05/12/2025 CWLS Board Meeting

001on um May the 12th, 2025 for our regular board meeting of Canal Winchester School District. Um can we please take a a roll call? Miss Barnes? Yes. Mr. George? Here. Miss Green here. Mrs. Styley here. Mr. twist here. This time we can stand and say our pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Very good. Young lady, any deletions or additions to the agenda for tonight? We do have one addition and change. Um we are going to move executive session from the end of the agenda to F right before consent agenda and it will be for the purposes of let me make sure I get the it will be

002for the purposes uh to consider the dismissal andor discipline and employment of a public official I'm sorry a public employee we need take a vote on it. No. Okay. Right. And that was that was both the addition and change. Correct. Section D. Okay. Thank you. I'm sorry. F section I to F. Okay. Thank you. Thank you. Um so can we please um take a vote for u motion to approve the agenda uh with the change? Second. Can we take a vote, please? Miss Barnes? Yes. Mrs. Tally? Yes. Mr. George? Yes. Miss Green? Yes. Mr. Twist? Yes. Okay. Thank you. Uh next um is presentations. Uh gifted instruction Winchester Trail. Craig U. Mr. Craig, director of teaching and learning. Are you doing this presentation? Slide deck one. The other one. Good evening. My name is Craig

003Lenger, director of teaching and learning for elementary. And I had asked the education service center of central Ohio to come in this year back in October to look at our gifted and talented uh instruction and our delivery of services. at the elementary just to do a full audit to see what we're doing well. Thank you. to see what we're doing well and if there are any improvements that could be made. So throughout this year, Carmen Tarville from the Education Service Center of Central Ohio has been working very closely with me uh also with Danielle Bartos, our gifted and talented coordinator along with the principal at Winchester Trail, Tracy Dyer. Dr. Dyer. So, I'm going to let Carmen kind of walk through what the audit process looked like and after Carmen talks, I'm then going to

004specifically show what this will look like at Winchester Trail for next year. Thank you. So, Carmen, welcome. As he said, I'm Carmen Tarbull from the Educational Service Center of Central Ohio. And um I want to say it was my pleasure to come in and just learn more about the gifted uh program that you have here. It's very clear that you have a strong program with very quality teachers and it's just a a joy to be a part of it and learn more about it. So, uh, I want to be brief, um, but I would like to talk just a little bit about, um, what because this plays into what we're looking for here. Just to make sure, um, the Department of Education defines a gifted student as a student who performs or shows potential to

005perform at remarkably high levels of accomplishment when compared to others of their age, experience, or environment. And if you look at this chart, you can see that if um there are multiple faces of gifted students, they don't always look like what you might think of when you first see or think of a gifted student. Um, I'm always in my my job I do a lot of identification and a lot of testing and it never ceases to amaze me where we find gifts and talents and that inspires me to continue looking everywhere that we can and always assume that someone comes to the table with a gift and a talent. Okay, you can. Thank you. So this is a really good time to take a look at your program for several reasons. Um ensuring that you

006are compliant and I didn't see any issues there of course. Um be prepared for growth and expanded opportun expand the opportunities that you have and then also always make sure that you're offering the best possible services to students who could benefit. It's really important to remember that um performance is not always tied to grades. I'm sorry, achievement is not always a tied to grades. Intelligence is not always ti tied to grades. About half of gifted children who score in the top 5% of intellectual ability on an IQ test do not demonstrate comparable school achievement. So that kind of gives you it speaks to the students that we may be missing and there are a number of reasons for this environmental issues uh gaps in understanding varied rates of learning interest level attitude cultural views toward

007education and learning disabilities can impact all of this. Um, one statistic about twice except exceptional students is that out of every student that has an IEP, one in six of those students is likely gifted. So for if you want to go ahead and go to the the next slide, thank you. So, and taking a look at what is working well and some of the things that we considered and saw when I was speaking with staff with um teachers with administrators is that you do have a very strong program. And the message that kept coming to light was the teachers. They they seem to these are quotes from parents on the survey that we had. And it's really important. Um, let's see. Is that the third slide or fourth? If I push it, does it advance

008or do you do that? Okay. Go ahead and Okay. So, the uh ESC does gifted reviews. I've done these for a uh some other districts and this is a really good time to take a look at that because we will be have there the department of education is adding new standards that will go into effect July 2025 and this is also a good time to look at those your at your gifted program and evaluate to make sure that you're offering the best that you can to students because you want to make sure that you are have an updated ated model with flexibility and also that is able to expand to meet the needs of all students. So one of the thing this is the parts of the uh educational g ESC gifted review. We met

009I met with district leaders. Um parent and student and teacher um surveys were conducted. Uh I went in and did several classroom observations and then the all the data was compiled into the report that you have in front of you. And there are four different or I'm sorry, seven different part of seven different focuses uh areas of focus. Um so I'm just going to go through those briefly and if you'll look at each area you'll see that there is um a chart to indicate if uh the strengths and the opportunities for growth for each section. go to I'm going to go pretty quickly through these. So, I'm going to go fairly quickly through these, but if you have questions, please let me know and we can go back and and take a look at them

010again. Um, as far as strengths, we found uh that the student identification percentage was above the state average. You have about a 24% um rate of identification and the state average is usually stays right around 15. Obviously, it changes every year. Um you have reading and uh math assessments that exceed the compliance requirements um and you have quality staff um that is in support of these identification services and and like I said you are fully compliant with the current Ohio Department of Education um operating standards and we are making and and there's not a huge amount of change in the ones going in 2025 but when I looked at compliance I used the ones that will be going into effect this summer. So, um, a couple of things that we noticed is just taking a

011look at assessments. This is something that you need to do very frequently. They change that there's a chart of approved assessments that you are allowed to use for gifted identification and that changes yearly. So, it is really important to continuously evaluate that list of assessments that you're using to make sure that you are following that procedure and um so I just made a few recommendations in that area that um obviously you can take a look at if you go to the next section um again this was in alignment with gifted operating standards um one thing that we are going to get to later is the importance of being proactive to make sure that the case load um of the number of students is compliant um and we'll talk about that in just a moment. Um,

012but that is um a little bit of a change uh in the wording as far as what's what that looks like for the 2025 operating standards. Um, and then keep going to the next section. Um, again, we had um very impressive results with CL staff certification and expertise. Um, you have three uh gifted intervention specialists in grades three, four, and five. And that is um far and above what most districts have. So very fortunate that you have those very qualified teachers. Um and then also um in looking at the number of teachers that you have who've gone through gifted um gifted professional development is also above what you would typically see in most districts. And okay, going to the next slide. Uh our gifted plan is um just suggesting that you continuously take a look

013at those allowable service models. They and and that's that's kind of what um most districts should do each year. They change just a little bit oftentimes even the operating standards when they aren't completely rewritten. There are tweaks and revisions and updates to them quite frequently. Um and then one of the other things uh was to allow for uh it was an area of growth to look at talent development and enrichment opportunities for students in other grade levels in addition to those in three, four, and five. And finally with family engagement, um we talked a little bit about how um the written education plans can be utilized to strengthen that family understanding of what services look like in the classroom. Um and then also adding increased enrichment opportunities and also just a continual updating of the

014public facing information, your website and so forth. Okay. next. Okay. So, um and then the next piece that we talked about were a review and update of instructional materials. Uh one thing I noticed your staff is using a lot the the gifted staff is using a lot of really quality curriculum materials, things that have been uh used for years um in gifted education. And um I think it would be great to look at how those can be um modified and adapted to be used for a larger audience of students who might benefit from more challenging work. Um it was really important in gifted education to consider yes those students who are formally identified but also look at those students who for multitude of reasons haven't necessarily hit that 95 mark that allows us to call

015them gifted according to the state department requirements. but more than likely they have a talent that they deserve to have um their needs met. Okay. And so one of the benefit these are just some of the benefits of updating the service model. Um allowing for um services that are available to more students, expanded opportunities for differentiated instruction. Another important piece of that is to remember that even a gifted student who's who has hit that mark of 95th percentile, they aren't necessarily gifted all the time every day. They are just like every other student, there are going to be gaps in understanding. There are going to be pieces where they might need some extra support. And so by allowing for a flexible service model, you're able to make sure that lessons are differentiated for all students

016needs um in at every level. Um I think I've addressed those things. And so finally, I have some research that I'm sharing if you're interested that you can take a look at. And that's uh just that's about all I have to share. If you have questions, you're welcome to keep the booklets and um I believe my email is in there. If you have questions, you're welcome to contact me. Carmen, thank you. So, my job then after meeting with Carmen was to take this information back to the next slide is to take this information back to Dr. D or Daniel and the gifted intervention specialists and talk about what changes could be made to make sure we still have highquality instruction, our three gifted intervention specialists at the building, but also to accommodate our growing number

017of students. When we look at the numbers, our numbers have been increasing for since 2022. And with the new operating standards that go into effect in July, we need to think how do we how do we have class sizes that are manageable but can also sustain the growth that's going to continue. We're on this trend for the last four years. I see this trend continue. Um, also part of that uh was talent development. this new this model that we're going to introduce today uh will really allow for growing the program and providing some resources and I have some interesting data about some of the talent development that I'll offer at the end of this and then the last part that when we talked about the scheduling challenges of Winchester Trail it's a very large building

018of course uh what Dr. Dyer and the previous principal have expressed to me is the inability to have any flexibility with the schedule. And one thing as a building principle you need to have is some flexibility with scheduling events. We currently don't have that. With this new model, there will be some opportunities for flexibility and we'll talk about that in a second. So the model in the simplest way I can describe it is we will cluster group students with both push in and pull out opportunities. So when I say next slide when I say cluster grouping it's simply grouping students in classroom with like abilities. So those students who uh there might be groups of five to 10. Dr. Dyer is still working out those logistics, but those identified gifted students will be clustered together.

019Next slide. When they're in the classroom, the gifted intervention specialist will collaborate with the classroom. Teacher to support the students in multiple ways. That could look like co-planning. That could look like co-eing. could look leading small groupoup instruction, checking in on assignments, helping prepare materials for extended learning. We're leaving it open-ended because during any one week based what the instruction is, it should look like it's very specific to what those students need. But that is the the gifted intervention specialist will be pushing into classrooms at each of the grade levels. There will be one of the G each GIS gifted intervention specialist will be assigned to a grade level. Then during the day there are two times that we refer to as powerup times. Those are 25 minute uh chunks of time and those happen

020twice where there's no new instruction going on in the building. This is an opportune time to continue with pull out instruction services. So what could those be used for? Ongoing projects. One thing that when Carmen and Dr. Dyer and Danielle and I looked at from the parent feedback and during the focus group is there was a talk of projects, ongoing projects that might last over one or two weeks. This is an opportunity where we could finally incorporate some of those projects. In addition to this project, uh maybe shorter term enrichment opportunities or this could be time that the students finish work that the gifted intervention specialists assigned during the pushin time. The main key here is there'll be flexibility with what they can do with them at that time. Couple different data pieces that Mr.

021Whitlatch and I looked at as we were uh kind of putting this together. So we looked at liked districts. This is the Ohio Department of Education and Workforce has assigned districts that are like and so we looked at some districts that Carmen included at in the report. Licking Heights is currently a five-star gifted value ad. What was interested is their gifted intervention specialists provides support in the regular classroom with options for acceleration. We looked at Mayfield City Schools, another five-star gifted value ad. They do cluster grouping of their students in collaboration with the GIS and the classroom teacher. And we looked at Pickerington, a five-star gifted value ad. They do cluster grouping enrichment and they do something additional called the Gateway Academy. That's simply a pull out uh program for their superior COG students and

022students that are identified gifted in both reading and math. I don't know if that's all. Danielle, do you know is that all day or just one day a week? That is an all day program. We are currently a three-star gifted value ad. So, I just wanted to show you some comparisons that these are schools that are doing very close to what we'll be doing next year and they're showing success. So, another piece that Mr. Whitlatch and I looked at was we looked at the potential per for performance index increase of students with the gifted intervention specialists in the classroom. So if you remember uh PI is simply moving kids up the achievement ladder. This slide that I'm showing you is just to show you with the gifted intervention specialist in the classroom having uh an

023interaction with all students. Imagine if a gifted intervention specialist is working with a student who is currently scoring at the basic level. If they were to provide services, what if they got their student from basic to proficient? You can see how the formula works. That's a pretty significant increase in performance index. This is not about numbers. This is about students. But when we translate it over into data, you can see if the gifted intervention specialist is in the classroom working not only with identified students but all students, there's the potential for all students to be on the increase. Next slide. Okay, so these numbers got really funly mixed up, but if you scroll down, these are kind of our PI trends for the last three years at Winchester Trail. And this is a moving target

024just like the slide deck is a moving target. Uh the gifted PI is a moving target. Our CW promise which is our strategic plan asks us to make a 0.5 increase in performance index each year. As you can see we did a great job from 2022 to 23. Same thing from um well with then when you compare 23 to 24 uh we we saw some es and flows. So, we're hoping that with this model that we implement, we'll be able to keep that trajectory moving forward. Our next steps, we've had some communication with families using parent square. Uh we've met with and provided a half day of professional development for our current gifted intervention specialists. Our next plan is at the start of next year after the gifted intervention specialists have had a chance to

025actually work with teachers and students is we'll hold a fall meeting for parents. That was a lot of information. Are there any questions about moving forward? So, it sounds, if I'm hearing you right, and I've had um one of my kids was was in the gifted program um early on. So, it sounds like to me it sounds like you're doing less actual focus on the students that are identified gifted in the hopes that other students will rise in the hopes that the other students will rise because we're not, it sounds like we're not going to be pulling out the gifted students as much. they'll still get a little bit but but not necessarily what they were getting. Um so I guess what's what's the overall hope? Yeah, the overall hope is twofold. The the gifted

026students will still continue to get service. Uh they will get service with the standards that the classroom teacher and the gifted intervention specialist are co-planning to teach. What that gifted intervention specialist will do is take those standards and extend them for the students. That's what the gifted intervention specialists are doing in their pull out classes now. So I look at it as it's just a change of location. It will still be the services and it might not be every day with a direct access of the gifted intervention specialist with the student but services can look multiple ways through that planning with the teacher. They're still going to have an interaction with the student. Then there'll be the times in the afternoons when they'll pull those small groups of students also. They will be gifted identified

027students. But it also could allow for students that have a uh an interest in a science project that maybe they never would have been able to do in the traditional classroom. Okay, I I get that. I I understand. And I just I I have I have concerns with the way it's presented, I guess, and and maybe I just need to understand it a little bit better. But, you know, my my my son was a pull out in in both um ELA and math. And and I don't know that if he had stayed in the classroom in his regular classroom with all the other students that he would have been pushed to the to the limits of his abilities like he was being pulled out in a gifted environment. So, I have concerns, but I I

028can take it offline. and I'd just like to understand the program a little better. Okay. I I will say I think that that concern is a concern of probably those who are here and the concern that we have heard feedback from. Um, so I do think it's important that you brought that up and I don't know if we want to take it offline as much because I do think those are concerns that a lot of people have that I think the question is out there of you know I my student has had the gifted um instruction that was the pull out and so now how is that going to change? I've seen the the feedback of you know my child isn't going to do as well because they're not going to be with gifted kids

029only. they're now going to have other kids and so what's that going to look like and so I think if we could talk about that sure kind of addressing it so that it isn't you know I could talk about when I was a fourth grade teacher and this was a model that we implemented in the district so we cluster grouped our students that were identified gifted and I would work with the gifted intervention g the gifted intervention specialists to plan what that week of instruction looked like the responsibility was on both of us to provide that inter that enrichment. By having the gifted intervention specialist in the classroom, it will change the dynamic of both the classroom teacher and the student and small group interaction. You know, I look at it as having two teachers

030in the classroom, having the opportunity to just take those standards to a level that um the gifted intervention specialist expertise will help the classroom teacher with that opportunity. Um could you repeat again how many GIS professionals will be required for this program or do we We have these teachers on staff. Oh yes. So they're already on staff. We've made no personnel changes. So currently we had uh one teacher that provided only math instruction. And we had two gifted intervention specialists who provided only English language arts instruction. And they would do that for grades three, four, and five. It would be a completely pullout situation. So the students would spend their 75 or 80 minute block of time going down to spend time with the gifted intervention specialist. Those three GIS's will still be uh working

031with students. They'll be assigned to an individual grade level at this point and then at that grade level they will push out into the classrooms. Are gifted and talented students um identified throughout their 12 years or are they identified earlier on in school and then it's followed them follows them through the whole time? Like do you ever get kids that just never gets identified until they're freshman in high school? Great question. I'm gonna ask Danielle to come up and speak specifically to our timeline for identification and what patterns we might see. Um so we identify in the second grade as the earliest uh through our math and I ready testing that we administer three times a year. Um and students can be identified at any grade level within that time frame. Um we utilize I

032Ready up through fifth grade uh and then MAP 6 through 8. Um students can even be identified in high school through ACT measure. So yes, to answer your question, a student can be identified at any point between grades 2 and 12. So the reason why I asked that is because when I first came to this district, I had a freshman who had come from another bigger school district who scored the highest in the state on fourth grade proficiency. But when I brought them here, they wanted to just throw them into the regular classroom. So profic proficiency tests measure achievement whereas MAP and I ready and ACT is aptitude. So the state of Ohio recognizes aptitude testing for identification not achievement testing. Right? But I knew my son was gifted. So they put him they wanted

033to put him into regular classes and I wanted to make sure that he was getting the necessary challenges that he was getting previously as a gifted and talented student. So it was a fight for me at first. Sure. So, I'm just concerned about, you know, making sure that, you know, if you haven't been identified that it doesn't get left behind, that um, you know, that we're making sure that we're identifying kids every year. um just because they're not gifted and talented this year doesn't mean that they might not have that they might not develop that because you said it in your presentation that everybody doesn't do it on a test and and everybody doesn't do it um in the classroom that sometimes they just have that gift in their board in the classroom. Well, our

034high school service model does utilize what we call self- selection, which means that if a parent and student feel that an honors AP or CCP course is worth challenging to them, they are open to take it. They don't have to be an identified gifted student in order to enroll in those. Sure. Oh, you need to hear stand up here so they can hear you. Um, also to address your question as well and I you do this. Referrals are something that a teacher, parent, or even a student can make at any point K12. Um, and when you have those gifted intervention specialists in those typical classrooms, not only are they going to be able they're going to adequately service their gifted students, but they are also going to see those students who for a multitude of

035reasons have not formally hit that 95th percentile. So when they see those students showing that ability or showing potential to perform at a high level like the uh state department definition describes, that's a time when a referral can be made. And one of the things that we talked about is supporting our teachers in looking for those students who show that potential and making a referral for those students so that if they for some reason don't hit it uh that gifted 95th percentile mark on one of the tests that are given throughout the year, there's another opportunity and to also to look at a test that fits what their fits their needs. So I hope that kind of addresses your question. There any more questions? Yes. Um I'm sorry I have a question. Thank you for

036sharing this information. Um my question pertains to the uh light district schools that you cited in the presentation. Um it sort of seemed like since they were successful, it's like we're presuming that our district there's a high likelihood that our district would be successful. But I'm looking at what additional information um that would make you draw that conclusion such as how do you know how long that those districts employed that particular model and there's going to be like some processing time to see any kind of um positive outcomes for it and I'm kind of trying to compare that with what we're potentially going into. Sure. Great. That's a great question. I did not look to see how long those programs had been implementing that. I think Pickrington's been doing it for Yeah, this is my

037seventh year in this position and they had been doing the Gateway Academy in particular and cluster grouping for several years prior to that. So, I can't speak to an exact number, but it's been at least seven to eight years. Also to address that question, not necessarily those specifically, but the um gifted model um has been in effect since the last time they adopted the the current uh gifted operating standards which was in 2017. So many districts across the the state have been using that gifted cluster model um since that time. Um many districts do employ a gifted cluster model that doesn't include a gifted intervention specialist. So the what you are looking at where a gifted intervention specialist is included in that classroom piece is um I think a much more supportive and much more

038uh a much stronger option to look at. Yeah. And I asked that because it seems like since others have been doing it, is there a way that we can kind of um chat with them and see what worked well and what didn't work well so that we don't make those same mistakes? I think that's a very fair and good idea. I think that's fair. I appreciate that. And one thing I've been in constant conversation with Carmen is is how do we continue this relationship next year so that we can not only provide ongoing professional development for our gifted intervention specialists, but once a month touch base to say what do we need to do to course correct? I think you made a good comment that we need to implement this, take a step back and

039see what needs changed and then keep coming back. Certainly. Thank you. Thank you. Question that that I have is kind of and I think throughout the presentation, thank you for presenting. I think it's it's been great. It's been very knowledgeable um to to gain this this understanding of it. A concern though I think is that the decision to do this is very adult- centered and not so much student centered. Um can you address that concern? Adult centered versus student centered. Um I'm trying to think with what we've presented. Um, you know, I think this model holds up our district mission statement of empowering all students for success. So, when we're when we were making this plan and thinking about how does this support all students by having that gifted intervention specialist in the classroom, it

040seems like a very student centric approach. Um, that's my initial answer to that question. Although I'm trying to reflect on how can you explain more how you approach this as a I guess if if your son or daughter were in uh the gifted program and how can you sell it that way in terms of how this is centered student centered for them. I I because the the feeling I'm getting what you're the way you answered it is this is student centered for all students. Sure. It's going to enrich and and raise a level of but if if my kid is gifted, no offense, but that's what I that's what I'm concerned with. That's what I worry about. Okay. Um how does this how is this going to how can we be sure that this is

041going to benefit my gifted child? Okay, I think I understand. Thank you for the clarification. Um, I think our dedication to keeping three gifted intervention specialists at three grade levels is a clear indication that we are very committed to making sure these students grow. Um, I'm not sure at this point I have any other answer. I'd like to maybe reflect a little more about that. Are there any more questions? Thank you. Thank you. Next on the agenda, we have uh knock your socks off uh staff recognition. Thank you very much. I apologize. I was not ready for that. Okay. Well, I appreciate it. Um, we're gonna start off with our first Knocked Our Socks Off award winner today. And Winchester Trail Elementary music teacher, Miss Audrey Rice, was nominated by her colleague, Miss Molly Piper.

042Miss Piper says, "Audrey is an amazing m music educator at Winchester Trail, who goes above and beyond for her students and her colleagues. Audrey leads the Winchester Trail fifth grade choir as well as the spring musical. She puts in hours of her own time making sure that her students and performers have what they need to be and feel successful. Audrey empowers her students and vocalists to have the confidence to do their best and let their light shine through. Beyond that, Audrey al Audrey also is one of the leaders of the rocks program for fifth grade girls at our school. She is a positive role model in which I have seen in action firsthand checking in with students and advising the girls in the group when a problem was impacting them. Audrey has a positive role

043model for the students in her music class and her clubs as well as on the staff. She has a wonderful sense of humor and is always there to listen, help, andor collaborate with. Audrey goes above and beyond in so many ways. In her classroom, she is extremely mindful of the diverse learners we have and their needs. She has a wonderful calm down corner, diverse books, stellar class incentives, and fun instruments. Audrey does a fantastic job including diverse music indoor lessons as well as making sure to accommodate the students at our school. Recently during Ramadan, Audrey provided alternative activities for students who are fasting from music, which is just one of the many ways Audrey meets the needs of our students. I could go on and on about the positive impact that Audrey Rice has on

044Canal Winchester schools. She is simply the best. So, at this time, I'd like to congratulate Audrey and present her with her socks. Come on up, Audrey. [Applause] And next up, we have Canal Winchester High School sports performance coach, Mrs. Hannah Sacket, who was nominated by her colleague, Greg Behan. Hannah is constantly going above and beyond for our students and our student athletes here at Canal Winchester High School. She works hard to make sure that all of our athletic teams and her classes have highquality sport goal specific workout programs that challenge them and get them ready to compete. She is always willing to accommodate multiple sports teams, middle school teams, and others in her space and goes the extra mile to help out whenever she can. Teaching classes in the morning, zero period, and later in

045the school day, 10th period, she educates our students about healthy habits to give them the tools to be healthy adults. Hannah is a terrific part of the Canal Winchester community and we are so lucky to have her here at Canal Winchester High School. She reaches so many of our students at her classes and within our athletic teams at the high school and middle school. She truly has an impact on our students, schools, and community at every level, and we could not be more thankful to have her. Congratulations, Hannah. [Applause] All right, and that's all I have for tonight for Knock Your Socks Off. Thank you. Thank you. Uh, next we have on the agenda the CWA uh report. Um, good evening. Um, my name is Renee Hamilton and I'm here to represent C.WEA and just

046share a few things that is going on across our CW classrooms. So, first I want to give a big congratulations to our Winchester Trail third, fourth, and fifth graders who participated in the musical the 101 Dalmatians at the end of April. And that kids were led by the music teachers Audrey Rice and um Devon Handler, which did an amazing job. Um also our high school musical, the Adams family, um led by Brady Brennan. That was an amazing musical that was just held last week. Um we have Mrs. Hazelbaker's second grade class who have been planting veggies in the classroom and they will be moved out into the gardens prior to the end of the school year. Her second graders are also in the process of setting up their annual wax museum where the students research

047a famous person, create posters with information, type Google Docs, and then present to family and friends during a designated day at school. Our sixth grade students who are participating in the annual Brock Walk have their field trip to Meyer in the end of May the 20 21st and 22nd. This learning opportunity is part of the larger community service um that supports our local Canal Winchester food pantry. Thanks to the incredible efforts of the students, family, and community partners, and they have raised approximately $11,000 through their fall and spring flower sales and their new sponsor a cart campaign. These funds will be used entirely to purchase groceries for the donations to the food pantry. Our seventh grade social studies students just completed a CSI investigation into the Black Death. Students analyzed eight sources to answer the

048questions, "What is the Black Death? How did it spread? Where did it originate? And how did it spread?" Students worked in small groups to take notes on sources ranging from web MD sites, death reports, maps, and letters to the Pope. Students were to make connections to a recent glo global pandemic CO 19. Students were to identify the similarities between the two diseases and how citizens reacted to the diseases. I'm going to have to read up on Black Death. I don't know if I remember that. Don't tell my husband. Um, eighth grade students raised money to uh sponsor veterans to go on the Honor Flight. Honor Flight is a nonprofit organization that flies veterans to Washington DC to visit memorials built in their honor. Students were able to raise over $3,000. On May 8th, 65 eighth

049graders along with their teachers Julie Carson, Ken Phillips, Dne Richards, and Mike Stukie traveled to John Glenn Airport to help welcome the Honor Flight veterans from their trip. And that's all I have to share. Thank you. Thank you. Um, next we have on the agenda public voice. I'm going to turn it over to um, Vice President Dave. So, the board uh, the board of education recognizes the value to school governance, of public comment on educational issues, and the importance of allowing members of the public to express themselves on school m on school matters of community interest. Um, we're also committed to conducting our meetings in a productive and efficient manner that assures that the regular agenda of the board is completed, honors the voluntary nature of the board's time and using that time efficiently and

050allows for a fair and adequate opportunity for input to be considered. Um, so just a couple of things because we do have some we do have some public comment tonight. So public public participation is permitted. Um, we don't uh govern um We don't govern what's said or how it's said. We do require that the people making public participate or public comment have a um either be students in either have students in the district or have a uh a need to or have a a vested interest in the in the district. Um and then the only other thing is we do have a threeminut duration. So I will uh I'll call the folks up to talk and I will maintain the clock. So I'll try to give each person kind of a one minute you've got

051one minute left warning. So, um, the first person up for public comment tonight is Carara Rodic. I'm good. All right. Hello. Um, I am Cara Rodic. This is not my forte, so when I'm shaking and stuttering, I apologize. Um, I am an employee of this district. I was hired 10 years ago. Um, during a time when Canal Winchester was able to provide themselves or pride themselves on the continuum of services that they offered their student population. I have since witnessed the elimination of classrooms and programs made to meet the needs of our diverse population as well as its trickle down effect on student behavior, building morale, and staff turnover. As an intervention specialist, I have been proud to work in a district that provided individualized services for students with emotional disturbances, one that had academic

052resource rooms, and one that also believed in inclusion. As a parent, I have been honored to be able to open enroll my children into this district, one that I knew could meet my child's unique needs as an academically gifted student and provide her with the specialized support she requires. As time has passed, this district has eliminated almost all of the services provided to those who are not the average typical child. We no longer have behavioral support rooms. There are no academic resource rooms. Students on IEPs are either fully included or fully excluded. and there's not a lot of wiggle room to provide a student with what they need if they fall out of line of those boundaries. Now, with the dismantling of the gifted program, we are not only expecting our students with disabilities to

053conform to the norm, but we are also expecting our gifted population to conform to that same norm. While there has been some disagreement on using the term dismantle, I'm not sure I can get on board with using the term restructure. My child will go from receiving 180 minutes per day with a gifted intervention teacher to 20 to 30 minutes weekly. That's not a swing in the right direction, and it's certainly more than a simple restructure. I'm here today to share my concerns. The more time we spend trying to fit all of our children of different shapes and sizes into the same square holes, the more time we are going to spend fighting fires, seeing behavior issues increase with the result being decreased student growth and increased staff burnout and turnover. How can we expect to

054see improvement in any area, academic, behavioral, emotional, etc. if we are actively and intentionally not meeting the needs of our population on either end of that educational spectrum? Thank you for your time. Thank you, Miss Rodic. Um, the next speaker that we have is Rian Ryan. Ryan Ryan Rodic. So me and my friend came up with an idea to write essays about the good of the gifted program. So my essay is titled Gifted Goods by Ryan Alexis Rodic. Gifted classes are a school program that is for kids that are in need of school work that is leveled better for them. Please don't take this away from us. Gifted is good because kids who may have a more advanced IQ can have the lesson that they need. Kids can get richer assignments and the right websites

055to use. They learn about the things that would make that that would be too hard for a regular classroom which is right for them. Not to mention that they have fun collaborating with their classmates and cheering for everyone on testing day. This includes that gifted needs to stay strong in all schools so kids can get what they need. We can't have Winchester Trail Elementary School take away gifted classes. Where are we going to go? Taking gifted classes away is Brutal. What's next? Taking away classes for kids with special needs. They would struggle and no one would take away their class. So why take away the opposite? It t it takes away our chance to grow. I was excited to have my best friend join gifted math in fifth grade because she claimed she was only

056two points away from reaching it. Now I can't I can't be excited for this anymore because I won't have gifted in fifth grade. At least not the same as I had for the past two years. Gifted ELA is special to me and I'm not the only one who feels this way, so why lose it all? I get that gifted students will still get some time in their gifted classes, but why change it? In the library, I know what books to check out. I learned that books best for my age, have at least 100 pages, and non-fiction has at least 40. I learned what a genre is and how many of each I need to be reading per the year. Um, not to mention we get to write essays about interesting topics and that teaches us

057about research which will be really important in some people's lives. Say you want to be a teacher or scientist. Researching can really come in handy there. I love to create my own stories for fun and gifted ELA lets my vocabulary get advanced. Some may say you can do this in a normal classroom, but the truth is that I really can't. My ELA skills are richer and gifted class, so I refuse to give it up. If this school is trying to help students in every way they can, then they need to realize that taking away gifted is not a good choice in so many different ways. My gifted math class can be pretty hard, and I usually have homework, but it doesn't mean that I don't like gifted math. In fact, I love it. I've learned

058so many things to help me there. Mistakes are valuable. Struggle is growth. Questions are important. Problem solved. Use what you know to figure out what you don't know. All of those terms are from my gifted math class. I understand each of them and take them seriously. I may be afraid to ask questions sometimes that I made progress since the beginning of third grade and now I'm assumed to be fifth grader. We understand many things and we've learned so much including addition, subtraction, multiplication, division, fractions, decimals, percentage, area, measurement, geometry, and probably more. We've got so far. We are on unit 9, which is putting it we putting everything we've learned together in one workbook. We've come so far and worked so hard. That's another thing. My gifted math class chose to switch from I Ready

059to Math Accelerator in the middle of third grade and we all like it better. If we have to let go of Gifted, we don't have the privilege to be on it anymore, which is sad because it updated and we want to stick to what we've been doing for 2 years now. Why does everything have to change? I'm not a fifth grader yet, but I know a bit about the gifted kids schedule that'll be staying in my classroom all day. I may be seeing my gifted teachers during Power Up once or twice a week. I don't like the way it sounds. Why do they change it? I guess that we aren't getting rid of gifted entirely. You know, our gifted teachers are going to be saying that we need higher level papers, but it's not enough.

060I love to go to them. I I love to go to gifted classes. I was so excited for fifth grade, but now gifted will be kicked out. I like to gifted because I can have more than one classroom and see different kids and friends that aren't in my home room and get away from the not so fun things in a normal classroom. Say in third grade, something happened in my home room. I was in gifted classes, so I didn't have to worry about it. But if I'm stuck in the same class all day except for 20 minutes or um less than once a week, I don't know what my life would be like. Winchester Elementary School is taking away gifted reading and math, and me and my friends are against the decision. I've been in

061both gifted reading and math for two years now. Why change it? The way is perfect just the way it is. The school work of a regular classroom would be too easy for a student that used to be in busy classrooms. Gifted reading helped me develop the ability to write essays like this one here. I was also inspired to begin writing my own personal stories, which is now a big part of my life. And gifted math taught me that mistakes are not just okay, but valuable. I learned helpful strategies to solve problems. I can't understand how and why gifted could just go away, and I don't want it. So that's why I'm here today. Thank you, Ryan. Um, next up is Nicole Weaver. Hi. Um, I'm here as a parent of a student at Winchester Trail

062who it has been identified as gifted. He is a third grader. He's also on a 504 plan. Um, so twice exceptional. Um, I had I'm also an employee. Um, I have offered my resignation um because of this change with Gifted because I do not know what school is going to look like for my son next year and I don't know if he's going to be able to remain at school. um because of some of the behavioral issues that are happening in the general education classroom and I want to make sure that his educational needs are met. Um I have a letter that was received when my son was identified as gifted that states um services for gifted students begin in third grade and remain the same until fifth grade. Students will be pulled for their

063math and or reading classes dependent upon their individual identification. So again, also on the school website, it says students are um first evaluated for formal gifted services at the end of second grade. Based on the criteria, students can qualify for placement in the pull out math and language arts class. Once placed, students remained in the pull out loop for third, fourth, and fifth grades. So based on the information that was received when my son was identified as gifted, we I did not pull him out of gifted ELA. I did pull him out of gifted math because it was a bit too much for him on a 504. Um, he has gone from a student who could not talk in public at all to now for fun, his friends and gifted reading put together a play

064and he has a part in this play. And this is what they did for fun. um when there's when we're saying that there's going to be um the same gifted resources, the same gifted intervention specialists, we're saying there's going to be still the three gifted intervention specialists, but the ELA gifted teacher is now going to be teaching math and ELA in one grade. The gifted math teachers are going to be teaching math and ELA for one grade. That's one gifted intervention specialist per grade level. So, one per 12 classrooms. That looks a lot different than 90 minutes per subject per day that they're currently receiving now. Um, he has grown exponentially in this program in third grade. and to have him or any student have to go back to to the gened. I mean, it's

065just they're going to be bored, I guess I should say, too. And that also creates behaviors. Um, so I would like to ask that we reconsider, at least have a parent input meeting before these changes are made. Um, and reconsider at least grandfathering in the children that are already in this program. Thank you. Uh, next we have Rob Steedman. I was here a couple of meetings ago about uh support from the school district on the baseball program. And to that end, I didn't really have a comment. It's more of an invitation. Uh this coming Thursday is Brock Strong night at the uh varsity high school uh baseball field. Uh you know, as you guys know, Brock Strong Foundation is a important uh member of the community and the school system. So I just wanted to

066extend an invitation. We're hoping to have a very big crowd. It's a big event uh and would like to see uh hopefully see everybody there. Um we recently had a JRD night this past Friday, which was a huge success. We had roughly 50 to 60 kids in our local rec program there. We had the kids out for the national anthem. Uh we did a raffle. One of the kids was able to get picked to throw out first pitch and they got thrown the bases after the game. So, uh a lot of we're trying to drive more support in the community to the baseball program. Uh would love to see everybody there. Uh the team actually took Lancaster who is top the OC division for baseball to extra innings. Uh, and I believe that's feeding off

067of the crowd that was there. So, would love to see everybody there for that. Um, and the only other thing I really wanted to at least mention is as we wrap up the season, we're starting to gear up for next year as far as planning and what things we might need to do. I haven't seen a whole lot of updates on some of the longer term plans on the facilities updates for performing arts and athletic facilities. uh if there could be some kind of an update to the community or within one of these meetings. It's kind of hard to see that in some of the minutes from the last couple of meetings that would help us understand what if any actions the baseball booster program may need to take in support of next year and

068the following year. What time is the game on Thursday? Five o'clock. Uh Thursday is the first. Thank you. Uh, next up is Amelia Balance. Um, my name is Amelia Balent and me and Ryan, as you saw earlier, we decided both to write an essay to um to advocate for ourselves and the gifted reading program. Mine my essay is titled Keep Gifted Alive by Amelia Balance. Winchester Trail Elementary School is talking about closing separate classes for gifted students from now on. This is not okay. What about the gift gifted students in the future of WTE? My little brother will be gifted next year. What about what will happen to him and his other classmates who will be gifted next year? There will be many good things about there are many good things about gifted and and

069people will just let there will just sit there and just and let it come crashing down. You can't take gifted away all of a sudden. This isn't okay. Gifted offers the correct learning tools so things aren't too easy but not but not too hard either. I wouldn't have built all these relationships with my friends. you want to take it all away from us. Clearly, you shouldn't take away Gifted for many reasons. Gifted offers the correct learning tools so that things aren't easy or for them or too hard. If if they were to go to into regular classes, they would learn nothing. On the Winchester Trail website, they say, "Our mission is to empower all students for success. You think taking away gifted is empowering gifted peers." The gifted students get a little sneak peek of

070what is coming in sixth grade. switching classes. Gifted helps students collaborate with others. They learn to be kind and many other things. All this evidence concludes that they shouldn't down the shut down the gifted program. I have been in Miss Voic's gifted class for two years now. I won't have built any of these relationships. Catherine, Ryan, Aaliyah, Beatatric, Samantha, Ian, Parker, you get it. If if you take it away, I have to say goodbye to all these people. Gifted classes are the correct amount of challenging. In this gifted class, you can get frustrated sometimes, but voice will always urge urge us to go on. There are some things I don't agree with like having to read a chapter every night. But then you realize something. The reason is simple. So we can grow. If if

071we aren't if we aren't gifted, it's like saying us behind. Say we're in sixth grade gifted. We could be learning more advanced things than we were than if if you were if you kept if you keep gifted going. But if you don't, then we would be learning stuff we should have learned last year. As you can see, many good things, good reasons to keep Gifted alive and keep it at this school. Gifted is empowering us for success. But what if you take it away? What will happen then? Do you you really want to take all that away? Gifted helps students grow in in collaboration with group activities. Mo what most people don't know is that with gifted kids like me, their mind works differently. If you take gifted away, it'll just cause plain chaos with

072emotions. Do you really want to do that to kids? Clearly, if you take away gifted, a lot of things can happen. Some some good, sure, but may have a worse it may be a worse effect for gifted kids than better for non-gifted kids. Thank you, Amelia. Uh, now Leah Ballot. Hello. Um, that's my daughter Amelia. She is in gifted reading. My son Jacob, she's fourth grade. My son Jacob is second grade. He's double identified. He also has an IEP. Um, so honestly all you board members, like when you asked me questions about the gifted, I wanted to say amen to every one of you because you really all hit all of our parentful concerns. Um, you get it. Um, when Amelia was first identified as gifted, I can remember sitting in the cafeteria with a

073PowerPoint and I had this like Eureka moment like, "Oh, that's why she acts like she does." Um, and I don't mean that in a bad way, but there were things I just didn't understand. And then when they explain it to us, these experts like gifted can precocious like her letter was a little bit precocious. It can also mean big feelings, big emotions. Um, and knowing that really helped me to be able to support her better as a parent. And right after that meeting, I wrote right away, I said, you know, thank you. Um, I learned so much not just about the program, but also about Amelia. I can tell that the program is amazing with incredible teachers who are not only experts at their job, but also care about the students and how excited I

074was about the next year. Um, so it helped me to understand more about how her brain works. Um, so you know, I've been in front of this board enough times to know that you guys are going to do what you think is best to support probably like as many students as you can. Um, I feel like it's been presented to us. Like the decisions already been made, but now I'm not so sure about that. Um, I really hope you take into account that the impact that this could have on gifted students might actually negatively outweigh the pros for all students. it could even meet be detrimental to their social, emotional, and educational needs. She mentioned the word chaos and I agree with her. I think that that's a valid point. Um, if you do decide,

075you know, to go for this moving forward, I I would appreciate um better communication, I would have loved to see all this up here um before coming to this meeting. um you know like the research I'm really curious about the focus groups I don't remember getting it yes one minute okay I don't remember getting anything but again like my son had surgery so it's possible that I missed that um but all of that would have been good to know um you know mostly along with my fear for the students it's who could be impacted negatively it's I'm extremely concerned about the amount of pressure this will put on a gift to teachers what they're expected to plan and execute seems exhausting disruptive, stressful um not only to the teachers but also to the other students

076in the classrooms. You know, 25 minutes, it's very concerning. Um so, you know, enclosure, you know, I hope you do whatever it takes to keep the program the way that it was when I wrote this as a relieved mom in 2023 that the program is amazing with incredible teachers who are not only experts at their job, but also care about the students. Thank you for your time. And uh the last public comment is Stacia Thornton. Good evening. Sorry. My name is Staca Thornton. Um, I am a parent of a fourth grader currently in gifted reading and math classes, a second grader who is already qualified for gifted reading and math. Um, and two future students coming up. Um, I'm a fully invested parent, volunteer, involved PTO member, and have the unique perspective of also having

077a teaching license and spending seven years in the classroom before staying home to raise my kids. I've been proud to have my kids attending CW schools and have had full trust and confidence in the education they have been receiving until the most recent changes happening. This single subject classroom model has been extremely beneficial for my fourth grader um who has always been a spirited and inquisitive child and what I would consider a non-traditional learner. During his years at Indian Trail, I was greatly looking forward to the possibility of his admittance admittance in the gifted program. Differentiation in the classroom should be a natural part of instruction, but is not always the reality. And therefore, I've been so grateful for this current gifted model. Mrs. Voice challenges them with vocabulary, helps them delve into books, making

078connections to themselves and the world around them. Mrs. Hwitt has trained these kids to think, act, and problem solve like true mathematicians. My son loves math and is constantly challenged by the rigor and depth of learning in in her class. I was one of four parents that attended the focus group. Um, after reflecting on the items discussed at the open conversation and the information coming out about the changes, I've started to question if the purpose of the gifted services review was misrepresented at the focus group. Um, each parent agreed we were very satisfied with the current model. Um, sorry, I lost my place. um with the current model and the exceptional teachers. At the forum, we had open conversations about minor changes that could be made and gave suggestions of possible improvements to the program

079in the future. Although project-based learning and other ideas were brought up, it was never mentioned it would be at the cost of the current model or that any changes were happening anytime soon. One minute. Thank you. Um I re um let's see, I'm going to jump. Sorry. I realize I'm not an expert on Ohio law and policy and do not have all the information. Um, but I just I feel like we should be giving this more time. Decisions like this should never be done hastily. Um, some confused as to why would we not take more time to brainstorm other models, other solutions before drastically changing the program. Um, is something to look at is is um like with the way we identify students. I realize we might have students in the program that may not

080be truly gifted and students that are not in there that may be, but is that something that we could take the time to look at is how we're identifying these students and it, you know, looking at the the percentage going higher or teacher feedback. Anyway, um, in my time from my own experience as a classroom teacher, I've seen what happens when a gifted teacher has to work across multiple classes and only has a few minutes with students each week. co-planning and co-eing are almost are very challenging as they don't have enough time. Um, in conclusion, I am not in support of this change to the gifted program. I feel like the gifted intervention specialists um seem like they will have a more passive role and it will be a waste of their talents and strengths.

081I'm concerned for my kids education in the gifted program and what will challenge and grow them to achieve their greatest potential. I hope that what's best for students and their educations is always at the forefront of every decision. Thank you for your time. Thank you. Next. Thank you. Next on the agenda is our executive reports from the treasur. Good evening. It was uh was nice. So um going to speak on the um May forecast. Um, in November we did the first forecast for the year. Uh, now it's time to update that. Um, typically in a forecast there's a lot of guessing or minimal guessing. Um, this forecast there's a little bit more guessing. I'm going to be honest. Um, but I'm going to use the best educated guess that we have. The budget's currently running

082through Senate. Um, Senate's not expected to have any decision until I think the first week of June is when they're planning to vote. Um, which doesn't give a lot of time for the committee on the Senate and the House to kind of get together and and and reconcile that. Um, so I kind of took some key points of what I what I think will happen. Um, so let's get to the forecast. I do think the I do think the formula will cease to exist. Um, so I did incorporate that into the line to where it's basically flat funded on these two lines. Um, I don't anticipate in 28 and 29 a formula being introduced. At that point, a new governor Yeah, that's what I was trying to figure out. Um at that point a new

083governor um will be in office unless they come in ready with their own formula and have house and senate support. I just don't anticipate a formula being in 2627 in this current bienium or the next bianium. Now they may do something like the wine did. Dwine came in and gave wellness dollars. Maybe the governor comes in and gives different initiatives, gifted wellness or something to kind of target additional dollars to public schools. Um, so I'm flat funding state over the next four years. Uh, the other big thing that I that I didn't I didn't do, there's so many things out right now in the House and the Senate relating to property taxes. Um, there's there's bills out to change how the 20 mil floor is calculated. There's bills out to basically cap the reappraisal growth

084uh in a in a update in a reappraisal year. There's things out that completely changes how the 20 mil floor is calculated. I mean, so there's a lot of things out. I did not touch that in this forecast on property tax. I kept the status quo, hoping that uh they kind of keep their hands out of the pot and let the local uh voters and taxpayers vote for those levies and determine what the local revenue is. Um so that's the revenue. Um I really focused on 25 to try to drive an expenditures. Um I I feel pretty good about the revenues. I mean if anything it's it would be on the more conservative side. Um, who knows if we get additional state dollars, but I I would I would heir more on it being frozen

085than getting additional dollars. If we get receive additional dollars, that's even better for the district long term and it helps the forecast. I do not want to be on the other side to where we're projecting higher state and then they freeze it for the next four years. So income tax continues to be one of the only growing segments of our forecast. Um the state's basically wanting to to flat fund the state funding. They're wanting to get their hands on the property tax to where that's basically a flat funded. So income tax is the only growth mechanism that we have. And as you know and you'll see expenditures and inflation expenditures are not static. They do grow. We do have tons of services to offer. We've said it many times. 20 years ago, we didn't have

086the needs of students that we have today. You could have a regular classroom, 22 kids, and you go at it. Now, you've got mental health, occupational therapy, physical therapy, additional gifted. All those things did not exist 20 years ago. Those things cost money on top of the regular instruction. psychologist, psych psychiatrist, all of those different things. And we want to provide those services to our students. So expenditures, you'll see, will continue to grow. and and this keeps this this is very contingent in the House and the Senate to say it's not sustainable when really they're the ones introducing most of these things of producing wellness, producing mental health, all of these different avenues that we all agree is needed, but it also costs money. But they also want to sit and say your expenditures are

087going from 56.3 million to 68.6 million. Um, one, we're not going to freeze our salaries anymore. That's I have three goals in this series. It's I've had three goals as a treasurer. I do not want to riff. That means layoff employees. I do not like flat freezing funding and we control the dynamic and we I do not like levying taxes. Those are always three of my goals. If you can avoid those three things, you can you can be very successful in a school district. Um and to this 10 year and 13 years we've I have not never rifted never given 0% base increases and we always have a balanced budget. Um and you achieve that through planning. Um so my message regardless of what happens in the Senate and the House, we will adapt. We

088will make sure employees have jobs. We'll make sure employees receive payraises into the future. That's not to say we won't lose through attrition. That's not to say we won't lose services in the future if if the budgets collapse, but that's to say we are in control and we will stay in control. We're proactive in this approach. We do not like to react and make decisions with the financial picture. The other big takeaway on this is, and I haven't decided to do it yet, um, but we borrowed the money to build the performing arts center and to do the athletic complex. That's a general fund debt. So, for the next 15 years, we're going to be transferring $1.4 million annually per year. It's our obligation to do out of the general fund. In this forecast, I

089have it coming out this year, earmarking it to the side. That way, we've got it paid off when we want to pay it off. We don't have to worry about it in the future if budgets get cut. We've got the the money sitting there to pay the debt off. Um, still fel fairly healthy fund balance at 25.8 that grows up to 26.6. Um, and then the transfers that stay in food service. Um, we're going to be transferring about 700,000 per year. It was part of the C program where we're providing free lunch. But if you remember, our disadvantage funding went from 300,000 to 2.9. So, we're still a net 1.6 on our revenue. Uh, and we're providing free meals to every student, lunch and breakfast. Um, we are guaranteed to be in the C program

090through 2028. That's percentage based of your um, disadvantaged students. Who knows where where we'll be in 2029. Um, we'll look at that at that point, but I held that status quo as to say we still will be in the C program in 29. Not sure if we'll qualify or not at that point. Not not sure what the qualifications will be at that point. Um, and then we're continuing to move money into the ter termination benefits fund. I'm actually going to ramp that up. Um, STRS just bumped their retirement to 32 years. So, I could see a big influx of retirements over the next five years. I want to build that termination benefits fund up to make sure the district is not uh getting hit reactively to ongoing retirements or kind of retirements that are coming

091on uh due to severance payments. So, I want to build that fund up a little bit. Um, that way we're ready for for those. Um, but otherwise, I feel pretty good on the expenditure side. The only real unknown is the state budget. Uh, but I feel like at this point, we're probably going to be flatfunded. if the 30% that they're talking about not being able to um maintain a cash balance and having us spend down our cash balance. What does that look like to our budget? This this is this includes that's why I'm transferring the money. Transferring the money is twofold. helps take care of the 30 30% cash reserve requirement uh and takes care of our debt into the future. So if I'm not here, superintendent's not here, the five of you are not

092sitting here, someone's not stepping into these seats being obligated by a debt that we took out. Money will be sitting there and that debt will be earmarked and ready to be paid. Piggy backing off of that, um it's the it's um various uh boards, associations, and things. They recommend that each district has a policy on their minimum and maximum cash reserve. Um where do we stand on that? Will we adopt a clear policy so that um our community um will understand what we're doing with the general fund dollars and where money is moving? We have a cash balance policy now. Um I think it says like three months of expenditures which is extremely low. I think we need to revisit that. I think we talked about it at one of our work sessions that we

093need to revisit that and really come up with a true cash reserve on what that looks like. What is the balance that that's a good target? Um, I mean that could be different for all seven of us sitting up here. Um, maybe you feel comfortable with 25%. Maybe someone doesn't feel comfortable with under 40%. I would say 35 to 40% is probably a fair range of your expenditures annually. 30's probably too low. Um, I'm just not sure that I feel comfortable with state telling us any amount by the board of the school district. Um, and we've been very responsible in how we manage our funds and anything can come up at any given time. No one knew CO was coming, you know. Um it's just being fiscally responsible and having um funds there for whatever

094purpose or reason. Um and being able to build the things we need to build or do whatever we need to do to maintain and operate should be at the city, the board level, not at the state level telling school boards how much they can have in cash reserve. No, I agree. That's my opinion. I agree. And I I expect that to to go as a bargaining chip. I don't From what I'm hearing, the Senate's not in favor of at least a 30% cap. But whether the House is willing to give that up and it becomes a bargaining chip and the Senate gets something else and that ends up staying at that point, who knows? Um but what it did to for me is it opened up a new lens to look at this differently. Um

095since I since I came here, I mean in my interview I I I said cash reserve was the biggest challenge that a district can face. Um when you have the cash balance that the state looks at it as a negative, employees want to look at it as a negative. There's there's not much positive that comes when you have that much money sitting there. the taxpayers look at it as a negative to where we know that cash balance wasn't accidental. It was a lot of work that went into it. It was a lot of planning. It was a lot of luck. Esser came along. Uh we've made some good decisions at work. C has worked at our advantage. Implementing full day kindergarten at the right time helped and was to our advantage. We've hit enrollment. We've

096formulas have been created at the right time when our enrollment was growing. So, we've we've stumbled upon certain things and we've been fairly lucky as a district on over the last 10 years. Now, a lot of that's planning. A lot of it's uh us trying to look at new ways and get creative, but it's there's also luck involved on when these things are kind of timed up and it comes to your favor. Um, it's only luck if you're prepared to receive it. Correct. I mean, every banium budget there's winners and losers. And I've told Miss Hunt for years, we've we've been on the winning side most of the time. I said, at some point, we're not going to be on the winning side, and we've got to be prepared for that. We've got to be

097ready to do whatever is necessary to make sure we're ready to be losers for in the benium budget for once. Um, expenditures coming up soon like buses. We have a capital spending plan. So, we've been moving money for the last nine years and no permanent improvement. No capital dollars come out of this plan. That's why you see zero dollars here. Um, we move the inside millage to help address that long term. Um, so roofing projects, paving projects, busing, uh, technology, infrastructure, all comes out of the permit improvement fund. That's also proactively planning to make sure those things don't hamper our forecast. So when you see 26.6 million, it's really 26.6 million and there's really not any surprises. It's hard to be surprised when you've eliminated capital spending and you've negotiated with teachers unions and the

098OC unions and you've got administrators schedules already drawn out. The surprises are are gone on the expenditure side. Um, now we do have a lot of big projects coming up and this summer we've uh Indian Trail, Winchester Trail is going to be completely repaved. Winchester uh trail is going to be reshingled. So that site's going to be chaotic for a little while and then we know we've got the performing arts center and the athletic complexes coming to the high school site. Uh, so there's going to be a lot of work going on, a lot of uh, dirt being moved. And I think that's good for the public to see that some of these dollars are going going towards infrastructure and you can actually put eyes to the projects and see something being done. So, as

099always, I mean, the plan pretty much encompasses everything. Um, there's really not anything that that would be a surprise. We're we're planning for severance payments from moving money the termination benefit. That's a that's a huge expense sometimes and you can be surprised. Capital projects are are handled by moving money in the PI and the inside millage move. The only thing that can really throw us in derellis is legislation at this point if if some sort of huge surprise comes out of Senate and comes out of the House and Senate committee. Okay. Thank you. Anything else? Anybody else have any questions? Next on the agenda is the superintendent report. Thank you and good evening again. I'm excited to share some wonderful updates and celebrations from across the district. We've started welcoming some of our newest students

100during the first two sessions of kindergarten roundup. These future members of the class of 2038 got a fun and memorable start to their journey with CW schools by signing to officially join our team. Kindergarten registration is now open for Canal Winchester residents whose children will be five years old by August 1st of this year. We can't wait to meet more of our future kindergarteners in the weeks ahead. Our Canal Winchester Middle School Model United Nations Club had a fantastic showing at their recent statewide competition. Under the guidance of Mr. Brian Ames and Mrs. Ashley Darth, our students earned multiple honors for their leadership, teamwork, and thoughtful presentations on global issues. Special recognition goes to the teams representing BISE Chad and I think it's Laos awesome for earning outstanding resolutions and to the many students recognized

101as vice council and council presidents. They made us proud and represented Canal Winchester Middle School with excellence. Congratulations are also in order for our Canal Winchester High School and Canal Winchester Middle School Battle of the Books team who brought home first place wins at this year's competitions. This marks the third consecutive year that our Canal Winchester Middle School team has won the competition. On April 25th, our fifth graders at Winchester Trail Elementary had the opportunity to participate in the city's Arbor Day celebration by helping plan a tree. Thank you to the Canal Winchester Public Service Department and Mayor Joe Steager for including our students in this meaningful experience. On Wednesday, May 7th, we held our military signing day to recognize Canawa Jester High School seniors from the class of 2025 who are committed to serve

102in the US Armed Forces after graduation. Please join me in congratulating Kyle Alonzo, Adriana Compton, Zak I think it's Zakias Davis, Gabriel Ashun, Braden Hilton and Naa Early, and Porter Butterball. We are proud of their leadership and deeply grateful for their service. During teacher appreciation week last week, five of our outstanding educators from Canal Winchester Middle School, Tory Begony, Ketta Bridges, Andrea Lindstead, Mike Stuki, and Ashley Dur were honored at the Ohio State House thanks to an invitation from State Representative Meredith Lawson Ralph. These teachers represented our incredible educators here at Canal Winchester schools alongside teachers from Hamilton, Groport, Reynoldsburg, and Columbus. As Miss Hamilton mentioned earlier, this spring our students lit up the stage with two fantastic productions, 101 Dalmatians from Winchester Trail Elementary and the Adams family from the high school. From acting

103and singing to lighting and set design, our students and staff poured their hearts into each show. Thank you to our music and theater teams for creating such memorable experiences for our community. And finally, a huge thank you to all the incredible organizations who made our Indian Trail Elementary Community Helpers event on April 25th such a success. From law enforcement and healthcare workers to librarians and park rangers, you inspired our students to dream big and see the many ways people make a difference in their communities. That concludes my report. Thank you for your continued support of our student, staff, and schools. Did you mention uh the top workplace? Didn't hear that. Did I miss that? I believe I mentioned that last month. Okay. Okay. Yes. But we can say it again. We were top. Yeah. There

104was a huge article in the printed Columbus Dispatch. Um that was pretty cool. So, thank you. Um, next on the agenda is um for committee reports. You have any? I'll start with CWJRD. We we did not meet last month. Uh, and our meeting this month is out coming up on Thursday. So, we have nothing current to report. Okay. OSBA. Yes. Good evening. for my legislative report. Um, the Senate Education Committee began hearing public testimony on the education provisions of the state budget last week and I submitted written testimony for the May 7th hearing. Um, the next opportunity to provide testimony is Wednesday, May 14th at 9:00 a.m. The district has information on our website as well concerning how the state budget proposal will impact our schools directly. And it conveniently provides our community with information

105um so that they can uh lobby our legislators and uh talk about what that impact will be for our stu for our students and just to convey that there are real consequences. um that could impact the financial stability of many of of Ohio's public schools, including ours. Um and Mr. Roberts gave a a good thorough um insight into that. Um we do maintain the position um that the fair school funding plan is best to meet the educational needs of all students and that the 30% cookie cutter cap that's what I call it um on cash reserves is just bad policy and that could lead to massive cuts to student programs and services um thus impacting the quality of education our students receive. So, I'm just asking that you all stay engaged, stay informed. Um, education

106leaders and advocates across the state are continuing to push for meaningful amendments to the budget bill and we are showing up. Um, but we have to keep our voices heard. Uh, thank you for listening to my report. Thank you. Um, student achievement leaison. Yes, I have one thing to report. Um, showcase your students at the OSBA Student Achievement Fair at OSBA's Capitol Conference this November. Uh, performing groups, clubs, curricular programs, and more are all eligible for consideration, and one of Ohio's largest showcases of public school brilliance. Um, nominations for school programs or initiatives or art submissions are due by October 24th. And you can find more information at ohiochoolboards.org. Thank you. Next on the agenda is the district reports. Does anyone have anything? Yeah, I've got a few things. Um, it looks as if uh

107many of the buildings are currently having enriched learning and have lots of fun activities planned here moving forward. So, I know that's exciting for all of the students and staff. Um, also want to mention, I know Mrs. Hunt said something about the Adams family, but uh it truly was amazing. The set was incredible. Um so fantastic job and shout out to to Mr. Brennan on that. Um wanted to congratulate Allison Burns who's the middle school teacher of the month. And the last thing is congratulate Jackie Collier who I taught with for many years is retiring at the high school. So congratulations to Jackie. That's it. Thank you. Thank you. Anything else? I just wanted to acknowledge um all district uh teachers staff um for last week was teacher uh staff appreciation week. So we really

108value all your contributions to our students and you make us CW proud. Thank you. Um I did send out an email to all the teachers and I got a lot of responses back. Thank you for um your heartfelt caring um of your responses, but it was really all about the teachers and I'm just glad that we had an opportunity to get that information out to um the teachers to let you all know how uh we appreciate all that you do and everything that you do to make Canal Winchester such a successful uh school district um here in the state of Ohio. So, the next thing we have on our agenda is the consent agenda. Huh? What did you say? We're going to go into executive session. That's what we moved. Sorry. Yes, we're going to

109go to into executive session. We got district reports first. You did. We already did those. You moved. Excellent. I do not. Sorry. Did you have something that you wanted to say in those district reports? Okay, great. Uh yes, we did make a change to the agenda and um so we will be um going into executive session um at which we will come back into our regular session um after the executive session and the purpose of the executive session is considered dismissal discipline and employment of a public employee. Motion to go in exe executive session session second. Sorry. Can you take a roll call, please? Yes. Yes. Yes. Yeah. Awesome. All right, we're ready. Um, we are reconvening uh the meeting for May 12th, 2025 and it is uh 9:15 um for reconvening and we are

110going on to uh F on the consent agenda. First and second roll call. Oh, let's do roll call. Um, motion for first roll call. Can I get a second, please? Second. Um, take a roll, please. Miss Barnes, present. Here. Here. M. Green here. Mr. Twist. [Music] You all have returned. We'll move on to the approval of the consent agenda. Motion to approve the consent agenda. So move. Second. Okay. Thank you. We're going to start with number two is the minutes from the April 14th board meeting. Number three is donations. We have three donations. Um one is for the mini pitch at the trails. Um we have uh two scholarship amounts from for one for Peggywood scholarship and the other is for the Sherwood Cheryl Wood scholarship from the Wood Foundation. So we want to thank

111um those individuals for their donations. Number four is certified personnel. We do have a letter of resignation from Dave Dewise um who is currently a teacher. He will be hired later u moving into a technology role. And then also as Mr. Twist mentioned earlier today um we are accepting the resignation for retirement purposes from Jackie Collier who is high school teacher. So congratulations to Jackie um on moving towards retirement. Congratulations. We uh move on to a leave of absence. Uh we have one request uh for leave of absence and then moving on to the certified recommendations. Um we are hiring Colton Pence as our studentr run business instructor. Uh, Maline Davis Rowley as an occupational therapist, Jennifer Eert as an intervention specialist at Indian Trail, Nicholas Funkhouser, math teacher, and Mr. Steven Statanovich as a

112science teacher at the high school. Um, number five for classified personnel. We do have resignations uh from Ali Pinion, Jennifer Eert, and Nicole Weaver. Again, Jennifer Eert was hired in as a teacher. Leave of absence. We have three three requests for leave of absence. And moving on to classified recommendations. As I mentioned, Dave Dwise will be taking on the technology integration specialist position. Um, then we're also got Tony Greenslade Smith for our building secretary uh for attendance at Indian Trail and Faith Kaylor will be building secretary at Indian Trail. And then we're hiring Brenda Hargus as a classified custodian for a substitute. Number six is our supplemental personnel. Um, again, uh, we are hiring all coaches that we know for now. Um, this is a new process where in May we'll be putting them on

113a one-year contract that covers them and us for them to be under contract through the summer and their off season. So, you'll notice there's several positions that we're approving there. Um, and also the stipens. Moving on to number seven is our administrative personnel. Uh we have resignations from uh Steve Satanovich and Leah Cobb and I want to thank them here publicly for their years of service to the district and wish them both the best. Number eight is for food service management uh renewal. Uh we would we're asking for the renewal of Chartwells uh to provide services uh for one year through June 30th of 2026. Meal prices. I've got a question on that. Do we Is that renewed annually? Does it ever go out for bid? We took it out and then we've got I

114think two years where we can just renew it. The contract builds it in at the CPI. The rate of the CPI. Okay. Yeah, but last year we didn't take it out for a full bid. The state requires it and they help with the process. Okay. Thanks. Meal prices. Uh Mr. Watson and I want to I know everybody's receiving free breakfast, free lunch, but we want to keep this going uh on the meal prices um based on the federal recommendations and all of that because at some point we're going to come off C. Uh we don't want to be chasing back four years to try to figure out what our meal prices are. So every year we're going to approve what the meal prices would have been based on inflation and the federal recommendations. And then

115if we do come off C, we're right there where we need to be with with setting the mill prices and getting back into the flow. And number 10 is uh candidates for 2025 graduation. So we're asking that you approve the list of seniors for graduation. Um that will take place on May 24th, 2025. And this list had been submitted by principal Steve Satanovich and uh all the students uh have met the criteria and uh they if if they haven't they will need to by the time they walk and that's all we have for consent four one-year renewals. Mr. Watson tells me one year. Um, and just wondering when we have the uh we we allow or we vote on allowing kids to do early graduation. Yes. How often do they come back and walk for

116graduation? Do you know? I mean, roughly. That's a great question. Uh, Mr. Satanovich, do you happen to Is he back there? I don't have my glasses on. Any ideas how often uh gra early graduates come back and walk in the graduation ceremony? Do they? Okay, that's good to hear. Thank you. Any more questions? We take a vote. Mr. George, yes. Yes. Yes. Miss Green. Yes. Mrs. Tally? Yes. Thank you. Next on the agenda is fiveyear forecast. A motion to um I move to approve the five-year forecast assumptions and not and notes as presented. second. I don't have any other comments. I just wanted to um ask um are we still going to update that policy and when are we going to do that as far as the cash balance? Yeah, we can look at it

117as part of one of the regular work session uh deals. I don't think it impacts the forecast in any way at this at this point. Um but it could in the future for sure. So, um, please make a note that we'll discuss that in a board work session. Yeah. Thank you. Thank you. Um, next on the agenda is the employment. Oh, we got to take a vote. Mr. George, yes. Miss Green, yes. Miss Barnes, yes. Mrs. Tally, yes. Mr. Yes. Okay. Moving on. Um the employment administrative contract for 202526. Um motion to approve the employment contracts for the following administrative personnel effective for 202526 at the appropriate salary level and step as determined by the board approved administrative salaries level. Um uh motion BIE need a second. All right. Thank you. As you'll see, um,

118all of the administrators that are listed here, their contract, uh, is up this year. And so, the recommendations are listed there for our administrators. Um, and typically, so that the board knows is it it goes you first start off with a minimum of two-year, and then after that, uh, they can go two-year, be given a three-year. When you're on a three-year, you can go three year or be given a fiveyear. Um, and when you're on a fiveyear, you typically get another fiveyear. Five years the most, right? Five years is the most. Yep. Any questions? Any discussion? Take a vote. Barnes. Yes. M. Green. Yes. Mr. George. Yes, Mrs. Tally. Yes, Mr. Twist. Yes. Employment treasurer uh Nick Roberts. Uh motion to approve a five-year employment contract for Nick Roberts as treasurer effective August 1st as

119the appropriate salary level and step on the administrative salary schedule as outlined in the attach agreement. Um I'll do the first motion. Second. Any discussion? Can we take a vote? Miss Barnes? Yes. Mr. Twist? Yes. Mr. George? Yes. Miss Green? Yes. Mrs. Tally? Yes. Supplemental personnel high school football coach. This is a motion to approve Robert Page for a one-year supplemental contract as varsity football coach for the 2025 school year, a category A step 11 in the amount of 10,340 contingent upon the completion of all pre-employment requirements. Motion. I move. I'll second. Thank you. Um, we're excited to recommend uh Robert Paige for the varsity football coach. I know that the committee had spent several times interview uh I think they said over 30 applications and had interviews and uh Robert Paige stood out at

120the top and so uh we would like to make the recommendation for him to serve as our football coach. Further discussion take a vote. Mr. George? Yes. Miss Barnes? Yes, Miss Green. Yes, Mrs. Tally. Yes, Mr. Twist. No. Next on our on our agenda is uh contracts for private tuition. Uh motion to approve private tuition contracts to educate students attending Newtory Schools, the Learning Spectrum, Boundless, and Bridgeway Academy for 2025 school year. Motion. Second. So, these are our private tuitions that we would have for next school year. Um, this would allow us to start with the students that we would have and need spaces for. Yep. The contracts were attached in the administrative section uh for your review. Um, this is something that I think we're going to look at over the next few years.

121the costs have gotten to the point to where they're extreme where we need to kind of look at and tackle all options to say, can some of these things come back? Do we have space for these things? I mean, one lady mentioned earlier not having units. Yeah. Yeah. And that was specific I believe to Indian Trail uh like the academic units behavior and we've had some conversations. Um but definitely uh looking at how we can keep students here and how we can support students to stay here. So I know when you look at those it's it's pretty extreme. Um I think the first start is to say the kiddos that we currently have how can we keep them here um and work on that transition and then see how we do. Um if we can

122bring some back, great. Uh hopefully, you know, they they get placed and they see improvement and they are able to come back. That would be the hope. But yeah, that's what I think for a short-term plan looking at our current students and how to keep them here versus um and then seeing how we can get better and improve to potentially bring some back. What are we voting on for them to be able to go to these these other schools just for one school year? Yeah. For one school year, this adds up to about $630,000 for nine students. Is that correct? Yeah. So, our our qu my question is um can what can we do to look into is this the parents is this the parents um choice that they wanted to send them to these

123or these are our our decision because we don't have accommodations. This is the student. We are not able to meet the students needs. The student needs are so severe that we cannot meet them. And so these are the alternate placements that we would need to send them to. And so we're going to look at these the students needs and how we can maybe modify some of our programs to meet their needs and maybe bring some of them back overtime. Overtime. I think I think probably a more appropriate for short term. So, next year we're already looking at behavior units and what that looks like. We're still we're actually meeting this week on at Indian Trail. So, what does that look like for Indian Trail? What do those students need? Um, and we have students who

124potentially are currently at the building who need a placement as such. And so, we're going to look at how can we meet their needs so that we're not adding to that number of sending out and seeing how we can do. Um, we've had conversations around autistic units because that there's a I mean autistic units are full when you look at some of these places and they're very costly. A lot of the kids that you see here uh might have two teachers and an aid and a nurse and an OT and a PT all to them that's with them each day. So that's a pretty high cost for one one child. Um, yeah, lot of training. 20 to 25 students that were privately placed if I'm thinking right. There's a lot there's there's a lot of

125analysis that needs to go into it. Transportation's costly. New stories up in Westerville. That's a pretty hefty drive for for us from here to there. I think we had eight or nine last year. So, we're looking at options. How can we save on transportation? How can we maybe keep behaviors inhouse? And it may not even be any of these students. maybe these students are ha are forced to go here just based on on their needs. Um but I think it's worth having discussion and looking at options just to just to see if there are alternatives. Um we get catastrophic costs back so we kind of got to weigh that out too to see okay we're getting $400,000 back and catastrophic costs. We're getting special education dollars for for this. So if we did the house

126deeds in, would we still recover those additional revenues? So there's a lot of analysis that kind of got to put into it, but it's one of our biggest expenses that I think is still left to be turned over to see, do we have space? Do we have other options? Can we build these units? Can we better support not just the 23 kids are costing a lot of money, but the 600 kids that are on IEPs that may not be getting service. Um, we have nowhere to take them and those options. So, so are we um do you know if there are any um is anybody researching with all the school districts if this need is increasing? Um or is it just is our is our district one of the districts that's having a higher increase

127than other districts? It is central Ohio State. Yeah, it is everywhere. I think we have a tough time. That's why we we all over central Ohio or five different placements because a lot of these places are full. Yeah. I mean, and and do we know like what happens when all the places are full and we don't have You have to find another place. You have to find another place. That's why we're sending kids to New Story in Westerville because Eagle Wings was one of the original people at first and and then they've they got full learning spectrums more geared towards autism. I think they're they all have their specialties here. Yeah. Yeah. They all have their specialies and the needs of the kiddo, too. Yeah, it's the needs. I mean, thanks for the discussion. Thank

128you. Um, anybody else have questions? Take a vote. Yes. Mrs. Tally? Yes. Miss Barnes? No. Mr. George? Yes. Miss Green? Yes. Next on the agenda is contract meta solutions. Um, this is a motion to approve contract with Meta Solutions to provide technology support during the 2025 school year. Have a first. So moved. Second. Second. Any discussion? We work with Meta Meta Solutions for our technology support. This would give us uh the year to continue to work with them. Take a vote. Mr. George, yes. Miss Barnes, yes. Miss Green, yes. Mrs. Tally, yes. Mr. Twist, yes. Next on the agenda is workers comp compensation group rating program. Uh, this is a motion to approve the reenrollment in the Ohio uh school comp 2026 workers compensation group rating program with an estimated group rating discount of 42%.

129Um, can I get a motion? So move. Second. Any questions? Take a vote. Mrs. Tally? Yes. Mr. Twist? Yes. Miss Barnes? Yes. Mr. George? Yes. Mrs. Green? Yes. U policy final reading. U. This is the policy motion to approve the policy that had first reading at the April 2025th board meeting. So moved. Second. Thank you. So we did go through these last month um and also I believe spent time with them in the work session prior. Um the we did make changes to uh the interd district open enrollment. Uh the district has decided that at this point in time we're going to grandfather students in that are currently in as open enrollment, but moving forward um we will not take any new open enrollment students to the district. Um and that would exclude uh teachers

130or staff students would still be able to attend and that's that would be in a different policy that we'll discuss later. Um other than that all the other uh policies that we discussed are the same. Is this a all or nothing? Yes. I mean, it's that's how it's in. If there's things that we would like to discuss more, we can, but not sure. I I would like to discuss or reconsider some of the um questions that were brought up tonight in our board meeting with regards to some of the parents concerns of the program that we're putting in for um gifted students. Is one of these that policy? No. Okay, never mind. I just saw the college credit plus and the um none of these policies would Okay, great. All right. Um, does anyone have

131any questions? All right. Can we take a vote? Mr. George? Yes. Mr. Stall? Yes. Miss Barnes? Yes. Yes. Mr. Twist? Yes. Um, next is our discussion items or policy first reading. Thank you. So, we did uh bring two policies to to the meeting tonight uh for your review. I'm going to start first with policy 5113. This one was mentioned uh when I was talking about open enrollment. Um actually I think I attached the wrong policy. I did. Um so I will it is correct in the policy summary. Can you click on that for me Nick? I will attach the correct policy. Um so this would be 511 which is the el eligibility of resident non-resident students. So this policy here would include for staff members children to be able to attend the district tuition free.

132So there would not be any change to uh the practice that we currently have with staff members children. They would still be able to attend uh the district under this policy not the open enrollment policy. See that there's a spelling error there. Eligibility. Elig Oh elability. There we go. Thank you. I'll fix that, too. Um, okay. So, that would be that one. And then, um, and again, this is just the first reading. So, we'll bring this back at the, uh, June meeting or our next board meeting that we have. Uh, 3140 was a policy, um, in our work session. A couple I believe a couple uh meetings ago, we discussed uh having a policy regarding complaints against staff conduct that would address anonymous reporting or anonymous complaints. Um so this new policy would address that.

133Um Nick, do you mind pulling it up real quick? The policy 3140. Oh, is it? Sorry. Can you not? It would be actually if you Yeah, I don't think you're going to be able to pull. Oh, wait. Yeah. Yeah. I apologize. Um, you would have to log in. Yeah, if you don't mind. So, while he's pulling it up, I'll just kind of talk through. If you notice in the summary, it mentioned that the anonymous reporting would not apply to harassment, discrimination, um any mandated reporting that you would be required to do and any whistleblower protections. Uh it would be in draft. Yes. And it would be under district request. Actually, you know what? It's not in draft. It would be can you go to meetings and then go to today's meeting and there you go.

134Thank you. Yep. Thank you. Um, so it would not apply to any harassment, non-mandatory reporters or whistleblowing or um discrimination because those policies specifically allow for anonymous reporting because of the nature of uh those types of conduct. Uh but this would apply to uh basically public conduct that may negatively impact the district's reputation or general violations of professional standards unrelated to student safety or discrimination. So if you see under two applicability and exclusions, those would be what you would we would say in order to report conduct you would have to have a name to it. It could not be anonymous. So again, this is a first reading um believe I shared this with you last week um for review. Uh we can take some time to review it, but this came from the your request

135during our work session. Okay. Other questions? Um the next thing that is on the agenda, executive session, enter into that. Sorry. Um revenue into open session. Do we talk about that? Just Just adjourn. We're just adjourning. And then we can adjourn. Yay. Does anyone um have anything else? Okay. Motion to adjurnn at 9:41. Second. Second. Says it's too early. George and whatever. Okay. Yes. Yes. Yes. Yes. Yes. Meeting is adjourned.