Instructional Policy & Student Achievement Committee, Policy and RulesLivestream - April 6, 2026

001Who is >> all right? Good evening. Welcome everyone. It is 4:30 on Monday, April the 6th, and we are starting our instructional policy and student achievement committee meeting. My name is Dr. Renee Molner. I'm chair of the committee. I am joined here with my co-chair board members, uh, member Harrison and member JRose. We are also joined here by our superintendent Outley and our assistant superintendent, Dr. Lash. Uh, we will start this evening with the approval of meeting minutes. >> So moved. a second. >> Any discussion? Okay. Um >> move to >> All in favor. Thank you. >> I >> There we go. Okay. Thank you. So now uh for public comment, we do have one person signed up for public superintendent. >> She uh decided not to address the board this evening. >> Okay. So

002we will move on to our discussion topics this evening. Our first topic and I am going through this very quickly because our last instructional policy committee meeting went over. I'm going to try not to do that again. So our first topic item 301 today uh curriculum and instruction on edsteps. Dr. Lash. >> Thank you uh Chair Monar. Um at this time I would like to invite uh director Ly Clifford um to give this uh update on the Edsteps process that we have been engaged in. >> Thank you very much. Good evening board members. Uh it's a pleasure to be here. I am going to keep it very high level but uh we'll save some time for questions at the end or if we need to dig in deeper I'm more than happy to do that

003at another time. Oh, I do have a slide. Awesome. All right. So, what we wanted to talk to you about is what the state calls our one plan. It's in the EDSTEP system. So, we are required by the state of Ohio to have on file a three-year plan. And our three-year plan cycle came up. And so you can see uh by the bulleted list there, our strategy areas have to be around college and careermies, community and family engagement, curriculum instruction, fiscal management, and so on. And so we've been working with our buildings and across departments downtown to develop what that new three-year plan looks like. And ideally, you know, we don't want a plan for the state and a plan for the blueprint and a plan for the buildings. And so we've been working very

004hard to try to roll all of those strategies up into one seamless plan. And so the way we started that work is in January, February, uh my school improvement coordinators supported the principles and the teachers we call the SIP teams. Uh at their winter and at their winter SIP during January and February, each school had to answer about 30 to 40 questions about their student outcomes based on the local report card. uh and we call that a one needs assessment and they got down to like a root cause analysis. Uh so once all the buildings sent those in, it was the charge of all the departments down here at 10 North Main to look at and review and hear the voices of our administrators and teachers uh to then answer those questions based on the

005needs we heard at the buildings. So, we then answered again 30 to 40 questions around those different buckets that I had on the screen and really got down to our overall root cause, which uh for the most part, what we really saw and heard across the district is that a real desire and a need to focus on tier one core instruction, making those standards accessible to all learners at all levels. uh uh and then definitely a need for social emotional climate work within our buildings. And so uh so as we move forward, our next step is uh well what we worked on through March was taking all of those root causes and developing our overall district goals. And so we've created our three-year goals uh drafted around uh literacy, math, and then attendance. And then

006the last final step will be for our building. So they're going to be engaging in this work uh next week, taking a look at our district goals, our district strategies, and aligning their work um to that one plan. And so just pretty high level here again. So every the one plan is made up again of uh our three big SMART goals. It's the state that says we should have no more than three because of our literacy outcomes. the state does require one of our goals to be around literacy and then they highly suggest the third or the second one be around math and then of course we know with all of the work around family community engagement and climate we wanted to have that third goal as well. Um so they have to be smart

007goals so specific measurable attenable attainable relevant and time bound. Every goal must have a student measure. So looking at our district assessments, our OST assessments under every smart goal, we've developed several strategies. Uh the dis the state says they must be evidence-based strategies and they prefer like tier one strategies, meaning that there's lots of meta research and analysis around those showing that um they really impact student outcomes. So highly effective strategies. Uh and then adult measures. So, we wanted to make sure that as we're developing our strategies that we're not just looking at the student outcomes, but what do we see and hear the students doing in their lesson planning and in their direct instruction. So, we want to make sure that all of our strategies and goals have an adult measure as well. So,

008just so you get a highlevel picture, I don't have the time today to go into all the specific strategies. Uh, and don't mind the wording because this must be forced into the drop- down menus of the Department of Education and Workforce. That's why they read a little bit funky, but we'll turn them into uh adult friendly language later. Uh, but basically, you can see by June 5th, 2029, at the end of our three years, we're looking to increase the percentage of students reaching proficiency by 5% each year. So, more plainly stated, looking at our state assessments, we want to see a 15% increase over the next 3 years. Uh, we feel like that is more in the attainable part of that smart goal. Uh, math, same format, looking to increase that proficiency for students by

0095% each year for a total of 15%. And then we know that attendance, this is kind of our catchall goal. So we wrote our attendance goal around decreasing that chronic absenteeism. We know to get the points on the report card that we need to improve by 1.1%. Uh so that's what we wrote our goal for for an overall uh attainment of 3.3. Later when you uh see uh the plans develop you'll notice that our strategies around attendance uh are not just student absentee oriented. This is where you're going to see some of our CCAA work. You're going to see our climate, our seal strategies will all be embedded under attendance because we know if students come to school and we have a positive climate and we're supporting the social emotional health of our students that

010again they're going to come to school and we're going to see that attendance improve. Uh so moving on. So we we kind of combined a couple topics here. So, because of the timeliness, we wanted to talk to you a little bit about designations, which is part of why we have to have a three-year plan that is so detailed and rigorous. Um, our designations just came out in the last few weeks. So, at the beginning of the year, we came to the board and we talked about our local report card and we celebrated three and a half stars. We had a lot of celebrations. Um, but we also mentioned that there was areas of improvement and things that we needed to work on. And so, uh, finally, the federal and state designations have caught up with

011those report card results. And so, I wanted to just briefly talk about this and then we can formulate questions and come back to dive deeper if needed. But there's four levels of designations. The first three are federal designations. So there's CSI or comprehensive support and improvement schools. That's the most intensive designation. And so these schools as they roll up that whole report card, they look at uh all of the districts across Ohio and any school uh in the bottom 5% of that report card rollup is designated a CSI school. Uh the next level is ATSI additional targeted support and improvement and rather than looking at the whole report card this just looks at subgroups. So every subgroup in a building gets uh measured and any uh after they take all the CSI schools out of

012the equation, any school that falls has a subgroup that falls in the bottom 5% in that lineup across the state gets an ATSI designation. Uh then the last federal designation is TSI. So after the CSI, after the bottom five, they look at the next 2% of schools and any that fall in there are targeted support and improvement. Um, and this is where we give extra attention and support from the office of school improvement and really across all levels. But uh one of the things that my school improvement coordinators will do is go out and visit those principles, support those school improvement teams, and even meet with the PLC's to help move that work forward and help monitor and uh support the teaching and learning that's happening in that building. Uh and then the last is

013a state category called watch schools. So this is uh looking at the gap closure measure. So remember on the report card under gap closure, we look at did our students uh meet their achievement goals. So looking at performance index and then also schools get points if they met their gap closing. Uh so there's two ways to earn points in that area. So a watch school is any school not previously identified at a federal federal level but also had a subgroup that didn't meet either the achievement or the gap. And so these get very specific. So it could be school A third grade reading didn't meet their gap closure achievement or growth. And so with that said, um we do have a lot of buildings with designations in Akran. All but six buildings in Akran carry

014some sort of designation. Uh so the next few slides go through that for you. So we see our CSI schools uh Leot, Mason, Pyer, Akran Alternative Academy, and Garfield. Uh we have the reasons why they're there. So bottom five, uh you can see Leot was an ATSI school three years ago. That means they were in that bottom uh 5% with their subgroup because they didn't get out in three years, they got moved to the next rigorous designation. So uh that's why it says carried forward students with disabilities. Mason's in the bottom five. Piper Akran Alternative Academy being an alternative school and a dropout prevention program. We see that designation a lot across the state. Uh and then they have because they were previously in the bottom five a new designation was born MRI uh more

015intensive supports. Uh and then Garfield where actually they have shown to get out of CSI you have to show two years of improvement. Garfield actually did that. Um so the state of Ohio hasn't said they made a mistake. Uh but they are giving us an opportunity to join a webinar um and to look at the pros and cons about removing ourselves from CSI status. Now uh the status does come with money that helps drive academic performance and initiatives in the buildings. And so that's what we'll be talking about uh with principal roadocker and superintendent and our assistant superintendent to see what are the pros and cons and should we keep that designation to keep the financial support there. Um so our ATSI buildings again uh we listed the subgroups that got them the designation. Um

016you know at hire there are 19 Hispanic students um that labeled the entire school. Um, but that's just the nature of how the report card works. Uh, and so as we're developing, for example, hires uh, school improvement plan this year. We'll have to make sure that they're looking and monitoring and talking about the performance of their Hispanic students. Uh, same. I mean, we kind of do that with all schools anyway. Um, but it's laid out there for you. And then lastly, uh, without any additional funds, but they do carry that designation, um, of TSI, we have East Nif Middle, David Hill, APS online, and Lichfield. And then lastly, the watch school list is large. So again, these are the schools that may have a subgroup in one particular subject area. It was too much to

017break down on a slide, but I could provide uh for you uh if you would like exactly which subgroup, which subject uh put these schools in watch school in watch status. Uh no financial support comes, but through the office of school improvement, our coordinators through teaching and learning uh will be working with their school improvement plans and helping them devise strategies um to continue to move that work forward. And so, you know, I did want to share with you, we I've talked with the superintendent and the assistant superintendent and actually um with our friends across the bridge at AEA. Uh we spoke about the ways to use our SSI funds. Uh and Mike Harknes actually joined us on a call with our instructional coaches and our teachers who uh teach our ELA and support math

018classes. uh because DEW has really tightened down the allowable spending of our SSI funds uh and making it much more challenging to use those and we do not this represents about another $900,000 for our district and we don't want to leave any money on the table. So really, we're looking at investing in one and four, which is our instructional coaches for ELA and math and our supplemental reading instruction and math instruction in our uh elementary, middle, and high schools. Uh number two, uh we really feel like we have the Cadillac of curriculum in Akran and we have so many intervention programs that we already purchased that we don't feel that it's a wise investment. And we're not too keen on item three because that is hiring outside vendors to tutor kids during the school day

019on a computer platform and we can feel we can do a much better job with our programs and our own certified teachers. Uh now the struggle that I'm was sharing with one and four is the department of education has tightened the credentiing uh of who can be funded with those positions. So, uh, for example, a instructional coach now must have a master's in reading or a reading endorsement or pass the, uh, OA 190 foundations of reading test, uh, in order to have the right credentials to be funded for that. So right now we do have about 14 coaches and teachers upstairs uh working with our partners from the University of Akran uh to give them a little brush up so they can all go take that OA. Um but again so that is kind of

020high level what this office of school improvement has been up to very high level. Uh and we're entering our budget season and finishing the one plan uh as we go. So I'm going to pause there. I think I've hit my five minutes. >> Absolutely. There's a lot. >> Yeah. >> Thank you. Questions from the committee members? >> I do. >> Member Harrison. >> I have a couple questions I want to um really get through them. Root cause analysis and the research around um the measures. Um how are we collecting data? How are we analyzing it and how we're using it? >> So, we really rely heavily on a couple areas. So we do have uh we have unified insights right now and I know the board has approved school litics. So we collect uh we

021look at our district assessments through illuminate and so that is a major driver. So every instructional improvement day our teachers across the district are looking at their student outcomes in our district assessments. Uh elementary looking at I Ready and Dibbles. So the collection tools are tight. We do have the systems in place for teachers to talk and analyze when we don't have snow days that cancel them. Uh so the systems are there to have the conversations. Um so >> I guess my question would be do we have hard data outside of what we're collecting via voice or um teachers? Do we have for these schools? We have hard schools here. Do we have hard data for these? And do we have our are we in-house data? Are we using the programs? >> Uh we have

022uh we have it all. So we have our OST, we have our district assessments, we have teacher given assessments like Dibbles where they're sitting one- on-one with students. Uh we also monthly, so my team alone uh has gone out and done hundreds of classroom visits. So, we're out there looking uh and listening to what teaching sounds like in our district and giving feedback to the principles and teachers. Uh so, uh so I think yes, in every area. I could give you specifics. >> You can email them. I mean, we we do we do >> time and moment. Yeah. >> So, so are any cuts that we're making associated with this work in any way? Um, so right now I can tell you I'm balancing my federal budget and I look very strong uh in terms

023of keeping our instructional coach, keeping our tutor supports. Uh, so I can tell you on the federal side it's very strong and we're trying to leverage this. Uh, so seven schools are newly identified. So that is an infusion of about a half million dollars and so we're looking to leverage and increase on the federal side our supports. >> Is that a yes or no? >> I can't speak fully of the general fund budget. >> Okay. Can can you speak to that? >> So um Reverend uh Harrison as it pertains to the federal dollars that Keith is um speaking of. The answer is no at this time. general fund >> for the federal dollars. General fund I will defer to superintendent when she comes back to the meeting. >> Okay. One last question. You you mentioned

024um our um instructional coaches. Are all of our instructional coaches proficient in their area? Certified, bonafide, we're moving forward with them. I would say yes, but the state of Ohio is raising the bar if you want to use these $900,000 of SSI funds. And so uh only three or four of those uh coaches have like masters in reading or reading credentialed. A lot of our educators go on for uh administrative uh master's degrees, which isn't going to get you that reading endorsement. Um, so >> three or four out of how many? >> Um, 30. >> Okay, I'm done. >> Now, I can tell you uh all of them took the uh did the science of reading letters course, the full eight uh units. So, we are 50% of the way there. And that was a

025really rigorous uh that was an additional bar that I didn't mention. So, it's twofold. You have to have that masters in the endorsement and you have to have done the states science of reading course or the eight modules and all of my coaches uh went above and beyond and did the eight modules of letters. >> Member Dross >> one quick question. The first one is you mentioned about a 5% increase in the literacy early literacy component for the next three years. If we achieve that what is the likely star number change that would affect our scorecard? That is a great question. I do not have that in front of me today. Uh, of course I should have. So, I will work those numbers and get back to you. >> And then the second thing I

026had a question on was with our three goals of literacy, math, and attendance, how have we worked with community partners, whether nonprofits or businesses to help assist in this effort? >> Yeah. So, we did have a great meeting with our CCAA community partners and we rolled out uh we spent a little bit longer than I have with you today. Uh we had about an hour with our community partners and we broke up in three groups and shared with them our district goals and some of the strategies. Oddly, they all filtered into climate and seal. Uh they were loving that. Uh we also spent some time with them going over our explicit instruction strategies and the one thing that they asked more of is uh so two of the things that we really leaned in on

027this year was opportunities to respond and one of these times I'm going to present using that strategy uh and then also our four-part vocabulary acquisition strategy and so we spent some time with them so they can actually use those strategies and that's what they asked for more of ultimately. So they gave us some great feedback, but they said like we want to know your plan and we want to use those strategies as we're prepare preparing uh to take your students out into the community and work with them and share, you know, their knowledge. >> Well, thank you for sharing all the work that's being done for that collective effort on these three goals. >> Thank you. >> Any other questions? >> Thank you very much. >> Thank you. >> And we will move on to

028our next item here. Um item 302 which is our instructional policy considerations equity review of proposed district policy focused on institutional oversight and instructional excellence. >> Yes. Thank you Dr. Monar. I'm going to invite Dr. Carla Chapman um to give the brief update for this item. >> Good evening Chair Dr. Molnar, members of the board, Harrison and Jeros. Um this uh instructional policy consideration was born out of the work done about this time last year as we were rolling away from our then existing equity policy and adjusting language to uh be in compliance with some of the um regulations that were floating around at that time. What we've done with this particular instructional policy consideration was to examine that policy which was put on hold in March of 2025 and then pull from it those

029areas that we feel are instructionally sound policy considerations. While this is not in final policy format, what we want you to think about as you're considering moving forward with a new version of an equity policy are four areas to be grounded in around a focus on equity. And the first would be um the environment. So really looking at our climate and our culture, uh, social well-being for students, building authentic relationships, moving toward restorative practices and trauma informed care. I don't know who's controlling this, but if we can keep moving it down. Where's the clicker? Where's the this? Okay, that's not me. That is not me doing that. Okay. So, um environment would be one, climate and culture. The second area would be instruction, curriculum and instructional practices. How we teach, what kinds of models are

030we putting in place within our district? like our inquirybased learning like being focused on student centered instruction. The third area is the curriculum itself. And so you've heard learning specialists come forward and present how they have ensured that curriculum adoption cycles are inclusive of voice that would lend itself to representation to good sound curricular. uh materials and then being sure that we have input from the community on those things so that we are um taking care of multiple perspectives that we're hearing from our students from our various cultures, histories and languages of the many students that we serve. And then the fourth area would be professional development and support. If you keep going, yep. Professional development and support and collaboration so that we're also taking care of our adults and focusing on the ability to

031build relationships, family and community engagement, instructional relevance, that student centered learning, being culturally competent and critically uh conscious. And you heard some of that with Adam M's mikvah challenge where we're bringing students to a place where they can speak their truth. We want our staff to understand how important critical consciousness is to the instructional practice. So we call it the so what factor. How do we make it relevant? How do we ensure that students understand why it's important to learn a particular um subject and then make real good solid connections for students between content and real life. So these six pages that you have before you, we're asking you to review through the lens of environment, which is climate and culture, our instructional practices, how we teach, our curriculum, what we teach, and then how

032we uh professionally support our staff, all staff, not just instructional staff in our bill. >> Thank you. Uh discussion from committee. Reverend Harrison. >> Thank you. Uh Dr. Molnar. Um I I would think that this would be more of a question geared towards the superintendent. Um because this is a six-page policy and it's so thorough. I think that we need to have administrative guidelines come along this because it's hard to really look at that and see, okay, it sounds good, but how do we get there? Yeah. And so the the with the policy, I would hate to do the policy, a six-page policy, and then try to come up with the administrative guidelines. If we can simultaneous do that, I think it would help us to understand um how we're doing what we're going to

033do. >> Superintendent, >> yes, we can do that as a >> makes sense, >> Dr. Bolnar. And I would say this was literally a brain dump of all the best practices and all of the work that exists around being instructionally sound and equity focused. This is not in policy format. And I would offer that this information might also include administrative guidelines. Dr. Lash. >> Yeah. No, I was just going to add um and thank you uh Dr. Chapman that as um as Dr. Chapman said, a brain dump. So, as we the in the committee continues to work on on this and bring back a policy, I imagine that as you said, we will find what can be pulled out of the policy and needs to be included in the administrative guidelines. Member Dross, >> what

034was the timeline you saw for this specific policy to whether it's getting the initial policy set, the administrative guidelines, and then completion to actually enacting the policy. What did the timeline look like for you? >> Last March 14, 2019. Um, I don't have a sense of a timeline. I I would rather take the time to get it done well and to ensure that we're including all of the necessary components and to also get feedback from staff, from students, from community on what would be uh something for us to consider. And I I I mean, we're going we're at the end of a school year now after spring break. uh pie in the sky. If we're ready to roll this out at the beginning of our 26 27 school year, that would be the best case

035scenario. But I know that there is a lot of work in between now and then. >> Member Harrison. >> Um thank you, Chair Mer. I I think because we we did this work and it was erased. I I think the pie in the sky for 2027, I think this is a priority. This goes along with um Director Keith um in his work. Um so I I think 26 27 I think July 1st should be the target date, not the pie in the sky target date. I think this work is critical to every and all the other work we do. So, I would like to see this I would like the time put on it and and see this ready for the next school year. >> Any other >> discussion? Okay. Um, so I am so

036happy to be bringing this back. Last year feels like >> so long ago. Um but this was a large part of what we had um focused on last year because it is so important. It is so critical. This was our foundation. This was a pillar and it can come back and be a pillar for our district. Again, um I agree that working on the administrative guidelines are a large priority because as long as these guidelines don't interfere with any existing policies, we can start putting things into practice now. You know, if this is what we know we want to do, we plan to do or going to do, some of those things could start to be done while we're getting this ready. So, I really do encourage um focusing on the administrative guidelines, but we

037do need to get this back to in our books. And so, um I heard our call to action review from an environmental, instructional, and curriculum lens. But our next call to action, I'm going to ask for you to give us another call to action. What do you want us to focus on next? Or what do you think would be the most pragmatic next step um to putting this into action? >> Thank you. uh Dr. Monar for the question. I I think that as the policy lead uh coming together with the board member uh representatives and our administrative team on what are policy uh items and what are administrative guidelines and if you recall this is just the instructional part of the policy. There were other items like supplier diversity not for this committee. There were

038decision-making tools included in that not for this committee necessarily. But I think as a good next step that we need to come together identify what are administrative guidelines and what are the actual policy components and bring it back. >> All right. Thank you. So, I look forward to our next step of discussion on this in our March meeting. I know that currently this is in 302, instructional personnel and professional learning. If we want to keep it here, um I'm fine with keeping it here. If um you find that in dissecting it, the next focus might belong in another topic. Um but I look forward to bringing this back in May. Oh my goodness, May. It snowed this morning. Um so, thank you very much. I also want to acknowledge for a committee meeting, we have

039a large large audience and I appreciate as we're going through these next topics and I also want to acknowledge uh two new members. Our president Sykes is here and member uh Kelly has also joined us in the audience um as we move on to our next topic because we are not going over today 303 instructional technology and de digital resources. Dr. Lash, >> thank you Dr. Monar and um I'll take credit for the the audience members. Um thanks team for for being here. Um as Mr. M makes his way for our next topic and um our tech uh professionals get the website uh ready with that link there. I do want to um I didn't want to take the time after we finish 3.01, but I do want to say that although you see one

040kind of voice represented, there's a whole team behind the work that you're hearing. So, um, thanks to director, uh, Liky Clifford and, um, for leading with, uh, school improvement and, uh, the Ohio, uh, state of Ohio work with our, our one plan, um, our teaching and learning departments and other departments that came together to do that work. Same with Dr. Chapman and even here, not that one, Tech um, professionals. Thank you. The website uh, the link, the website 3.03. Um, as Mr. M is you know the spokesperson um tonight there is a whole team sitting in the audience that worked on our emergency um procedures and so that's what we since last time in this section we talked about the resource impacts if House Bill 42 were to pass um today we just wanted to

041come back in this same section and talk through some of the work um that we've done with our school principles um and other leaders in the district for emergency mergency guidance. So, just want to give you a quick update. Thank you, Mr. M. >> Thank you, Dr. Lash. Uh board members, good evening. Um as Dr. Lash said, this is really just an update. Uh we wanted to make sure everyone's in the loop. Uh about a year ago, you may remember that we created this outwardly facing website, our emergency guidance, i.e. what happens if ICE uh we, you know, there's there is uh interactions with federal law enforcement. Um and this outwardly facing uh page is for our families, you know, our community, etc. Um fast forward a year. So, fast forward this winter. Um you

042know, the landscape changes. We wanted to go back, look at our policy, look at our I really our administrative guidelines, right? are uh how we uh are our procedures tight uh with potential changes in legislation, potential changes in the landscape. Uh so Dr. Lash said I have like now I probably now have three minutes so I better hurry. Um two minutes she says uh uh what we have done was we met with principles in February. We reviewed our internal guidance with them um and made sure that all our principles had the opportunity to ask questions, make sure they knew what our procedures were. Um we additionally uh reviewed um we have an internal website for all our staff, things to consider, what to do, what not to do. Uh we also have a one-page document

043that the team created. Um I believe might have been in the Friday notes. uh uh for your reference um this is for our secretaries in our schools. So if and again we hope that this is not an issue that this does not happen but if it does everyone's ready and on the same page. Our goal today is simply to be up here to let this subcommittee know we we have not dropped this. We have updated made sure that everything is current. make sure that everyone's on the same page uh just as a just in case. And with that, I would uh refer to Dr. Lash if I missed anything or if you have any questions. >> Thank you, Mr. M. That concludes that portion. >> Thank you. Questions from the committee. Member Harrison. >> Um

044thank you and and and thank you for all that you do, Adam. Um we know you you're compassionate and passionate and so so thank you and thank you for working on this. Um I I'm just curious and concerned why our director of security is not leading this and why he is not here. >> Uh uh well I can speak to this. Um in a nutshell if ICE were to come to a building >> um um there is a procedure for bringing them into the office and bringing them into a space safe space like we would any visitor. they're going to sign in and so forth. In the meantime, our executive directors, I call them the chiefs, uh our executive directors of schools, uh they're going to be in route, as is legal and our director

045of security. So, our director of security is one of those top tiered pieces in the in our procedure for what happens next. Um uh he's absolutely aware of the plan. um you know everyone's on the same page in terms of that. Um so but that's why you know that's the role and it is a leading role in what we do. >> Member Dross. >> No, I just want to thank you for and your team for all the effort you put into this to make sure that parents, family, the community has the information in front of them as well as staff members on how to handle this issue. So, thank you for your due diligence on this because we want to make sure that every student, every parent feels safe in our schools. So, thank you

046for the work you're doing on that. Thank you. >> I will also say it's important for our community to feel like our children and to know our children are safe in our schools. Um, if we want to increase attendance, we need to know that our children are safe in our schools. Um, one question I do have about the process. I did notice that there was something about um, if there was a warrant or court order um, that a copy be requested. So, I do think this process first of all is not necessarily ICE specific. Um, it it can um, be expansive of that. So, I don't know about that. But, um, I also, you know, offline email me please. Um I'm concerned if if we are training our secretaries to validate warrants or if we

047are training our secretaries because they are mainly the people who are at the front desk and dealing people directly um to call and wait. Um whatever that communication and training is um I probably uh would say the the latter but um >> it it it is Dr. from um uh the the school district has made the decision, you know, there's there's um uh administrative warrants and judicial warrants, and it really should be a judicial warrant, etc., etc., etc. Uh but the district's made the decision that we're not going to worry, we're not the secretary, the principal, uh the teacher who's in the office saying, "What's going on?" Um that's not their decision to make. Legal will be there. We're going to keep any law federal law enforcement in a safe place. We're going to ask

048them for their patience. We're going to ask them if we we can have if we can make a copy of their warrant. Uh but legal is going to be on site to make that determination. Um so the idea was you know when they come it's tough and it's people are in you know somewhat of you know it's it's things are moving quickly and the uh to ensure that everyone's on the same page in all of our schools. The call gets made immediately. Chief's on a chief is on their way. Legal is on their way. Security is on their way. And that's where those determinations will be made. I hope that helps. >> Thank you. Any other comments? All right. Thank you very much. We'll move on now to section 401. Um this conversation actually started

049from um a community member, Dr. Gogggins came to um another committee meeting and now um it's in this committee and we're having a presentation. Uh Dr. Lash. >> Yes. Thank you, Dr. Monar. And yes, uh Dr. Gogggins is there he is. Um, yes, we invited him to return and so, uh, last month we were going to give this update. Uh, we ran out of time. Um, and so, but it allowed us to be able to fold Dr. Gogggins in so he can hear this information as well. Um, and if you don't mind, I'm going to walk up here to get the clicker. Um, I thought there was a second clicker that was coming because I'm going to start and then, um, Miss Sierra um, Ross is going to also join. So, she'll come up to

050Okay. So, really quickly because I would uh love to defer my five minutes um to Sierra um but as you know last month or no in January um Dr. Gaggins Dr. Gogggins uh my apologies uh made a presentation to the legal and contracts committee and of the three pillars that Dr. Gogggins presented on one of them uh with regard to wellness centers where um he spoke of the resources and strategies that we have in place to support families and students. Um specifically he spoke about uh topics um around uh school discipline, disciplinary transfer placements. uh he referenced restorative practices, trauma-informed approaches, social emotional learning, and deescalation and school safety. And so um I was tasked to meet with Dr. Gogggins, which I did folded in Dr. Chapman as well because um even though we talked

051about pillar two uh from what Dr. Gogggins uh talked about um tonight, uh we just want to give an update on his third pillar around the the wellness centers and those topics. And so um I thought really quickly I could also give a a quick update on uh quarter 3 our cornerstone one culture of safety and belonging. We had uh two goals around increasing the rate of students the attendance rate of students um and also decreasing out of school suspension. And if you recall maybe in January, uh we had a a year-long last year and a quarter 2 or a semester and we talked about you know it would be easy or better to compare um time frame to time frame. So we did that uh for this round so you could see where quarter

0523 ended up last year versus um this year. And so those things are there, but um I quickly want to get to the restorative practices work that we're doing in the district and and turn it over to um Miss Sierra Ross. Um but I do want to point out because we have team members uh in the audience here too that um we have had uh attendance campaigns uh running. We just finished March um all stars uh kind of playing off of March Madness. And I'm told that uh the target for April is around like this bingo game. So I don't want to um spoil it. You're going to get more information around that, especially around testing time and encouraging uh our families to ensure that our our scholars are at school every day on time.

053And then May, of course, is our everyday in May campaign. So a lot of effort uh happening around um promoting attendance. So, um, but to kind of set the stage for the work that we're doing around restorative practices, uh, I thought it would be important for you to kind of take a look at at a systems level, at a at a district level, what our, um, discipline, what we're seeing in in terms of out of school suspensions. And so this data comes from the uh secure data center uh from ODEW except for the last uh point there for 2526 school year that is through the third quarter which ended March 20th and that data point comes from our own internal system. Um and so once uh the EMIS collections end we'll uh have what the

054the state says that number but you can see um that we are trending downward in terms of the number of incidents that result in out of school suspension. But uh like any thinking mind you might be wondering well what are the top incidents that lead to suspension and so uh these are the top five and you can see them by quarter uh how they they fare. Um and you can and the levels, let me explain this and I do have uh copies for our our chair members here or our committee members. Um L2 L1 refers to the level in our student conduct code which I'm going to mention uh in just a sec. But you can see that these are the top five incidents that result in out of school suspension for our scholars. Um

055when you look at the distribution those top five incident codes compared to all others you can see that those top five account for 70% nearly uh 70% of our um out of school suspensions. And so how does this relate to um you know our discipline policies? How does it guide our response? Uh so we have three policies 5600 student discipline which is where our student code of conduct um kind of comes from and uh that is something that the board is to review annually and so we'll we'll speak about that uh as we uh end this update. Um 5610 refers to um emergency removal, suspension, expulsion, permit, exclusion of students and policy 5611 uh deals with student due process rights. So believe it or not, students are entitled due process rights. Um so as we

056see because any again thinking brain would say well gez you know if if you see this um you know what are we doing about it? And so there are some proactive things that we um are putting in place and have in place uh to help students uh regulate um themselves and those kinds of things and how to deal with um when an infraction occurs. And so for the adults and and the students. So um with that way back uh in 2023 we wrote a grant um for the Department of Justice and received $856,000 to um implement a whole school change uh restorative practices model. uh our partnership with the International Institute of Restorative Practices and um that is where uh Sierra Ross comes into play and um we she's going to talk about the results

057that we're seeing but with that uh we wrote another grant for fiscal year um 25. We haven't heard back yet. Um and so uh Sierra is going to share really quickly what the work has been and um the data that we're seeing. Okay. Well, hi everybody. Um, yes. So, this is the whole school change program. So, it's a three-year um it's a program that the International Institute of Restorative Practices has written. So, it's the program that we're following. So, we're currently in the year two. Um, so year one was us training all the staff at those selected schools. So, there's three selected schools that are under the grant. Um, we are also working with Garfield under uh Dispo funds um to really rope in the freshman team and then continue to rope in the rest

058of the school so that our students are receiving that same um restorative practice support elementary through high school. Um it's been really fun to watch it in the same cluster too, working through all those schools. I get to see those faces um through and we get to see those supports especially as our students move, you know, from elementary to middle and middle to high school. Um so we're currently in the year two, we're looking at some more trainings um focusing on certain counselors and staff for some of those higher level trainings and then year three we'll be stepping into next year. Oh. Um so our systems of support and professional development, there is a lot tied into this. Um, so I am in the selected schools every week. Um, I work with those admin, with

059those teachers, counselors, whoever it is. Um, so that we're really making sure that they have the support that they need to to continue restorative practices. So it's not just a one-time training and done. Um, that looks like sometimes it's with, you know, those teachers specifically working with students, working with administration. Um, I've aligned or we've aligned this with PBIS, with district frameworks. Um, one of the examples of that is we have the timeline. Um, there are circles written for every week of the year based on that timeline. We have a lot of teachers that utilize those. Um, and then a lot of staff support. Um, so they're given, you know, resources for monthly circles aligned to that. There's a lot of coaching. There's a lot of, you know, if a teacher staff is struggling with

060a specific behavior, specific student, specific mediation, um it's been really great to be able to step into that and to do a lot of that together to see conflict resolution. Um this is some of those numbers that we're seeing. So, this is based off of those four schools um on the office referrals. The rest is based off of those three initial schools under the grant. Um, so we're seeing some great things. We're seeing things that we still want to improve on. Um, one of our ones that I would like to look at the inschool suspension. So that is spelled wrong. I apologize for that. Um, I think it I shortened it. Um, while we've seen an increase in that, we're really tailoring our ISS um, in our secondary level to be restorative so that it's

061not just something that they're going to right and sitting there, but tying that. So that there's learned from that and that we're circling back on. Um as well as our mediations have gone up. We've seen that really well at our schools of students either requesting mediations or mediations um really getting us somewhere. So next steps is as we apply for that sec we're waiting to hear on that second grant to expand to the rest of the schools in the Garfield cluster. Um when the original grant was written, the Garfield cluster was selected because it needed the most reform on discipline. So the hope is that we can get the second grant, we can expand to the rest of the Garfield cluster and really show some progress there and how it's working there um and build

062sustainability for the district so that we can do this other places. I've been at a lot of our other schools and people are and our staff and admin are craving things like this. >> Thank you. Um, Sierra, so future board action, uh, nothing in the, um, immediate future. Um, but if we do receive the grant, which we hope we do because this work is so vitally important, um, we will need board action to approve the grant, there will be staffing attached with it as um, Sierra's uh, position in the district is tied to that um, that grant. Um, and also again just referencing back to policy 5600, uh, we will be and I I think I mentioned I do have a copy so that you can see the student code of conduct as it exists

063right now. Um but we will be bringing that forward uh also for um board approval questions from the committee comments. >> Okay. Well, thank you very much. I look forward to hearing about the grant. I appreciated all of this data. I also appreciate Dr. Gogggins for coming back to see this presentation and for letting us um to have you be our example here of how hopefully um other community members also can bring their concerns to a committee and actually see us as a district, respond um as best we can or maybe continue to respond if this wasn't quite what was needed. Um but we are trying to be responsive to um all of our students needs and what we need to do. So I thank you. >> Thank you. >> All right. It is 5:27.

064Um I do uh acknowledge that. I do want to say sorry one more thing. Um the two uh policies or three policies policies associated with this. I noticed 5611 especially did not have um administrative guidelines. So, as we continue this conversation, as we work on um updating guidelines, um students, you said, you know, oh, students have due process rights. Well, that's some more information we can provide. All right. Um moving on to the next item of business here, 402, community recommendations and timeline planning. Superintendent Thank you. An understanding around school consolidation context trends and considerations. you know that we root everything that we do in APS around our mission and our vision. Our mission being that we want our students to exit of obtaining one of the three Ether enrollment, enlistment or employment and then

065our vision is that our students take an active role in their education as their own architects. Also, all the work we do is centered in our four cornerstones. And this work that we're going to be talking about this evening is really uh based in cornerstone 3. Although it touches all of the cornerstones because of the financial impact, it really does live um in cornerstone 3, which is our operational excellence and commitment. And so what we've been looking at as we've been re reviewing our um data talking about budget reductions is the fact that one of the things that have the greatest impact on our budget is our student enrollment. And this depicts our decline in enrollment from 2016 to where we are currently in 2026 at just um over 19,000 where we were uh back

066in 2016 over 21. But then this also matches Summit County's birth tren trend. We also see a decline in the birth rate in Summit County. And so what do these trends mean for APS? Having fewer students but yet the same footprint. So the question is around what is school consolidation? And school consolidation is that process of merging two or more schools and reassigning students to fewer buildings. And so that leads us to the question why would we consider consolidation? Often this is about rightsizing efforts in the district. How why are we right sizing? because declining or shift in enrollment, budget constraints, and our facility underutilization. So, the goal is to align our resources with our enrollment and reallocate our resources, but we also want to make sure while we're doing this, we keep an eye

067on our programming and our staff efficiency. So, what's next? We're going to continue to look at our data. You know that we have an audit going on in the district. We will definitely be referring to the audit that's being done externally as the board plea uh desires. We will engage our community in these discussions and we will develop a variety of scenarios to look at every single aspect of what are the possibilities as we consider this work and if there's any questions >> questions from the committee. Member Harrison, >> I don't have any questions, but I do want to say that um we we we will strive as um community members to make sure that we have um the resources um to provide the best possible education for our students. Um and that requires sometimes

068difficult decisions to be made. Um but whatever we do, we will not do it without input from the community. We will be transparent in everything that we do. Um with the goal that we will provide quality education, quality programming and I believe that um the commitment from this board has been um transparency, communication, and putting students first. So, um, and that includes our educators and that includes our administrative staff. So, I just didn't want to leave it out there and have people panic. Um, but we do have some difficult decisions to make, but we make that for the best interest of our children. >> Any other comments? Okay, thank you. It is 5:30, but I think we can get through the rest of this unfinished business. There are two items, and I think we can

069get through both items in one minute. Dr. lash. I think we can. >> I love your um what's the word? I can't even think of a word. Okay, say it again. >> Optimism. That is it. All right. So, uh let's do um part A, which is our policy uh updates for 5112, which is our um entrance requirements. And as you will recall, last month we had a bit of a technical difficulty. Um, and so we brought this uh policy back because we are looking for a board uh for committee action to move this to the next uh rules committee um to uh accept this this policy. But I'm going to ask uh Mrs. Carter to just give uh a quick uh Mrs. Carter 30 seconds I'm told um of the highlights of the changes to

070this policy. >> Absolutely. So, I don't know if you remember, but in our last policy meeting, we did review all the changes in detail. Um, and you have attached and um privy to the current policy as well as the Neola draft. You also have the suggested draft, which is the pink and green. I wouldn't have chose those two colors, but that's just what it is. And then also, you have the proposed final draft. It's clean. And so our ask for the day is for this policy to move on to the rules committee for um approval to move to the board for a second read. >> Thank you. Uh any questions from the committee? >> Member Harrison. >> No questions. We did review this policy in detail. So I would move that we would move this

071policy to the rules committee for consideration for final approval. >> I will second. >> All in favor? I >> so thank you. So we shall move this to the rules committee. Um I did notice that there are not administrative guidelines. I do know that that is one thing that the policy committee is looking for to move things to move things on are the administrative guidelines. And one question I did have on the entrance requirements. I know that the age has changed for kindergarten and that's what this is all based on. Um but in the within the administrative guidelines, if we could please include um what happens when um a student might go somewhere else for kindergarten and then comes back as a first or second grader um and as as we you know would they

072have to go down to kindergarten or would they be recognized as a first or second grader? Could we bring students back in if they don't come here for kindergarten um and encourage um enrollment then as first and second grade? >> Okay, we can do that. Um, and then part B, just because I know we have um a student uh and and we have a student who's been patiently uh here, so I do want to make sure that we get to that quick update. Um, but our part two of this item was our cosmetology update. So, for a sake of time, the team can come, but I'm going to ask um maybe Mr. Ruan and um Mr. um Caster, do you have the update? We want to give an update on the hours. >> Say it

073again. Yes. Um, I just need a one-s sentence update. So, this is going to challenge your articulation skills. Okay. Mr. Caster, I need a ones sentence update. Here, give me your copies and then you think of your one sentence update. So, we apologize because um I I know uh we're not doing paper, but uh we just returned from spring break and we worked very diligently and really hard to get the March hours um figured out and so we do have that update. One sentence. Who's given the one sentence? >> Can it be a runon? >> No. Okay. >> One sentence. >> All right. So, um the march hours were added recently uh this morning actually. And so, uh, given the opportunity that our students have with the extended time, the summer opportunities out of the

07412 current seniors we have, we have four students um who will, if they're if they're able to take advantage of all the opportunities that are afforded to them, will be um ready to sit for the state board exam uh later on this summer. >> Thank you. Any questions or comments from the committee? Thank you. >> Wonderful job. >> Okay. Um and now thank you for patiently waiting. Um we are um going to have a student give a presentation. I'll I'll let you lead this, but I kind of want to give a leadin on this because um similarly to how uh Dr. Dr. Gogggins was a great example and a great sport with letting us use him as our example of how community members can bring action to the board. Um here is an example uh

075with this student and for to other students also how studentled initiatives can lead to board action. So please >> I'm just going to say four sentences to kind of give you all a little context. So hi I'm Alicia Robinson. I serve as a senior director of community engagement and partnerships at Summit Education Initiative. SEI received some funding and decided to partner with APS to launch our Summit County Youth Coalition. Um, this is going on our fourth year in partnership with you all. This year, our students have come together. They chose to focus on teacher student relationships. They co-developed a survey that they gave to almost a thousand of their peers to develop strategies. They came up with strategies within their school, pitched it to their principles, got some feedback, reworked them. Um, we had a

076pitch last month and the amazing BookTo CLC won and so we wanted to kind of showcase their work and showcase Mr. Germaine and his presentation. >> Good evening. >> My name is Germaine and I'm a student representative of C Akran Book. C Aan stands for students of equity and excellence. Cakran is a student led organ organization where students across all APS schools come together to discuss the problems within the APS schools. Bookto chose to highlight mental health. We started this project a few months ago. Then recently we lost a student at Booku due to suicide which really showed us how important it is to highlight mental health within the students of our schools. And so we sent out a survey and then it came back where it says a little over 50% of our students

077said that my teachers check on my well-being either sometimes or rarely. And so both those root cause if teachers receive a student taught training have mental health bell work exit tickets and we create a survey based on those steps then students will have an emotional outlet and mental health will be more highlighted. Our small action step is creating a exit ticket and do nows for our second block classes because some of our seniors do have late start. We also met with our principal about our idea and she agreed that it was necessary for the teachers to implement mental health in the classroom but she said that it can't just be emotional but it also should be academic and some of the things we need to do to adjust in our plan. I think we should

078have better time management and coordination because we are all still very busy. But we should we also would like to continue to push our mission into the community. So our three studentled actions is to create and pilot daily emotional outlet prompts. My fault like the do nows and exit tickets and design and and leads training sharing students perspective on mental health, emotional support and comfort. And then feedback and refine loop collect and share student reflections on check-in check-in impact to refine and expand the the approach with teachers. So our smart smart goal implementation is by March 20th 2026 we will have made six mental health doss and six mental health exit tickets to present to the teachers and to the teachers at the meeting. We are doing this so that students will feel more seen

079and cared for. In our testing phase, we tested it by going to the staff meeting and showing them our pro our prototype do now. And they all loved it and even some of them even asked for us to send it to them as soon as possible. So this is like one of our examples of like what our do nows would look like, which is like write one thing that makes another person in the class marvelous, which we call marvelous Monday. So our policy recommendation the problem we're trying to solve is about 18% of our students at bookto feel that teachers check on their well-being. Well 18 18% of our students at bookto feel that teachers check on their well-being beyond academics. What policy could approve this? The school will implement structure relationship centered practices that

080ensure every student is known, supported and engaged through intentional daily interactions and student informed professional learning. What would this look like in practice? Mental health do nows and exit tickets and one-on-one personal conversations about real life problems. Students will lead a session with teachers to help with implementation. And some of the people to who would need to improve this is their principles, teachers, students, and district leaders. And we plan to send out surveys and get staff feedback to see if it works. Thank you, board members. Um, so this is only one of eight presentations that's going to be taking place this Friday, April 10th at 12 noon upstairs in uh room 205206. Um, you should have received an invite. If not, there's a um flyer for you all to come and see our students in

081action. Again, thank you to our partners at SEI for helping our students, but each of our schools have their own organization without their school. they, you know, host their um different surveys that they talk to the students, the administration at their school. So, everyone has a different policy that fits their school based off of the the surveys that they did with their um their students. So, thank you all for this time. Appreciate it so very much. >> Thank you, sir. >> Um member Kelly, >> excuse me. I know how challenging it can be to make a presentation. You want to make sure you have all the information in there. Um, your first two pages were very impactful for me. You said a lot of things that stuck out. So, I would like to after this

082meeting briefly speak with you and Mr. Fletcher about uh other opportunities where you would be able to present your presentation. So, just hang tight before you leave and we'll talk briefly. >> Thank you. >> But thank you. Thank you for for standing up here and talking about it because sometimes it's hard. It's hard to talk in front of a group of people about something that you're passionate about without feeling overwhelmed or, you know, nervous about it, but you presented yourself very well, and I want you to know that. >> Thank you. >> You're welcome, >> Reverend Harrison. >> Uh, just want to thank you for that presentation. And it was uh the only thing that would have made it better if you would have had a maroon and gold jacket on or something. But your

083your information in there was just phenomenal. You gave us the issue. You gave us methodology how you got to that. You gave us how a solution. Um so I just want to thank you just there's no questions to be asked because you answered the questions. So just want to thank you for that. >> Thank you. >> Member Jeros. >> Well, yeah. Thank you so much for sharing that information with us and for having the courage to speak up. So keep up the great work that you're doing and with the association with SEI. I think you'll do a lot of great impact in our community and in our district. >> Thank you. I have one request, one question, and I think that you did such a great job and I know that more students are presenting

084on Friday. My request is uh to place this item under unfinished business um and to hopefully have you and or some of your um colleagues come back um with policy recommendations that we can move into action as a board. Great. >> Thank you. >> Okay. And with that, it is 5:43. We went 13 minutes over. Um motion to end. >> Some moved. >> So move. >> Thank you. We are end session at 5:43. Thank you. Good afternoon and welcome to the rules committee. I'm Barbara Sykes, president of the board and chair of the committee. I'm joined by the co-chair, vice president uh Molinar and committee member Kelly. Also present are um member Harrison and member Gerald. In addition to that, we have our superintendent. Superintendent Utley is present as well as various members of the

085administration. I would like to uh first of all apologize for the committee running late. We will work on making sure that this does not continue to happen. Uh can we uh have a motion to approve the previous minutes, please? >> So moved. >> Is there a second? >> Second. Thank you. Member Kelly, >> you're welcome. >> All those in favor? >> I. >> Those opposed? I do not have any indication there's any public comment for this committee. However, as we go through the committee, if there is a comment that someone from the public would like to make, please just raise your hand and get my attention and you will be acknowledged and we will welcome your comments. So, welcome and let's start right out with the first item on the agenda for consideration. That item

086is under policy 3.2. No, that's the treasury recommendation, which of course we have none this week. So, we're going to start under professional staff and administration and we're going to hear from uh director Canfield. Thank you and welcome. How are you today? >> Good evening. I'm great. How are you all? >> Welcome. >> Thank you. >> Good. So, what is the first item that you would like to request that we place on consent agenda? For my request for placing on the consent agenda, we'll start off with 10.1 retirements and resignations of professional staff. We have one retirement. Katherine Foot from Sam Salem is a teacher after 27 years of service. >> We additionally have two resignations. Mhm. >> Um they are coming off a um a leave of absence per collective bargaining agreement and not

087returning those two employees there. >> Okay. Are there any uh any questions? Any comments from any board members or any members of the committee? Is there any objection to following placing these items on consent agenda? Hearing none and seeing none, the item will be placed will be requested to be placed on consent agenda. Item 10.2. >> Item 10.2. Leave of absence of professional staff. This is an uh an employee for us is leaving per collective bargaining agreement. Leave of absence requested. Teacher CCA coach at East. >> Thank you, director. Any questions? Any comments? Any objections to placing this item on the consent agenda? Hearing none and seeing none, we request that it be placed on consent agenda 10.3. >> 10.3 employment of professional staff. This is the hiring of a teacher interventional specialist, a sped

088teacher. So, we're still hiring sped teachers. Location to be determined. >> Any questions? Any comments? Remember? Okay. Uh any objections to placing this item on the consent agenda? Hearing none and seeing not 10.3 will be requested to be placed on the consent agenda. 10.4 >> 10.4 are reinstatements of professional staff coming off of leave of absence per their collective bargaining agreement. Uh Miss Chaplain is um an ELA teacher at Aken Early College and Miss Lanchman is a um science teacher at NFT STEM. >> Thank you. Any questions? Any comments from members of the committee? Any members of the board questions or comments? Any objection to requesting that this item be placed on the consent agenda? Hearing none and seeing none, we will request that this item is placed on the consent agenda. 10.5 >> 10.5

089is reclassification of professional staff member. This is for um two substitute teachers that are have attained their certification to become teachers interventional specialists. So two more sped teachers for us >> location to be determined. >> Okay. Any questions? Any comments members of the committee, members on the board? Hearing none. Any objections to plan placing this item on the consent agenda? Hearing none and seeing none, the request will be to place the item on the consent agenda. All right, that takes us to 12.1. >> 12.1 employment under limited supplemental contracts. As you can see, the list we have here are all athletic coaches except for um a debate coach uh for a student organization. Um as you see, the percentages as we mentioned in last meeting are dictated by contract. The rates are to the right.

090That is the full rate of contract and these are various coaches and one organizational lead. >> Thank you, Director Canfield. Any questions or any comments? I think that we do appreciate you adding the percentages in there. Thank you very much. Uh hearing no uh no objections to adding this item on the consent agenda. We will make that request. 12.2 >> here we have the employment of substitute I'm sorry 13.2 >> it's 12.2 salary adjustment limited supplemental contract for volleyball coach at Elllet >> yes I'm familiar I'm sorry okay >> I'm at 12.2 Now, I just had a page out of order. >> That's all right. >> 12.2. Um, this is the uh salary adjustment to uh the $960 which is paid for services and preparation for the season. They did not have enough student participation

091or interest in that volleyball team at Elllet. >> So, this is what we had to adjust the contract to to pay her for the services rendered. >> Okay. Any questions, comments? Hearing none, seeing none. uh request to place that on consent agenda. Um 13.1 >> 13.1 is the retirement of a substitute teacher, Miss Leanne Hall. >> You'll notice the effective date is October 31st. This is due to um an untimely notification from Stirs uh giving us that effective date. So this is the first time that you're seeing it and her years of service is too with us. Any questions? Any comments? Hearing none and seeing none. So that's 10:3125. >> That's correct. >> And so uh what happened there? >> So Stirs is Judy can help me out with this, but Stirs sends us notification

092of what the effective date is based on their years of service. And if we don't get that notification, then we have to bring it to board when we do >> and and take it back to the actual time. Anything you want to add >> for the retirement? I got it. I I understand. >> If there's no additional questions, um the request is to place it on the consent agenda. Thank you. We appreciate you being willing to uh explain that to us, but I think think we get it. I I was noticing that it was so that we can count her retirement. Okay. So, the request would be to place that on the uh consent agenda. 13.2 two, substitute teacher general fund >> 132, employment of substitute teachers. This is our listing of seven new subs

093that we'll fill in for as a teacher or tutor as needed depending on which they do teacher or tutor. They'll have two different rates. >> Okay. Okay. You with us on that one everyone? So, um any questions? Any comments? Are these individuals are these across the board? High school, junior high, elementary teachers, wherever needed. >> Wherever they're needed. Okay. >> Member Harrison. >> Uh, thank you, President Sykes. Can we um place that on the regular agenda? >> Um, I I need to abstain. >> Oh, yes. >> So, uh, hearing no, uh, objection, we will request that this item be placed on the regular agenda. And that is item 13.2. Okay. Okay. 14. Let's substitute teachers. 14.1 is a revision substitute tutor funding change to title one. This move is because she this uh this this

094substitute tutor is filling in for an assignment that's covered by title one. So that's the shift in funding for her. Okay, >> she is covering a leave of absence. >> Okay, thank you. Any questions? Any comments? Hearing none, I there's no objection to place this on consent agenda. All right. 15.1 >> 15.1 retirements of support staff. >> Bittersweet to me here. This is Miss Kathy Booth, HR's confidential secretary. >> Okay. After 27 years of service, she is planning on retiring. >> All righty. Any questions, any comments, any objections to placing it on consent agenda and request we we place this on the consent agenda and of course we wish her well and thank her for her service. >> Absolutely. >> 15.2 reclassification of office support. This is a lateral move reclassification from for Miss Re

095secretary 3 to an account clerk three and that is the new AACP rate that you see there. Okay, any questions, any comments? Hearing none, any objections to placing on the consent agenda? Seeing none and hearing none, we request that it goes on the consent agenda. 16.1 >> 16.1 Retirements or resignations of the pair of professionals. Uh, one we have Partha Greenstead um as a retirement after 35 years of service at Bridges CLC as an intervention specialist parapro. Okay, any questions? Any comments from members of the committee or member of the board? Hearing none. And seeing none, any objections to placing this item on the consent agenda? Seeing none, hearing none, we will request that it's placed on the consent agenda. 16.2. Also, if I can back up, 16.1 also has three resignations as well. >>

096I'm sorry, four resignations. >> Yeah, >> three subparros and intervention specialist parapro. >> Yes, I see those. Davis Fernie Price and Well, >> okay. Again, there was no objection. I think we we saw that. Thank you for bringing that to our attention. We appreciate that. >> Okay. 16.2. >> 16.2 is a leave of absence request from a pair of professional staff. um per collective bargaining agreement. >> Okay. Any questions, any comments, any objections to place in this item on the consent agenda? Okay, so that was 16. Was that 16.3? >> 16.3. Yes. >> Employment of a pair of professionals, hiring a new replacing a position, hiring a new pair of professional and bus assistant. Okay. Any questions? Any comments? Hearing none, seeing none, request will be that we place this item on the consent agenda.

09716.4. >> 16.4 is the employment of a recreational enrichment specialist for Akran after school program under the 21st CLC grant. Um, this is backdated, as you may notice in the paragraph, backdated to 310. Um this person started work early before informing human resources. So this person has been working during that time. So we have communicated with the department to ensure that they do not start until we have approval but they have done the work. >> Member Harris, member Kelly. >> Okay. Just just a second. >> Okay. So on uh on uh director uh member Kelly, you want to express your concern about this? >> Thank you, President Sykes. Director Canfield, I was I was mentioning that you quoted date 310. >> That's correct. >> Um for agenda item 164. >> That is correct. >> I

098don't see the 310 date. >> The three the 310 date is in the paragraph and and I have a the paragraph for public comment. Let me I can check and reconcile with viewers here. >> Yeah, it's is March 10 >> 16.4. Thank you, President Science. Okay. Thank you, Director Canfield. Did you see it? >> We can move forward now. >> I I actually thought that that member Kelly was going to ask, well, how in the world can a person start works before HR makes that determination. >> We we agree with that assessment. And so, we we have uh taken steps to inform the the department head to ensure that they understand the rules. Yeah, I I think we appreciate the person being eager and ready to start work. >> That's right. >> I am her.

099So So what are we doing? We're making sure that the date the actual effective date is. >> Yes. 310. So she gets paid for. >> So she get paid for the work that she has done. All right. Any objections board members? Okay. Any additional questions? Hearing none in seeing none. We will request that this item is placed on the consent agenda. Okay. We hear a new one every week, don't we? Every two weeks we we hear something new. All right. 16.5 >> 16.5 Employment of two substitute pair professionals to be used as and when needed. >> Okay. And and uh I I am going to do this to you. Mhm. >> I'm going to ask you to pronounce the one name there. >> Saha Dhabi. >> Yes. >> Does any is that right? >> I

100think it is. I just like I just wanted to hear it out loud. I thought that was so cute. Uh, member Kelly, >> uh, I know confidentiality is important and it is something that we practice across the district, but I would like to share that some of the names that we are seeing today are graduates of Akran public schools. So, I am I am um I'm honored to know that we have students who feel compelled to continue not only their experience in our district but extend their service of employment as well. >> Absolutely. >> Yes. So, hearing no uh any more additional comments or questions and hearing no objections to placing this item on the consent agenda. That would be the request of the committee. 16.6 Six >> 16.6 is a reclassification of a paraprofessional.

101This is a paraprofessional move into a library resources tech lateral move. This is not affecting any current riffs that are on the table. Um this movement is from Cross to Helen Arnold. >> Okay. Any questions, any comments from members of the committee or members of the board? Seeing none and hear none, we will request that this item go to consent agenda. Uh 17.1 retirement >> 17.1. We have two retirements from child nutrition. >> Uh Miss Vicky Lamson after 32 years of service at Piper. >> Okay. >> And Miss Mary Pilverack after 12 years of service at Lichfield. Are there any questions? Any comments? hearing none and seeing none. Of course, we want to congratulate uh uh the 32year-old uh Vicky Lamson and appreciate her service at Fifer and um congratulations of course. So, we will

102request that this item is passed is placed on the consent agenda. Okay. Um 17.2 >> 17.2 two requests for a leave of absence um from one of our child nutrition workers at Bookal per the collective bargaining agreement. >> Okay. Any questions? Any comments? Hearing none. Seeing none, the request will be that we place this item on the consent agenda. 17.3 >> 17.3 is the employment of child nutrition employees a temporary worker. >> Okay. Uh any questions, any comments hearing none? Seeing none, we will request that this item was placed on the consent agenda hearing. No objections. 17.4. >> 17.4 is reclassification of a current child nutrition worker from a program worker into an elementary worker at Sam Salem. This is a lateral move. >> All right. Any questions? Any comments? Any objections to placing this

103item on the consent agenda? Hearing none and seeing none, we will move on to 18.1 retirement custo custodial staff. >> Today we're celebrating the retirement of George Miller as a custodial worker at Inennis after 30 years of service >> here. Any questions, any comments? Of course, congratulations to Mr. Miller. I hear no objections to playing this placing this on the consent agenda. We will make that request. 18.2 >> 18.2 is also retirement from the transportation department, one of our bus drivers after 18 years of service. Cynthia Lucax. >> Wonderful. Any questions, any comments, any objections to passing this place on the consent agenda? Hearing none and seeing none, we will make that request. 18.3 leave of absence. Consent. 18.3 is a request for a leave of absence of one of our custodial staff for an

104unrestricted leave of absence per the collective bargaining agreement. >> Okay, any questions? Any comments? Having no appearing no objections, we will request that this item is placed on the consent agenda. 18.4 bus driver. >> 18.4 The new hire of a bus driver placement position. >> Okay, any questions? Any comments from the committee from members of the board? Hearing and seeing none, no objections, we will request that this item is placed on the consent agenda. Employment temporary custodial worker. >> 18.5 is the employment of two temporary custodial workers to be used as needed throughout the district. >> Okay. Um any questions, any comments? Are these full-time, part-time? >> These are part-time. These are generally uh positions people will pick up as maybe a second job in order to become permanent with us. They need to pass

105the civil service exam. >> They need to pass the civil service. Okay. Uh any objections to placing these two on the consent agenda? Hearing none and seeing none these two position section. Okay. We request consent agenda 18.6 reclassification bus driver. >> 18.6 six reclassification of a substitute bus driver to a bus driver. >> Okay. So, um any questions, any comments? >> So, this is a permanent position for theision. >> Great. All right. Uh member Molinar. >> Thank you, Madame President. Um do we still have open bus driver positions? Are we still looking for bus drivers? >> Yes. >> Okay. Any objections to placing this item on the consent agenda? Hearing none, seeing none, we will make the request that it goes. So, this goes on the consent agenda. All right, that moves us down to

106um motions to accept the donations. >> Actually, we need 19.1. One more. >> Okay, I thought we just did that one. Okay, 19.1. Oh, safety team. Yes. Employment of a safety team member uh replacement position. >> Okay. >> New hire. >> Any questions? Any comments? Having seeing no here and seeing no objections, we will request that this goes on the consent agenda. All right. Now we will go down to uh accept uh donations 21.1. Oh, member Harris, did did you have a question? >> No, I would ask that that would go on the regular agenda, the the acceptance of the donations. >> Okay, we once we discuss it. >> Oh, okay. I'm sorry. >> All right. >> Good evening, President Sykes. >> Hi, Director. How are you? >> I am fine, thank you. >> Well,

107>> and the rest of your team. Mhm. >> I would like to recommend 21.1 under motions, acceptance of donations. We currently have a total of 18 of a different varieties that we are so proud to have people donate to us uh for a variety of schools. I would like to point out that some of them have been very creative. As an example, item 13, we received 400 tickets for the University of Akran School of Performing Arts annual spring dance concert from the University of Akran School of Performing Arts and they were divided in units of 40 to a variety of different schools and that is the first time that has happened. So we got to give an opportunity for a very fine arts opportunity for those schools. >> Wonderful. Any questions? Any comments? Hearing none.

108And seeing none, if there any objections to placing this item on the regular agenda. >> I would ask Oh, no. You said regular >> regular agenda. >> Okay. >> We on it. We on it. Decided we'll go on the regular agenda. Thank you. >> Okay. 21.2. 21.2 is a resolution the adoption of a student assignment adjustment. This is the third and final reading which would allow the reassignment if approved by the board of legit from the north cluster to the Garfield cluster. >> Any questions? Any comments? Hearing none and seeing none, we will request that this item goes on the regular agenda. All right. 21.3 >> 21.3 >> cash transfer >> yes is cash transfer of student activity funds this particular one is for the amount of $5,41121 it is from the class of 2025

109located at Garfield they are transferring this from that particular class fund into the general fund followed by the second part of this resolution changing it from general fund fund back to the school support location fund 08 to Garfield. So the school is not losing the funding, they're just adjusting the account accordingly. >> Okay, any questions, committee members? Members Kelly, our high schools, do they have I would imagine that they have student councils uh student council members. Are any of those like clubs or groups, do they have a student treasurer who does checks and balances for the funds that are available to students for activities such as school dances, art projects? Do they have the opportunity to oversee the funds that are available for the student body? No, I'm not. >> Yes, madam superintendent. Now, look,

110I'm going way back. We used to have a class class officers and and treasure was a position, but I would want to double check before I say that tradition has continued on. At least it's that book though. I don't know about Garfield. I don't know. Is there anyone here to respond for Garfield? >> No, I'm >> But I will follow up because yes, they do have officers, but treasurer, I will double check for you and let you know, >> President Sykes. >> Yes. And I'm only asking because I'm always so impressed with the dollar amounts that I see that the student body has access to and the amount of funds that's been raised specifically to be used for the activities that supports our student engagement. So it's it's no trick question. I just would like

111to know if they are involved in in being able to see and to run checks and balances when it comes to the their the money again that is available for them. >> Okay. member Kelly. Each school also has a staff member that's a treasurer um at their school and um so they're really the oversight of the money but how much the students can play a part that I would have to follow up for you. Okay. >> Thank you. >> Okay. Thank you. So is there any additional questions or comments? Uh any objections to placing this item on the consent agenda? Hearing none. And seeing none, we will request that this item goes on the consent agenda 21.4 resolutions for the P. Buckley Moss Foundation for Children Education Grant. >> Yes, this is a resolution accepting

112the funds in the amount of $862.84 from the P. Buckley Moss Foundation for Children Education. And these funds will be used to support a project-based learning using math and art creating a schoolwide honeycomb of students for the bridges location. >> Okay. Any questions? Any comments? Hearing none, seeing none. If no objections to placing this item on the consent agenda, that's will be the request of the committee. 21.5 resolutions. >> This is another resolution. This is the GPD employee foundation grant and this particular grant is awarded to the school district in the amount of $29,673 from the GPD employee foundation and you will see five locations in the listing below in the resolutions that have received various amounts as they did apply for them. So as an example, Fire Stones is 5,000. It will go to

113the Robert Tears Robotics Club. North 5,500 is going to be funding Finding Our Voices, which is a mobile medial uh tools program. Project RISE gets $7,500 to adopt a senior. Jennings CLC will get $3,995 for the dimension of our world. It's an 8th grade uh science project. and ECLC high school will get $7,678 to its next level podcasting and if approved by the board uh these will be appropriately assigned to the correct funds. >> Okay, any questions? Any comments on the uh 7,500 adopting a senior? That's a senior that's in high school. >> That is correct. >> They will adopt this and they help promote the activities of the seniors. >> Wonderful. Wonderful. Okay. Hearing note. Oh, member Mullinar. >> Thank you, Madame President. Um I noticed on here East CLC has next level podcasting

114and um North's the finding our voices mobile media. I recently visited Jennings CLC and I noticed they had a group that was also podcasting. It was their English language learners were podcasting to have relevant conversation that was interesting um to each other. But my question was do the students get to hear each other's podcasts or follow each other's podcasts? Um and so I don't know if this is a student success opportunity. Um, and I don't know if Finding Our Voices from North is also an English language learning um, initiative, but a way to combine the this next level podcasting and the other podcasts that our students are doing. It might even be possibly an enrollment thing. You know, we we have so many followers, you know, come to Akran where you get to podcast and

115the students are really enjoying relevant learning experiences. So, I just wanted to say say the opportunity and uh hope to see more. I will follow that podcast if someone sends it to me. >> Okay. Thank you, member Molenar. Someone please send that podcast. >> Thank you. >> Hearing no additional comments or questions uh and no objections to placing this item on the consent agenda. That will be the request of the committee. Okay. Uh item 21.6. Six, the Martha Jennings Foundation grant. >> Yes, this is an additional grant to the district from the Martha Holden Jennings Foundation grants. And in this particular one, this is two grants uh representing two schools and two departments from the Martha Holding Jennings Foundation grants to educators program in the amount total amount of $5,960. The awarded schools are North

116High School and the Nif ST STEM High School at Robinson. And each uh teacher that is located at each of these locations at North the teacher is receiving $3,000 and she will use it to find fast every reader. And the teacher at NFT STEM High School at Robinson is going to receive $2,960. and his program is a bird beak PBL at Akran STEM High. >> Okay. Are there any questions or any comments? Hearing not and seeing none, there's no objection to placing this item on the consent agenda. All right. So, we have uh 21.7 Ohio Department of Children and Youth KG Readiness Grant. >> Yes. And this is very exciting. >> Okay. Uh, Akran public schools has received notice of a grant from the Department of Children and Youth Kindergarten Readiness Boot Camp Grant. And

117the amount given to us to hold this over this upcoming summer is $67,56.98. And it will help support a multidisciplinary instructional team with leadership, comprehensive wraparound services including health aids and ESL interpreters and transportations for the students that qualify to participate in the program >> and this is very exciting for us to obtain. If approved by the board, the board's uh fund will be 4992732. And I do know that locations and sites have also been selected in as they start to plan where this will be located. >> All right. Any questions? Any comments from the board members? So, do you have the locations and sites? >> I I can tell you they're looking at them. They haven't definitely picked them yet. They were looking at sites today. >> Superintendent. >> Thank you, President Sykes. We

118are permitted to serve up to 500 students. So each school is looking at having about 25 students, 20 students >> per school. So all of the elementarymentaries are looking to have the program >> with about 20 students. >> Wonderful. Okay. Uh are any additional questions or comments? Hearing none and seeing none, uh, is there a request to place this on the consent agenda? Hearing no objections to do that, then we will request that this item was placed on the consent agenda. 22.1ou. >> This is anou under the business affairs recommendations for Woodridge local schools, which is a non-public grantf funded association. Okay. >> In this particular one, this is a unique one. they pay us to provide the services. So theou is an understanding with local Woodward local school under title one supplemental services. So

119we just want to make sure that we're following that fiduciary requirement as we support them with students that qualify for us to provide service for. Okay. >> Any questions? Any comments from members of the committee or members of the board? Any objections to placing this item on the consent agenda? Hearing none, seeing none, that would be the request from the committee. 22.2. 22.2 is a service contract which is also grant funded for Andre Evans. And this particular service contract is to provide art workshops for APS Project Rise families with Mr. Evans effective if approved uh April 15th of 26 through April 14th of 27. And the total cost is not to exceed $1,500 to be charged to the FY26 arts can teach grant that has been received by project rise. >> Any questions? Any comments

120from members of the committee? Any objections to placing this item on the consent agenda? Hearing none and seeing none, that would be the request 22.3, Beach Boys Entertainment. All right. This particular item is a service contract for Beach Boys Entertainment Incorporated. It is entering into a service contract for DJ Services for the Firestone CLC prom with this particular vendor effective May 8th, which is the night of the prom. Total cost not to exceed $950, and to be charged to fund 200, which is the class of 26 expenses for this event. >> Wonderful. Any questions? Any comments? Any objections to placing this item on the consent agenda? Hearing none, there will be the request of the committee. 22.4. >> 22.4 is Catapult Learning LLC. It is a service agreement again non-public and grant funded. And this

121is to provide academic tutoring and guidance counselor services to two non-public schools which are listed below as St. Sebastian's and St. Vincent Depal which is the elementary level. and it is effective from April 14th of 2026 through May 20th of 26th and they will be dep if approved each school would get their appropriated assigned funds. St. Sebastian's would get 15,450. St. Vincent Depal Elementary would get 6,950 and this is title 2 funding which they are allowed to use. >> Okay, any questions? Any comments? Member Mullenar. Thank you, Madame President. Um, as we prepare for the potential July instructional policy committee meeting, I see Dr. Lash over there. Uh, and we talk about the funds that are going to, um, you know, leaving our district and how there's a conversation of the money follows the child.

122I think this is a great example because from what I read of of these items, um, it's training the teachers of the school. So this is professional development for all of the current teachers. So this is professional development that if this money were in this district um our teachers would be developed and also this is not just benefiting the students that are following. It's not a direct benefit but it's going across um all of the students. So I think this is a great um example of the money. So thank you. >> Any additional questions or comments? Any objections to play placing this item on the consent agenda? Hearing none and seeing none, the request will be to place this item on the consent agenda. 22.5 >> 22 five is a service contract for Eric Dios.

123Mr. Dios is to provide uh percussionist services to assist with rehearsals and performances associated with the May festival. Uh, and this is effective April 14th through May 12th, which is the actual event of the May festival. And the cost is $400 to be charged to the general fund. >> Okay. Any questions, any comments, any objections to placing this item on the consent agenda? Seeing none, and hear none, the request will be to go on the consent agenda. Okay. I see um 22.6. I see it the frontline technologies. I see that it is also listed under new business. So where do you have it? >> I my understanding is it as my discussion with pastor Harrison he was bringing it before and it should go under new business to be discussed. >> Okay we'll come back

124to new business under that one. 22.7 Game Craze >> Game Craze LLC is a rental agreement and this particular rental agreement is to provide support for the Elllet CLC senior class picnic to be held on May 20th and Game Craze is an approved vendor to do an obstacle course basketball full press court generator and staff for this particular item during their picnic and it is a cost of $2,00 000 to be charged to the class of 2026 expenses. >> Any questions, any comments, any objections to placing this under the consent agenda? Okay, hearing none. Uh 22.8 Mercy Campbell. >> 22.8 is a service agreement for Mercy Campbell. This again is grant funded. It is a recommendation for a family literacy night presentation at Cyberlink CLC on which Miss Campbell will help and read items to

125the students during this discussion on family literacy. The cost is $350 and is to be charged to the title one fund associated with CyberLink CLC. This was selected by the staff. >> Okay. Any questions, any comments? Any objections to placing this item on the consent agenda? Hearing none, seeing none, we request that this item go on the consent agenda. 22.9 >> 22 >> new egg.com >> to Yes. Newegg.com is a purchase also grant-f funded for the recommendation of 26 desktop top computers with all the associated uh monitors and everything that goes with it for the Elllet CLC engineering and robotics program which is under our college and career academy model. Pathways computer lab needs this support. Total cost is not to exceed $60,000 and it's to be charged to the Perkins grant. >> Okay. Any

126questions, any comments, any objections to this item going on the consent agenda? Hearing none, seeing none, the item will be requested to go on the consent agenda. Okay. 22.10. >> 22.10 is Paladin Protective Services Incorporated. This is also a service contract for a non-public which is grant funded. It is a recommendation to allow the upgrade of the Raptor paging system interface at St. Vincent St. Mary High School, including the custom API script for the ALGO 8301 paging system adapter, the ALGO device programming termination of the actual output to the Q system and which is a paging system within the school and testing. This would become effective if approved on April 14th of 2026 through June 30th of 2026. This is a single source provider. It has to be provided by this vendor. Charge is $2,752.34

127and this is title 4 funding. >> Okay. Any questions? Any comments? Any objections to placing this on the consent agenda? Seeing none and hearing none, we will make that request. 22.1 Tasty Brand. >> Uh 2211 is Tasty Brands LLC. >> 1111. What? >> Uh this is a purchase agreement and this is for individually wrapped sandwiches, anytime lunch kits. I want you to think of lunchables and shelf stable food. This will be used in our summer meal program. What is unique about this is we as a district are assigning our commodity cheese to help make this particular products that we'll use and therefore the discount becomes very significant. It goes from as an example a $1.50 per sandwich to a dollar per sandwich. So it's cost-effective, it is efficient and it will allow us to also

128provide shelf stable milk which we use as part of the meal program for field trips. This is a cost-effective way to handle this. And this was go being charged to O6 which is child nut nutrition funded which is a self-funded program through the federal and state uh support that we receive in our meal programs. >> Okay. Any questions? Any comments? Member Kelly. >> Thank you. President Sykes. My question is how soon do we are we let me start my question first. Excuse me. Are we currently in contract with Tasty Brands? >> Yes. >> So we only use them during the summertime. >> This particular item is some related to what they can do with the commodity processing of the cheese. It is not necessarily the only item that we will obtain for our meals, but

129this allows us to take our commodity cheese and process it into items that are acceptable and meet the meal pattern. >> Okay. Thank you. Thank you, Director Folk. >> Okay. Any additional questions, comments, any objections to placing this item on the consent agenda? Hearing none, seeing none, we will place 22.11 2211 on the consent agenda. 2212 >> 2212 is a uh service rental agreement with the Akran Civic Theater. It is being used for providing the International Alliance of Theater employees and everybody located the Civic Theater for the May Festival of the Arts being held on May the 12th. Uh this current funding is for $5,000 and it is general fund expenses. Any questions, comments on 2212? Hearing none, any objections to placing on the consent agenda? Hearing none, the request will go on the consent

130agenda. 2213, University of Akran, EJ Thomas >> and this is with the University of Akran. It is a rental agreement. It is including all rehearsal, ticketing, piano, tuning, lobby personnel, etc. to allow this particular venue to support the class of 2026 Firestone CLC graduation ceremony which is going to be held on May the 28th. Total cost is $8,3248 and it is to be charged to fund 200 which is the class of 26 expenses. >> Okay. Any questions, any comments? Any objections to placing this item on the consent agenda? Hearing none. Seeing none, the request will be that this item goes on the consent agenda. Okay. So, we will go now to um let's see, >> we still have 224. >> 2214 >> VEX Robotics. And this particular one is a purchase. It is recommending the

131purchase of three VEX AMD classroom bundles plus the associated IQ large classroom bundles and competition upgrade kits for the engineering for grades 5 through six and designed for grades 7 through 8 at the NIFT STEM middle school with VES robotics. This is a single source provider effective August 24 of 2026 through June 6 of 2030. total cost not to exceed $26,34.65 and this is to be charged to a specific grant the school holds. It's the Goodyear Tire and Rubber Company STEM grant that they have received. >> Any questions, any comments? Any objection to placing this item on the consent agenda? Hearing none and seeing none, uh we will request that this item goes on the consent agenda. All right. So uh now we will go under the uh before we go to uh unfinished business

132and new business. Let me go back to minutes of the last meeting which I skipped. So is there a motion to accept the minutes from our meeting of let's see March 16th. >> So moved. >> Is there a second? Second. >> All those in favor? I >> I >> eyes have it. So, uh, unfinished business, new business. I actually think, uh, so, uh, Pastor Harrison, you was requesting that the one item Jennings release project be placed under new business. What was your item? >> Thank you, Madam Chair. Madam Chair, I think that may have been a misunderstanding. Okay, good. >> I think that front line it came before >> I was just about to say that. >> Yeah, it it came before the committee and I asked that it be it came before the board

133for approval. >> Right. >> I asked that it be sent back to commi committee because there was policies involved with that. >> Okay. >> So, we've had a meeting um with Mr. Leonard who actually does the work. Um and that um um >> that that is an appropriate expense. >> Um to not renew the contract, we would lose a great deal of information. Um so I would ask that that would be put on the consent agenda for business affairs. >> All right. Any questions, any comments? hearing none and seeing none, the item will be placed on the consent agenda. Uh, thank you. So, now we have under uh a couple of things here. I I see we have under new business the resolutions uh for the riffs refer the administrative pair professional and teachers but

134I am also seeing under new business the authorizing contract with the parents for transportation their children to and from school resolution I don't think I was knew this was coming before the committee. Director, you want to speak to this? Authorizing contract with parents for transportating their children to and from schools 202526 school year. >> Uh, President Sykes, this is a uh contract with uh parents that are have students that are eligible for transport, but we do not have the assets or cannot get them there on time. Okay. Each student is evaluated according to the six items that allows them to come under the payment and l statute. This is the seventh listing that we have brought before the board this year. >> Okay. Any questions? Any comments? Hearing none and seeing none, we will refer

135this to the regular agenda. >> Thank you. >> Okay. All righty. So now we're going to go and and and I see that the resolutions are under new business was really not new business. So it would be under unfinished business. And so let's start with resolution the administrative roof list. >> Um >> madam superintendent. Yes. Thank you, Madame President, members of the board. >> This is the riff list. The first item is for the deans that have been identified. Six deans, one at the middle school and the other five are located at elementary schools. >> Any questions? Any comments? Member Molinar. >> Thank you, Madame President. Um, I understand that our $11 million reduction is needed. Um, I spoke with the superintendent several times, including just before this meeting. Um, and about the impact analysis

136or information to give to the board about how these items were identified. We've had a number of parents um come to us specifically about this item via email spoke at our last meeting um wondering um how did administration come to this? So I know administration did give a presentation to um everyone but the um I guess the the report or the the data that led administration to the recommendations was not included in that presentation. So if you could just email to the board um or I don't know if everyone needs it, but if you're sending it to me, you might as well send it to everyone. Um, information on that um because we do have larger reductions ahead next year. Um, and so I know, uh, going through this process and, um, learning how to

137do this from what it sounds like, especially um, from the families that came at the last meeting. One of these schools, for instance, um, on average, we might have a student to adult ratio of around seven at most the schools, but the parents that came at the last meeting, theirs is already at 10. And so they already have the largest gap in student to adults and then we're going to remove another adult from the building. So um trying to um explain to parents if we are going to approve this what came to that and why that's a priority um would be helpful information for us to have. >> Understood. >> Member Juros. >> Yeah. The one question I had is that we have three resolutions here that all relate to the full $11 million reductions.

138Now, the three resolutions total about $1.6 million, which is 15% of the entire $11 million of reductions. Is there a reason why we're only exploring three resolutions as opposed to as opposed to the entire $1 million package? >> Superintendent. >> Thank you, Madam President. Um the other items could be itemized and brought back to the board if that is the will of the board. Um those were pretty much um reallocation items that we could do through just the management of our regular budget if it's approved. >> Any followup? No. Okay. Any additional questions? Any comments? Member Kelly. >> Thank you, President Sykes. I just want to uh reannounce or not not reannounce but uh share that the superintendent along with some of the board members are doing listening and learning tours throughout our district where

139uh further explanation and that one-on-one dialogue is being established and created with our community members. uh and stakeholders when as it pertains to the reductions. Uh, so Superintendent Alli, I'm not I don't have the dates in front of me, but for those community members that have questions specifically about the reductions and you're not able to make it to committee meetings and or the school board meeting, there are other opportunities available for you to meet with our superintendent, members of her team, and a school board member that are um making themselves available for these uh >> I don't want to call them listen and learn >> the listen and learn tours cuz I see that you have um some times that you're making yourself available during the lunch hour also >> the lunch and learns >>

140those are the lunch and learns are actually for students and then the listen and learns are uh for our adults and any students and staff who come. Um, but even if none of those times are good for their schedule, if they would just contact my office, we will make accommodations. >> Thank you. Any additional questions, any comments, any objections to placing this item on the regular agenda? Hearing none and seeing none, item will be placed on the regular agenda. Uh resolutions 25.3 pair of professional roof list. >> Madame President, members of the board, these are our pair of professionals that are um currently on the RIFF list that are being um rifted at this time. knowing that once to to get to the other side, we have to go through this process. >> And so

141once if the board should approve, we currently have um over 40 positions that our human resource department will work uh with them directly by seniority on selecting a new position. The impact here is they will be going into a classroom to provide support to staff. Thank you, Madam Superintendent. Any questions? Any comments? Member Mullinar. >> Thank you, Madam President. So, an example here if if this were described in an impact analysis that some examples of some information you might want to include. Um, how many paras do we have? Not just how many open positions are there, but how many are in the district would be a great place to start with that. Um, and and go from there. What where are they? What do they do? And then how these were selected and identified. That

142would be a typical flow. You might choose a different path, but that's an opportunity. >> Any additional questions? Any comments? Hearing none of seeing none. Any objections to placing this item on the regular agenda? Item 25.4, teacher riff list. Madame superintendent. Madame President and members of the board, this last item is a um for an art therapist that we have in the district um which currently is serving students that receive the art therapy in addition to art. Uh the law is mandating that the students have art although we do understand the value of art therapy. Um at this time we are re requesting to reduce this position and reallocate through the RIFF process give the opportunity to go into an opening which um would fit within her credentials. >> Thank you madam superintendent. Any questions?

143Any comments? Hearing none see none. Any objections to placing this item on the regular agenda? So item will be placed on the regular agenda. Any seeing no new business, any additional business come before the committee. Uh our next rules committee will be held on Monday, April 20th at 5:30 p.m. here in the Reverend Dr. Curtis T. Walker Jr. boardroom. And the um Can I have a motion to adjourn? >> So moved. >> Is there a second? Second. >> Second. We will all those in favor say I. >> I. >> Those opposed? No. We will adjourn at 6:51 p.m. And again, I am apologize for the committee running late. Please stay tuned for the policy committee. Good evening everyone. This is the Akran public schools Akan public school district uh policy committee. Um the time is

1446:55 April 6. Um we will begin um with me is Dr. uh Bnee Molnar and member Carmea Kelly. Um and we will begin with the approval of the previous meeting minutes. >> So moved. >> Second. We have a motion made a um and a second. And all in favor? >> I. >> Any opposed? The eyes have it. We'll move and ask that if we have anyone here um for public comment. Seeing no one here for public comment, we will move into our discussion topics. Our first item of business will be um our current policy, a policy review, policy 0141.03, our nepotism policy. And I would ask if we have someone from the administration here um to discuss and review this policy. Good evening. >> I'm not sure what constitutes a policy review, but I'm here

145to answer any questions regarding the current state of the policy. >> Okay. Will the review it? We would like you to cover the policy. Um what the policy says, the intentions of the policy. Um and we are having a review because we have gotten um some complaints and there seems to be different answers um to the complaints and so we would like you to review the policy um and then we will begin we'll have questions uh possibly after your review. >> Sure. The nepotism policy is currently written. The administrative administration position on the current state of the policy is that is a prospective uh hiring based policy and that's supported by um the Ohio schoolboard association as well. Um we begin with the definition of family members which mirrors um Ohio revised code. Um as

146mentioned this is a focus on on hiring and employment actions. Um, each clause is is focused on what to do when situations come up where we find someone that's in a position of of interviewing or making decisions or securing um job benefits. Um, we are prohibiting uh that movement to or that person to come under the supervision of a current employee. Um the prohibition applies to all full-time, part-time, temporary positions. Uh the common goal avoiding nepotism. Um as mentioned, this is uh one of those focuses where uh it's to avoid the appearance of impropriety, uh preferential treatment or poor treatment. Um it is focused on making sure that we establish that that trust with our um employee base and our communities that we are making these decisions when hiring uh or selecting a person for

147the position. Um that there there is there will be no preferential treatment or abuse in those situations. Focuses in here on um on the how to to avoid nepotism the conflicts of interest. uh the supervision reporting structure. Um at least two levels of reporting structure must exist between the family member and the relative. But even sometimes that may be cause for concern depending on on any type of of complaint that we may have or any type of of situation that we see um is is a problem for the the continued operation of the school or the district. Uh the final clause in here refers to transfers due to marriage. Um this is a common clause that's brought in nepotism policies in which employees who work together who become related through through marriage um will be

148we'll work with human resources and department leadership to try to avoid that direct supervision conflict and in try to transfer one of the two employees to another department or division uh when possible. Okay. >> Any questions from the committee members? So I I have a couple of questions. When we when we speak of it being a forward hiring policy, can you explain that just by how the clauses are stated? Um the intention behind this is that once approved, this policy comes into place and every clause in here deals with some type of selection or hiring piece. >> Okay. So how do we handle if there is a current? Okay, so the policy was um in place u November 24th, 2025. Um so um how do we um deal with a current um that were established

149prior to this? If we find that there's a current situation where we see elements of say preferential treatment or any type of appearance of impropriy, we would review the situation and the levels of supervision, who was involved and to see what we needed to do about that. If the answer lies with transferring one of those positions, we would take that on. >> Okay. Thank you. Uh my last question is, do we have administrative guidelines um with this policy? >> We do not. Um, as you know, I presented a draft of those to you this week. >> Okay. And so, what is the timeline for those um that you will present those um as we would move those forward? And I think a lot of what we are finding now is because it's clarity and and

150the lack of administrative guidelines I think will um so will the timeline. I I guess that's the >> the timeline would be at the pleasure of the board. Um I think that we've talked about some recent discussion regarding how administrative guidelines um appear in our in our overall policies and how they reconcile with the board policy itself. >> Um we want to avoid as we discussed a reiteration of the policy within the administrative guideline. Uh we want to focus more on procedures and processes with the administrative guidelines. So I think we need to take a deeper look at that um in terms of our policies written correctly with the idea of how we want to move our administrative guidelines forward. >> Yes. So do you believe that this is an effective policy >> as a

151hiring policy? This is an effective policy for situations of what you're talking about. It probably does not cover those. Nor would they in administrative guidelines considering that this is focused on a hiring and employmentbased policy. >> Okay. So, so I want to just add I I just want to be transparent. Sure. Uh, we have received complaints, but I'm not speaking to the complaints. I'm just speaking to the policy. >> So, I I don't want anyone to to think that we're hiding anything. The complaints are generated by employees and we don't discuss employees. We're discussing the policy itself. I just want to >> I I agree. I I believe that any current situation that exists where we believe we're seeing some type of appearance of impropriy that kind of betrays the public trust or we see

152anything where there's preferential treatment or poor treatment of employees by a supervisor and they happen to be related. We can deal with those situations on a case-byase basis perhaps through other areas but maybe the nepotism policy as a hiring policy is not the policy to go behind. >> Okay. Um so thank you. Any questions from the committee? Uh, member Molar. >> Thank you. Um, I'm trying to read between the lines here. Um, so my question about a nepotism policy, so from my understanding about nepotism, it's about hiring someone you know too well. Um, and so my question is, could you violate this policy on accident? Could you accidentally hire someone you know too well and not know that you knew them so well? Um, and so for me, I wonder if that piece of it

153might have a relevant place in administrative guidelines is uh as a hiring policy if the the violation of this policy. I understand that the other parts of it might occur also in other policies. But um I I guess from from from your experience, can this happen on accident? Does this frequently happen on accident? >> Happening on accident is it could happen on a on a slight level? Number one, what I would say is it it distinctly is about relatives on blood relations or marriage relations. um specifically in the revised code that focuses on it in the USBA Q&A um policy itself. However, the protection lies within the initial application of the person coming there and representing themselves as not being a relative to anyone in the district or line of supervision. If they do misrepresent

154themselves, then we're in a different ball game ballpark of how we handle a potential employee who just misrepresented themselves on the job application. So, if there's a mistake of the employee, the applicant that didn't read the application perhaps, and then you'd have to give I mean, you wouldn't be giving a lot of leeway there. Um but in my in my estimation this does not happen by mistake. Um so you know we should be focused in on every hiring situation that that we know and we should it should be brought to the table and represented by the applicant themselves as they come in. I know there has been situations where an interview committee has not understood a relationship, didn't know about the relationship. And if that committee is maybe a third or fourth member of the

155committee that wasn't properly briefed by the person that leads that interview committee or that person did not the applicant did not represent themselves correctly then perhaps that gets through that way. >> Any other questions? Member Kelly. >> Thank you, Reverend Harrison. Much of this conversation is um it's new for me and both the policy and the administrative guidelines has a lot of language in it that I would imagine a lot of people they're not aware of it until something is brought up where we have to pull that policy. We have to review the administrative guidelines. How do we as a district moving forward once we establish strong and effective policies that align with the administrative guidelines? Uh how do we move forward with addressing concerns that were brought up while we were creating the policy

156or the administrative guidelines and even prior to that. So we are aware of concerns that has been brought forth >> that some would say violates violates the administrative guidelines as it pertains to or relates to the nepotism policy or the administrative guidelines, excuse me. What does that look like for us? um and how can we together um address those concerns that were uh brought to our attention before because we're not done with this piece yet, right? So, how do we kind of take those steps backward to to backwards to making sure that those issues or concerns that were brought forth are properly addressed? >> Yeah. Again, I think that number one, we should look at any issue that comes up and if there is an appearance of impropriety that in my opinion betrays the the

157public trust and the community, then we need to look at it in any way to to lead or to delay the concerns of the community and take care of that situation. The again the nepotism hiring policy may not be the route for that. So therefore it may not be the administrative guidelines but it doesn't go to say that we can't look to amend current conflict of interest policy or staff ethics policy to include such language and specifically in administrative guidelines. You know we could probably provide or or it would give us a little bit more room to address certain situations. >> Thank you. >> Okay. and then we'll move this on. But I would say um to you, Mr. Canfield, um that this is is not a staff ethics policy and and although we do

158have that contained in there, I I think we have too many policies contained in four or five policies. Um, I would think that this policy is nepotism. And as I read the revised code and their statute on nepotism, I would look at this policy and say that we need to um strengthen this policy because it does not say it's it's a hiring policy. It says it's a nepotism policy. So, um, with the, um, committee, I hate to say this, but I I think this this policy could be revised to be, um, a policy that is clear, that is understood, that follows state law. Um, and if it's found in some other policies, because we certainly need to find this in the, um, equity policy, we certainly can find it in the staff ethics policy. Um

159but we need a strong nepatism policy um and a strong administrative guideline so that we can be clear and transparent um in on this subject. >> Thank you. Um before we move on to our next item, I want to um acknowledge the president of our board president, Barbara Sykes, who has been here from the beginning and I have not I did not mention her in the beginning. So I just want to um bring the fact that she is in attendance here. Um we will move to um discussion on item 302 302 digital content and accessibility and the only update to that is attached to the agenda. Sorry. First one. Which one would you like? Okay. >> Good evening. Um, as you can see, this is board policy draft 7540.02, digital content accessibility. Uh, and it

160stems from a civil rights rule, uh, where all public entities need to be compliant with web content accessibility guidelines version 2.1, level doublea. And I know that's a a lot of a lot of words there. Um so we have shared with with the committee a um you know a draft that our our committee has has recommended. Um would you like me to walk through the options that have been selected? >> Well we we have still discussion on this and so when you say the options that have been selected um can you explain that? >> Sure. So ultimately in the Neola policy they present options and you know as a part of the collaborative work we had a committee that got together and made a recommendation um that has been shared and is in the agenda

161>> and we can certainly modify anything at the board's will. Um but it is for all intents and purposes a starting point. Um, so I can summarize them because I I have them kind of in my head. So one of which is when a person with a disability requests some support from Akran public schools, how long do we have to to respond to that? and our committee felt that 72 hours or three days is a very realistic timeline for us to respond. It may not include the resolution of their need because their need is vast in scope, right? It could require the purchase of assisted technology. Um, it could require us to research, you know, cutting edge solutions for their concerns. So, we feel that 72 hours would would be plenty of time for us

162to respond, find out what the situation is. Um, the policy also mandates that we have a way for people to seek support, right? So, I'm a I'm a family. I need support with something on our website and we actually have added on achools.com a way for the community to reach out to us. And when someone fills out that quick form, it goes to our entire team. So based on, you know, people's technical ability, they'll respond accordingly. Um, another example is with training. So the policy does mandate that new staff will attend training and that is going to be embedded into new faculty orientation. So we will also be providing periodic training for staff who are involved in public facing content. So for example, our our web team, our communications department, they will need a more

163intensive training than a classroom teacher because our classroom teachers are not for the most part creating public facing websites. Um, so there will be ongoing training as well as periodic and regular reviews of our digital content to make sure that digital content that's being produced is WCAG compliant. And probably the most applicable example is with a PDF file, right? So if I'm a teacher and I go to the copier and I I scan a PDF file as an image that cannot be used with assisted technologies and that document is now non-compliant. So we'll be providing training for teachers to make sure that we're creating handicap accessibility documents as well as alt text. Right? So when I hover over an image, any picture you can think of, it needs to provide a description of that image.

164So if I'm visually impaired, I can I can with my reader, it will tell me that, oh, that's a shooting star. So that's the type of ongoing training that will be done as well as a periodic review of all of our content. So >> Okay. And that that would include our board meetings. Um so can you speak to that? >> Sure. So if we just take a look at this PDF document here, >> this is an actual PDF document. It is not an image. So all of the work you do as a board will be created and and published as PDFs. So they are able to be, you know, read by by um assisted technology. So, um, we one one issue that that the board will need to resolve is the streaming of these meetings.

165>> And so, what we are required to do is have not only closed captioning. Okay? So, as I'm speaking right now, YouTube has closed captioning up on the screen. Um, it also will require audio descriptions. So if I drop my pen, it will say pen dropped. So someone who is audio impaired, hearing impaired will be able to understand what has transpired. That is more advanced technology than what YouTube provides. So we will need a third party service to provide those, you know, those translations. >> Okay. Um so so I I I kind of stop you here and uh interject the um that that is under review. The third party vendor scenario is under review. >> Correct. >> U does any members of the committee have questions? So my understanding is that you would like this

166that that the um there's a federal date that this has to be implemented. Uh but my all my understanding is also that we don't necessarily have to have the policy. We just have to be in compliance by that date. Can anyone speak to that the compliance part of this? >> Mr. Sure. I can >> Attorney Sepusi. >> Yes. The the date the target date for the policy is definitely an aspirational, you know, sooner sooner than later. Um but compliance with the law is primary. So, as long as we're complying by that date, um and the policy is not too far behind, you know, hopefully that's okay. >> Yeah. Uh thank you, Attorney. Um, I can tell you every policy is a priority to get it off the agenda. Um, but the um I think this

167this we the committee cannot move uh any faster than um we nail down the details of the vendors and and and and cost analysis. Um so so I will hand this back to you and ask that you get with the committee and um I I know you have talked with members of the committee and members of the board and so we would ask that you would really look at the aspect so that we can be in compliance by the date that we need to be in compliance and if we don't have the policy ready uh we certainly want to be in compliance first. Uh but the policy is a priority to get it done as soon as we can. Thank you, sir. I'm sorry, one question. I I don't have questions, but I would like

168to make a comment that um we we're all aware of why this policy is important and that it does ensure um that Akran public schools responsibly use digital tools while while not only protecting our students privacy but also our staff's privacy as Well, um, director, and please help me pronounce your name correctly. Neuron. Nuran. >> Ruan or Ru Yen. >> Ruin. >> Almost. >> Well, could you pronounce it for me? >> Ru Yen or Ruan? >> Ruen. >> I'll work on that. I promise I will. No problem. But um this policy there's there are many laws attached to it that we have to make sure that we are in compliance and these aren't laws that we are making up. These are laws that have exist for quite some time um such as section 504 with

169ADA. So there it's very complex and we have to make sure that we get this correct. There was conversation earlier about a financial component that will be tied to this. We had some school board well members of the board that sought out services that appear to be much more coste effective than the current um contract that we have. So those are the specific details that I personally believe while reviewing and working on this policy is the reason why it is going to take us some time. So I do I I I thank all of thank all of those that are working on this policy and also the committee members uh for their patience because we're trying to get this right. And I think the only way to do that is to thoroughly take our time

170whether it's asking each other questions andor cross referencing other policies and also making sure that we are following the law. So something very specific as to a pin being dropped and making sure that we have the technology to announce make the announcements for someone that might be visually impaired where our mon or our programming can say pen drops. Something like that sounds very simple but it's not. So again, making sure that we are in alignment with what the law requires us to do is why it is so important that we take our time with this policy, but also to make sure that we are within that allotted time frame to make sure that our website is up todate and the technology that we're using in our classrooms are up to date and that are meeting

171the needs not just for one student, but thousands of students that might fall under that category of having a special needs to where they need um techni technology like this to support the ways that they learn. So I just that was my little piece. Um but thank you uh Reverend Harrison. >> Thank you and thank you Mr. Ruan. >> Chair Harrison, may I? >> Yes. >> Thank you. Thank you chair. Uh Mr. Rudan, um, when you say 72 hours to respond, is that 72 hours to simply acknowledge that you received a question or a request? It would take you three days to do that. Is that what you're saying? >> Well, so in tech services, I think you'll find we're a highly efficient machine, welloiled, very organized. >> So are you saying it would take

172you 73 days to just simply respond that you received it? So our expectation is that that would be done sooner. However, for example, last week was spring break and many staff were out on holiday break. If the person with the technical ability to remediate the concern is is out of office, then you know we would need time to get back to them. So in the end the recommendation from the committee that 72 hours is very very realistic. However, our expectation is that would be done much sooner. >> We have so Mr. Uh, chair, what I would recommend is that we put a time limit on that, not to exceed uh because what I'm hearing is that we have someone call us for service and that and just simply saying that we will within three days

173we will respond and that response could simply be we heard you, we heard your question. Now, in that response, we could also say, "We heard your questions, but we do need time to research this information and to find out and to find the appropriate person to get back to you." But the thought of leaving a person out there with a simple call to say, "I would like service from the Akran public school." uh three days seems to be a bit excessive for an individual and poor customer service to for an individ for an individual to expect to wait to hear someone to even just receive a call back because that's what I hear call back. >> Well, it's also important to note that when does the 72 hours start? So if I did it Friday

174night at 6 pm, we literally do not have staff on on call. So Mr. Chair, again, that's why I think it's important for the policy to be very clear on when the citizen would expect a call back. >> Yes, understand. And and point well taken. And I think that is um one of the um to President Sykes that is one of the serious points that we are discussing in committee. Um so thank you uh member Molnar. >> Thank you uh member Harrison. Um I don't want to belver this conversation too much because this is coming back but um in preparation for it to come back. I do think it's important to acknowledge that compliance with the law needs to occur before this policy comes back because compliance with the law is in April of 2026.

175So, there are things that our district has started and needs to continue to do um as as we continue to build this policy. And so I'm hoping that when it comes back, our administrative guidelines will reflect the things that our district is doing and has done in order to be compliant because our old policy that we are trying to revise here was for web content. And so one of the biggest changes in this policy is we're changing it to digital content. What's the difference between digital content and web content? Well, this if you look at our current AGS, it's just about the website, but it isn't just the website. Our social media is one of our most vulnerable areas um more than the focus on the board meetings. Our social media needs to be compliant.

176Our emails need to be compliant. If we're attaching things to emails, those need to be compliant. if we have little things underneath our signatures that are really cute that needs to be compliant. Um, so it's it's everything that we're doing. Um, and so how is that compliance being communicated, right? And this is where uh as member Harrison mentioned, this is where the cost comes in. you know, are we going to do what other schools have done and spend a a lot of money and the price is increasing now on the the uh items where you can see, oh, I have a green check mark, this is compliant, or I have a red frowny face, this is not compliant. My whatever I made in Google Classroom is not compliant. You know, is that an investment that

177is going to be recommended to the board? that is part of the guidelines and why it's important for that to be more further developed before that's brought to us. Um and and as member Sykes mentioned that call back time, we don't currently currently have someone on call. Does that become a priority? Um that's the type of information to come back to us. But the really good news is we're not alone. This is a federal requirement. Everyone in the state has to do this. um you know there are other districts and we are an OSBA school and so there are other districts that are um going through the same thing and they're um reaching out to them um might have opportunities for us as member Kelly mentioned you know board docs alone is one opportunity that

178might save us a lot of money and uh compared to other services but we would need to see those recommendations and how that would play out in the guidelines. So, thank you. >> Thank you, Mr. Ruian. >> Um, our next item is item 3.03. 3.03. Um, and this is our public records policy and as we would review this policy, this is one of the policies that we believe is ready to move forward to the rules committee. Um so I will u allow uh attorney Sapusk to give us an update um in the revisions of the public records policy. >> Thank you Mr. Chair. Is it okay if I do it from the deis? Thank you. Um so uh the board uh has uh provided a lot of helpful uh information and support uh and some

179additional language to the current public records policy. It includes a definition section um with a request for information uh that's been added uh the other definitions compliant with RC 149.43 which is the Ohio public records statute. Um under availability of records uh we have timeline and prompt inspection uh that's been referenced and then on requests for records uh they do not need to be in writing can have a verbal request uh that ultimately should be noted and and logged even though the initial request is verbal that's still a valid records request. Acknowledgement of requests as President Sykes said in the preceding policy uh generally not to exceed three business days on the initial acknowledgement uh receipt and then denials and redactions again will include reasons uh supporting the denial or redaction uh in the response

180to the requesttor. uh a new section uh that's been included now will be a prohibition on the evasion of public record requirements and that's regarding uh and again maybe Mr. Ruion can be a little more specific on the technology piece. Uh but there are certain methods uh that can be incorporated in Google email and communications uh where uh messages autodelete or potentially you know technology tech technically disappear for lack of a better technical phrase uh or encrypted messaging applications uh that can be used to evade again creation and retention. So the policy now has a clear prohibition on any that type of technology being used. Uh fees will currently uh remain the same uh regarding 10 cents per page of copies and downloading of files at a dollar per disc. And then another section that

181has been added new to the policy that I think is is very good and sound is the board member access and records repository language uh that's been added uh to the new policy. Uh so again it creates a centralized repository uh for location and storage of board records and that's something that was not in existence uh prior. So, I think that'll be another beneficial uh addition here to this policy as well. Thank you, Attorney Sapusk. Any questions from the committee? Seeing no questions, any recommendations on this policy? I recommend is this sorry is this currently a first read or does it need to be moved to a first read? >> this is a first read. So I recommend that we move to rules. >> Second. >> We have a motion to move this policy to

182rules and we have a second. All in favor? I >> I. Any oppose? Yeah. All right. Thank you. Um, attorney, uh, our public records policy will be moved to the rules committee for final adoption for pass on to the board for final adoption. Thank you. Our next policy um, review is will be our um, public complaint policy and that policy is um, our item number is 3.0. 04 policy number 9130 issues management and public complaint policy. I will allow member Kelly to segue in um and allow her um department leads to fill in. >> Uh thank you, Reverend Harrison. Um, we've currently been, one of the many policies we're working on are our public complaint policy, policy number 9130. Um, I do want to acknowledge the efforts that has uh been made to reddraft and

183create uh what I believe will be a very strong policy. I don't want to say the strongest policy, but uh I am I am proud of the work that I've been able to see. Uh more specifically, Dr. Chapman and members of her team contribute to this policy. Uh it is definitely our goal to establish a a clear process for complaints and how those complaints are logged and who receives them so forth. One of the things that I would like to acknowledge is there was questions about the email that we uh provide for our public complaints to be sent to. there was some clarification provided and I want to thank Superintendent Ali and Dr. Chapman for that. Um, and for those of you who aren't aware of it, we have an APS email address where the

184public could can go in and um share their concerns to initiate the complaint process. Uh we do know that there are just a couple people that receive those emails and they do have a system in place whether or not that system they feel is efficient. There is a system in place uh for us to review if necessary. Um we also have recommended that this policy is accompanied by administrative guidelines also to develop uh a tandem with this policy and the revisions that we make so that uh it provides a coherent um framework as both the policy and the administrative guidelines are created. Uh I also would like to add that uh you know this committee is currently reviewing um several policies that we'll just continue well we're currently reviewing several policies and we will continue

185to review even more uh to ensure our policy serves the needs of not only this district but uh most importantly our community. Um, therefore, I am not recommending, we will hear Dr. Chapman out, but at this moment I'm not recommending that we move this policy forward at this time. There is still work that has to be done. Uh, to my committee members, I I don't believe we will need much time, but there is still more framework that has to be done. I also want to acknowledge that We're gonna run out of time. >> I'm going to pass the mic to Dr. Chapman. >> Thank you, Member Kelly. Uh, Reverend Chair, thank you. Uh, member Kelly is correct that this is the very first draft, the first take on a public complaint policy. What you have

186in your hand is the combination and what is shown on the screen is the combination of work that our team members, my community relations teams, Stancy Sykes and Penny Pedicap and Jennifer Kfka and Jennifer Monttoano uh started to build and then attorney Sepusk sent us a Neola template. So what you have in front of you is the combination of two policies that were being worked on at the same time. Our committee with the superintendent and member Kelly met and merged those two policies together. I'll just say that our uh current issue management policy 9130 is three sentences. So I think to have gone from three sentences with a brief commitment about resolving problems to an actual process. Um I give all credit to our team for really working through this. Um what you see in

187the colorcoded sections uh the green are new areas that new uh items added by the committee members. the internal committee members. What you see in yellow, we were still questioning and wanted the board committee guidance on. And you'll see blanks there. Uh you'll see the red crossouts. So, first take, first draft. Um yeah, >> thank you, Dr. Chapman. Um and we will um continue to work on this as member Kelly has said that this is not ready um and this is a work in pro progress. Um a lot of hands and and many hands make light work. So we have um our legal council attorney our superintendent Dr. Chapman member Kelly. So this will be a collaborative effort and we'll just continue to bring updates on this policy. So, thank you very much. Um, and

188now we will move to uh Yeah, I'm sorry. Yes. Uh, Superintendent, I'm sorry. >> Thank you. I just wanted to give uh Dr. Chapman an opportunity just very briefly. We also have shared this with parents and the community. So, I didn't know if she wanted to speak to that. >> Yes, member chair. uh in the interest of a public complaint policy, we have been in the community at a ward meeting, ward two meeting where we shared this uh Akran council of PTA have put their eyes on it. I even gave a copy to Dr. Gagan sitting there in the audience uh and uh members who attended our Garfield listen and learn session. So about 100 different individuals have had an opportunity to put their eyes on this. Uh we ask that they call, email, even

189attend the policy committee meeting if they have any feedback for us. >> All right. Thank you. Thank you, Dr. Chapman. Any other comments? >> All right. Thank you. Um we will move to item 3.06. I'm sorry, 3.05. 05 at the administrative leave policy which is a new policy and we will have director Canfield Chase Canfield. >> Good evening again. This is the latest version of the administrative leave policy. >> Would you like me to go through the policy? just not not just briefly give us the highlights because it's more administrative towards employees. So you can give us the highlights of it. >> Okay. So this defines uh basically the the concept and the act of placing an employee on administrative leave as a non-disciplinary temporary employment action. Um this is used uh as described before

190to protect students, staff, integrity of district operations as well as the integrity of any investigation that may ensue and incorporate employee due process into that. Um this goes into uh detail in terms of the scope um all employees being affected. um goes into the um ability of of the board to focus in on the two employees under their employee. The superintendent treasurer also focuses in on how the superintendent and and legal counsel and human resources will work together to define if this is ever necessary for any employees. This policy discusses um the legal authority in which to place anyone on administrative leave. uh the board oversight to that process. It focuses on circumstances that warrant administrative leave. That is a non-exhaustive list. Focuses on how to give notice to the employee properly. It focuses on

191the duration and review expected duration review of administrative leave for all different types of employees. It discusses the investigation procedures. It discusses the employees expectation uh while on administrative leave and and what they can and cannot do. Um and it focus on how to bring someone back from administrative leave as well. And there's a few other sections that focus on general housekeeping measures like confidentiality, recordkeeping, such. >> Okay. Thank you. Any questions from the committee? We want to thank you uh Mr. Canfield and and um just briefly we administrative leave is a tool that the district has used historically. Um it's an administrative tool for as you say to protect not only the employees but the students the district as a whole. Um and this policy is just a policy. We have we're now just

192getting the process in a policy, but this is something it's a new policy, but this is something that the district this is a tool that the district has used. >> That that is correct. And and all districts use this this tool. Um this is simply memorializing uh for the benefit of employee the public to understand exactly what we're doing. >> All right. Thank you. Any questions? >> Do we have any recommendations on this policy? I recommend to move this to the rules committee. >> We have a motion to move this new policy, administrative leave policy to the rules committee. Um, is there a second? >> Second. >> We have a motion and a second. All in favor? >> I oppose. Um, this policy will be moved to the rules committee um for consideration to be

193placed on the agenda. Our next item will be um item 3.06 um policy 6325 procurement and federal grants funds. And I will allow member uh Dr. Molnar um to head that policy discussion. >> Thank you. And I think director Faulk is making her way to the podium. Um we worked on policy 6325 uh for a couple of months. So please give us the update. Um it before you right now is the actual current policy that is in place. Um and we have worked to go ahead and merge two issues with this one. some updates from Niola and I wanted to make sure you had the original copy of both the policy and the administrative guidelines and they are attached in the agenda. So as you can see this is currently what's in place. Um this

194started out originally as we are aware last fall we started to bring this procedure to you um in December when we were with Mr. Alexander as a head of the committee at that time. So, this is the originals that we provided to you. And if you let me go down and get to the next set. Okay. So, Heidi, we need to have the merch one. We'd like the merged one, please. >> Was the final clean copy? >> Oh, is that the clean copy? Sorry. >> That's okay. You want the merged one? >> Yes, I do. >> Here's the current policy. There's the clean 25. 25. >> There we go. There we are. Thank you. What is currently uh is the work that we have done together with comments from uh Dr. Molnar and I. The

195items in the kind of rosy red and scratchouts are changes that Niola said we could remove. The greens are the updates that they feel that we should add. And then you will see the yellow is what we've had comments and we have been discussing. The blue items we took from the comments that were provided and tried to put them in the correct location. Some are just thought processes that clarified the policy going forward. as an example. You'll see the first sentence was a a suggestion by chairman Harrison and we felt that that should be the first opening statement of the revised policy. We have some uh discussion going on with the yellow in the second paragraph that talks about fair, competitive, transparent and we shall utilize that. This is the focus of the policy. This

196the third paragraph is the word direct use of procurement. We wanted to put make sure that was part of the uh information we had taken. And then the next part are the businesses as currently listed under the neola. So the what was there before did have minority businesses, women's enterprises. We are now adding small businesses, veteranowned businesses, and labor s plus area firms. And that is a recommendation from Niola to meet the new standards for the use of federal grants and funds. As we move down on this Whoops. Okay. I'd like to >> This is a rather extensive policy. It is extensive >> and so I I will ask you to give us the the highlighted updates and and not go through the entire process. >> So truly we have gone ahead and consolidated this

197correctly because there was an update in 24 and again in 26. Some of the revised codes have actually changed the levels of certain things that we should have as an appropriate as an example that then announce certificates and some revised code under Ohio that says when we should competitively bid which you will remember pastor Harrison the committee worked on last August so that it was now updated then at 75,000 now it is because it does have some uh allowance for in um inflation cost it's now 77,250. So those are the items that we have truly gone through. This is goes in through everything from small purchases which are called micro purchases to uh then and now certificates but up to competition and when you should bid and that has also changed the levels to be

198more compliant with the federal standards. So we would like you to continue to read this policy as uh the administrative uh suggestions that we are making. We are not quite completed with this one yet, but we would like to also add that we did find the administrative guidelines and part of the administrative guidelines which was interesting is exactly what we thought would have to be added for businesses and we were already in compliance and then they added a new section. So this is very very extensive as you have noted. >> Uh thank you director folk. Um I I would inquire um I know we we we went back and forth with this a lot and I would inquire. It was my understanding that this was ready to move out of committee and I will um

199ask uh Dr. Molner to speak to that. Yes, I think the clean the clean copies are here for 6325 and 6320. So, the policies are ready. Um, some of the administrative guidelines, we might come back on the administrative guidelines, but the policies are ready. >> That is correct. And the other thing that I would like to notice is we also have been working with Niola and there are some additional administrative guidelines that were released last Friday that will be helpful for both of these policies. Alrighty. Thank you, Director Folk. And thank you. Um I'm going to um take a vote on this and but I'm going to keep you right there. >> Okay. Um so we have policy 6325 procurement federal grants funds. Um is there um a recommendation on this policy? >> Yes. The

200recommendation is to move this with the other policies to the April 20th rules committee. >> We have a motion on the floor to move this to the rules committee. >> Second. And we have a motion and a second. I'm sorry. Um, President Sykes. >> Yeah. Thank you, uh, Mr. Chair. I would just say that the chair will look at this to see when this will go on the rules committee, but I will not guarantee that this will be on the April 20th rules committee because with rules committee, we want to try to keep this within appropriate time. Yes, ma'am. >> And so far, I see three items. Uh, I just need clarification. So, I see three items, so significant items that the committee is moving to rules. Yes. >> And so, we want to make

201sure that we have the appropriate time to review each one of these items. So, it will not necessarily be on the April 20th. However, if this one needs to be on the April 20th, then the committee would need to know that so that we can prioritize these items that you are referring to rules. >> Uh, I understand that, President U Sykes, and I'm going to say to um the committee, um, when we move them to rules, I I think we're subjected to your timeline. Yes. So we we will >> when I heard member Mullenard state to go on the April 20th rules committee that's when I want to have clarification. >> Okay. >> Uh if if that is absolutely necessary that is on the April 20th rules committee because of some >> No. No. It

202is not. >> Yes. So, I just need to be clear so we can prioritize appropriately and not be in rules for three hours. >> Thank you, member Sykes. And, um, I let you mon you, Dr. Molar. Now, um, so, um, we have a motion, a second, we have discussion. Um, are we prepared to vote? Um all in favor of moving this to the rules committee. >> I um the motion passed. This policy 6325 procurement federal grants will be moved to the rules committee um for its second reading. Um our next item is u item 3.07 and that policy is purchasing and bidding. Um and that policy number 6320. Member Molner. >> Thank you, Member Harrison. Uh, policy 6320 also began as a Neola update and was related to some of the things that we were

203doing in 6325. And so we uh worked on them in tandem. Um, and so Director Folk, I think, is going to bring up and give us just a couple of the highlights. And then um, we do have a clean copy prepared uh, for this one. Also, >> actually this is a very easy one to do. We had already gone through this and the board had approved a refashion of this in August 11th of 2025. And when going through 6325, there was a release for update very similar to what happened on 917 which allowed a statute allowing increase in the amount that we before we had to bid. This is basically what we're doing is cleaning it up and aligning it to both the statute here in Ohio because this is not only federal statute, it's

204also our general practices. So, we wanted to bring them to the board at the same time along with then the associated administrative guidelines. >> Sure. Um so besides the change in price um minimum that was from the newola update, we also made a few um highlights on the large purchases and board review. Um the one thing that we wanted to still bring to your attention is the then and now certificate and the suggestion in the work was that we lower it from 25,000 to 10,000. Um that is not necessarily ne needed because that would bring more items through the process and to a discussion that pastor Harrison and we had as we were looking at asset management. We wanted to certainly bring items appropriately to the board, but we didn't want to stop the process.

205So the then and now certificate in working with the treasurer, he felt that the $25,000 should remain not to be lowered to 10. That was the only uh change to this that we still were in discussion about. >> Go ahead. I I'm going to ask member there there were some significant changes to this policy. >> There were at the end that >> Yeah, there there were some significant changes. So, I'm going to uh u suggest um to the committees that we keep this policy in committee. there there were some significant changes that I think warrant discussion, a public discussion. Um so I'm going to suggest that we would keep this in committee. >> So thank you uh director folk. We will keep this in committee and uh work on this a little more. Um we

206will move now to our new business portion of this. Um our new business portion and that's um section 4. Our first um item is 4.01 request for administrative updates. U Dr. Molner. >> Thank you Reverend Harrison. So, as we have been working as a committee since January now, um talking about administrative guidelines and the need to have administrative guidelines, um I think it might be useful I think it will be useful for this committee to know um to have a a tracking device of how many policies have administrative guidelines, how many policies need administrative guidelines. The work of this committee cannot review every single policy this year, but administrative guidelines are created by administration. Right, Madam Superintendent? These are your administrative guidelines. Um, and so that work can continue outside of this committee throughout the

207year. And if this committee could have I would like to recommend possibly a standing item for this committee where there's an update on how many administrative guidelines have been added to our queue within board docs um that we would have access to. Um and um some and you so one of the things in here is um identifying what policies have administrative guidelines and then if they're um you might want to come up with a consistent format for the administrative guidelines. What should our administrative guidelines contain? What's important within our administrative guidelines? Um so for instance, who's the responsible administrator? What what title? what role is managing this guideline? Um, and if there are any supporting roles for managing that guideline, what are the procedures or internal controls, how compliance is ensured, and any reporting or

208monitoring methods in order to comply with that policy. So, having a running tracker, quick update that hopefully does not take up too much of member Harrison's time because my committee always runs over and we are going to fix that. I promise we are going to not do that. um but a reporting monitoring method so we can have an update on the progress of the administrative guidelines. >> Is there anything to add? Any other committees? I I I would just um piggyback on that and and simply say um a lot of the problems that we're running into. We have policies and certainly the policies need to be updated but to be succinct the you know the policy part is the committee the administrative part is the superintendence. So I think you know when an issue arise

209um if an issue doesn't arise I think we need to be submitting administrative guidelines to make sure that they're in alignment with the policies and we can't wait for the policy to committee to review a policy but we need to start to get the administrative guidelines to where they need to be. Um and for the general public I would just ask for a um description of what an administrative guideline is and what it does. Um madam superintendent. >> Sure. So the policy is created by the board and as um member Mullenar said the guidelines that supports the policy is created by administration. So the think of it as the policy set is the law but then the guideline is like how do we ensure we're following the law what steps so it breaks it down

210and um so we'll make sure we've started I want to just say at a blush I want to say there's over 400 policies and about 200 that do not have an administrative guideline. So that's sort of like a benchmark so we know that we're getting better by closing that gap. Thank you, Madam Superintendent. And and because we have, you know, let's say roughly 400 policies and only 200 administrative guidelines, that's why this committee is moving slow and saying when you we create a policy, when we revise a policy, we don't move that policy unless we are working on administrative guidelines because policy should not be adopted without administrative guidelines. But here we are. we are where we are um and we will get to where we need to be and where we need to be

211is 400 policies 400 administrative guidelines. So thank you >> chair Harrison. >> Yes ma'am. >> May I ask a question please? I just need clarification. Uh is the board required to vote on administrative guidelines? Right. Um so uh I I'm just wondering where the committee is finding the information that it is necessary that a administrative guideline goes along with every policy. Where where where would we finding that language? >> The the reviewing there there is no language. Let me let me say that there is no language that describes that. Mhm. >> the administrative guidelines. If we could if we create a policy and there's a problem with the policy we have um is it is it the problem with the policy or is it the problem with the administrative guidelines? >> I I'm just wondering

212um Mr. chair just why this committee is putting the emphasis on I mean there is a separation between policy and administration and so when we hire the superintendent and she hires her staff that they are responsible for making sure that they carry out our policies per how they decide to do that. So, I'm just wondering how why this committee is getting into reviewing administrative guidelines for every administrative polic for every policy. I don't understand what why we're spending out of time on that and just not on policy. >> We're not reviewing administrative guidelines. We're saying when we adopt a policy, we want administrative guidelines with the policy. >> That's my question. Why? >> Because we have 400 policies. We have 400 policies and only 200 administrative guidelines. So when we come back to the policy

213we reviewed today, the nepotism policy, is it a problem with the policy or is it a problem with the administrative guidelines? Do we revise the policy or do we revise the administrative guidelines? Well, we don't have administrative guidelines >> because it's not the responsibility of this policy board to establish the administrative guidelines. So what would your what what would what would it look like that we would just focus on policy >> and let the administration focus on telling us how they are going to carry out the administrative guidelines for those policies but we don't have a responsibility of approving or voting on administrative guidelines and I'm just wondering how did this how do we get into Yes, >> thank you, chair. Um, I don't think the intention is to vote or approve the administrative guidelines.

214I think the intention is to receive updates on how many there are. We're aware now that there are up to 200 policies that don't have guidelines. Um, and we are also aware that there are some that are very outdated. And so an update of the knowing what has happened is useful because in previous iterations of the board there has been considerable um tension on whether or not a policy needed updated. There were me there were board members who believed that the policy did not need to be updated and even um I think some conversations recently this year. There were some conversations that the policy does not need to exist that the policy should be an administrative guideline instead of being a policy. And if an administrative guideline did exist or if an administrative guideline were

215shown then that might be convincing to some of the members but in lie of having an administrative guideline I think it was the will of the board to create a policy. So, it's not the committee needing to approve the guidelines, but the guidelines inform if a policy needs revised >> possibly. >> No, I I just think that the the the board is responsible for policies, not the administrative guidelines. and to put the administration in a position that you that the expectation is that for even though you're saying that the expectation is not that there would be an administrative guideline for every policy, it appears that that's the the action that you're taking. So I would just just like for us to discuss this as a board and perhaps this is something we can discuss during

216our retreat um on whether or not um what is the expectation of the board and what's the expectation of the administration and if we do not have a responsibility of approving that administrative guidelines then why are we requiring that the administration have a guideline for a every policy because that's why we have a superintendent and that's why we are entrusting that that superintendent will be responsible for carrying out that policy how she or he feels should be best carried out. So I I would suggest that we that would be one item we discuss at our >> policy retreat. You got to my understanding um President Sykes is specifically when I think about the policies that um I'm working on um and we can I'll talk about policy 91 the public complaint policy. It wasn't to,

217from my understanding, it wasn't to control or to um not control but to suggest that the administrative staff or the superintendent update the administrative guidelines to fit the policy or vice versa. It was to make sure that the policy and the admin guidelines aligned with each other. So that way the language is just as it's reflective in both the guidelines and the policy. Now, I will use this as a a moment to be educated on on this matter um and definitely in support of your recommendation to move this conversation to our retreat. But I I did not want to leave uh the committee members hanging without at least sharing my understanding of why you're hearing both policy and administrative guidelines. Yeah, I think the appropriate place would be for the board members to discuss it

218amongst ourselves. >> All right. Absolutely. So, um we'll discuss that at the retreat. Um so, our next are we we good with the discussion? Our next item is Item 42, policy 7540.09. And I believe Mr. Runan, I say it different every time. Um, artificial intelligence, uh, which is a new policy. >> It is new and it is exciting. Very exciting. Uh so like I mentioned in Friday notes last Friday um you know all school districts in the state of Ohio are required to adopt an AI policy by June 31st, 2026. Um so the Neola policy that you see before you is um based on a few different priorities. So number one being academic integrity and ethical use by not only students but also staff. So we have academic integrity and ethical use. Then it's focused

219on data privacy and security. So for example, under no circumstances are we allowed to upload student personally identifiable information into chat GPT and the student should not do that either. Um so data privacy and security is a big focus of the policy and then importantly AI literacy and workforce readiness. So, how are we going to leverage this amazing technology to improve ste student achievement as well as the efficiency of our organization? Um, and then the fourth bullet point is equity and access. So, making sure that we're providing equitable access to all of our AI tools that we're utilizing. Um, so our hope is that we are required as a part of the policy to have a committee. Our committee is meeting tomorrow at 2 PM. Um, so we're going to move very quickly. We have

220been evaluating a variety of AI tools. So we plan to be able to make a recommendation as soon as possible. Uh, and we would like to come back to this committee in May and do a presentation uh, to help summarize our recommendation and hopefully be able to move the the policy forward. Member M uh Dr. Molner. >> Thank you, Chair Harrison. So, in 2023, uh Henshaw was director of technology. So, in 2023, he brought uh to the board um three policies 75402, 75403, and 75404. And within those policies, there were lots of uh topics included like the WCAG guidelines and accessibility is is nested within those policies and also AI use for students is nested within those policies and also AI use for staff and training um is nested within those policies. So, were any

221of those policies um I guess reviewed in in creating the other two policies that were brought to the committee today? Or are those policies going to be edited if we adopt these other two policies that were brought that are being brought to the board? >> Well, that's a great question and I did summarize that for Mr. Um, so I can forward you that summary that did compare and contrast the applicable policies you mentioned. >> So I think that was a question though. >> So I apologize. I do not have the summary of that response, but I do have that and I could forward that to you right now. The summary that does compare and contrast and does answer your question. >> Okay. So, so the policies we already have on file, would that be in

222compliance with that June deadline? Because we do have policies on AI for student and staff use. >> It's my understanding that the answer is no. That we will need to adopt a new policy. >> And what needs to be included in the new policy that is not part of the current policy? I will be able to provide that in my my summary email. And ultimately, you know, there are some technical verbiage that is not referenced in the policies you're mentioning that are referenced in Neias. >> Yeah. >> Not the law is not the law. >> So, so what I heard is we need to work on this and we need a committee lead and I heard Dr. Monolar volunteered to be that committee lead. So, she will get with you >> and bring the information

223back. That That's what I heard. >> Okay. Thank you. >> So, we have under old business um four policies and we we're not going to review them. It's uh I'll explain why why they're on the agenda. the the old business is policies that are that have been submitted for review, but we can only work on so many policies at a time. So once we move policies out of the committee, then we will begin to prioritize these policies along with attorney Sepusk. Um those policies are policy 3120.01 01 temporary um reemployment of retired administrators with this a new policy policy 6460 vendor relations um that is requiring an update independent contractor's policy 64601 um those are the three policies that we have under old business have any questions on that we will recap that the policies

224uh 50 5.04 policies that are going to the rules committee and Dr. Molnar if you can give us the policies that are going to the rules committee. >> Sorry the policies that we moved to the rules committee today were 3.03 03 public records and um sorry public records 8310. It was item 303 um the administrative leave 305 and um 6325 procurement federal grants funds. >> All right. And the policy that we um will move up we'll move up from old business once we have a clear agenda. uh once we have space on our working agenda. Um so those are the policies that will head to our next rules committee um for their consideration. Not the next rules committee. I don't want to get in trouble. Not next rules. They will move to the rules committee.

225Um and um that would complete our agenda for today. Is there um superintendent outly? Previously, um, chair, you, um, asked for an administrator to serve as a a support >> for these three new policies that you would like. Is there anything you would like us to do or to a board member, committee member to work with? Uh we won't do that until we we have a master list now of where um the policies will come from from the policy committee. >> So we still have quite a bit on our working agenda that we're working through and I don't want to have these >> full agendas. >> Okay. >> So we're working >> I agree. >> Yeah. We're working we have committee leads that are all kind of working on extensive policies now. >> Okay. Okay.

226>> And then we'll prioritize for the next meeting. >> Sounds good. Thank you. >> We have anything outstanding on the committee. With nothing outstanding on the committee, all hearts and minds are clear. Um I won't give a benediction, but I'll ask for a motion to adjurnn. >> So moved. >> We have a motion to adjurnn. Second. >> A second. All in favor? I >> I. Those opposed stay here.