build a school kind of, you know, we talk about building the airplane while you're flying it. They're working with students right now, trying to graduate them. They're going to be ready to accept some students next year while they're still building the program. And hopefully next year when we're here, we're going to be able to talk to you about a full program. I'd like to thank our operations team. They've been feverishly working, trying to get the fourth floor ready so Adult Ed could move up. And then the third floor, we'll begin working on the third floor so that we'll be ready to take more students at the Choices. Do students at Choices,
053do they participate in the athletic programs like football and everything, or is it something separate? Yeah, the students in this program at Choices will be able to participate as long as they're in good standing, the same good standing that the students at McKinley would have to be in to participate in extracurriculars and co-curricular programs. And Mr. Talbert, the students who are in BBA right now, if they wanted to, could just move on to McKinley-Maine, correct? Yes, the parents have the complete choice to decide where they want to enroll their students. Thank you. Any other questions from the board? And I just want to make one comment that one of the best graduations I've ever attended was the graduation from Choices. Families and those kids have worked very hard, a lot of them, to get those
054diplomas, and it was a very celebratory experience, so thank you for what you guys do. Mr. President, now I would like to give my response to the public presentations for last month. First, we heard from a parent who was upset about our coaching situation. We don't like to talk about staffing issues or employment issues publicly, but we will every, at the end of each sports season for athletics, we sit down and review the programs, review, we do evaluate the coaches, and this year will be no different. Our athletic directors will take care of that, and they are aware of the situation that happened, and I can assure you that that will be part of the conversation that will take place in that evaluation. Next, moving on to, we had a presentation about our decision to
055close Bulldog Virtual Academy at the end of the school year, and I would like to revisit that presentation from the month before when we made that decision. We are charged, and we believe that it is one of our biggest responsibilities as a school district is to be great stewards of the public dollars that we receive, and in November we had a five-year forecast. As a matter of fact, next month we're going to have another one. Our treasurer will do another forecast in May, but in November when he did that forecast, we had a positive forecast, but if you look at line 6.010 in that forecast, that's the line where we talk about our revenues versus our expenditures, and I joke about this, but I'm dead serious. I'm in education, that's why you guys hire a
056treasurer, but he keeps it real simple for me. When red is what we spend, green is what we bring in. He says, Jeff Talbert, green above red, good. Red above green, bad. And in his last forecast, next year I believe, we have red over green. So that means we have to start looking at what we spend, how we spend it, because every dollar we spend once we get into the red, we're taking from our savings account, we're taking from our rainy day fund, we're spending money that we do not have. And so because of where we've been, we've been in a really good situation in the Kansas City school districts since the pandemic, and we've been there because the federal government gave us $90 million, one-time money, one-time funds for us to use. And we
057use those funds in a way that has propped up our general fund. So therefore our bank, our savings account, is full. And if you look at the bottom line, we have money. You go back when I was hired, right in the middle of the pandemic, we had just passed the bond issue, and if I'm correct, at the end of that five-year forecast, we had a red number. And we were looking. That means that not only were we spending more money than we were bringing in, right, that red was over the green. That's bad. But a red number, and that means that you are out of money, and you have to find millions of dollars in order to pay people, in order to keep the lights on. That's really, really, really bad. And so we started
058as a board reducing, but we had the plan to right-size our district, to make sure we were getting rid of millions and millions of dollars of delayed deferred maintenance. We were shrinking our buildings, doing a whole bunch of things in that strategic plan to make sure that we were going to be good stewards of taxpayer dollars. So we did all of those things, and the next year the state said, hey, the Fed said here's 90 million bucks. And so all of that helped to get us to where we are, to where we are in a fantastic position. So the five-year forecast we saw in November said that we are in a great position, but in that five-year forecast there were assumptions made, and in those assumptions we were only going to carry forward about 75%
059of the salary and benefits of people or services that were inside the federal funds grants. We had ESSER for, what, one year was ESSER, and in two years was ARPA, I believe. And so we have a lot of people being paid out of those grants. In the forecast that is very positive, only 75% of those salaries and benefits were being carried forward, which means that we have to reduce 25% of those salaries. In those salaries we created some really good things that we believe we need to carry forward. Those things, some of those things that are in there, A's in all of our kindergarten classrooms, our instructional coaches, IEP liaisons. We've added some success coaches. We've done some after-school programming. We've done some summer school programming. We put a lot of things in that we
060believe are good things. So we want to keep a lot of those things moving forward. Therefore, we have to look for other ways to save the $3.2 million, which equates to 25% of those salaries. So some of those things we were looking at, the first one that I presented, one is reducing staff nutrition whenever possible. That means someone retires, they move on to a different district. We are going to look at those jobs to see if there are ways for us to replace what those individuals do with someone who is here who is going to stay without adding staff. We're going to look for opportunities to reduce some of our programming while maintaining what is core to what we do. And that's what makes it really tough. We're also going to look at materials and
061supplies and those types of things as well to make these cuts. And then I said 3.2, it's actually $3.6 million that we need to reduce. So one of the things that we decided to do was to close Bulldog Virtual Academy. And some of the things that we talked about was enrollment trends. When you look at enrollment, we started Bulldog Virtual Academy before the pandemic. It was called our online school. And that school was only 9 through 12. We expanded it in the pandemic because we had a lot of parents who wanted to keep their kids home and that was their choice. During the pandemic, and you've heard me say this a lot, and it's a testament to our staff that we were able to go one-to-one, do that on the fly, we were able to
062offer face-to-face instruction to our students that wanted to come to school, which we were one of the only urban, I think the only urban to do that throughout the whole pandemic. And we were able to open a Bulldog Virtual Academy at the elementary level on the fly. The folks, the staff at Bulldog Virtual Academy, the administrative team, did a fantastic job of making this work. And that this decision has nothing to do with the efforts that they put in. But our enrollment has declined. Throughout time, we said we did kindergarten, but kindergarten online probably isn't the best. And we had a teacher who did a really good job, and I actually watched her working with her kids come back and say that I thought my kids got it. And then when we brought them back,
063because we brought some of them back the second semester on a blended model where they were in school some and at home some, they asked the kids to say their ABCs, and they were ABCD4. ABCD4, 7, 8, 9. She goes, I thought they were learning, but maybe kindergarten isn't a place, something that would work virtually. So we cut first grade. And each year we've decided as we've learned that, hey, maybe we need to cut another grade. So our enrollment in 2122, we had 237 kids in elementary, 264 in middle school, and 206 in high school. And that's 2122. In 2223, that number was 104 in elementary, 72 in the middle school, and 152 in the high school. And then today we're at 6159 and 126. So our enrollment is going down. So that was one
064of them. Then the changes in the state requirements. The state is increasingly, with their expectations of us, making it more difficult for traditional schools like ours to keep up with what's going on, the attendance requirements that we have to do, the fact that the kids have to spend the majority of their time away from school. When we see that our students, a lot of them to be successful, need that connection. So when we built our online school, it is unlike any online school. We have a building. We have a food pantry. We have so much going on. There are field trips that we have going on. But the state is requiring us to make that at less than 50% on site. They're also asking us to do attendance and have a learning management system that
065actually tracks how many kids are on the computer, how much time they're spending engaged in lessons. So we would have to purchase, and we did purchase, a separate learning management system that they're using there and then find ways to make sure that all of our systems talk to that learning management system. And our team has been able to do that, but we are still not where we want to be with that. And then again, the cost of operations. Operating a virtual school that actually has a location and is doing the things that we believe our families and our students need costs more than a true virtual school. So it was my recommendation that we eliminate that program. We take the largest group of kids, the 9 through 12 group of kids, and have them go
066to choices as a part of a blended program and bring those programs together. The program asked them to come 51% of the time to school, which a lot of those kids are already spending time in the building. It still gives them the opportunity to move at their own pace in the complete task as they get finished. It expands their exposure to career tech opportunities, expands their exposure to our extracurricular activities. And so that was our recommendation. We believe that the cost savings will help us. The staffing there, there's 22.5 full-time equivalent staffing there that we are not cutting those staff. The staff that remain with us will go in to fill open positions throughout the district. Some of those staff may move on to BVA, but the staff and the principal have already actually been
067assigned to another alternative program in the district. And so those folks will be moving to fill positions that other folks have left, allowing us to fill holes again without increasing our staffing. The staff and student ratio, again, I talked about, we're down to like 14.32 to one, and our students to one in our online school. When you have an online school to run efficiently, then usually those numbers are way higher because those kids aren't sitting in front of you and they can log on. But again, in our effort to get striving for excellence, what we do is we try to make it efficient for our folks. The program is completely funded in our art funds right now. And so when we're looking at, hey, how can we save, this is a way that we can
068do that. It was not an easy decision for us to put this recommendation on. We will continue to work with our families at the younger grades. And we believe that down the road, we may be able to create a blended option for younger students. But right now we needed to make sure that we're able to take care of this, take the high school students and blend them in, and make sure that they're able to stay on track towards graduation. I just want to make sure I cover everything again. Again, students in 8th or 11th will be able to choose choices as a choice as they move forward. 8th grade students could also apply for Early College High School if they would like. 9th or 11th grade students can also choose to go to McKinley if
069they would like as well. I think that question was asked earlier. So are there any questions from the Board of Education regarding the decision about choices, I mean not choices, BBXR? Swackens. This may seem like a crazy question, but okay, choices, is it primarily a school for children whose behavior needs to be turned around? And if so, how would that affect students who are going to go there from BBA who have no behavior problem? Are we putting them with a group of students who could influence them? So choices is not based on behavior. The current choices right now, the current choices model is purely based on students who are not on track to graduate. The expansion and starting the expansion of choices will be adding BBA students who are actually selecting to go there. And
070so the BBA students are choosing to go there and the program will start building their multiple pathways. And so you will see as we move forward even a new name for the program, but this will be a school for parents and students who are choosing the non-traditional option of school. It is something that we looked at when we surveyed, our families surveyed, our staff, we don't have a true alternative school. We have choices which again at one time served as a drop out, a drop back in the school, drop out recovery program. And we have our alternative school for alternative to suspension or expulsion, which is passages. But we don't have a school for a family or a parent who says, hey, I just want something different for my students. My student has to work
071in the morning. Or my student can get through high school much quicker if they are working on their own pace. And so we believe that we are going to build that in the new iteration of choices. And that's what we want to offer here on this Temkin campus. So students who are on track can also attend choices? Yes, when it is fully built. Starting not next year, the only kids who are on track that will be able to go there will be VVA and students who choose who are coming in new, I believe. But the following year, students in the eighth grade will have the opportunity to say, hey, I looked at McKinley, I looked at early college, but this new version of choices is for me. They'll be able to choose it. And then
072there will be floors. So hey, the third floor is where you go because I chose to go to school there. The second floor is, hey, you know what, I tried McKinley. It wasn't working out for me. I need something out so I can graduate on time and move forward. And that is, again, our goal. We talk about all, providing something for all. We've got the alternative to suspension and expulsion. Hey, I made a mistake. Don't put me out of school. Give me an opportunity to learn from that mistake and go back to the school I was in. We've got, you know what, I couldn't get the credits in a traditional way. I've got to work. I've got to do this. I'm going to choose to go to choices. Hey, I did McKinley. I did early
073college. I lost some credits. But I still want to march with my kids. So I'm going to really turn it on. And there are teachers at Choices that are going to support us and help me get through this. And I can do as much as I want to. And like President Russ said earlier, he said that graduation, when you see those kids from Choices go across the stage, after they've had some bumps in the road, is a great graduation. And it is right up there close to adult ed. Because adult ed is the same way. Seeing some folks who've decided, hey, I'm going to go back and get that and make that, that's a great graduation. So we are, again, trying to live up to our value of empowering everyone and giving everyone an opportunity
074to be successful. And right now we think that's missing. And that came loud and clear from our staff and our parents and our families that we need a true alternative school that's not a place where you're put as a punishment. And we believe that this new version of Choices will do that for us. Thank you. Thank you, Ms. Watkins. Any other questions from the board? So moving on to the preschool conversation. With preschool, we brought that last month. We have not made a decision on that. And it was intentional to not make that decision at this board meeting so that we could have this conversation and gather more information. This is a big decision for us. And the last year before I came here, preschool, well, actually my first year here at preschool was at
075each of the elementary buildings. We did not provide transportation at that time. We had about, I believe the number enrolled would have been around, let me grab the number here, 217 students involved in preschool. We decided that it would be better served if we kind of went back to something we used to do and had a preschool center having all of those kids in one place, being able to provide all the resources for them there. And that has worked out really well for us. If you have not had the opportunity to visit Schreiber Early Learning Center, I encourage you to reach out to the principal and do that. It is a fantastic place with a lot of great things going on. In fact, I believe we have a visit soon by Congresswoman Sykes who wants
076to come see the program. Folks at the state level have talked about our preschool being a model for other preschools. Also in our plan for restructuring, at that point in time we believed and we decided that we could provide transportation to our preschool students, as a service to our preschool students. We had enough buses and the way the transportation rules were written at that time, we could do it. And so we decided, hey, we're going to jump in and we're going to do it and we're going to go door to door and pick up our preschool families. Again, preschool, the key thing about preschool is preschool is not funded by the state of Ohio other than for special education students and if we're able to get the early childhood expansion grant, which is what we
077do to provide preschool services. And the only folks that we are required to offer transportation to are our students with disabilities. So we provided this service because we felt it was something that we could do at the time. We had enough buses. It fit on what our tiers on what we were doing. And so we took a stab at it. So we did it. That very first year our enrollment went from 217 to 300 and well, no, our first year in the preschool center, we didn't provide transportation and we went to 328. The second year we believed we could do it. So we added preschool transportation. Our enrollment went from 328 to 354. And then this year we were at 341. So when you look at our overall enrollment, going to one center grew our
078enrollment more than going to the transportation. And you can see that even this year with our transportation, our enrollment did drop a little. We're still higher than the 217. We're still higher than the 328 in that first year. But since then, what has changed? What has changed is the requirement that we be on time for some other folks that we transport. And so the thing about and this part isn't new. If we provide transportation to students, to our buildings, to a certain age group. So we say, hey, students who go K through eight, you have to be a mile away from home. If you live a mile away from your school, further than a mile away, we will transport you. That means if you live more than a mile away from a non-pub or a
079charter, we have to transport you. The minute we offer transportation to preschool students, then we have to offer that transportation to preschools to wherever they go. So now we're putting preschool students on those buses. Last school year, the rule changed that said that transporting students to non-pubs and charters, they had to be there. They couldn't be more than 30 minutes late, more than so many times a year. Once they got past that time, they could turn us into the state. And then the state would then withhold our transportation funding. That is one kid or two kids or three kids. So what that did for us is really changed how we structure transportation. Really what that did for us was make a lot of our buses late to Canton City schools. And we're paying teachers to
080stay after school. And they've been staying all year after school while our buses have been coming late. Sometimes 10, 15, 20. It's been as long as 30 minutes. Making sure that we are providing that transportation to other buildings and getting them there. And so looking at this to say, yes, there is a savings. The savings is about $180,000, which would be because we're not going to cut buses. We're still going to have the same amount of buses running all over the city. But it's going to cut one more tier off of those. Instead of going to four tiers, we're going to go to three tiers. But if we do need to run that fourth tier, that allows us to put some nonpubs and charters on that fourth tier, which then makes it easier for our
081buses to get to and from school. That means we don't have to have kids getting home and buildings closing after four. That means that we don't have to have elementary kids starting and getting to bus stops while it's still dark out in the morning and having to start early in order to make sure folks are getting there. This will definitely help with that. But it could, again, it could save somewhere between $180,000 and $300,000 over the course of the year. And we believe without significantly impacting what we're able to offer at our preschool. This all, again, goes back for us looking for ways to make sure that we're able to reduce that $3.6 million in that forecast. Again, while keeping to what we believe is our core. We believe in early childhood education. We believe
082in being able to fully staff that program and to pay for that program, which is largely subsidized by the general fund. We get 45,000 students from the state for preschool. That's what we get. But folks, I'm here to tell you, we spend $18,000 a kid. So that program having it is because we value it and we know that it impacts what's going to happen to students. And I believe that we are pretty, pretty good at it. And we encourage every time I talk to legislators, hey, help us out, man. Fund preschool. We do a really good job at it. But right now, as you can see, what's coming from the federal government, federal government cut title funding a little bit, but expanded early childhood education. And they're giving more money all over this community for
083early childhood education. They're funding Head Start. They're funding all kinds of other programs. So they want for there to be some competition in that. And while, again, we would like to do it all, when we're looking at what's going on, we can still service 350, 360, 370 kids. We will continue to keep the same number of classrooms. But we still have to watch what we're spending on really this unfunded service that we have to provide to our community. So that's why I brought let's keep everything that we're doing in preschool. Let's look at all the great things we're doing inside that early learning center. But it's my recommendation that that this unless something changes with transportation, this is a service that would be in the best interest of all of our program right now that
084we discontinued. And that's that's my recommendation. Again, I didn't bring that vote to you today because I knew this would be something that is tough. I I'm the one who proposed it. I believe that this is a good thing and it hurts me to have to pull it back. But my job is to make sure that this district is able to be on good footing and that we are fiscally responsible. And this is something that, again, is not funded, that we don't have to do. And in the impact that it had hasn't been as great as we thought it would be. Yes. So was there a drastic improvement in attendance with busing? I can I can double check on that, but I don't think preschool attendance has been an issue for us. And I don't
085know if anybody out there, I don't think preschool attendance has ever been an issue for us. Our preschoolers come. So but I will definitely get you that information and have that ready for you the next morning. Thank you. Any other questions from the board? I just have one question. Is there alternative transportation available to our parents? We can't provide we can't provide alternative transportation. The transportation that we will continue to provide will be the transportation for our students with with disabilities because we have to do that by law. I meant something like quality kids or something to that effect. No, we it's our buses whenever we can provide it will be our our yellow school buses that will do that. And that's not anything new. We did that when the preschools were located at the
086individual building. OK, I'm sorry. Thanks. Any other questions from the board? Superintendent Mr. President, that concludes my presentation for this evening. Thank you, sir. Moving right along. Is there a need for an executive session? Yes, I would would request an executive session to to discuss discipline of a public official. You have the reading of it. Or an employee discipline of an employee in a public or public. I'll make the motion motion to move into executive session. Second. Roll call vote, Mr. Herber. Mr. Noting is Watkins. This is Brown. Mr. Kaminsky. Mr. Russ. We are out at seven twenty six. I want to thank everyone for coming tonight. Be safe getting home and have a great night. Just for those who might want to stay. I don't believe there will be any action to follow. There
087won't be any action to follow the executive.