CPS Board Business Meeting February 23, 2026

001All righty. I call to order the uh or seeing a quorum, seeing a voting quorum of members, I call to order the February 23rd, 2026 since night school board meeting. Um can we all stand for pledge of allegiance? Oh, wait. What? >> Oh, say for Superintendent Murphy, would you please introduce as we are standing the wonderful students who will be doing our >> Yes, Mr. President. I was only going to share that today's pledge is being led by the students at Chevette and their principal is Miss Tammy Solomon Gray. I pledge alce 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. >> That was completely my fault for not reading our agenda correctly. So, I will

002take the blame on that. Uh, Treasure Augustine, please call the attendance role. >> Miss Arberster, >> yes. >> Miss Bolton, >> present. >> Mr. Crosslet, >> here. >> Mr. Lindy >> here. >> Miss Matt >> here. >> Vice President Moffett >> here. >> And President Greg >> here. >> Vice President Moffet, please explain the virtual hearing of the public process. Members of the public who are online and wish to speak during our hearing of the public process this evening may do so by clicking the chat button right now. The chat feature will be open for your requests for 5 minutes. If you would like a direct response to your questions, please make sure to share your name, your affiliation to the district, your school community, your topic, and your contact information. >> All right. I

003need a motion and a second to approve the February 23rd, 2026 business meeting agenda. >> So moved. >> Second. >> Thank you. Uh, Treasure Gustin, please call the role. >> Miss Arsterster, >> yes. >> Miss Bolton, >> yes. >> Mr. Crosset, >> yes. >> Mr. Lindy, >> yes. >> Miss Matt, >> yes. >> Vice President Moffett, >> yes. >> President Craig, >> yes. All righty. So, tonight's agenda has been approved. Um, do any board members have any acknowledgements or announcements? >> Is this a kudos? >> Yeah, >> I think I got one or two kudos. >> Okay. Uh, board member crosset. >> Oh, thank you. >> So, yeah. Um uh we had last week uh Schroeder High School had a black history celebration that was very well done and very exciting where they had music

004and speeches and kudos to Schroeder High School. >> Any other kudos from board members? >> Yeah. >> Okay. So I um had an opportunity to attend the Dr. Martin Luther King Jr. ortorical event that was being held here along with board member Crosset who gave a welcome message. It was really really warm. And I'm going to tell you, I didn't get my list back from the the deputy, but uh William Howard Taft Elementary was very well represented. Winon Hills was very represented. Um, North K not uh North Aenddale had a student I can't remember all but these are some of the pictures of our young um orators and there is even a kindergarter. He has on a little tie. I wish you could see it. He was awesome. I don't know who won but I

005didn't get that that list yet. But board member crosset would you like to share anything that but it was it was awesome. They were strong strong leaders. >> Yeah, it it was just great. It's a great event. Um there's a lot of pride. There's a lot of um support and applause and uh it's just it's it's just a really good uh exercise for the students to learn to speak publicly. It's fantastic. >> I wish more I'm I'm looking forward to more of our schools participating next year, but we did have a great compliment from this year. Um and then my next one Rob um two upcoming events that uh I wanted to make sure that I mentioned we are having on the right the spelling bee. I was able to participate in to not participate

006to attend the spelling bee last year at Rothenberg. It was awesome. some very good spellers from Scripps Howard, Scripps National um spelling be program and then our safe futures with our partners with the um Hamilton County Court and um healthy visions and the parent academy are having a program as well this upcoming 25th and 26th. So I wanted to make sure that people knew about that as well. Thank you. >> Yeah. Board member Lindy. >> Let's may have some technical difficulties, but thank you for your patience. Uh yeah, thank you, President Craig. I had a wonderful visit to Woodward High School on Friday. Uh, and I wanted to thank both Principal Deo, but also the two teachers whose classrooms I visited. Uh, both of whom were career tech teachers. Uh, this is a Ms. Brown

007and a Mr. Chrisman. And the first class was focused on helping students earn a medtech credential. I may be botching some of the language, and if so, that's my fault, not Miss Brown's fault or Mr. Chrisman's. Uh and the second class involved uh an advanced manufacturing credential. Uh the advanced manufacturing credential is a 12-point credential. Uh which is the most that you can earn. Uh and I think in both of these classes, these are exciting ways for students to enter a career uh with real meaningful income directly after graduation. Um and so I thought it was great to see the work that they are doing. I wanted to thank the principal and the teachers at Woodward uh and um wish them the best for the rest of the school year. Thank you. Amos. Um, board

008member Bolton. >> Thank you very much. Appreciate it. Just reporting back in my role as representing the board on the recreation commission. Wanted to report back that the uh uh recreation commission is opening up for a uh community committee uh in order to plan the recreation commissions and recreation department for the city of Cincinnati's 50 uh 100th uh birthday which is being celebrated next year. and they would love to have a community planning group and you may apply through the recreation commission. Also that already the spots uh for afterchool care at the multiple recreation centers in Cincinnati are already 80% full for the summer and uh and there is a great interest I know on everyone's part to continue to expand uh those seats as well. But 80% please sign up and join uh and

009would be greatly um welcome and uh we don't want any spots to go unused. Thank you. >> Anyone else? Barber Brewster. >> I'll just highly recommend the rec center programs. All three of my children go to Mount Washington all summer long. >> What a smart mom. >> Um all right. See, no one else. Uh, Superintendent, uh, Treasure Gustin, do you have any announcements or acknowledgements? >> Yes. Uh, I have two. And what I'd like to do is start with, uh, we recently had counselor appreciation week. So, Rob, if you could just show the second of my slides, that would be fantastic. Um, and we just want to recognize our counselors who are out in our schools working really hard uh not only to bring new students into the building to help them be successful, but

010working them all the way through uh postgraduation day. So, can we give a round of applause to all of our school counselors? And then the second announcement kudos I want to share is super special. We do have a guest here with us today that we wanted to take a moment to give the red carpet treatment to and this is Miss Sadie Dean. Miss Satie Dean is one. Okay. Okay. OKAY. SO, Miss Sadie Dean, uh we are recognizing her today for several reasons. Um, she does not look like it, but she is 100 years old. And Cincinnati Public Schools is especially interested in honoring her because of her pioneer work in early childhood intervention, including breaking racial barriers and gender barriers. and we wanted to talk and honor her because of her extraordinary impact on Cincinnati

011public schools and the broader community as a whole. Thank you so much, Miss Satie Dean. Come on. Put a small one on here. Look up here. >> Thank you. Mr. Bart, >> Mr. Burkheart, >> you want to start coming down? Oh, we got I'm sorry. I'm sorry. I'm sorry. I'm sorry. Yeah. Imagine that. Maybe I want to do All right. Okay. Well, again, it is not every day we get to celebrate a living pioneer while they're here with us. So, I think just one more quick applause for Miss Sadi Dean. All right. So, I'm going to stick to the script again so I don't get myself in trouble. We'll turn it over to Vice President Buffett. >> We are now at the item on our agenda for hearing of the public. Each speaker will have

012two minutes and only two minutes and we'll address all comments to the presiding officer. If you have any materials or presentations needing to be distributed to the board members, please give them to our board administrative assistant, Phyllis Davis. If you're online, once a request to speak has been granted to you, you'll be invited to enter. You should click on that camera icon to go interactive. Provide your name, your affiliation to the district, your school community, your topic, and your contact information if you'd like a response to any questions that you do present. This request is consistent with board protocol. And we appreciate your help. In the unusual event that someone is not willing to follow this protocol, we do reserve the right to end that person's time. Again, each person will have 2 minutes to

013speak. When the timer goes off, your time is up. Please refrain from discussing any personnel items. And after speaking, if you're online, you'll briefly see the welcome screen again as you transition back to the live stream meeting. Rob, do we have any online speakers? >> To the vice chair, we have three. All right, let's start. >> And to reminder to the online speakers, please do not unmute your camera microphone until you're called. We're gonna start with Robert. Robert, you can unmute mute your camera and microphone. >> Can everybody hear me? >> Yes. >> Excellent. Excellent. All right. Well, I will keep this short and sweet. Uh Tim Wester is also with me today. Uh my name is Robert Jimson. I work for National Church Residences. I'm the uh real estate tax accountant for Alexandria Senior

014Housing Limited Partnership located at 921 William Howard Taft Road there in Cincinnati. Um I just wanted to bring to the board's attention today. You all are looking to approve a resolution to appeal the value of that property. Uh I'm here to today to ask that you do not do such uh an appeal with that facility. um the the requested value that you guys are looking to gain on that property is 6.5 million. That's actually uh not indicative of the value of that property. We had acquired the facility back in August of 2024. Um but the sale price is actually not again not indicative of the value. We did uh put some money into the facility back in 2024. So, by the tax lean date for tax year 2025 that's being appealed, there was actually a

015um a new value to be placed on the property if it had sold. So, uh there's more to it than that. There's also the fact this property actually was not a typically motivated sale. Uh there was some financial issues with the history of the property and there was also um no official market listing. So without wasting the board's time today, uh I'd again just like to request that that appeal do not uh that appeal rather not be moved through. Um we did also supply uh information to the county auditor for tax year 2025 regarding uh what the value of the property should be. They did choose to not change the value from uh 2024 at the current $2 million valuation. Um, so, uh, I'll keep it short and sweet and end it there. Um, I

016will send any follow-up material after the after the hearing. Thank you. >> Thank you. Our next one. If we have any in-person speakers, my computer is frozen, so I'm fixing that now. >> Okay. Well, we will move to our in person. Let's call down Melissa Densford, Michelle Dunn, Brad Smith, President Julie Sellers. When you do start speaking, if you just could share your name so we know who we're talking to. Is there a button to push? >> Nope. Good evening. My name is Melissa Densford. I have put this information into my cell phone so I could quickly and um give my information and use my time wisely. My daughter is an 11th grader at Woodward Career Tech High School at Woodward Career Tech. I have officially filed a bully report at the beginning of November

017and I'm still waiting for a resolution. Um unfortunately it has escalated and become not only a bullying issue but a racial issue truly classified as a hate crime punishable by law according to my daughter's legal liaison. Um, I've been in touch with both the superintendent and assistant superintendent along with the administrative team at the school security personnel and excuse me, I've placed three calls to the board and no one has returned my call. Um, I'm not only discussed as a parent of a child with disabilities, but as an educator of 42 years and I'm currently working in a public high school. Um, I'm looking for someone that's interested in helping me resolve my concerns because as a family, we're kind of at the end of our rope with this and I don't want anyone to

018be shocked at my next step. That's why I felt it necessary to come here and speak tonight to make the entire board aware of these issues. It's past time for those that are responsible to be held accountable and I need some answers. Thank you. >> Okay. >> All right, Dr. Muppet, we're back on. >> Sorry about that. >> That's all right. >> Uh we can go ahead and start with Melissa. Melissa, you can unmute your camera and microphone and we'll get started. >> Hello. >> Yep, >> we can hear you. >> Go ahead. >> Okay. I'm sorry. I guess my camera is not working. Um, okay. Here we go. Sorry. Just one moment there. There we go. Thank you. Um, I was um stop stopping in today. Thank you for listening to me um about

019the recent opening of the Roll Hill Library. And I didn't know if any of you were um able to go to the grand opening or how aware you were of the opening of this library, but uh Arenise Smith had, you know, worked so hard moving her collection from Pleasant Hill to Roll Hill and um I just feel that there was a lack of respect from the principal and um the staff there at Roll Hill and enabling our niece to build the library that she really wanted to build for the students. Um you're all you're all there for the students and that's the important part. um you know the the main thing that our niece wants to reach these kids and I just feel that um the the principal um probably needs a bullying report on

020her because some of the um the notices that she had given our niece were not constructive to building the library rather and not helpful in getting the library put together but actually detrimental to creating this space for these kids to have um that's just going to build their futures. when you our niece will go above and beyond to um reach out to these kids. So, I basically just wanted to touch base and see if you guys were aware of the building of the library and the lack of respect that our niece has gotten from her management there at the school. And um I just we love the people that you know anyone else um one-on-one later cuz I was there from the move from Pleasant Hill to Roll Hill, you know, helping our niece pack

021the boxes up, getting things put together, getting the shelves put together. Um so it wasn't like I'm just standing by on the sidelines. I I've been there in the school and helping. So, I just want to make sure everybody's aware of the situation and would love the support of the board needs to be recognized more. >> Thank you. Thank you. As a reminder, leave your contact information and we will have someone from the administrative team get back in touch with you. >> I appreciate that. Thank you. >> Thank you. Our last online speaker is Tim. Tim, you can go ahead and unmute your camera and microphone. Uh, hi. Can you hear me? Okay. >> Yes. >> Great. Uh, my name is Tim Wester. I represent National Church Residences. Uh, you just heard from my colleague

022Bob Jimson a little bit a little while ago. I was coming to um support my colleague Bob and um support uh his request to um have the school board not vote to appeal the taxes for Alexandria Senior Housing Limited Partnership. for the reasons Bob mentioned. I also wanted to be available to ask any questions if there are or answer any questions that if there are any. Um so thank you for your consideration of our request and um appreciate the time to speak tonight. Thank you. >> Thank you. If you all would leave your contact information, we will have our general counsel reach out to you. We don't usually discuss uh anything in hearing of the public. Just as a reminder, put your contact information for those speakers online in the chat. Let's move on to

023our in-person That's it, Rob. Let's moving on to our in-person uh continue with our in-person speakers. Um Miss Dunn, Michelle Dunn. Good evening, members of the board. Um I'm here tonight to express uh serious concerns about what's been going on in the policy committee. Uh first we saw the introduction of a policy change not vetted by the community teaching staff which was to place a single point in time standardized test score on our district report cards. This move was celebrated a couple days ago by a national conservative right-wing think tank. So I guess congratulations. Then uh the policy committee invited a group called the school board to thrive on subcontracting out legal council. We'd like to um see more of our precious dollars spent on students uh not more employers. Actually, this presenter from schoolboard

024partners brought into policy last week was sued by a parent group for his role in advising the Denver school board to use test scores to close their public schools which were then turned over to charter schools. School board partners and this is no secret, you can simply Google it. Um they are based on expanding charters. They've operated in cities like Denver, Indianapolis, and New Orleans to enact versions of this model, often resulting in significant charter expansion and school closures. So, you don't have to speculate on the risks here. Subcontracting legal counsel under the guise and guidance of an organization rooted in privatization ideology raises serious red flags. Legal strategy shapes policy. policy determines whether public schools remain democratically governed public institutions or do they become a portfolio to be managed. Um so we'd like to

025believe this board cares deeply about public education, but bringing school board partners in to advise this district would send a very different message. We urge you to put a stop to their involvement in selling us model policy and recommmit to transparent communitydriven governance that strengthens not privatizes our public schools. Thank you for your time. >> Good evening, Board of Education. My name is Brad Smith. I'm a CFD field rep. I'm a constituent and I'm a taxpayer. I wanted to comment tonight on the policies committee's guests at their last meeting, Ben Cleban and Dr. Janice Silver, two well-known school privatizers. Some school board members want to hire them to help devise policy for our district that will impact our students families. >> So, who are these will be returning to the next policy committee meeting on

026March 13th? Moving New Orleans public schools into the vast charter school network we see today. He created an organization that opens several charter schools in New Orleans, including Cohen College Prep. So, what results can he speak to? State test scores from Cohen shows 7% of students passed US history, 3% passed English 1, and 8% passed English 2. Graduation rate was 29%. Cleveland schools were so bad that the state shut down all of them. Dr. Janice Silver ran a charter school in Indianapolis called Insight School of Indiana. What are her results show us? 5% of students were proficient in math and English across grades 3 through 8. 3% were proficient in grade 10 ELA and math. The graduation rate was 37%. 48% of students dropped out. The board says this district is in a budget crisis,

027but apparently this does not apply to privatizers with terrible track records. This board already voted to give $35,000 per principal to an outside vendor. That same money could have hired three social workers who actually work with students who reduce chronic absenteeism and raise test scores. How many more resources are we going to give to private to to Teach for America align privatizers? How much more money are we going to give to them? And how many more resources are we going to take away from our students so we can lie in those pockets of those privatizers? I could go on, but my time has over and you also have a whole lot of information in front of you. >> Thank you. Next, we have President Sers. And just as a reminder to everyone, um, as part

028of the collective bargaining agreement, President Sers does not have the twominut time limit. Um so President Zers, >> good evening members of the board. Um I was very very shocked to hear what went on at the last policy meeting and in the notes that were put um up for the um board docs. I was able to read some of the transcript from Ben Cleven and Cleven and Janice Silver. I just want to say that I placed a packet of information for your review. You can do that at any time, but it is the information that is accurate and we have been dealing with some of these privatizers for years. The district along with the business community visited the Indie Mayoral Charter School Network. We went up there, we visited, their scores were awful. I would

029not have even said they were mediocre at best. we should not be having anybody from that group coming in and giving us any advice. Um they reviewed um they reviewed the mine trust when they were there. Accelerate grade schools even hired Patrick Herell which is probably before most of your time. He was the director of mine trust in Indianapolis and they brought him here to replicate that model here in Cincinnati. I find it offensive that the policy committee is trying to resurrect these failed privatizers with their model policy. And you already heard from Michelle and there is documentation in the packet um about some of these model policy groups. To save time, I just want to remind all of you that all of you have been elected with a D behind your name. And I'm

030only going to speak about democratic values that are centered around education. Number um five on your list, it's a commitment to a strong public education. It is not to try to replicate some of these privatization groups. There is defense of well-funded, democratically governed public schools. Opposition to privatization that undermines public accountability. Remember, there is no accountability for the voucher schools or the charter schools. I actually had somebody say to me what the state is trying to do and I believe some school boards are trying to do with some of these right-wing think tank tanks. They're saying their goal in Ohio is similar to Florida where poor children go to charter schools and rich children go to private schools with vouchers. That is not where we need to be heading. I'm I am looking at stuff

031happening across the state of Ohio. Um and you can see that when you look at how what they are doing with the school funding. There needs to be respect for local control balanced with equity and civil rights which is not happening in many of those um other two systems. There needs to be respect for educators and education workers. Recognition of educators as professionals with expertise. Inclusion of teachers, school staff, and education workers and policy decisions and evidence-based and child- centered policy. Education policy guided by credible research and practitioner input, not a right-wing think tank. residents uh resistance to top- down mandates that lack evidence or harm students. And we've been hearing from PA I've been hearing from parents that the kids are crying and they don't even know why they have to take some of

032these um tests. And there should be a commitment to equity for students with disabilities, English learners, and marginalized communities. But how these values are often used, they need to make sure they're used when they go through the evaluation endorsement process and they need to assess what the relationships are with the teachers unions and labor councils of all of the labor unions within this district. But what I am finding is there seems to be um some kind of movement going on through policy that they want to realign and change how the district is operating and bring in these privatizers. When I saw who they wanted to bring in, I was appalled. So I just want the rest of the board to understand because sometimes you may not even know what's going on in some of these

033policy groups and other committees. So, thank you. >> Thank you so much. I believe that concludes our hearing of the public and well >> Mr. I'm going to say we we generally don't reply to hearing of the public. Mr. Len, I'm going to continue us on our progress here. Certainly made comments at later points when we're talking about other topics, but for right now, I want to kind of keep us on our agenda schedule. >> That sounds great. as the chair of said policy committee, I would welcome a chance to address some of the concerns at some point. >> I certainly understand that, but I think we've had a tradition as as a board and I want to keep us to those models and so that we're following the right orders. We generally not responded

034to hearing of the public. Um, so, >> so I believe that's back to you, President. Um, again, we want to to keep going through. There are other points in our agenda for for us to have some of those discussions. Um, I will turn it over to Superintendent Murphy this time to please introduce our first presentation. >> Happy to introduce our chief operations officer, Mr. Chris Burkheart, to provide us with an update on our facilities department. >> Good evening. It's hard to believe it's been a whole year since the last facility update. So happy to provide some uh some great work the facilities department's uh been doing. As we look at the first slide, um we really look at um a year ago when we started to break ground on the medical dental center at Roberts

035along with the welcome center. Uh this was a area that used to be a media center that was underutilized. And if we go to the next slide, you will see what we transformed this into. This opened this year with four dental clinics, three medical center areas along with a new welcome center. This was done completely by our in-house facility team from beginning to end. And so this is one of the the uh bright spots. that feels like it opened years ago even though it was just uh a few months but this is one of the the shining examples of the facility group really coming together to make a huge impact of the district. Uh another update is thank you for the for the applause. Um the the next uh update is in relation to the

036launch of FMX and FMX is the um software we are using to schedule building rental and building usage. Um as we look at um how this process was handled previously it was what I would call pen and paper. It was putting in either email and or on paper filling out forms and then having to route that through the entire district. This is a one-stop shop for uh both internal um customers as well as external partners to utilize our buildings and making sure that they have a one-stop shop to do everything from uh renting our kitchens and having food service to our gymnasiums and having security there as well as athletic directors and support of all of our our resources from the beginning to the end of the school district. This will also help us um

037as we look at automation, making sure that we have all of our uh automation tied to this. I'm going to talk about that in a in a few minutes when I start talking about um some of our electric and gas usage. So, we're going to tie this back. Uh the next slide as we look at some some exciting things ahead. The community makeover from this year's Reds Community Foundation is looking at Winton Hills School as being the the uh area where we are going to do a major transformation of the school. We've had our first meeting out at the site and so looking forward to this July having all of our uh partners from the city come together and transform um schools. In the past, we've we've had Bond Hill, we've had uh JP Parker

038and some others that have uh really transformed what the school looks like and bring resources and community members from across the city to uh help us out. Uh as we look at the next slide, one of the issues that we had that I discussed last year was um getting enough custodians in our district. I believe we had 32 openings at this time last year and through a concerted effort with both the facility team and the human resource and talent team I can say that we have been successful and at this point in time we only have four vacancies in facilities. This is important because if our buildings are not staffed then they're not clean. And so as we have 32 openings last year at that point, that means one out of every two school schools

039were missing custodians, which would put undue pressure on not only the school, but the custodians who are actually working there. So we've done a concerted effort to turn that around and hopefully as you walk through the schools, you can see the mark difference in making sure that we are 100% staffed and that those staff are making the buildings look as great as they possibly can. as we move to the next slide uh talking about building cleanliness. And so this is a slide that I shared last year. Um as we look at how we have our building staffed, this is the um standard that is used across the APA standard that's utilized all across all buildings and facilities uh whether it's a school or not. And so this uh the numbers up here are specifically for

040schools. And what you would look look at is the number of square foot each um uh full-time person would would oversee. So in our district, we are looking at about 29,000 um square feet per individual. If you look at the chart, that falls in between level three and level four. So that's where our uh buildings are staffed at. Um, the question I think came up last year is what would it take to get us to level three and uh maybe closer level two? The answer is adding about a hundred more custodians to our ranks to be able to increase to get us up a level as we're moving forward. So, um, I just say this to say that this is where we're staffed at as we um are looking at priorities through the district. um

041just level setting on on where we're at and and uh the great work that our current facilities group are doing without uh having a uh very robust team. Um we also make sure that as we clean our buildings, these numbers are based on basically a school day. So anything after hours is not included into this 29,000 square ft. So, if we're using a building for, for example, a basketball camp after or a school dance, um that is additional time and effort that goes into these that aren't counted within these these uh um numbers that we have up on the screen. As I move to the next slide, um everyone has seen this many many times before, but uh I added again as we look at the five-year plan. Uh this is a a document that

042we uh started about three years ago and have been adding to it. Uh the current total is 185 million of uh maintenance that uh has been deferred or needs to be um done within the district. And these are anything from painting of the walls to replacement of carpet, boilers, chillers, uh vehicles that the um facilities folks use, cameras, those types of things. So, this is a comprehensive report and I just want to be very clear, these are things within the district that are already in place that may need to be updated. This isn't new construction. This isn't adding on wings to schools or adding on any new things. This is just upgrading what we currently have to um a standard that I think that uh we all can agree that that needs to be done.

043I won't spend a lot of time on there. I'm sure you have a lot of questions, but I've I've shared this uh a few times in the past. The document has not changed other than updating it with more and current information as we get it. As we look at the I think the last slide uh district energy savings uh you can so as you look at all these great numbers on here I think the takeaway for this is we've had a decrease in usage across the board with gas and electric as we've also had a decrease in cost for both gas and electric. If you look at electric specifically, if you're a company in the state of Ohio and you're looking for kilowatt hour uh cost per kilowatt hour, you're looking somewhere between 13 and

04416 cents. If you are a company and you are a major company uh and you are using a lot of electricity, you can usually negot negotiate that down um to about 11 cents. CPS is paying a little over 5 cents per kilowatt hour. this of all the school districts um in Ohio, we are the lowest because we've negotiated those prices and locked them in um at the most optimal time that we could. So, uh from two standpoints, one is having the best cost. We have that. The second is reducing usage. Um and we can see that that we're reducing usage for go both gas and electric every year as we move forward. One of the challenges for this is going to be con to continue to decrease usage. Part of that is as I talked

045about before with FMX, we are in the process of tying our FMX software to our software that controls building automation. So, what that means is after the school day is over, we will set those uh boilers and chillers back to idle and then if there's a facility usage automatically before that facility usage permit goes into effect, we will heat and or cool the building um when we need to and not have it heated or cooled throughout the whole day. We're thinking that that's going to save us about a million dollars per year moving forward once that gets automated and once we are fully in that process of making sure that we know who's in our buildings and when so that we can make sure that that space is conditioned appropriately for the number of people

046there in the room usage throughout the building. And I believe that is it. >> All righty. Uh, you know, again, this is one of my little fun, uh, by fun, I mean I just keep bringing it up. Um, things that I think we need to make sure we're talking about because deferred facilities costs come at a at a real big cost to the safety of our schools. And so, I open it up for board members thoughts, questions. Uh, we'll go board member Lindy and then board member Brewster. >> Thank you so much. Um, I've had a chance to hear from Mr. Burkhart some of the numbers around custodians and some of the facilities. five year needs before. I want to say thank you again for the clarity and helpfulness of the presentation. Um I just

047wanted to say thank you to colleagues and to the superintendent for taking the strategic planning process so seriously and the work that's going to be happening in the coming months to build a five-year financial or however many year financial plan. Um because there are very big important parts to that. Uh I know there's a lot of work in front of us, but I you can't start until we have a clear picture of what we're up against. uh and until we have a a plan um that we can execute together. So much to do, but thank you uh and excited to figure out how we tackle this. >> Yeah. Um I just would say uh I have found that the custodial staff at our our schools are frequently the unsung heroes. Um they are um just

048truly what makes our building magical in so many ways. they connect with our students, with our staff, with our families after hours, before school, uh during school. So, I can't speak more highly of uh what they do every day. Um if you want to go back, Rob, to um the slide where it says like the total 5-year plan cost. I just want to point out to the public what Mr. Burkhart said about this is just the fundamental upkeep of our buildings. as I've been going to our buildings and I've had staff there talking about different things that they have concerns over safety or a cafeteria that's not even able to be used and I've reached out to Mr. cart and been like, "Is this in our plan?" And he's had to tell me no because

049this plan is just covering our basics. And so there's so much about our school district um that we can't even address uh yet because the exor cost of just the upkeep. So I think Mr. Lindy's point about our financial planning and what we're going to hear soon from Mr. Gustin is going to be really, really relevant to this conversation. So thank you for bringing it to us. Okay. Uh, I saw board member Bolton, then board member map, and then board member Crosset and board member Moffett, vice president, >> about everybody. >> Um, thank you for the for the report. I know that in finance um uh this coming month this uh we're going to have a a rather full report from you >> uh regarding updating that kind of historic uh maintenance uh plan as

050well as discussing uh certainly some of those things like wings and more buildings or uh uh figuring out capacity or what have you and we look forward to that because it's extremely important. I mean, I think it's the I don't know, third or fourth most important thing or asset that we have besides our children and our families and our staff is uh our facilities and our property. And uh it's it's you know over time it's taken a great deal of time and a great deal of money, public money, taxpayer money to to build these facilities. and and uh we look forward to having a literally a building by building description of what what is needed and a timeline that makes sense u and a priority list as to what's the safety or what's uh most

051crucial to less crucial uh and of course phase three of the growth plan which indeed talks about uh those buildings we want to refurbish or change or indeed divest ourselves of. So that's going to be a key decision >> point when we are talking about when we go to the public for our first new money in well over 10 years will be what is the capital need that we have not just the operational need that we have and the programmatic need like expanding career tech. So, this is so crucial and and kind of anticipate a very detailed experience in finance. Uh, but then coming back to the board because the board's going to need to know great deal of specifics on this for sure. And I I would also like to to say that um

052uh for our for our buildings uh we still have assets that we are not using as effectively as we could but we also have in those assets we have things as well that we could distribute in another way or use in another way. So this new era and a large part of the strategic plan is probably going to be involving facilities uh and how we use our facilities, how best we use our facilities. And I'm thrilled to to have you uh uh taking that responsibility again and and and helping lead us into this uh new era. And also, we're getting close to when we will be paying off our facilities master plan that cost the taxpayers $1.7 billion, 78% of which was local dollars. And we will I think continue then to uh I think

053u earn not only some uh kudos ourselves but kudos for our taxpayers that understood how important it was to completely rebuild the system and that's what they did and uh I'm thrilled that you are the the caretaker as well as the visionary for that. >> Thank you. Uh board member Matt. >> Uh yes, thank you. uh for the presentation. I'm um glad that you're here today. I had several questions about facilities at our last meeting, so I will uh ask those. I know that I asked it of the superintendent and treasurer, so I'm hoping that you can provide more clarity um in regards to my questions. Um but before I go into um things that I wanted to address from the last meeting, wanted to go back to the slide where it's talking about FMX

054um and the launch of that. So recognizing how beneficial this can be as it pertains to operational efficiency, streamlining all of this information, right? We are a very large district. So recognizing that all of those um you know uh lines of communication have to uh sync together. Um so I appreciate you all you and your team finding a system that will help to support that. uh yet I do have concerns about how this may impact um engagement or partnership with our communities, right? And so just hearing from um several partners, they are having challenges with being able to access, right? Um different schools that they once had of established relationship with. Um, and so not only are they maybe not able to access previous buildings, um, but there is a astronomical fee that's associated with

055trying to maybe rent out the facilities. And so I'm curious to know from your lens, what barriers are in place that would then in fact impact negatively community engagement, community partnerships, because we want our schools to continue to be that community learning center model. And we don't want our community members and partners to feel that they are not welcomed within the district and seek other places. So I would like for you to speak to that. >> Yeah. Excellent. and and thank you for bringing that up and that's the one of the questions that we get all the time. Who can rent our facilities? What does it cost? What what's that process? And actually the on the back end, if you go to the website and um uh I'll address this first is if you go

056to the website, it actually has a like a two-minute video that walks folks through how to go about that process. Um if you've never used this before, you're just renting for the first time. The other thing that it also tells you is what board policy is in relation to rental. So we have a number of groups, community groups that use our facilities at no charge and those are specifically listed on the website as well. Um so they can kind of look at and see where they're at within within that scope. If um the other piece that I want want to really draw out is we when we charge folks for our facilities or for our space, we're trying to just at least try to break even. We're not making money off of the the the

057use the use of the space. So, for example, if someone's using a gymnasium, um part of that facility rental goes to, as I said before, cleaning up that gymnasium, um the lights that that go in with that. Um, a lot of folks don't realize that in our gymnasiums, in our pool, in some of our specialty areas, those lighting and that lighting uh uh process um is really really expensive, especially for our stadiums, for example. Those lights can range anywhere from $100 to $400 per ball. And so it's got only so many useful hours out of it. So what we've done is try to elongate that over like two or three years so that when we are having someone pay for a fee to use something like a field with turf and those types of things

058that they're just paying just a little bit of that so that we can recoup our costs. As we're looking at the five-year plan, for example, replacing turf at one of our fields is going to be about a million and a half dollars, which obviously we are trying to figure out how do we along with the community come together to make that cost the lowest it can be, but also know that we do have costs that go to that as well. Um, so, so to answer your question too, we really work with each group. I think uh last month I sent the the board a report of all of the facility rentals that were actually charged and it was a very very small list to be honest with you and most of those were groups that

059were utilizing fields andor utilizing gymnasiums for competitions. Um, and so the board policy is that if you're making money off of that, um, for example, you have gate sales, all we're asking is that you cover our costs as part of those gate sales to make us whole for utilizing that space. So again, we're not here to try to make money off of any one of these areas. We also know that there's a lot of deferred maintenance and we're just trying to at least cover our costs. >> Okay. Thank you for addressing that. And um I continue to also just encourage you and your team as you go back uh to continue to lean into how can we make sure that we're continuing to pull in um our community um to be able to access um

060our um our great facilities and the resources that we do have. Again, we know it takes uh community rapport and partnership. So um thank you for providing that clarity as it pertains to Gohead. >> Can can I just add one thing? Uh we do have one person on staff, Shauna McDall, who handles all the FMX requests that are coming in. She has a lot of conversation with folks. So if they do have questions um actually on the website, they can click on her name and send her an email. So if they have questions about the facility or want to talk to her through, you know, what things cost or what, you know, um there's a lot of questions in relation to folks may say, "Well, I don't know exactly how long I need it for.

061How do I fill out the form? Not knowing right now, is it an eight hour? Is it six hours? Is it two hours? So, she can walk them through those types of things. So, I would encourage folks to reach out to us as well and we can have that dialogue back and forth. Sorry to interrupt you on that. >> Yeah, I was going to speak to kind of on the uh the school aspect of things. A lot of um community partners or community members go directly to the schools, right, to be able to engage. And so just um you know wondering what is the onboarding or how has this information been shared out to the the principles or to the resource coordinators who directly you know connect with a lot of these um individuals that

062want to engage um with our schools. >> Yeah. So we've had both testing so we did some testing with some schools prior to launching this districtwide. We've had conversations with the principal and school leadership teams on how we can utilize this. With our old process, folks would go to a school and say, "Hey, I want to use your gymnasium for a basketball camp, for example." Um, that information didn't always get to the athletic director or didn't get to the custodial needs, getting to the facilities folks who need to condition the building either hot or cold for that. And so this is helping us have one stop that folks can fill this out and the first stop it goes to is the principal. So the principal can look at at you know what's going on in

063the building as well as um the week andor the month and do a first writer refusal. Hey, we have other things that are going on in the school. We can't utilize this space. So it really goes to the principal really as the first stop. Once the principal says yes, then it goes on to the other approvals that's needed. If the principal says no, then it gets gets stopped right there. And then typically what happens is um Sean McDall in our office will reach out and say, "Hey, this building isn't available, but have you looked at this, this, or this?" And sometimes it's just a matter of they don't need this specific building, they just need a building. And so some of that is is a little bit back and forth. What this also allows folks

064to do is see what bu rooms and buildings are open as well as it took us about a year to get photos of almost every site as well. So if you want to utilize the gym at Clark, you can actually click on the gym at Clark and see a photo of what it actually looks like. Does it have bleachers or does not have bleachers and those types of things? Does it have a scoreboard or does not have a scoreboard? So we can actually have folks pick the schools with the amenities they want. Um, and we can still continue to build that out um, at each one of the schools. >> Okay. Thank you. Um, just a transition and I'm going to kind of take a different approach than what my colleagues did, but I really

065have some concerns and I I'm glad that you're here so you can help walk me through and have a clear understanding about things that were in the treasures report um, from a previous meeting. uh was actually the February 9th meeting and there were um in the treasurer's report it stated that it was approved that um particular vendors were uh board approved to do repairs on Rosson House and it was a board approved on June 23rd 2025. Well, I went back to that treasurer's report um and did not see any board approval for anything specifically related to the Rosson's house. >> There was a general description as it connected to these different purchase orders, but nothing specifically stating that these were repairs pertaining to this particular um operational upkeep. And so I am concerned about how

066in the previous synopsis it's stating that something was board approved and then to have a later treasurer's report that's saying it's specifically approved for these particular endeavors. And so my concern and my challenge is that is very misleading information. And so I don't know if this is customary in terms of how things are reported. Um, but I'm I'm concerned also about if we are approving things pertaining to the upkeep of facilities. You've just shared that we have an extensive list of schools that need repair, right? And there's a five-year plan. And so I am concerned about how we are updating and renovating or whatever operational things are happening at a facility that does not currently occupy students or interface with students at all. So I am looking for direct clarity on what how this has

067evolved or transpired and what is the actual process because I didn't approve anything as it pertains to June 23rd 2025 about the Rosson's facility. >> So I would like clarity on that. >> Yeah. So we've been working on Rosson facility since I believe um 2022. And so when the house I'm calling it a house at this point when we bought the house it was not um not able to be used for commercial processes i.e uh or school building. Um, at that point, uh, we were directed to work on the house to convert it to something that the can's, uh, school could use as either office sport space or classroom space. As, uh, we worked with legal council and our outside council on getting that property actually zoned to be commercial education without students. So it's

068right now it's zoned as commercial education which is which allows us to have office space there. Um on the first floor uh we have looked at extensively all the upgrades that need to be done to the house from electrical to plumbing to HVAC to structural issues. Um and we've been working on those um for about the past three years now. Getting that to a place where um the folks at Canes can utilize that first floor for office space because they have been very very tight in their school with space and that was going to be a a area where they can um have some spillover and have some office space. We did convert part of that parcel to the playground area at Canes so that that playground actually is on part of that Rosson property.

069We've been working with the neighborhood community as well. There was a lot of concerns about the changing the house to a business and so working with them over the course of really the past 3 years to get the um neighborhood to buy into um this is just an extension of the school and will not be a situation which um it will disrupt the neighborhood. So, we've been as money has come available, we've been making small changes uh as we've gone along, but we have to get it up to from a house to a commercial grade um fixtures, uh HVAC, uh exit and lighting, um sprinkler system, and all those ADA accessible. All of those things have happened over the past three years. So I don't know exactly what was in the report on the the

0709th. Um so I >> it's it's saying provide maintenance, repairs and operations MRO supplies for the 2526 academic school year contracted goods and materials requested by T. Walton, director of facilities. This is the second year of a 5-year agreement. So some of these are stating that the original contract was approved on June 23rd, 2025. >> So if we're talking about how we're reporting and documenting information, do you see from my lens or maybe other lens, right? How that presents a a very unique challenge in what we're communicating out and especially what it looks and presents optically um or or what it may even be. the fact that again we're focusing on operational use for um students or a building, excuse me. You said it was for students at cans, but a building that is not

071it doesn't have any students there at all. When we actively have students in buildings where they're experiencing sewage problems, chipping paint, right? Uh dilapidated buildings, challenges with lighting. So, I think that that may be additional when we recognize that we have schools that are in dire need. And so, I don't know if we're prioritizing our dollars, uh, you know, efficaciously. >> Um, I mean, that could be something that you can obviously um, share, but when it was brought up last meeting, the superintendent did not have any awareness of it. Neither did our treasurer um, in terms of what was going on there. And so, I am really concerned about it. we have 15 schools that are now on the school improvement list. So, I hear everything that it's saying in terms of what the need

072is, but I think there's a greater need and and and we need to make sure that we're prioritizing um our students that um may have a little bit more um um immediate concerns in terms of the supports that are uh necessary. >> Yeah, I can't speak to when I wasn't here when that building was was purchased. I understand it was purchased with the ability to use it as a district site and to be able to do that we had to bring all of it up to the standards for having a commercial property. Um if the board would like us to go another direction happy to do such >> okay thank you >> uh board member crosset. >> Thank you appreciate uh my other board members comments. I I have a two suggestions and I don't

073expect you to have an answer. How's that? My first suggestion is um in the strategic planning maybe there would be some consideration given to solar. Uh I don't know necessarily if we have to do it building by building but I think I think we have you know I think about some of the land that we have in East Westwood would make an incredible solar farm and maybe that would offset our costs or maybe it would be exporting energy. I don't know. But just something to look to look at. Um, but congratulations on negotiating those great rates too with with Duke. That's that's impressive. My other suggestion is I think this year uh with the business advisory council we're exploring some summer intern paid internship jobs for groundskeeping and I'm wondering if we could ex look

074at expanding that to um building maintenance engineering custodial work and having paid students who are almost graduating or just about to graduate having work experience and it could be a win-winwin where we could save cost, have cleaner buildings and give our students work experience. So just a suggestion. >> Thank you. >> And Vice President Muffet. >> So thank you for the report. I know it's you know it's probably been a long time. When you came up here you you had hair and now you don't have hair. So it's kind of tough hanging with us. So no no no no disrespect intended. Just trying to bring light to the to the uh room. So I um I do have a few concerns. If you could go to the FMX slide, Rob. Um, I know board member

075map shared a few, but I asked the question around equitable rentals, and you shared that from your reporting, what you shared with us, there's not a lot of information that's contained um on the reports that you shared out when I asked the question about uh usage of our little league teams. And I think you've also answered some of my other concerns around why that's the case because the the policy that the board implemented long before me is that our buildings be community learning centers. We have a policy around that and I would continue to welcome people to go directly to their building rather than to have a formalized process which feels very it sounds very clunky to me when you share that um former former principal McDow is actually spearheading this with only a few

076on the list. It doesn't sound like we're having a very efficiency in monitoring usage because some of that's done at the building level, which I wouldn't discourage, but I do think it sounds like the process needs to be a little bit more efficient in that even if it is at the building level that it's input so that we could see who's actually using our buildings and you know what rate they're paying. Having said that, I wonder if this usage as it exists is not conflicting with the community learning center model policy because it has become it's come to our attention that sometimes building usage is cost prohibitive by the community. Sometimes build uh community partners are not able to identify that they're a nonprofit and that they shouldn't be paying, you know, the the normal

077rates, but they are paying the full rates. And so that inconsistency leads me to want to have a review of um a reporting out very regularly of FM FX and um building level usage because it doesn't sound like some of that is actually going through FMX which if that's what we're using a principle for to go over that information just sounds like it needs to be run a lot more efficiently than it is. And so I'm interested in um a report for the not just the past few months because what I was looking for when I asked the question of you that you generously answered, thank you around the little leagues because that was a conversation that we're having with the city as well. The teams that we were talking about weren't listed on your

078report, but they they have shown where they have receipts that they're paying $3,200 a week to use our buildings and so up to $3,200. and I did send it to treasure Augustine because we were trying to do some cross referencing as well and so their invoice. So there's some concerns with me and we are talking about um building rental usage and trying to be efficient with having things done during the day etc etc but that's that's forcing people to adjust to us and then making it cost prohibitive. So again, I think we may need to and I did put this on the list for policy to look at the community learning center model because I think that there's a conflict there which is which concerns me. Um so I do want and I will make

079an assignment or at least bring it up that we have regular reporting usages of FMX um back from and when was it implemented? >> At the beginning of this school year was the official launch of it. >> So we have no data from 25 or 24. No, not not um everything was done on paper and also was segmented by schools. So the schools didn't necessarily have each school didn't have a listing of when all their events happened. So, this was the need to bring it to one area because a school would say, "Hey, we're having a uh, you know, a dance on Friday night." Yet, we had no custodial coverage for it or we didn't or we had the HVAC sit set to idle and we wouldn't have that. So, it would create um issues

080whereby we weren't ready for the school when they would have their event. >> Right. So, >> so maybe we have the information, maybe Miss McDow has the information from the buildings directly. I'm not exactly sure, but I would love to have a report, some consistent data around at least the past year of our building usage, particularly because um you know there we we've gotten quite a few concerns that our buildings are cost prohibitive to um organizations, some of them nonprofits that want to use them. and they are cleaning up and they are abiding by our rules and so I think it the process is not as simple as we think that it should be. Um I do I did want to just quickly mention because board member Cross had said it, but I'm wondering about

081energy saving programs and tax credits. Um usually like uh the solar is one, but if you know you get a credit if you have motion sensors and things like that, is there is your department looking at any way to be a little bit more energy saving with regard to electricity usage or revenue generating with regard to like the the solar. So, that was another thing that I wanted to put on there um to ask a little bit of questions about. And then my last thing that I I will mention is I I think um just so that we do have some clarity. I was here when we had those conversations in 2022 and 2023 around Rosson House. And so, um, I don't know if I thought that they were specifically for cannons and maybe that

082has evolved over time, but I do think it's time for a reporting out of, uh, cost to date and what's left to do and, um, and that as well. So, maybe that could be a regular reporting beyond just the request for financial money at the time of the uh, the the treasur's report. So, those will be those things that I have on my list. Thank you so much. I look forward to the data timely. >> All righty. I'll give some uh some brief thoughts here. I'm making it my goal to to keep us moving as fast as I can at times, but I will uh make some brief remarks and then I will see if there's any other additional questions. But I think I just really have three things and I think one of them

083is one that Mr. Mr. Birkhard and I have always talked about which is that the truth is a lot of the things that we could do to improve energy efficiency to do all these other things we cannot do until we do that first thing which is those uh what are we now atund >> $185 million worth of work in our buildings to even get us to the point where many of our buildings can be sufficient to for instance we heard talks about using solar on our roofs okay well if the roof isn't up to code so that it can support the solar panels which are not, you know, not light. Then what we end up having is we're exasperating a bad issue by making it worse by putting additional weight on those buildings. I mean,

084we have things like that that really are the things that we also have to be thinking about as we look at the deferred maintenance cost. I think two when we talk about facilities a lot of times we talk about the cost of a building and we talk about how people use our buildings but I think quite honestly we also need to be looking at how we use our buildings in that process because if we're not having a conversation around what is a building's use what is the need in a building what are the resources and structures within a building that's necessary to operate the programming and and and educational needs of the building then we're kind of just using the same stuff and saying this is what we're going to always do, right? And I

085think that's one of the problems in some ways in our buildings is that we have a lot of opportunities to expand the way we think about doing education. And that includes as we do our strategic plan thinking around this, the way we deliver education, the way we deliver services to ensure people are getting education. That also means we have to think about how the facilities are used to do those things. um and whether or not the building as it was constructed in some of our cases and some of our buildings are are are vastly date back but as they've been uh maintained is that the proper way for the school day to operate is that the proper way for the things within the building to operate and the use of the buildings and I know

086we've talked about that as well of of thinking about that in addition to that idea of the repair costs and and other factors that go into it. Uh the third thing I I also want to point out and and this is one of those areas where I think we have a as a district did a lot of great work in some ways not by choice by force um to to think about where our buildings were and what buildings we had. But one of the challenges to our facilities even thinking about repairs and updates and that type of stuff is because our buildings are not strategically placed certain amount of distance apart from each other. they're not strategically placed in that way that some other districts that are younger so that are not coming up in

087their 200th uh anniversary there um have built their districts so that they this amount of people in this area get a building this amount of people in this area get a building and I think we we will have to have a larger conversation around what's that scope look like in our district because the change in populations has meant that we have a overabundance of children in one part of our district that has probably the least amount of school buildings to support those children and we have other spaces where we are and I give the principles a lot of credit on this working really hard to drive students back in to the building but it is they're doing their best to pull it out and so I think there's a conversation around facilities but also around

088what is enrollment and what do those populations look like that is another part of that larger conversation that we will some point theoretically I think have as part of the strategic plan work. Um so one of the things I hope as we go into that strategic planning mode that we are looking at a a I think we did this in um the October of last year's um work session. We talked about the different types of plans and one of those is a facilities plan that maps into what our academic and instructional plan does that maps into what our financial plan does. so that we're doing all three kind of aspects of that in one because I think if we do one or the other and like wait we're going to end up probably always waiting

089on the facilities plan because that's the most expensive thing that we're got to do and in in some ways to that's different from what we're doing now. So, are there any other points or thoughts on this board member Matt? >> Just a quick question. This is uh for uh Treasure August as well as uh Chief Birkhard. I know at the last meeting you talked about uh Treasure Augustine that um some of the funds that were being utilized to pay for some of the expenses um were coming out of the student student dining services. Can you speak to I I guess I don't know what's like restricted you know funds or unrestricted funds um because again I am really adamant about making sure that our students um in schools that have a lot of need are

090getting uh the resources right equitable resources provided to them. So I agree with uh President Craig about yes, we have to think about um the use of our facilities and also on a foundational level, we have to make sure that we are um directly supporting our students that we know or our schools that have a lot of concerns. um whether it deals with um cleanliness in the school or whether it deals with just kind of environmentally um making sure that it is a welcoming space for all students to learn. So I'm curious to know you know it's pertaining to facilities but it's coming out of the student dining services. How does that work? >> Yeah, I I'll start by saying we have an exceptional student dining services program. Um, and part of that is that

091we're one of the few school districts that doesn't have to transfer money from the general fund um to cover student dining. Most districts most districts have to make a transfer at the end of the year. Our student dining is self-sufficient, which which is really a credit to to director Shelley and her team. Um, and um, part of those those funds are restricted. Um, they're based on, you know, number of number of meals we serve. They are there are a lot of federal guidelines, but they can be used to pay for for equipment upgrades, for for cafeteria upgrades, for those sort of things. Um, I'm sure Mr. Birkhart can give a little more details as to how, you know, those projects get selected um and and how they're prioritized, but but they are able to to

092financially pay for those things that would increase, you know, the usage um and the efficiency of the lunchrooms across the district. So student dining is one of the few areas of a school district that has to be run like a business um per regulation. So they're not allowed to carry any more than 3 months of operating in their account at any one time um per not only USDA but ODW um regulations as well. So what that means is they have to reinvest any what we would call profit in quotes back into the um operation. So what that means is they not only have their own expense, their own revenue, but they have to realize all of their own expenses, meaning, you know, every time an oven breaks, they they use their own money to fix

093that oven. Um with cafeteria renovations, they do not pay for walls. um and and those types of things, but everything within that, meaning um plumbing that breaks and or lighting that needs to be changed out. For example, uh Director Shelley over the summer have looked at a lot of our cafeterias and looked at the lighting, which is the old fluorescent lighting from decades ago. We know that lighting makes a big impact in cafeterias and what students choose. So she um took it upon herself to do some studies in the cafeterias and then she had um a plan over 5 years to change all that lighting out to LEDs to make it more um friendly from a um environmentally friendly aspect and being green, but also in a customer aspect where the spaces are bright, inviting

094where students want to eat. And so all of those types of things folks don't necessarily think about. Um but but the student dining actually reinvests any additional funds they get on top of the um the daily operational into the the program. Um in this past year she um director Shelley along with her team have invested that money into food quality. So looking at, for example, chicken products and getting whole muscle chicken products that you would see in a restaurant and having those upgrades, more fresh fruits and vegetables, which cost more, but reinvesting that money back into the program is really what this is all about. >> Okay, thank you. I think it may have answered. I think I got a little bit more from what Treasurer Gusto A Gustin was saying about um yes, it's

095very restrictive, but ultimately just concisely, are we saying that some of the uh funds from student dining services are able to be utilized on um uh facility upgrades outside of the scope of student dining? So if it's not pertaining to like a cafeteria or things of that sort, it is able to be utilized for other improvements. >> No. So if it if it's if it's student dining related, they're able to spend that money. If it's not student dining, they they cannot spend those funds on that. >> Their spending pretty much stops at the cafeteria. >> That's what I saw it. So yes, >> and so just to and I'll finish here. I'm sorry, but just to go back to again the previous meeting when we it was communicated that some of those funds for the

096Rosson House was I believed out of the student dining services. That was the the challenge for me. >> I thought that was a that was a different contract. I believe >> you were talking about maybe the kitchen. >> But I do want Yeah, I think it was some of the kitchen um renovations for the growth plan. >> Okay. I do want to just quickly and just quickly talk about, you know, kind of contracts in the treasures report because I think after after the last meeting, I kind of went back and thought about kind of how things things are presented. Um there's a couple couple key things here. Um you know, any contract, you know, that's going to be over $100,000 is is subject to RFP. And so a lot of these things are RFPD. um

097especially for facilities and repair, maintenance, those sort of operational things, you know, that it's a pretty complex RFP, but we're looking for, you know, any plumbing vendor that can supply a myriad of plumbing, you know, from pipes to, you know, anything in that. Um, and so all those are done, a lot of those are done as kind of master contracts. So you do a master contract at the start of the year, you know, for the amount you think you're going to spend, you know, and and you never know, you know, every every year is different. And so from time to time you amend the contract either just because you need more money um or because there's a product going on. The other reason you'll see more amendments and less new contracts is there's a concept

098called bid splitting. So so the auditor state looks at looks at our contracts um and and they want to make sure that those are kind of incorporates and we try to have one contract kind of per vendor as long as the scope of services is pretty close. But the idea is that, you know, right now, you know, the board's approval limit is $50,000. So, so what you don't want what they don't want to see is a whole bunch of contracts for $49,500. You know, then it looks like, you know, or the RFP limit is $100,000 by law. They don't want to see the board have a lot of contracts that are $99,900, right? Because then it looks like we're trying to avoid the procurement process. So, I think sometimes we're trying to be even maybe

099more transparent than we need to be, but we're doing amendments to the master contract to show and to bring to the board to make sure that it's very transparent that we're using this vendor and we're adding on additional um services, supplies to that vendor. >> Thank you for that. I appreciate it. >> All righty. Seeing no further questions, Mr. Burkart, you can uh take a seat, I guess. And Superintendent Murphy, uh would you like to introduce our next topic? >> Yes, sir. The next topic is a review of the fiscal year 27 and fiscal year 28 uh calendars. Just a reminder that the district does have a calendar committee that reviews this and uh does the presentation. you had this um maybe a couple of board meetings ago and so uh we were given some

100feedback and then asked to come back um and we did launch a uh community opportunity to give some feedback that ranged from whether we should start school in August or September uh but yet ending before Memorial Day or aligning the dates with summer camps etc etc and so um I don't So if you can Rob click on the link is there for both of the calendars um seeking your feedback and hopefully uh your approval. All righty. And just again as a reminder we uh are required by law by statute to do two uh reviews as a board of the of the uh calendar. First one we did in January. We're now doing this one here in uh February. U additionally that these uh calendars are as as the superintendent stated both for the school years

1012627 and school year 2728. Um welcome any comments uh or thoughts from board members. Uh board member Armbster and then board member Lindy. >> I just have a clarifying question. Did anything change since January or am I looking at the same document? >> No ma'am. Perfect. Okay. I just wanted to make sure I knew what I was looking at. >> Uh, this is great. That was one of my questions. Thank you. Um, other one is just is there a way that we can get in front of this even further so that we're approving farther out so families that come back from break say in January um could know when the next day first day of school is going to be for the following year. I know we're doing two years at a time now. That's

102great. I think I will be gone by the time that that next one happens. But just for the future, that would be a good thing to have. >> And I'll just give a a quick response to that though. Um, I know one of the things we've talked about after the January uh 31st meeting, I believe it was that we had is the need to also address our calendar for 2829 because of the legislation passed at the end of 25. That changed the enroll or the uh the enrollment date for kindergarten and preschool for students based on their uh their date of birth. And so, uh, that is definitely something that has been, uh, at least raised as a point of discussion for future calendars. Um, other board member Bolton. >> Yes, thank you. Um, one

103of the things I saw a number of the suggestions and I thought they were very good and and I appreciated them. one of the suggestions and I don't think it got uh um manipulated into the new calendars but I thought it was kind of good going forward and it might just be a communications thing but um uh one of the things that was suggested is that our calendar be much more especially the beginning and the end dates be much more uh communicated and associated with the activities of the recreation centers and Cincinnati, especially as it pertains to after school care, which I know is going to be expanding uh by the recreation folks and also that pertains to not only our littlest folks uh but also to our high school folks. So, I I think

104it's a communications piece rather than actually manipulating the calendar in a particular way. But I I I had never even thought about that. But indeed, for many families, apparently one in particular, um the the date of of our ending versus the starting date for recreation. I think that makes perfect sense, especially since we share so many campuses and certainly share the the so many of our children and our teenagers. >> Thank you. >> Other board members comments. >> Okay, I will give uh my my quick thoughts here as well. I again I've given one already that I think we should initiate the process for the 2029 school year right at you know for me I think it's best to do it sometime in August with that committee. Um but I would add that and I'll

105probably make this as a as an assignment later but just add the recommendation that we add a process of feedback opportunities to the early part of that process so that it's not done after the schedule's made but prior to the schedule being made. I well I think you know there are challenges either way and we've heard it I remember when we came on the board we heard folks saying you know why are we getting out so late and then you hear why you getting out too so so soon why does school start so late then you start early and go why does school start so soon um but I do think getting feedback and information so that as that committee is sitting down and walking through those calendar dates um is important. I think the

106other part to this as well is we really do need to think about as we think of dates and starting dates with this new legislation that does present a wrinkle for a parent who is particularly looking at bringing their kid into preschool in this coming up year that if they start their kid and their kid's birthday is April 19th a or I'm sorry August 19th or August 18th it really could make a factor whether or not their kid could actually start kindergarten or not. So, there are some things to think about in getting that information done earlier and trying to have that uh calendar approved prior to us going out uh in December uh because I do think that offers at least some clarity to to parents and to families um who are trying to

107plan out multiple years in advance. The last point I will make or I'm sorry, second to last point I will make is uh just one slight clarification on the document we were gave. It's not to the actual calendar, but it's on the list of calendar dates and details. Just making sure that last date is always July, not June. Uh, so this is June 5th, Independence Day. June 4th, Independence Day. Just make sure we correct that before we put it up. Okay. Um, and then the one other thing that I think would be helpful in some way, and I don't know how we'd go about this, so I just will throw this idea out there, but I think there is some some desire in some ways to have a a interactiveness to the calendar that would

108be also informative to folks. And so as we think about our website and think about these other things that we're looking at the strategic plan world of this allowing parents to be able to see a little bit more interactive version of this as opposed to just a straight PDF document would also help because there are times when things might change and rather than having to change a PDF document every time something might get changed or get adjusted again it's we're looking right now we would hope that we will never have weather challenges again but I think if we put the PDF document out says this is the end calendar date and we have to extend the school year because of weather. Are we putting a whole new document up or I mean those types of

109things we could probably look at a more interactive way of showing the information not necessarily of it having to be uh changed in any way from what's what's here. But uh Bman Braster >> to add on to that as the youth sports fanatic um a lot of the youth sports now have the ability to export the calendar directly onto your calendar and then it updates things. That might be something to look at. Um, I don't know what that program looks like, but I always have to go through the calendar on the PDF every year and be like, "Okay, kids are off school this day. Kids are off school this day." And add it one by one. It would be really great for that to just be something that parents could import into their Google calendar

110or Outlook or whatever. >> So again, I think these are all things that we, you know, as we explore ways to share information with the public, these are just things that we can uh throw out there to to do. The uh actual calendar will be in the superintendent's recommendations and so it'll be part of the consent agenda later. Uh let's see here. Let me go back to my script so I don't screw up anything else tonight. All righty. Treasure Augustine, please present your presentation for this evening. >> Thank you, President Craig. Um I'm going to ask Mr. Kevin Ashley to come up and join us at the podium while he's on his way just to kind of give some background to how we got here. So, so the forecast is something we're legally required to

111do twice a year. Um, we will not, it's not a vote at this point, but what we do for tradition is include it in the treasures report. So, when you vote in the treasures report as part of the consent agenda, you'll be voting to approve uh the forecast. So, just how we get here um kind of starts out, Mr. Ashley has been doing this for several years. She's very good at it. But we start with kind of a group um with our software vendor and pretty much every treasurer um in the county gets together and they they do they do kind of an initial initial get together, go through a lot of questions um and then and then as Mr. Ashley works through it, he and assistant treasurer Martin and I have several meetings to

112go back and forth to kind of talk about assumptions, talk about numbers. I think we've consulted with Frontline this year. We consulted with the county auditor's office. So, so it's a lot of back and forth um to get to what you see today. And then we were, you know, luckily, as luck would have it, we're able to, you know, have a discussion with the budget finance and growth committee on Friday and get their feedback beforehand. We always try to do that. And so, so here's where we have it. Um, I'm going to let Mr. Ashley kind of go through the presentation and I will jump in, uh, with my commentary. So, so Kevin, go ahead. >> Sure. and we did have a pretty robust discussion on Friday. So, um we'll just kind of hit the

113highlights right now, but like Mike said, we can go over any questions. So, um the first slide just goes through the forecast basics. Um just some reminders, we have a new deadline this year and the end of February previously was the end of May. Uh so, a little bit sooner. The forecast period as it was in the fall is the current budget plus three years of projection. Um just a reminder it focuses only on the general fund. Uh state and federal grants are not included here. Um there is some the effect of general fund transfers to cover debt payments is reflected in transfers out but otherwise it's it simply focuses on general fund activity. Uh as Mike mentioned uh it'll be included in the treasures report for your approval tonight. Uh the next slide, just

114some new factors um since the October forecast, which was only about four months ago, but obviously there was a ton of movement in the legislature on property tax reform. And so this slide kind of highlights those. Uh I think it's important because these were not known in October. They were they were discussed, but it definitely changed the forecast from from where we were in October to where we are now. uh the key factors related to changing the 20 mil floor which the district was on the 20 mil floor but once they include the fixed sum levies which is the first legislation there our new effective rate is around 35 mills so we're way off the floor and so the effect of the floor when there would be reappraisal processes would the district would get a

115little bit of a bump from that. Um so this basically these laws will will hold all that down uh so that the to benefit the taxpayers in the sense that they will not get an unvoted bump. um they will to the extent of the gross domestic product deflator uh which is a new concept but it's basically looking at inflation over a three-year period which is when you have the new reappraisal and it will hold the growth down for those um the other thing just to highlight on this slide you know the counties the legislature did allow counties to offer a piggyback homestead and enroll back um which would be a direct cost to the district other Homestead and roll back programs are reimbursed by the state. However, counties that choose to do the piggyback. Uh

116it's a direct cost to the district. In our case, Hamilton County, um the commissioners chose not to do that this year, which helps us as far as our revenue. So, we appreciate their support on that. Uh but it is something that could come up annually. Uh the next slide is just challenges to consider. Um, again, because we're doing the forecast so much earlier, we don't have the first half tax settlements from the county. Uh, and in the fall, we our collection rates were down and so we anticipate that could be the case again for the spring, but we won't know that until a few months out. U, once we do get those, if there's any significant changes, we'll we'll make sure to bring those back to the board. just so you're aware of those. Um

117later you have some discussion about Porter revision challenges. Uh on the other side of that there are um companies who can challenge that their value is too high and so that process is is playing out at the county as well but will have some impact on taxes. public utilities. Um, again, values are being challenged on that side and so that can affect what the ultimate receipts end up being. The next slide is just a visualization of real estate property tax revenue. So, the first five years are actual and the next five years, including this year, are projected. Um you'll see between 23 and 25 there was a little bump that was from based on the old law there was a reappraisal on 23. So half of tax year or half of fiscal year 24 we

118saw a little bit of an increase and then half year of 25 we saw the remainder of that. You'll see going forward uh there is a reappraisal or a trienal update that just occurred. uh we will likely not see much of an increase from that. Uh and I just wanted to point out too from 25 to 26 there is a slight decrease and going back historically that is consistent with what happened between 22 23. Um essentially the um border revision process brings some of those values down. So, we had a pretty significant spike last year and we'll have a little bit of a decrease as that process plays out. >> Uh, if I can jump in here, this is this is kind of the impact of property tax reform. Um, you can see it's not

119it's harder to see in 21 to 23, but you see that bump between 21 and 22 and then as Kevin said, the border revision in 23. Um, and then you see the bump in 24 and 25, you know, but you can see from basically 26 on, you know, our our lo our property tax revenues stay incredibly flat. Um, and that that is that is the impact of not being on the 20 mile floor. >> And another change that the department of taxation made is that the trienal update in Hamilton County is moving from 29 to 30. So it'll be tax year 30 collected later. So that's why there's no there's really no bump from that because we won't see that again till till the end of this process. Uh next slide is just some other

120factors. Um obviously if you look at the October forecast the the November levy was pending and had not been approved. So it was categorized separately. Now that it was approved by the voters, which we appreciate, and extended for 10 years, it moves up to the top. Uh, and obviously, just to point out, that is not additional money, but it continues the um levy that was in place previously. Uh, tax increment financing or tiff renewal of the agreement with the city, um, which again was appreciated as well. Uh, going forward, we should see about $5 million annually. And then for this year they agreed part of that agreement they provided $5 million um to cover what would have occurred this year. So that's built into the forecast as well. So we talked about taxes. Now I'll

121talk briefly about the fair school funding plan um and the effects that that has. Um so due to the growing imbalances in the funding plan and what I'll say by that is so they did not increase the base costs they left those at fiscal year 22 um which obviously as we all know there's been inflationary factors since then. So the effect of keeping base costs lower results in the state having to provide less funding. However, property values, resident income, those things that make the district look wealthier or make us wealthier in the in the eyes of the funding formula, they did allow those to go. So, the effect of that is to also reduce the amount of state funding that is provided. So, what has happened, we currently are on a formula funding model, but

122we're moving to what's called a guarantee. So they created these guarantees based on 20 base cost or 20 base funding and 21 base funding. They have some different elements in them. Um and so basically as the formula comes down they will hold you to that guarantee amount which is fortunate. My concern could be that if they choose not to maintain those guarantees, our state revenue would would continue to go down. So, while we would like to see it grow, I think the effects of all of this is to say we're really going to be flat unless there's some update to the base cost or some other changes to the fair school funding plan. >> So, yeah, if you look at the next slide, uh Rob, I mean, this is this is an important thing. you

123know, we've been a formula district for quite some time. Um, and now because of because of the way the the formula is out of out of balance, now we're going to start hitting the guarantees, which which preserves our revenue. But I think the guarantee the idea the whole idea of the formula was to move districts to the formula. And so the idea when the formula worked is more and more districts moved off of off of the guarantees. And now I think you said what half the districts in the state >> um are going to go back on the guarantees. So So this is this is a broken fair school funding formula at this point and going forward. Um the other thing that that Kevin alluded to is the last budget um the governor's version which

124didn't get enacted but there there was a movement to start reducing those guarantees to start taking off I think 10% in the first year and then kind of decrease those. So, so even though even though currently it shows our our state revenue is kind of flat and preserved, you know, that is a that is a potential topic of legislation. And uh so the other thing you can see in 24 and 25 that was the phase ends of the formula. So the formula was starting to do what it was intended to do. But then as we got to this last budget cycle, that's kind of when that went flat and will continue to go flat going forward. That 21 we had pass through funding. So you can kind of ignore that. It doesn't it looks rosier

125back then, but it really was just pass through funding. So take that one out next time. Uh next slide is forecast summary. Um this is just the slide we usually include to show what the summary of the forecast and based on the fact that we're maintaining per the board's earlier commitment um to try to keep expenditures within the amount of revenues that are projected. All right. So the next slide kind of emphasizes what we talked about. So base cost per pupil local versus state share uh as you can see over the period of the forecast that the local share continues to grow to about 80 almost 80% of the funds that are used for education in Cincinnati public schools. Next slide is um just a slide relating to enrollment projections that we're using. We're being

126conservative. uh we have seen slight decreases and so we're we're modeling that out um in our in our process. Okay, the next two slides are kind of a worst case scenario. Um these are scary looking slides. Um but basically the assumptions here just to visualize so you can visualize how this would happen. If revenue projections stay the same, we include the cola costs. We include estimates for step increases. Um there's no efforts to cut expenditures or appropriations. Uh and it allows for minimal growth. Unfortunately, and this includes incumbrances, but you know, in in year, we'll just say year 2029, we would be looking at a $58 million cash balance deficit. So, not only, you know, a deficit spending situation, but a a negative cash situation. So the next slide again kind of visualizes that ending

127cash being 84 million negative and then also you would still have incumbrances at that point. So again this is not where we are but just to kind of give you that visualization. Uh the next slide is projected revenue analysis. Um again 57% of our revenue is is directly tax related and also within the yellow category there's money related to tiff CRA so that's also property tax derived from property values um so just to kind of visualize that next slide kind of shows that 10-year pro progression uh again in 24 we had tax anticipation notes of 75 million. So uh again you can see that the the slope is still very flat. Next slide. Projected expenditures. You know 76% of our expenditures are salaries and benefits. Um purchase services are all of those contracts that go

128through the treasures report as well as you know other items. And then materials and supplies are the biggest part of the next category. Next slide shows an expenditure overview. Again, 24 had the repayment of the tax anticipation notes. Uh again, we're modeling fairly flat um throughout the remainder of the forecast period. Next slide is the summary that again shows that if we were to be able to hold on to the cash that we have at the end of this year, uh where we would be at the end of 2030. Next slide is estimate for calendar days cash on hand. Uh again this is just an estimate. It's uh it's it would take a lot of movement in cash to really increase that but 33 days at any given time is is a very minimal uh

129number of days. So it just demonstrates the effect the the need for additional cash I will say. And that's it for the slides. >> So just a quick summary or the or the key takeaways from my perspective um is that revenue revenue anticipates to remain flat through through 2030. Um the only reason that we have showed kind of a balanced forecast is because the board has committed um to expenditures not exceeding revenue. That was a that was a resolution the board passed a couple of years ago. Um but as we all know every year everything we do gets more expensive and so and so it it will be very difficult to maintain to maintain a flat level of spending. >> All righty. Um open the floor to board questions or comments. >> All right. None.

130vice president. >> I I will say thank you so much for the information. It feels a little gloomy, but I will say thank you for presenting it at least. Uh we typically I typically try to put the treasures reports towards the beginning when we had a lot of energy. Now it's kind of like uh but um you all we're trying I think it's it's just demonstrative of the fact that we're really trying to be efficient and fiscally responsible. And so I appreciate you all advocating for that. uh because we really are fighting and so thank you for for the information and making it as lively and as sexy as you can. Appreciate it. >> Uh board member Bolton. >> Oh, board member Lindy then board member Robert then board member Bolton. >> Well, in whatever

131order and I can be really quick. My comment was going to be similar to the one I offered to Mr. Birkhart on his presentation. Um, a lot of this is hard news. Um, I think it's important to be cleareyed and honest about what the hard news is so that we can plan for it. We we couldn't do that without you and your team's hard work. So, thank you. Um, it's not your fault that the numbers are as challenging as they are. They are challenging. I think this goes to the same context that I was referencing around the facilities needs and our strategic planning process. This is all of one piece. Um, and we can't write a good plan if we don't have all of the information and a really clear picture of what the landscape

132looks like. So, there's enormous work ahead. It's why I'm I'm glad we made that one of the five most important things the superintendent is going to do this year. Um, and I'm glad that we can do that work together. Uh, and we have big things to figure out. So, thank you. >> Um, I'm glad you still have your hair, unlike Mr. Burkheart. Uh, just catchy strays. I'm sorry. Um, no. I again just trying to bring some joy to this meeting that has been utterly uh devastating in so many ways. Um, I I think this information is incredibly important, not just for the board and superintendent, but for the public to see. Um, I I talked about and continue to say we cannot stop this from happening as a board, right? We as individual voters we

133can make choices. We cannot stop what the state is doing by making a policy. Right? So um as the board this is information we need to have because it's going to impact our decision-m but we just need to say okay and now we need to find a way to to work around it. Right? So um I want the public to hear we see it. We would love for you to help us take action independently um by using your voice um to advocate for our students and to change the state uh and their policies. But as far as this board goes, I encourage all of us to take this as like, okay, that's how they're going to act. We're going to go ahead and move forward in whatever way we can to support our students and

134not um let this stand in our way. All right, board member Bolton. >> Thank you very much and appreciate the work. Um, of course, um, just several questions u for either the treasurer or for you, Mr. Ashley. uh in the near future, very near future, we will not have enough money to continue. >> If if we do not make the necessary reductions to expenditure. Yes. >> Okay. So, if we don't make reductions >> in the very near future, we will not have enough money. >> That is true. And so this year uh at the end of this year we will have spent about what money how much how many dollars at the end of this year fiscal year >> little over 632 million >> and next year we're planning on spending according to the three-year

135forecast about what? >> Um 627.9. >> Okay. So, we're planning right now to spend less money this coming year than we spent this year. >> Yes. >> And that does not include or does it doesn't include anything new that we have added that wasn't here this year. >> That is correct. This is simply the amount of resources available. as as I think member Armbberster said, this is not a by choice. >> This is this is by design by people not on this stage and and but this is what these are the resources we have to work with, >> right? And so in the near future, we have to have more money coming it would have seem either from the state, the feds or our own property tax people. >> Yes. And that would entail us

136having to and this is the benefit of the public uh ask for more money from our citizens uh our voters or taxpayers. >> Yes. I mean I I think we've said multiple times that we have a need for new operational money. Um I do not believe that is forthcoming from the state um ba based on based on the current funding formula. Um, federal funds are while we do anticipate receiving the same amount for next year, they are incredibly restrictive in their purpose. And so really the options for new operational money is really about getting new revenue from our local sources. >> And I have I think we all do, but I certainly have great confidence in the three-year forecast that that Kevin puts together and you all work on. Um, so the and we know

137we've got a great date coming up uh in 3031 or whatever that is about the FMP, but right now as things stand, we don't really have enough operational money to even get to 30. >> It would be very difficult. Um, I think a level of choices that would dramatically change the way the district looks. >> Okay. And then if I if I could then kind of conclude on that the need for new money according to what Mr. Barter mentioned also is we have need for capital money things that we have to do for our facilities not just have for operations >> certainly. So, we would uh can't ask for new money. Uh and President Craig pointed that out to me the other day in a memo that we can't ask for money as early as

138this spring. But we could ask and may need new money and ask for it as early as this coming fall, November of 26 or spring of 27. Yes, we are we have passed the filing deadline for the May election. Um obviously the November election is still available as well as both elections in >> and the delay of asking and when you start to receive either at the half year or the full year is what kind of a delay if we are so fortunate as to have the the taxpayer say yes it's okay we we understand it. >> Yes. the the best case scenario in for any election in a year is that it would start with the next um tax collections the following year and that that is dependent on how the ballot question is

139written as well. >> Exactly. Okay. And then the final piece then if we were to ask for new money uh of our voters, how long has it been since we've had new money? The last the last new money was in 2016. So we are we are at 10 years. >> Okay. And if we ask for new money in November, uh we would have to make that vote of this board by what date? >> I believe it's August 4th. It's it's first week in August, I think, but I believe it's August 4th. >> Okay. And of course to run that kind of campaign, you wouldn't want to wait till August 4th. I I would not recommend it. No. I would also say there's two votes. The board has to vote twice. >> Twice. Okay. >> Yes.

140And you have to you have to send kind of your first vote to to the county auditor um so they can certify the millillage. >> So that calendar of when we have to do this is is coming close. And whatever we do with this current budget for 27 is going to rudely, greatly impact on whatever it is we decide to do, asking for new money or trying to hold out for not new money for later times. >> Yes. I I'm you obviously you're not allowed to forecast based on >> the potential of a new lobby. Um and so and so generally you know you build your forecast you build your budget on what's currently available >> and if you start to show as treasurer as a team or whatever that that we are approaching deficit

141what then happens with the state. >> Yes. So so um on the slide Mr. actually showed where the the years in the state looks. Um the first thing that the first thing that you get is is kind of is the letter and you have to present a plan for how you will how you will address the deficits. Again, you're not allowed to use future levies as a way. So, you have to show cuts. Um I'm fairly close, you know, with the treasure of Toledo. Um Toledo just went through this exercise. It is it is quite honorous. You have to you have to go in and explain any variance of over $100,000, which which for an organization that has a $630 million budget um can be quite extensive, you know, and then the state's going to

142review that plan. They're going to make sure you follow through that plan. You kind of get into a a larger series of monitoring. >> I appreciate it. And I I I I feel um that you all are getting us prepared for what we probably need to be talking about and u the budget process uh really begins greatly um tonight. >> Thank you. >> All righty. Anything else from board members? Okay, seeing none, I will just say really quickly, thank you both for putting this together, but also I think this is such the problem part of the forecasting model they're using now because you're putting together a model before we even know the full amount we will get from taxes. You're putting together a model before we have full information on both ends of the spectrum.

143And so I I think this is just again another way to make districts operate in a in a fa at least public districts operate in a fashion that does not make sense. Um but we'll uh keep pushing along and pushing through it. So I appreciate both your hard work and I'm sure we will have a uh more lively discussion also next week uh when we have more budget talk. So >> thank you. >> Thanks. >> All righty. Um so again this is uh going to go to the superintendent here on uh our effort to bring current event and topics and information to the table from the superintendent um to put it out there. And this is again a segment we are calling our community. So I will pass the torch over to superintendent. >> Absolutely.

144So in today's segment of our community we thought we'd talk about enrollment. The reason for that is uh a few different things. We're at the last leg of our school selection process, so to speak, because we are in our open enrollment season, which open enrollment means that if you are a family outside of our school district, this would be the time for you to apply where there may be space available. In the past, we've not had open enrollment until about the month of May. So, we're really proud of the team for being able to get ahead and in front of this. We also wanted to bring this out right now because we've recently had some discussions about our kindergarten enrollment piece. The board was very supportive on the proposal that was brought uh by administration

145and we're grateful for that. And so there may have been still some questions lingering about that kindergarten enrollment piece. But because of that, we held back the letters that we would have sent. And so families are wondering what is happening. And so just a reminder to everyone broadly, we did have our school selection process earlier this year starting in October. We ran that through November and then it was during the winter break where we learned that the legislation said we're making a change to kindergarten enrollment. And so again, we are at the open enrollment season for anyone outside of our school district. Uh, and just a reminder to families that Walnut, SCPA, and Spencer have a little bit different of a process, but families can either go online and uh register on their own by

146going into focus uh utilizing a student ID or applying for a student ID if you are new coming into the school district and linking that ID to a focus account that we will have you uh get started. We are going to have summer enrollment dates uh out in the community if people find themselves uh interested just even a little bit later on. That generally happens every year. >> Jeremy is here too if there are any technical questions about the platform or um the Yes. >> Come on down. >> We always love when Jeremy comes down to the front here. >> All right. As Jeremy makes his way down, I will uh I see board member Armbuser. >> Yes, I have so many questions. I'm so sorry. I know it's already been a long meeting. Um

147so, um uh this is actually a really personal issue for me. I'm going to be super transparent about that. But I've also heard from multiple like multiple schools that I've been to. So, I know it's not just an issue at my home school. I know it's happening at other magnet schools and even neighborhood schools have brought up centralized enrollment to me as an opportunity for improvement. Um, and I want to be very clear. I am not trying to suggest we move away from centralized enrollment. That is not my suggestion. I'm just trying to look for assistance and helping it get better cuz there's clearly um been some confusion amongst families trying to enroll um and very specifically in the magnet school process. And so I I'm trying to get to um the answer here. So

148I'm just going to ask some questions before I make assumptions. So when a family goes to enroll their student, brand new student, not a part of the district currently, they've moved here maybe or they have a brand new kindergartener. They call centralized enrollment, give their address. Are they automatically enrolled in that neighborhood school based on their address or are they given information about the various magnet programs within the district that are open to them based on their address? >> So it really depends on the timing of that inquiry. So, if it's during the school selection process where they have the opportunity where they could go in and submit an application that has multiple choices, then they would be advised to do that and be able to see what all those choices look like. Once the

149school selection process is closed and we move through our normal enrollment process, by default, any student after school selection is done, which essentially closes the opportunity for those magnet programs. At that point, they would automatically be enrolled to their uh neighborhood school. And if they wanted to a different school selection at that point, they would need to contact really they should be doing all that online. Shouldn't really have to be contacting centralized enrollment for that part. But if they wanted to then get a different school, then they would need to contact centralized enrollment to find out what seat availability there was within the programs of their interest. >> Okay. So even if the magnet school is not at capacity during this open enrollment process, people are not allowed to select a magnet school until they're

150already enrolled in a different school. >> That's true, but I want to have a little caveat there that I think goes back to a little bit of what the superintendent was saying. Open enrollment has two terms that's used within the district and I think it gets confusing sometimes. There's the open enrollment process term. Open enrollment as a process is specifically for students outside of the district to uh to basically submit an application to get a seat in the district. That does not mean that or enrollment is open for anyone to submit an application for any enrollment across the district. Right? >> If you are an in district student, meaning within the district but not currently a CPS, you would not be able to apply during open enrollment process. you would have to wait till we

151hit the actual part of when all of the school selection open enrollment and everything else is closed essentially when we open up the new enrollment for next year which still doesn't happen for quite some time. >> So thank you that's very helpful. Um a couple of things. one during the school selection process. Um, how are we matching families to their top choice? >> So, that's done through a lottery process. We call it the school selection, but essentially when a a family submits their application, they get to to their top three choices ranked in order of one, two, and three. Yes. >> And then it's a random lottery draw based on all of the students that we have. have their assigned a number and then it's just a a straight lottery in terms of who gets

152the first seats etc. So if during that process a family did not get their top choice and now that school has open spots what are they supposed to do and why didn't they get that to begin what to begin with if they that school's open spots. >> So there is some confusion around the capacity of the school and the open seats. So the capacity is submitted by the school directly. So if they say that we have you know 30 kindergarten slots then the lottery will fill 30 kindergarten slots. Often times after all the school selection is done, there are students who they contact the school and say we're not going to take our seat. We're going to go to somewhere else. So the school will necessarily know that those seats are opening sometimes before the

153system will because we haven't received any response from the student saying we're not taking the seat. >> Okay. >> There's also the additional step that beyond just getting your first, second, or third selection as your award. Any selection that you made higher than the one that you get. So if you don't receive your first selection seat, you don't receive your section second selection seat and you get the third, then you go automatically into the weight list for the second and first choices. Got it? >> So then that weight list is built to where if a student then doesn't take the seat, you move into your next higher selection. >> Okay. >> And again, all of that is done based on the ordering of the line. >> And all of this information should be available for

154the family in focus. Is that correct? all of the process information is I don't believe there's quite that detailed of a breakdown in terms of the >> award. I mean if so sorry going back to like school selection process. So once you are slotted into a school you should be able to see that information if you're already enrolled in focus. Correct. >> Once that information is released. >> Correct. >> We don't release that information until the letters officially go out etc. But yes, once it is released. I know families are very confused at the seventh grade process because they are not able to see the school that they have selected and been awarded in focus. So that's something maybe I will have them directly go to you or not you customer care about. Is that

155correct? >> Yeah, absolutely. That's not something that I've heard directly. So if there's a report of that we would absolutely want to look into it. >> Okay. And then um I think where the biggest issue um is coming from is that when the open sorry the lottery process the school selection process is closed and those magnet schools are then at a disadvantage when we are going through the staffing process because now these schools are getting their school staffing based on numbers, which is fine. But once they realize that their enrollment is projected to go down, they have no ability to enroll people because you're telling me that they every new family after that school selection process has to be automatically enrolled in a neighborhood school first. >> Yes. And then they would have the option

156to transfer. Do you understand as a family how that can be convoluted and confusing? >> Uh potentially. Yes. >> And put magnet schools at a disadvantage. >> That I'm not sure I entirely understand because staffing is not based on seat availability or award through the school. >> Projected enrollment. >> Correct. Projected enrollment is what bases the staffing on. >> Yes. So after school selection, you have a projected enrollment. Correct. Based on that seat selection, >> projected enrollment actually comes before the school selection process. We have we do the initial one for staffing in the October 8mm snapshot window which is the state reported midocctober that everybody has to do. That is our first projection >> which is based off of that snapshot year-over-year training etc birth rate and all that. I'm asking all these just

157because I'm trying to get to the bottom of like we have families. We're trying to actively get enrollment up because >> I've been to multiple magnet schools now that are losing classrooms which is valid, right? School enrollment is down, you should close classrooms. I'm not saying that shouldn't happen. But if those schools then are actively trying to get families to come in by like hosting tours and doing all these active things and then they call central enrollment and are told there aren't spots, that's where the confusion's coming because we obviously have spots if we're getting our classrooms closed. Um, but when centralized enrollment comes and says there aren't spots, it's contradictory. It having to enroll in a different school to transfer to a new school. It's just not an inviting environment for new families to

158come into CPS and it these magnet programs are some of our most successful programs and I think it does not give a good first impression to be totally honest. I think um board member Arm Brewster it's partly um it's the system and it's one of the things that board members have said um for quite some time we have to start with the recruitment and the recruitment has to start earlier that helps us to be able to make the best projections possible. Some might say that our magnet schools are in a more stable situation in terms of their staffing because they know what their staffing is going to be. The neighborhood schools, however, aren't as stable because they're constantly getting kids enrolling even yesterday. Absolutely fair. So, I think this this conversation is systematic and starts

159with the recruiting and making sure we have a clearer and a best picture of how many students we're going to have from the onset. So, students Yeah, >> makes total sense. And I hear you on the automatic enrollment being very open. I would argue that that happens in magnet schools too because of the shifting of seats, right? So like everyone's enrollment is shifting constantly. Um, I I just feel very strongly that um I want the district to be placed in the best light possible. And when I have Facebook comment after Facebook comment being sent to me about how confusing the enrollment process is, that tells me that we have opportunity to improve the enrollment process. Um, and again, I'm not asking you to switch it back to schoolbased. That that was chaos, too. I'm not

160saying that's perfect. I'm just saying we should be looking at what calls are coming in, what's the contradictory information going out >> and work to make sure that next year these problems are a little bit smoother so that our families feel like they have choice. That's that's the whole district. That's the point, right? That is the choice. um and they have that information up front and they have the ability um to enroll their student in the school they they feel is best for them. >> Other board members um I saw board member map and then board member Bolton. >> Uh just quick question as we're talking about enrollment and it does pertain to um the monastery enrollment um as well as policy. Um it doesn't have to be a long discussion but just a question

161around um for our students that have gone through the um prek through sixth grade experience um with our two corridors for Monasuri uh high schools, right? The the uh selection process. Um can you speak to how uh we have a policy that is uh stating we have um high schools of choice right um but it the the process in which we have in place around our monastery high schools kind of well not kind of but it is pretty much conflicting with that and so I'm bringing this question up because I know that there's questions around like equity in terms of yes, we created or I guess it was created was prior to my time. Um the the conversation around if you live on the east side, you would go to Clark Monatory, if you live

162on the west side, you would go to Gamble Monastery High School. And I think from the initial lens of it, it was to kind of address like a equity right uh focus. Um but I think it's now creating an additional equity concern. um because there are families that are on the west side that do not believe that gamble is a viable option um at its current state and are interested in being able to go to Clark Monastery. So, I'm just trying to get an understanding of how we navigate that um especially given the fact that there is the um the school of choice high school option policy. >> Yes, ma'am. Appreciate that question. this has been a uh long-term concern and so yes, this is about the number of seats that are available regardless of

163where you live. So we also tried to address this with Clark last year by making some adjustments with our facilities, but I believe the board felt like not right now. So um yes there have been people on the west side address on the west side who have been interested in Clark but because of their capacity we're not able to honor that. I think one of the pieces that happened at Gamble Monastery a few years ago is there was a decision made that data monastery would only accept exa number of students because of shifting to the international balariat program that shifted students that would have ordinarily gone to dator to gamble monastery high school with no monastery experience I'm hoping we're I believe that we're getting to the place where the incoming students students are students

164who have monastery experience at those westside schools and so there would be a more um robust monastery pure monastery um program with young people with that kind of experience. It's it's frustrating. I do have an idea that could happen for Clark, but I think it it's not right now. >> Okay. >> In order to create more seats. >> Okay. Definitely would be interested in hearing that. um if it's at a later time that's fine. Um but also I'm just wondering I I don't recall it being reflected in policy and maybe if and maybe it is and maybe you all can direct me to that I can go back and look at it but um is it a procedural um thing that we have in place to say if you're on the east side you go

165to Clark if you're on the west side you go to Gamble. It's procedural. >> Yes ma'am. I don't think it's in policy. I do think it's procedural along with the rolling up of those sixth graders to those seventh grade schools. >> Okay. So, um I I guess my thought is around if um if the policy committee would be willing to maybe explore this in policy around, you know, how we continue to maybe uh lean into finding an equitable solution um to this concern and and maybe that could be a platform where you maybe share um Superintendent Murphy some of the things that you're kind of thinking about. Thank you. >> All right. Uh, board member Bolton and then board member Lindy. >> Yes. Thank you. Um, couple things. Uh, >> anything that takes that long

166to explain >> probably is a problem. Uh, and I understand why it takes that long and I understand procedurally and in fairness and in the name of everybody having an opportunity, you need a you need a serious process. But it is confusing. People don't understand the pathway of choices that they have for their kids K12. And I think that's I think that's some area where we could continue to improve. And I know it has improved first after that the high schools of choice with the exception of those that are exclusive based upon uh testing or uh tryyouts or whatever. All of our other high schools are high schools of choice, but they are not magnets. >> That is correct. >> So any high school that tells you they don't have space is is telling you

167a falsehood, you have space and you will accept the people that want to go to that high school. And and that's a real problem. and it's less of a problem now than it was 5 years or 6 years ago where people would actually look at records before they had even let the kids in. Um, another another concern I have is I know just recently uh some of the Walnut Hills testing was done and and families were notified. Um, I I would hope that we can review to make sure that in that process of having kids attend and do the tours that some kids aren't so told so late or they might be the very kids that we don't have the right address for. There's a chance for exclusivity there that I would hope we were

168kind of counterbalancing with with review. Um we shouldn't uh I hope in this strategic plan we do what we have tried to do uh for a number of years and expand the seats that are marketable. We should have for anybody that wants to go to any of our schools that are particularly marketable for whatever reason. We should with the facilities that we have and the effort that we spent on facilities there should be seats available and we should if there aren't as the superintendent mentioned we tried to deal with there's an interest in more monastery seats well then we need to make them and part of it we have very outstanding monasuri schools elementary schools on the west side and the east side and what have you and I think this gamble clark thing is

169actually dissipated in the last couple of from where it was but not enough. My my interest is again to put forward the Melanie Bates thing which was we need a third monosuri high school and that goes to the facilities piece that is is being has been discussed. there should be the same number of elementary monasteries in all three quarters and there are not and that's a problem. Um on enrollment unlike almost everybody else I'm really into in uh open enrollment too outside the district because I think that's part of our future as well. But of course we have to take care of our own families and our own kids first. That's why we have to expand seats in the most marketable and we also have to have enough seats for our staff members to be

170able to have their children attend the schools where they teach or where they want them to attend. It's a major major recruiting tool for families. We have to get enough seats and they have to be to the point of uh well I don't I think you made this earlier in the evening so I won't say where you made it. We we we have to have these seats where we need to have them. And for whom for whomever is interested in being at CPS because all around us districts are are shrinking and we will have to be big dog. >> Uh board member Lindy and then board member Crosset and board me and vice president Moffett. No, I was just going to say that that happy to take the policy whatever is most helpful for for

171any board member. I would use this as a chance to plug an email that Phyllis sent this week which was for any topics that board members would like policy to consider. Please send to Phyllis. She's going to compile a list for us and we're going to work our work through our first plan. Uh and then in six months we're going to do it again. Um and uh always happy to take anything that would be helpful. Thank you. >> Uh board member Crosset and Vice President Moffett. >> Thank you. I'm really happy to be on finance committee right now. >> Um, >> Jeremy, thank you. You have a very complex >> problem and your work in this area is much appreciated. Thank you. Thank you. Thank you. Um, I think I heard a suggestion or I

172mentioned there was a suggestion about there was Facebook uh comments. Um, I think all all of us if we get Facebook comments, let's forward those in because those are going to give us the give Jeremy the insights he needs to get to bring about clarity. So, forward those on. Uh, for what it's worth, if you know that's helpful. Also, I um want to reiterate what um board member Bolton said about um what she said marketable. I would say be sure we collect the data on the schools that have more applications than have seats. It's just another way of saying that I think and perhaps better but I'm teasing you but uh you know something about that because as we do the strategic plan I think it's going to be really important to to understand where

173we where we have uh opportunities. And then the last thing around that, you've got this really cool thing. You're doing these maps. And I think that the maps not only have to reflect the difference between where our schools are and where our students are, but also three and four and five years out. We've got to take at least a chance to look at the demographic of where student populations might be growing. perhaps otr or the west end, you know, all wherever the con construction is, new construction is or even Evston has so much new construction. It's pretty pretty amazing. So, not just a static view, but maybe a little bit of a projected view if possible. So, thank they're just suggestions. Thank you, >> Vice President Muffet. So, a lot of what um what I

174what I kind of wrote down has already been shared, but I do want to say thank you because I think you are the face, unfortunately, but this really is directed to the administration, to the superintendent. So, um thank you for being that shield. I I really do appreciate it. Um I won't repeat or try hard not to repeat. I just want to reemphasize um I I am a Monasuri fan. My kids went there and my grandkids are currently in the program. But I do feel like board member Bolton, you know, the the the fact that you had to explain it for 3 minutes means that there needs to be significant engagement and further clarity to families because that's not realistic for you to have to do that. Nor is it realistic for us as board

175members to hear from the community that it's not clear and then we have to wait till a board meeting or we have to send an email. I'm going to once again invite the administration to continue to make the process a little bit more easier for the community because it's really ridiculous that there is that much confusion even amongst our own for a process that is about enrollment. We find ourselves in a position where we need to we need to grow. We should not make it more cumbersome for people. We should make it far more easy for them to get on a list and understand where they are. And unfortunately that's been a concern for many many years. Um I I do think when we we talked about um the ad hoc many years ago which

176seems like a memory now but um we talked about pathways and choices for families. We talked about um schools of choice neighborhood schools. We talked about all that stuff and we we we packaged this this under the guise of a growth plan. But I don't know in looking at enrollment data if we're truly growing. And so that is a concern for me. I'm looking at you, Jeremy, but I'm really directing this to the administration. So I feel bad cuz I'm looking at you with this disdain. But but I really mean what I'm saying in that throughout all of this process, this this is not growing. And so at the rate that I had anticipated it would. So let me just say that that is me. Um, employees should be able to get their choices to

177board member Bolton's point. It's ridiculous that they don't. We need to encourage and incentivize our staff to send their kids here where they where they actually work. And I have fielded way too many emails by staff that have been like, can you just help me? I I just I need to get I will pick them up. We're not even asking for transportation. I've sent them to the administration and the answer is well we can't let them in here because it's it's too difficult. It is too difficult. And I'm not saying we should make a concession for everyone but if I teach in a building I'd like my kids there. What's the incentive to keep me recruiting? And I'm not that's not for me to figure it out. But I'm telling you you need to figure

178it out. I know for a fact, we're not going to sit here and to board member Lindy's point, let's have transparent conversations. High schools are turning away kids. >> Flat out they are. It's ridiculous. Again, we have fielded many, many emails from people that said, "Hey, I want to go to Aen. Hey, I want to go to" and they can't get in. Needs to be fixed. One complaint should not have 15 behind it because it never got fixed. So, that's something that you guys need to to look at. Um because I'm not I don't want to hear it doesn't happen. It happens. Um I'm concerned about Bramble when we talk about monasteries. Um I had an email when we were first talking about Bramble. It wasn't open yet of a parent that wanted to go

179from Sans to Bramble. And the answer was no. >> I don't understand that. I do not understand that. So I want to understand why within our own system we're turning away people that want the system. They want monatory and they can't transfer. These are things that it sounds great for us to to get up and give a report on numbers but it's turning people away. If people have they take the path of least resistance. If I got to call five times to not get an answer I'm just not going to do it. And so to my last point, perhaps we you need to survey or some kind of way engage the people that use the system because they're telling us that it's not working. And I'm quite frankly getting tired of relaying a message with

180the same end of well this is how it's supposed to be and it's not working that way. So I'm going to invite one more time. Hope these notes are being taken by somebody that this is problematic. You have a whole entire database of people that have requested to enroll in certain schools. Ask them how the process is. Ask them what needs to be fixed. It's not a hard lift and it's definitely not a hard sale. But you also need to find out if people are just giving up >> or if they're just like, I I had to go through this three times. I had to call customer care five times. They're taking a beating. customer care is taking a beating because the process is not clear. That's not fair. And so, thank you. I'm not

181fussing at you. I feel like I'm fussing at you and I don't want you to have to take that. But I'm really directing this to the superintendent and the team like like we can't This is This is probably year five. I've been complaining about the same thing. This is because it's the fifth year I've been on here, guys. And it's just ridiculous. I want our neighborhood schools to have to the value for our neighborhood schools to have just as much promotion because we've got great stuff going on in our neighborhood schools. Some of them are rocking it and the staff is turning out some excellent results in our neighborhood schools. So, I don't want us to posit this like this is ma magnets monasteries versus neighborhood schools and if you don't get in here, you

182don't have a choice. I've heard that before. That is ridiculous. We've got great stuff going on. our kids in our high schools and our neighborhood high schools are bringing in millions of dollars just like other or seniors just like other schools. So, I don't know what it is to fix it, but this is the right time. But I've given some great suggestions that I don't want to keep hearing about. So, hopefully um we can we can do some surveys, we can engage our staff. Um we've got some great stuff coming with regard to career tech. Um marketing, communications, engagement remains a constant problem for this district, a challenge that I'm going to, you know, keep saying, can we fix it? Can we fix it? Can we fix it? So, it's just my plug in 2026

183for the same thing that I've been complaining about before, but I sincerely appreciate sincerely appreciate all the work that you're doing and for you standing up here taking all these bullets. >> Pro's happy to do it. So, uh, in an effort to keep us moving forward, I will say some really, really quick statements and then hopefully get us going on to our next topic, uh, the night so we can get out of here at a reasonable time. Um, but I just want to do two things. One is I I I know it's a little bit of a a hidden secret, but I think we have some strategies that are coming out with regards to recruitment that I think it would be great at some point we start to talk a little bit more about because

184I think part of this issue is how we recruit folks and when we recruit folks. um we've traditionally waited to recruit folks till the lot till the uh enrollment process starts and I think the truth is we need to be recruiting people well before enrollment starts and so I think there are some steps that are being taken not to spoil any future secrets but um so I think that's one I think the other part to it is the experience when they're going through enrollment needs to be clearer and cleaner I know we talked about this last year with making sure that language is very clear and and consistent so that folks also understand what those things mean and whether that is some type of we've done it for a lot of other things where we've

185done video tutorials we've done other things like that where we've had things at the beginning of the process so that folks understand what happens >> because the other part is I get a lot of calls also but it's more about like hey I haven't heard anything yet >> right and I think that's just it's a reality that the system by nature of certain things has some delays that will invariably come up I mean even when it's perfectly done each in a year which I haven't been here yet for when it was perfectly done but one when it is perfectly done, there will still be certain delays that happen in certain folks getting information because of state legislature decides to change the laws on enrollment, the state, you know, things that happen. uh but us having

186really kind of a clear guidance and clear information and it not necessarily means we have to change per se the process but also maybe change how people understand what those steps mean because I think to one of the points that was made by uh board members is that if you are starting the process after for instance the magnet lottery has occurred where you are in your process may be something that needs to be really clearly understood of what that means but maybe that's fact if we tell people in August and September, here's when that process will start. Here's what you need to do. Here's where you need to be a pet of. And then we are recruiting them all the way up until the start of that process. They may get into this process earlier

187and be clear about that. So, I do think it's a it's both a function of the recruitment strategy side and then also once you're in the enrollment process side, how do we make that part smoother? And then the one last thing I will add is I've been, you know, again, the things I've pushed and and not really pushed that hard on because that's not me, but um making our process more expedient, more efficient sometimes means making it more digital friendly. And I honestly believe that the more we get closer to allowing people to do stuff from just online process and be able to go through the full process, whether it's preschool or kind or kindergarten enrollment or seventh grade and and and wherever else they might bring their kid in, will allow some of the

188things that I think is the difficulties in our enrollment process to be done more smoothly and quicker. Um, I think one of the challenges that I've heard from folks really is that like if you're especially if you're an out of the district person or you're a first time enrolling your child into the district at kindergarten preschool level that there is a lot of uh duplicity in the initial process that folks feel like they're going through. And so I just think as long as we can clarify some of those process steps to make sure that yes to I think Jeremy you mentioned earlier student you're enrolling your student for the first time you're going through focus you should just be in focus right like there shouldn't be a reason for you to come to the district

189office but for many parents there are times where they're coming down to talk to someone about a process or they're asked to do stuff to bring information in that they've already loaded into focus and those type of things. So I just think looking at those processes to make sure the folks on the on the front line are give are communicating out the right information because I think sometimes there actually is the right answers happen is the right process. It just may not be the information being shared at the front line. Um but I appreciate superintendent you bringing this topic as one of our uh our community's topic. I think she'll be thinking about other topics from now on as you do this process. Um, but let's keep the uh keep the day going. And I

190am actually going to ask board member Bolton to present our topic regarding board policy. Uh, or actually, I'm sorry. Let me go back. See, this is why I need to follow the script, folks. I really do need to follow the script. >> I'm asking board member Bolton to please update the board around the following resolution that is coming to the stage. That'd be great. Uh yes. uh as you see on the agenda and as we've already been briefed uh earlier in the evening uh and uh have heard from two gentlemen uh earlier in the evening uh about what we're about to uh introduce and it's a resolution authorizing the filing of 20 original board of revision complaints as authorized by Ohio Revised Code uh with the Hamilton County Board of Revision asking that the true

191value of the properties on the 20 attached resolutions incorporated herein uh by reference and included uh in the appendix to this resolution be increased to their respective sale prices. And the two gentlemen referred to the fourth item in the packet and that's the one that is uh on 921 William Howard Taft Road. uh and uh I've been uh advised the general counsel believes that we need to proceed anyway, but the general counsel uh and CPS will be reaching out as well as those gentlemen reaching uh to to general counsel. Yep. about that one item, but that the whole package needs to be uh moved and hopefully seconded and passed and general counsel is able to describe what this means before we vote or do you want to do that as part of discussion, Mr. President?

192>> I think it' best do it as part of discussion. So, we kind of one >> I so move that this resolution be adopted. >> Second. Thank you. >> All righty. So, any discussion? Um and maybe first let me have general counsel just give a quick summary there and then we'll go to the board members if they need. >> Yeah, just a moment to say that this is a part of the district's process to ensure that uh it's receiving property taxes based on real values of property within the Cincinnati public schools. Our outside council actually goes through a process each year of looking at sales from the previous tax year to look at sales that substantially exceed the value of those properties uh on the uh Himlin County auditor's site. And so each year we

193identify properties, they have to be at least the sale price has to be at least 10% higher than the county auditor's uh valuation of the property and at least $567,000 in in excess. Um, we take those properties and we ask for the board's permission to file complaints. Uh, all the property owners receive notice and that's why, uh, we we'll get some questions. Already asked our council to follow up with the, uh, representatives from the Alexandria Senior Housing before we file the complaints. Um, and if there's any other concerns, occasionally there are some reasons why the property sale substantially exceeds the value of the property, and we'll follow up on that before we file the complaints. But I am asking for the board to approve uh the resolution of the 20 original board of revision complaints.

194>> All right. Uh do board members have any additional discussion. >> All right. Seeing none, Treasure Augustine, do your thing. >> Miss Arburster, >> yes. >> Miss Balden, >> yes. >> Mr. Crosset, >> yes. >> Mr. Lindy, >> yes. >> Miss M. Vice President Moffett, >> yes. President Craig. Yes. >> Going back to my script here. >> General Castle, come on back up. We have a little legislative update. >> Thanks. Uh, I'll just take a few minutes. I was asked to provide a legislative update on several pieces of legislation. Next slide, Rob. The first is Ohio House Bill 671. This has gotten a lot of attention. Uh this is uh Representative Calendarer's proposal for all uh schools that um have participated in the voucher uh litigation to have all of their school funding withheld. Um

195>> oh my god, >> this got a lot of immediate attention uh because 320 of the 600 school districts in the state are involved in that same litigation. This would involve the withholding of billions of dollars of uh state funding. Uh Representative Calendarer has since announced that he plans to ask for the bill to be re revised such that only the funds that districts have spent on that litigation be withheld. Again, that's still a significant amount of money. And uh the group that uh the board is a part of vouchers Ohio has said that the legislation is still unconstitutional even in that version. um whether it's one dime or $1 million being withheld, you can't prevent uh the district from participating in this kind of litigation. So that's the first piece of litigation or legislation,

196excuse me. The second I was asked uh is a more recently or an even more recently proposed legislation by Senator Brener. Um there are number of parts of this bill, but I'll focus on just two. Uh, one relates to it expands the uh, Ohio Revised Code requirements for involuntary sale of property by school districts. So, this is about 20-year-old uh, legislation that says for unused school property, the board is required to put that property uh, up for sale uh, to offer it to charter schools. uh this the this legislation would expand that to specifically define unused school property as any any school building uh the enrollment of which is less than 60% of the maximum established in its certificate of occupancy. Um this is problematic because we have schools that are lower enrollment because they

197serve students in lower class sizes such as students with disabilities uh and other other students. So um a lot of problematic uh it's pro the definition itself is problematic. In addition this would expand our involuntary sales not only to include uh an offer to charter schools but also um chartered non-public schools that's private parochial schools. Uh we would have to offer our properties for sale to those schools as well. Um, it could involve us having to offer uh our properties to charters operating outside of our district for the first time. Uh, and it requires annual reporting of unused school facilities. In other words, that these would just be available on the market. Um, a lot of problematic uh provisions there. The second piece I think that's noteworthy about this uh litigation relates to um the

198they they have proposed Senator Brener is proposing that the state board of education would be allowed to suspend, revoke or limit a superintendent's license for any quote knowing violations of state law. Would also say that the board itself and board members would lose their statutory immunity in cases of knowing violations of state law. I think the crux of that is who is determining what is a knowing violation of state law. I understand this is in part a reaction to a lot of struggle between the Columbus city schools and the state on transporting students. Columbus is doing everything it can I'm sure but is having uh using payments in lie of transportation and other means to try to fill that need. uh that has not been satisfactory I think to some members of the general assembly

199and I I believe this is intended to say that somehow Columbus is knowingly violating state law. We and many other districts have had challenges with transportation. So I don't think this is limited to Columbus and and there's other areas as well that someone could have a different opinion about what a knowing violation of state law is. Uh the last piece uh just three additional pieces of legislation we're keeping an eye on. Uh one was you might remember um uh uh Senate Bill 127 that that was uh legislation that was in introduced last April 2025 uh related to um schools uh academic uh performance and whether they would be subject to closure or running by a charter school or a university. Uh, this bill hasn't gotten much attention. The last hearing, I think, was uh, late

200spring of 2025, so we're keeping an eye on that. Uh, we're keeping an eye on House Bill 42. This was legislation introduced requiring school districts to collect and report data on student immigration status. Um, again, that hasn't had a hearing since um, November of 25, but obviously of great concern to our ESL office and our immigrant and refugee families. And finally, a new piece of legislation we're keeping an eye on is House Bill 420. Uh, this was introduced and proposes to stop all continuing property levies in the state, uh, school districts and other public entities. Uh, the Cincinnati public has, I believe, two continuing levies. They were passed prior to 2000, but I if passed, we would then have to put these continuing levies on the ballot on a regular basis. So, uh, keeping an

201eye on that and other leg litigate legislation, excuse me. Glad to answer any questions. >> All righty. Any questions from board members? >> Uh, Vice President Moffett. >> So, thanks, Dan. And I actually um kind of followed some of the legislation. So, thank you for the update. I want to also ask about um House Bill 326, which is it says that it will it's it's listed as to allow public schools and charters to choose any national standard assessment. Do you know what impact that would have on us? Is that necessarily a bad thing, a good thing that says that's one of the things that um this organization said that they think should we should be watching that particular one. Do you have any update on that? If not, we can have it at the next

202meeting. Glad to take a closer look. You said 326, correct? And relates to charter schools academic testing requirements. >> It's about standardized testing and it's a standardized assessment, excuse me. And so it says that publics and charters can choose any national standard assessment. I'm just curious because they said that it's one to watch, but I know that there can not be any there there was always underlying intentions for us. So I'm wondering what would those potential underlying intentions be? >> Glad to review. I'd want to check with our curriculum department too to see what what they would have to say and report. >> Also, Senate Bill 113 and 155 and some of these could have be stuck in the same bills that you've mentioned. It's the diversity ban bill, the K through2 diversity ban bill.

203Wondering um has there been any movement on that one? Again, that was a last year one, but these are just just take the list down and you can kind of >> if you want to send it to me. I'm I'm glad a lot of these the legislation that was introduced for the first time in January, February, March of 2025 is resurfacing in other bills. Now, that's certainly the case with uh pretty much everything in um Senate Bill 311, um which uh is is almost it's a lot of the pieces of the annual budget appropriations bill that weren't passed or were uh vetoed by the governor are now being brought back up. >> Yeah. And I guess the overarching point is that this stuff kind of changes all the time and they kind of absorb little

204things and then put them in other bills. And so, um, is there a way, do we happen to have any instructions anywhere on our site or any directives that we can send people to that need to that are offering to help us kind of advocate for this? Um, >> the two groups I think we rely on the most right now are OSBA, uh, which tracks, uh, legislation, and then, uh, the Urban 8, I think, uh, government relations, uh, they have a pretty good function. So, uh, those are the two groups that we probably, uh, follow the most. >> So, I'm saying, thank you. Is are are we able to send this information to people to help us advocate? Do we have something because they're not connected to the urban aid, so they would not know

205what we're talking about. But because these do adversely impact our district, do we have a vehicle in place so that people can or can we direct them somewhere so that they can advocate on our behalf? >> Glad to follow up with our communications as far as our website for the um voucher legislation. I'd point them to the vouchers Ohio website. Okay. Um, and then again, I I do think OSBA, there's pretty up-to-date information on legislation that affects school districts. >> And OSBA is >> the Ohio School Boards Association. >> Okay. So, they can go there and listen and u advocate for us, too. So, okay. And then I'll send you a list of ones that I'm watching. >> Thank you. >> That I think we need to be made aware of regularly. Thank you. >>

206Appreciate it. >> All righty. Uh, so Dan, you can probably stand there because uh the next couple also probably will involve you in some way. Yeah. Uh the next one on our board matters, inquiries, updates, assignments that were sent in, uh board Bolson with regards to board policy 5421. >> Yes, thank you. uh once the the board votes and and makes something happen u uh it it's happened and I not rethinking or secondguing or uh stating any criticism of it but I am interested and this is the one that pertains to the grading on the report card uh I am interested as this title indicates as to how it's going to be implemented um and that I think we can ask administrator ation and I if I read the policy correctly, it it does suggest

207that um sometime yet in this school year uh at least once uh this kind of come to come to be and after this year as I understand it at least twice a year it be it would be done uh over the academic year. Um I'm concerned from an implementation uh uh totally from a communication standpoint. I don't know if this is the best way to trying to get it done yet this year at least once is the best way to introduce this to our families. I know there's been some engagement. people have testified and and and talked about it, but what we're really talking about is it does does the policy call for a full district uh distribution at least once this year or uh is it u somewhere? I mean, is it could it

208be not everyone but some or would we be doing this the fourth quarter and then send people out into the summer? Uh, I've just I'm just concerned about the timing of the implementation, not whether or not we do it. I'm not arguing that that passed 6 to1, but I I am concerned about the implementation um that is demanded as part of this policy. And so that's what I would like to talk about. >> Uh, over to the chair of policy committee, board member Lindy. >> Uh, sure. Thank you. Um I think we've had some robust and good conversations about this not just this year but even last calendar year um with the the previous committee with Mrs. Weineberg and Ms. Map would invite her if she wants to share anything from her time there but

209um before the committee recommended a policy and the recommendation did have that timeline in it um that came from conversations with the administration uh with the superintendent um with I know Mr. Galahghue was in several of those meetings because we wanted to figure out, you know, what is a way to do this on a timeline that that one could do well. Uh, and so part of that idea was not doing the spring report or the uh, sorry, the third quarter report card, but doing the end of year report card for this year. I think that even with that, I want to credit the superintendent with pulling together, I think, a a a good diverse representative committee of people to figure out all the details. Um, and I would just you probably have more that you

210could share on that front. You were updating us on this at the last meeting. >> Yes, sir. Uh what I shared last policy committee meeting is we be prepared to move forward with fourth quarter beginning this and that the deputy was gathering a group of stakeholders to be able to work through what this needs to look like, sound like, feel like based on the direction from the board. >> Other statements about Vice President Muffet. So, I had an opportunity to speak with um board member M and board member Weinberg, former board member Weinberg who was on the policy committee and I wanted to understand how this how this came about just a with a with a little bit more context because there is so much conversation around it and there is a lot of engagement

211around it from not only uh CTF on behalf of the staff but also um parents, multiple parents, not only the two groups that have come, but other parents have stopped and asked and I've had an opportunity to speak with some staff. And so I am I suggested in policy that there be a pilot this year um and was told that according to uh the policy chair, Bo Mindy, that's not in the policy. So we would have to come back and I guess suggest a pilot. But what I suggested in the pilot because this is for elementary schools to my understanding is grades K through six is that there be robust conversations and a collection of teachers, parents, maybe even some students from a multitude of grades across many different grades across many different schools. And

212then they come up with something to either devise for the fourth quarter to sample to test out and then that roll out can be for the next school year or they do it for the first quarter next school year or whatever but it just be a test run and then you collect more data you collect more information. I don't see where it has to be I ready. There's been a lot of conversation around that. Um, but I would prefer if the parents want to they want to see something and none of those parents that have engaged say they had to be ready. So I guess I just don't I don't I I I want to see more engagement around this from the people that are impacted by it directly. I particularly want to see a

213small sample because I want the administration to do this with fidelity and not rush to do something and then everybody's complaining about it later. Um, I just think that there's time and space for us to if I guess it a calls for us to amend the policy according to um, board member Lindy, but I would like to see something small and then rolled out with with engagement and then rolled out to everybody so that everyone buys into this. And I'm not saying don't do it. It's already been passed. But I would prefer to see that it be done with more fidelity. So that was my suggestion. And I thought this was coming to the meeting today from policy because I, you know, it's not in the policy to have a pilot. So, I'm glad that

214this is a different discussion. >> Uh, other board members, board member Matt. >> Um, yes, just trying to kind of process u my thoughts here. Um, I am interested in moving with moving forward with the policy as is. Um I do think that uh vice chair maf you bring up some you know um very important points in terms of a pilot. Um I do think that providing this information on the fourth quarter report card would kind of would serve as that where we're able to gather um information and feedback right on how to improve that. So when we were in policy discussing this, we did have a really bo robust conversation about what the policy would entail, what would be most feasible in terms of the standardized assessment or benchmark um as Mr. Galhu as

215well as uh Superintendent Murphy um and her team have presented all of these things. Um, but I do think that there's a level of urgency around uh providing this information and and the summer could ultimately be a great time to uh gather some additional data, right? So once we roll it out, we are able to take that time to maybe uh syn synthesize the information a little bit more so that in the upcoming year if there needs to be adjustments or tweaks made we are able to do that as well. Um but I do recognize that in many spaces as we continue to look at the data, there continues to be that misalignment with where we are with um the academic uh you know content level grades in relationship to where our students are um

216in terms of standardized or the benchmark assessments. And so I would be interested in making sure that we continue to move forward with the policy as is and use that to collect any information needed to see what we can um adjust for the administration. >> Any other board members comments to this board member Lindy? >> I can go list other people have other things and I'll be real quick. I just I think um we are uh having here um a version of the conversation we had in policy um last meeting. It's not bad. It's just this is an important issue. I'm glad we're talking about it. I just do think there are very real pros and cons on both sides. Um and I'll share here what I shared in policy because not everybody was there.

217Um Rob, I don't know how hard it would be to find that graph that we looked at together. People have seen this. It's the same one I've showed before. Um, but the reason I want to pull it up is I think it's important to understand that even based on our own numbers in many schools, we are currently sending home report cards that have A's and B's going to students who are multiple grade levels behind. I think it's important that parents know that. I offer that both because that's what the data shows and as a parent for whom that information was incredibly important. I have 20 years of help learning how to read an I Ready report. Uh and I was had my kid enrolled at a school that was sending home the I Ready report

218and that doesn't happen at all schools. Um so the the the SL the slide here is up here. I won't talk through the whole thing again, but if you just look at schools A and B, these are schools where I think a reasonable parent looking at a report card would take home an inaccurate understanding of how their kids are doing. And I'd like to see us I'm very glad that the board approved a policy that has us address this as soon as possible. So that that's my current position. I shared that in the meeting. Um, I certainly respect my colleagues uh ability to come to different conclusions. Um, but I didn't want to share with the full board what I'd shared in the meeting last time. Thank you. >> U, let's go board member Crosset

219since you haven't spoken yet. >> Yeah, I I um I'm in much in favor of a pilot. I was actually going to make an assignment tonight for there to be a pilot on this. I think that there's some unintended consequences with this that we don't know about. And I think I think what's going to be really important and we discussed this when we passed this policy that the key to this whole thing is the parent teacher conference. That's the key to the whole thing and how this gets talked about between the parent and the teacher is going to be key to the success of this. I think that there I'm worried about a kid that's going to get hurt about this. We're I just think that I like the idea of a pilot. The pilot

220doesn't necessarily have to delay anything, but I I think that there's some value in having a little bit of a group of teachers and parents go through this so that there's some pitfalls we can share with everybody that we can avoid. Um I I don't think we did a very good job of vetting this policy um for its effectiveness. I think I think there's you know the chart is dramatic but I also know that you know there there's kids who get motivated by an AE and that brings up their achievement. You know there there's a lot of different variables here. So I would I you know uh I support Dr. Kareem with the pilot. I just voiced that. I might not may we may not have the the support of everybody but I think it's

221important that that get recognized in some form. Maybe that doesn't have to delay the fourth quarter. Maybe there's something we can do now uh to to avoid some pitfalls, but um that's just my comments. Thank you. >> So, I'll share a few thoughts because I haven't gone yet and then I'll go to board member Bolton. Um I I want to say again, this is my frustration with how this board operates. >> We voted on something. We saw what it said. We had multiple meetings about it. Dan came before us and explained it. We had multiple recommendations here. and then we voted on something and now we're saying what we voted on less than three months ago we don't want to do the way it was written. If we're going to keep doing this then we

222have to slow down on doing these things or we just have to accept the things that we decided upon because at the end of the day to sit there and say that this is something that was we didn't do the necessary steps and we didn't do but we voted six to one. >> Mhm. I mean, I don't I don't really understand how we can sit there and say that to people and then expect people to trust the things that we vote on, we're going to do. The second thing I will say, the policy is the policy. So, if we want to change the policy, go through the necessary steps to change the policy to create a pilot. You cannot create a pilot a pilot for the third quarter grades right now. It is not feasible

223to go to folks and say at this point in the semester, we are going to create a process that would have something done by the third quarter. Moreover, if we're going to do a pilot for the fourth quarter, my again my frustration is what information are we going to gather from that conversation that a parent and a teacher has after the fourth quarter, they're not going to have it before they start the next semester, the next school year. It is the reality that I appreciate and and understand the concerns that some have with regards to seeing the seeing the I Ready scores on the report card. I also recognize and appreciate the fact that for so many of our families, if that A means their child is performing at a high level, that's great. If

224that A means that kid tried really hard and was really well behaved and did everything that they were asked to do in class with the assistance of others and everything else, but then when we send them to that next school and that next opportunity and they can't perform, >> whose fault is that? Thank you. >> And I asked that question because I know of kids >> who have come through our schools who have been at the top of their class. >> And when they don't get into programs that they want to get into, they're told, "Well, but you were the smartest kid in this class." I've seen kids show up to college where they have struggles with certain things you were supposed to learn in the seventh and eighth grade, but because folks said they

225tried really hard, we moved them through. Now, I'm not saying that is every child in that process and nor am I saying that every school does this. But I think the the truth is we voted on a policy based on those understanding and those parameters. And I think if we're now saying we want to change what that policy states that it should be something that gets proposed, gets motioned, gets voted on, and we see where the board lies, but then we have to live with that vote. And so I just I'm I will continue to keep saying this because I said it long time ago and I keep saying it now. We vote on stuff and if we vote on stuff, we got to live with what our vote said. And if we're not willing

226to do that, then honestly, why are we voting on these things? I'll go to board member Bolton and then Vice President Moffett. >> Well, I would uh have several comments. One of them, I don't understand the alignment issue. As a person that taught for 36 years, I do not understand reading level and alignment with a subject grade on a report card. I don't get it. I think this is hurtful, but I'm not going there. I you know how I voted. I'm trying to address how you implement it. If you want this to succeed, doing it now without proper engagement, without getting it kind of ready, the community ready for this. I'm arguing and discussing and advocating about the implementation, not the substantive issue. I lost that case. Got it. I can move on. But doing

227this, I think the administration failed miserably on this policy. I think the unions failed miserably on this policy and I think that the policy committee did need to slow it down and the next to last time before the vote it was assured that we were going to get more input or what have you. That's water under the bridge of living with it. But implementation with our families, the last part of this school year, introducing something that is this big, it I would say needs to be done in a way that is much more organized and thoughtful. Um, and I I feel very strongly about it, but you know, I I'm I I agree with the president Craig, we did it. I hate that when we go back and d but in this that's why I'm

228talking about the implementation and how best the policy can move forward. This isn't even the best way for the policy to move forward. This is this is a scalp on the wall is what it is in and we did it instead of how best to do this huge thing. That's all. >> Okay. Vice President then board member Matt. So I may I appreciate your solidity. Uh but I need to maybe be very very clear. I'm for the policy because I see that there is a benefit in parents being engaged. I said this in policy. I see this as being about engagement. It is the the teacher is the expert in that classroom. The parent is the expert in that of that student. And I think this is just another tool to be able to connect

229parents to the information about their students. So I don't want to be I don't want to have this my my my position on this be um conflated that that I'm not supportive of the policy. However, with any organization when you make a policy and then it impacts people and they start to share with you what the perspective and what they feel and think that something is going to impact them. I think it's very responsible for us to listen to those concerns and then come back and ask for or add to or take away from what we've implemented. I'm not asking for that. What I'm asking for is hey, and I thought that there was a pilot piece to it. I thought that that was kind of inferred only to find in the policy meeting that

230if we were to make the pilot that that would cause a change. So that's the reason why I um I'm I'm even bringing this up because I think it should be the responsibility. I don't know how that needs to look. It doesn't have to be I Ready, but I think there should be some connectivity. I don't think we should ask parents to print out something different. I also don't think that we should expect teachers to add to parent conferences. I think that it's it's a simple ask to put that information there because we do have students who are receiving grades that are not representative on both sides of it. We've got students who are gifted and talented >> and then they take a test for gifted and talented. They're gifted and talented, but they're getting

231C's and D's in classrooms. So, this is not about accountability to me. This is about engagement. I also brought up today and I'm going to share this that I was asking about the midquarter piece because it also says that under C provides opportunities at midquarter for students to obtain information as to their progress and we had a whole debacle about that. But parents are paying attention to the policies that we're passing. The community is paying attention. So I was just asking for more engagement and to provide because this let if since we're having real conversations engagement seems to be a problem. Asking parents for their opinions, asking staff for their opinions, asking students for their opinions is a problem. So I was just saying let's give the time and the space for the administration to

232do their due diligence and collect feedback because we're getting it at the board meetings. we're getting it at the emails and they can't seem to get it from people. So, let's just take the time so that they can roll out something with fidelity and everybody will be happy. But as far as I'm concerned, if it's if it's in the best interest of the board, I'm standing by it. But I think it's I think it's responsible for us to listen to the feedback of the community and pivot if we need to. I don't take that as a dig amongst my six other colleagues. I take it as being responsible, but we've heard feedback and so I think that it's responsible for us to take that. But if it's about just doing something, I would rather us

233do something and then not have to change it later, not have to keep pivoting. There's a cost associated with all of that, opting in, opting out. We've had all these different delayed conversations about it, but nothing has been presented to us that's going to happen from the administration right now except for we got some we're collecting some voices. So, I'm fine with whatever. I support the policy. I want it to happen for parents and staff, but I'm not trying to delay anything. >> Board member Map and then board member Armbber. Um, so thank you, uh, President Chair, uh, I said President Chair, President Craig, excuse me, for Miss Slate for your, um, uh, your response to addressing this and making sure that um, we are being accountable for the the policies that we approve. Um,

234and I appreciate my colleagues for saying that this is something that obviously we're all interested in doing and making sure that it is done with um, fidelity. I think that we all want that and I think that we all are looking for an opportunity for um, this to be done not in a space of opposition but in collaboration. I've heard that from the parents. I've heard that from the the teachers and I believe I heard that from the administration. So, I'm interested as this was approved in November for the administration to take the lead on moving forward to roll this out. And we do know that there are unintended consequences. There was unintended consequences that we're living through with the growth plan. As you talked about, it didn't it's not yielding any growth, right? And

235so, ultimately, we have to make sure that we are being accountable for how we show up. we can't have this level of hypocrisy that when um there are certain initiatives that we want to move forward where we we champion it full speed ahead and then there's other things that are moved forward and there's all this opposition. Um but I I will say that I think that the unintended consequences that are occurring is every time we delay this our students are suffering. our students are suffering drastically because as board member uh and President Craig uh stated, we get we have students that get all the way until 8th grade to 10th grade, 12th grade preparing to graduate from high school and they are feeling as though they are not prepared and parents are asking for that

236information. And so we had for the growth plan we had several of people we had a building full of people come to say that hey we wanted to slow this process down and we failed to engage then right I think that we can't pick and choose how we want to show up with how we move forward um with the decisions that we make. I think that as a committee we have done our due diligence to make sure that there was engagement. Um and I think that there's still opportunity for further engagement but I do think that the policy um needs to move forward as it's written and it is incumbent upon the administration to make sure that it is rolled out. Again, November is when we approved it. We're still waiting on feedback and updates

237from administration on how it will be implemented. Okay, I've stayed silent because I said my piece in policy and I stand by what I said in policy and my but I I I need to defend the administration because I do believe my understanding from them was they were ready to roll this out utilizing I Ready and we as a board have asked them to stop that process and rethink it. I specifically asked them to stop and rethink using I Ready, but like I don't want you guys to think that they didn't come back with a plan since November. They did. We have asked them to reconsider that plan. So, let's just be very frank on like the administration is not delaying this process. We are I am very blatantly delaying the process to get it

238right to your point. So, I just I want to give credit to the administration. They were ready. they had a plan and we've asked them to reconsider it validly. So, I just want to make that clear. >> And and just for record, I want to apologize to General Counsel Hoy who I said to stand up here when he had no conversation for him whatsoever. >> All right. Um, >> yes. >> Just to move us forward like because I want to get to the home. Um, we have a process. We have committees. Our committee is going to look at anything that the board asks us to take up. Um, Mr. Cross had something he wanted to send to the committee. If somebody has else has anything else they'd like to send to the committee, we will

239look at it. We'll talk about it. We'll have a vote. We'll bring back to the board what the committee votes on. But this is a democracy. We're going to disagree. We have processes for working through disagreements. I think we should use the processes we have. Uh, and I I will honor those wherever those processes go. Okay. >> Uh, probably not. Uh, I I think where we lie and I guess maybe the question goes to board member uh CrossIt if he wants to give an assignment to policy um specifically because again this would require a change in the policy as it's written um to create a pilot. So if he wants to send that to uh policy, I believe our chair of policy is that is something policy would take up as far as discussion and

240so >> Sure. Thank you. Yeah, I just u I do I did vote for it. I do support it. I'm I'm concerned about the implementation and if we could have a a small pilot project to help us avoid some of the pitfalls that parent teachers might have in conversations, that would be great. And I I don't know if we can do a pilot project and still not slow it down. That'd be great not to slow it down, but I I'm more concerned about having some tools that we can give to teachers is when they have these conversations. So, I mean, there is a big difference between a grade, which is, you know, an evaluation over time, and a test, which is a point in time. They really do measure different things, and that's a conversation

241that, you know, is worth being able to address. Well, if you're a teacher, how's that? >> Thank you. >> Okay. Um, so again, so the assignment on the floor is for it to go back to policy. Are there any objections to policy looking into whether or not a pilot program could be added as an amendment to uh what is this policy? 5421. Seeing no objections, policy chairs, assignment to you, your team. >> Great. >> All righty. Um let us move on to our next topic. >> Oh did you >> I I think um just a a process question because from my understanding it went back to policy before was that just on for the opt out conversation. So now this is pertaining to considering a pilot um from the policy committee. Um, I think it

242was kind of general rule and correct me if I'm wrong, but in the event that the policy committee determines or decides that you all are no no longer interested in considering a policy, excuse me, a pilot, will it stay um with the recommendation be to um to basically keep it as is? I'm It's based off you all's consensus, right, on how we move forward. We we would I think um invite conversation with the administration. Um any board member could could make a motion to recommend a different policy out of committee. Um whatever passes out of committee we bring back to the full board. Um so hard to know exactly which way it would go, but we would follow that process. The past policy would stand unless amended by the full board. >> Yeah. And the

243reason why I was just asking is because I know again from the last policy meeting you all made the determination that you all agreed that you were not interested in changing the policy, right? And so I I got >> on the opt out, >> huh? Yeah. About the opt out. >> Well, I think I think where we left it and this is this is a good point too. This is all in the committee report that was in the um that that Phyllis prepared for everybody. So it's all uh information people have. I also Mr. Craig, this is just making me wonder. Um, you know, um, policyy's been a very popular topic this evening. Uh, and if we ever want to reinstate a policy committee report as part of an agenda, happy to do that. Also,

244happy not to do that because I know we're trying to keep the meetings at a reasonable length, but just know that if that's helpful, happy to. I think there is an opportunity at any time if a chair of any committee and we only have two well three um would like to provide communication with regards to something that was discussed through committee and pull uh their their uh report from consent agenda. You are always welcome to to pull a report from consent agenda. That's actually the board every board member could pull any consent agenda if they so chose. I would I would maybe suggest that we use that power and authority uh judiciously and sparingly so that we do not uh get back to the days of the 10-minute report on what was done as part

245of the committee. >> Yeah, >> that sounds great. Thank you. >> And and I'm not saying that I needed it pulled out. I was just saying based off of what was discussed, I did watch the meeting, what was discussed as it pertained to the opt out option. And I know that you three were in consensus that we're you would move forward as is with that not being an option to consider and just bring that report back to the full board. >> Yeah, I would just add to that that the um the time to collect the information that we would need in order to do an opt out is in the back to school packet at the beginning of the school year. There's no there was no way according to our administration to offer that in

246the fourth quarter of this year. it may make great sense to include that in the back to school packet for next school year. There are many months between now and then and so we have it in our queue to determine whether we want to recommend that back to the board for next fall. Um and this I think this was all in the committee report that that folks have access to. >> Okay. >> Thanks. Um so really quickly because we do need to keep moving and we are now already after 9:00. So please uh Vice President Moffett then board member Bolton and then let's go on to the next topic. >> Well, I just want a point of clarification because I'm confused about the assignment. So I just want to clarify. What are we asking the

247administration to do? >> The assignment is not to the administration, it's to the policy committee >> in in a pilot. What are we asking? I I'm confused. >> So the the assignment as I understand it from Mr. Crosset and tell me if I have it. Is it okay if I >> Well, let me just say this actually first. Um >> the assignment is for policy to review what a policy change to allow for a a pilot program. Correct. >> What policy can then discuss is with the committee with the with the administration how that would happen if that's feasible. A number of other things related to that. There is no limitations or parameters around what policy can have a discussion around with the with the with superintendent and the administration. Um, but I think the

248idea was that it would go back to policy as to whether or not to amend the policy to provide a uh pilot program for this year. >> Yes, thank you. I'm I'm just I guess I'm under still discussion. We talked about this already and so that's why I'm asking for further clarification because we already discussed this at length. So this feels like a delay and my question is is the policy as written active until we amend it to your point. So the expectation is that the work that the deputy and her team and the superintendent are doing is continuing until such time that we amend this. So we should be getting according to the policy it says under here C provides opportunity at midquarter for students to obtain information as to their progress towards standards.

249There are things in here that should be happening for the third and the fourth quarter and until we decide to change those in the policy the expectation should be that those things continue. Is that right? Am I understanding that right? So the way the policy is written, the preceding paragraphs above it start in the 27 26 27 school year. Though for the 256 school year, the district will send home information on the report cards at least once. So the other factors are all part of the 26 27 school year. Again, there's an opportunity to if we want to clarify that language, whatever is as part of the discussion in policy, I think that's a adequate place to do it, an appropriate place to do it. Um, but as it's written now, the roll out for

250this year is is the imple is the adding it to the fourth quarter. The roll out for next year is the full entirety of the rest of that policy. >> Okay. So, I I just I'm I'm a little confused because it says the preceding two paragraphs are for the 2627 and for 2526 they have to send it home at least once. And so that the two paragraphs do not include what I just read to you. Those are two separate paragraphs. So the expectation then until it changes is that at one time this year whether it be midterm or final something will be sent until it changes. I just want to understand >> it would be yes that this year would be something sent at the fourth quarter or whatever they the the administration decided. I

251think what they've told the policy was it would be the fourth quarter report card. >> Okay. >> I think all the stuff above with regards to developing procedures for grading employees >> is something that they're supposed to develop and present to the board for then us to approve or us to review or whatever the case may be. >> Uh board member Lindy >> I think it's even simpler than that and just to make this make this much less complicated for people the paragraph that you're referencing Dr. Moffett predates any revisions that happened in November. So what you're reading is our longstanding approach to grading in CPS. >> Okay. >> So that section C has been there. It is not new. I would imagine that teachers are doing this have done this and it is in

252no way a new process or new request whatsoever. Okay. >> The only thing that was added in November from the board was the part that uh starts um the board's purpose is to increase families data literacy and following. So, I think this should take work off of people's plates, not add it. We're excited to receive this in policy. I think much of this was already teed up for our discussion this month. We invite everyone to join. We'll keep the party going. >> I just was trying to clarify what was the expectation. Thank you. >> And then, did you have anything else on this? Uh just the expectation after the policy committee does what it's assigned to do and that is to review whether or not a pilot is possible >> whether we would want to

253the what change to the policy if if at all to include a pilot in a policy because there's not one currently in policy. So policy meets decides and makes a recommendation based upon that discussion and then does that come back to the board? >> Yeah, we can even probably give you a date. Sorry. Is that >> Yeah. >> So our next meeting everyone's invited. It's public meeting is Friday auspicious date Friday the 13th in March. Come join us. >> Fitting. Very fitting. >> Um we have a following board meeting that will be the next Monday. It is often hard to turn around a committee report from a Friday to a Monday meeting. I think we could probably give a verbal update in the meeting on the 16th, but you probably would not have a committee

254report in any recommended language until the following board meeting, but we could certainly update everybody on the 16th. >> And it is specifically as Mr. Craig just mentioned what you're doing and then you'll bring back a re your view and your recommendation and then the board can move or not move. >> Yeah, anyone on the board, anyone on the floor can make a motion. I think it's just it's good for us to go through regular order. >> Sure. >> To do so. >> I'm cool. >> All right. Uh the next topic under board matters uh goes back to board member Bolton. Uh >> it's about my interest in in in having at least an a continuing discussion uh regarding uh the model policy regarding general counsel. And I I think some of that certainly should

255be a discussion in executive session, but I did want to uh have some sort of um conversation as to where we might be uh on how we feel about that. Uh and the proposal of a uh the from the model policy where you have kind of in part two distinct general uh you two distinct councils. one that necessarily is general counsel for reporting to the superintendent and one is a board counsel, if you will. And I think the public needs to understand that our our general counsel, first of all, most school districts in the state of Ohio don't have in-house counsel. Virtually every one of the other school districts in this state pay for outside counsel as needed. We have general counsel and assistant general counsel and we're very fortunate. It's because of our size

256and and it's been the tradition and we have also we spend money and time for outside counsel as needed in expertise or if there is a dispute uh u as a result of something a school board member has done or not done or if there is a conflict uh between the superintendent and the board or what have you. um in our system we and I this is a very difficult role over the time that I've been on the board and I think it precedes that is that general counsel is general counsel for the district and so it does kind of require sometimes a a dual report but in our case that dual report has not carried with it a dual evaluation but instead a a dual responsibility. The district totally, the board, yes, and the

257superintendent, especially doing the kind of stuff that my understanding that Dan likes the best, which is the day in day out, making the making the district legal and work, uh, which is appreciated. So I I think I think I think the community needs to have some understanding of what we do as we continue this discussion. And I I it was me I think back in the re uh uh retreat um early on that said if we're going to be doing such emphasis on evaluations of our direct reports be it the internal auditor or be it uh general counsel or superintendent or treasurer we needed to have one for general counsel. So I'm all into this discussion but I think it's an important enough discussion that some of it needs to be public rather than all

258in executive session and I think it got assigned to the policy committee uh to look into because finance committee took care of the treasurer's evaluation the whole board has been taking care of the superintendent and I think we also had some responsibility to have the audit committee take care of internal audit uh chief so I think think we're in a good place to to talk about this uh and and emphasize it and indeed get all of our direct reports u with the appropriate accountability and and understanding of the roles and make sure the public has some concept of what we do and how we work. Um before I go to board members, I just want to have uh general counsel since it made you stand this whole time just explain really quickly what the what's

259the model policy or what the yes the model policy is and and I will actually go to chair of the policy >> point of order just on the on the on the process here for a second. >> Um so this is currently assigned to policy. >> We're talking about it in policy. There is no recommendation yet from policy committee. >> Um uh I just want to share that. So there's a model policy here. We haven't endorsed anything. We haven't suggested anything. We're still soliciting additional pol model policies and um this feels a little um process abnormal because there is no recommendation yet and we are trying very hard to do our job. Um and we we would like to be able to continue to do that. >> I don't deny that. Uh I'm just uh

260again the topic is submitted and we each board member has a right to to bring topics to the floor. Um so again I think if Dan if you can just give us just a really brief synopsis of what the actual document is u because I think it also again to what uh chair Lindy just said. This is not the recommendation from the committee at this point. This is just merely a document that was reviewed as part of the discussion around what is what potentially could be a future policy and so and it was referenced in a past board meeting as well. So, I just want to >> Yeah. The the model policy that the policy committee's been looking at has it it essentially separates some of the functions of the office of legal counsel uh

261to the sort of day-to-day operation of the district that reports primarily to the superintendent with some of the board functions uh that at least this this policy would recommend separating out to a board council. And I think again to board member Lindy's point, the policy committee is reviewing and so I would assume board member Lindy would be happy to welcome any additional uh model policies that people might want to submit to the committee. >> On the agenda for the 13th, I would just remind everybody that our committee meetings are open to the public. Every board member is welcome to join. Board member Map joined online last time. Um I I have some things I'd like to share about hearing of the public tonight on this topic. And is this the appropriate time to do that?

262>> Great. Um, I just wanted to say I think there were some um, allegations made about schoolboard partners that I felt were inaccurate and I wanted to uh, update the record for a moment. Um, to my knowledge there have been four members of our board who have been schoolboard partner members. They include Miss Matt, myself, Dr. Moffett and Miss Weineberg. There may also be others that I don't know of. Um, the program is free to board members. Um, the program is also explicitly agnostic on political issues like charters. you will find hundreds of board members that are a part of that organization. Some are pro, some are neutral, some are highly critical. Uh I would also say that um the this is the fourth or fifth time I think in a public meeting I have

263said we would love to see other model policies. This is literally the only one that I have received. So if OSBA or Council of Great City Schools or some other organization has an approach to a policy about general council evaluation, we would love to see it. We would love to look at it. Uh I think more ideas are better. Uh I also wanted to state for the record that um they're not getting paid by Cincinnati Public Schools. um the consultants that joined offered that uh the time to answer questions about their model policy in an uncompensated fashion. Um I'm not sure I agree with everything that is in this model policy and as a committee we're still working our way through it. Um and so I just wanted to say one last time that everybody's

264invited. We would like to consider all ideas. Nobody's getting paid for this. And I think if we work our process the way our process is intended, we'll come back with a solid recommendation. >> And board member moth or board member Matt um >> it's too late tonight. I I really think you um in a very concise manner um board member Lindy spoke about um the process and working to identify how we navigate this um you know topic as a board and how you all are working through it in um committee and I was briefly a part of that process and there were a number of things that you know obviously I think we recognize could be maybe beneficial and also some um some levels of concern ner challenge, but I do want to just e

265echo the sentiments that you shared about schoolboard partners. I'm proudly to I'm proud to say that I have been um um a part of the cohort and still actively engage in schoolboard partners and champion the work that they do and the level of um equity that they provide to all of its members um and potential members to make sure that there's uh advocacy for uh all of our students and that we are able to do our work with uh you know uh a a level of excellence as well as um a level of accountability and transparency and advocacy um as we serve in these spaces. So, it is unfortunate to hear the disparaging comments about um a a an organization that is really trying to cultivate great leaders as we show up in a space

266of service. So, just wanted to um be able to share that. And again, I champion the work that schoolboard partners is doing and how they have supported me in my development as a board member. >> Any other comments uh in regards to this specific topic? Um I'll go vice president Moffett and oh board member Bolton and then Vice President. >> Yeah. Uh in in uh reference to something that uh Mr. Lindy mentioned in uh in fairness to the chair uh he was very clear when we put this on the agenda that uh he did not want the board to get ahead of the policy committee's work. Uh so but I do want to remind ourselves that we even figured out where the decimal point should be on the superintendent's evaluation uh at great length. So

267I sometimes this does go to full board work and this uh this general counsel piece had been mentioned in a previous board meeting to the public. So I I I feel comfortable in doing that. Um mentioning it and getting it out there and happy to send it back obviously to policy uh uh where we had put it last October if I recall at our retreat uh and have started to hear about it now. Um so um I just want to make sure that we we not trying to circumvent the policy committee but also um moving in a at a speed that is uh useful and hopefully it might be that we take no action at all because very frankly something seems to be working. Um so there you go. Thank you >> Vice President Moff.

268So I do I do agree with you um board member Bolton that I think sometimes intermittently it's great to have the full board weigh in so that it's informing some of the movement of the committees and so I don't see anything wrong with it being here. Um I will say that as I've shared with general counsel the entire department uh that my interest in wanting to have clarity around this particular um evaluation reporting is to help protect general counsel, not to usurp any um uh evaluation from the administration to you. just happens to be you, Dan, but general counsel in general. Um, I think that through my time here, we have found ourselves in a position where general counsel, um, I feel like was weaponized in that position and it became adversarial. And I want

269to prevent that from ever happening again and give the general counsel department um the ability to have the opportunity to do their job which is to protect the district and not be placed one side for versus the other. this particular policy when we discussed it for those that looked at the meeting there were a a variety of differences between what schoolboard partners offered here and what we currently exist in. I am an I I love schoolboard partners. Um it has gotten me through that participation in that organization has gotten me um to be a better board member here. To have such negativity thrown there I feel is um demonstrative of an adversarial relationship that we just don't need at this moment in our education of students. We need to be working together. Schoolboard Partners is

270all about supporting schoolboard members as they advocate for students and equitable education across the nation. Regardless of what the culture of your district is, these are real people sitting in these seats dealing with real challenges for education at varying levels. And I have been supported by that. So, I really do hope that um it we can kind of get rid of some of that um negativity. The call has been placed multiple times for g for policies, but I and and there were some things about this I liked, some things about this that I didn't, but I just wanted to make it very clear publicly that my advocacy for working on the evaluation for general counsel is only to provide protection for that particular position in being able to truly advocate for the district in totality

271and not be weaponized. All right. Um, are there any other assignments for this evening? >> Okay. >> Yes. Uh I have um one in particular for the administration to review uh legally and also from a uh physical plant uh perspective uh the availability and possible use of the uh College Hill Library that is adjacent to Pleasant Hill uh Academy as in several more months that library on our property will um be vacated. Uh and I believe we need to have general counsel tell us uh what that may mean for our usage and the community is quite interested in it. It's been a major topic at the uh college forum and I think we need to be ahead of it. Thank you. >> All right. >> Can I ask a question about that? >> Uh yes.

272>> Who owns that library? We do. We do. Okay. That building is ours. We could rent that out. >> Oh, okay. >> So, what's ours? We also own the land that the uh Clifton Recreation Center is on. >> Okay. >> All right. So, no objections to that assignment. Seeing none, board member Lindy. >> Thank you. I >> I have two inquiries that I hope will be very short. Is this the appropriate place for an inquiry? >> Great. Um, two very short I hope. One, um, I learned I received a very helpful data request from, uh, the HR team about staffing vacancies. Everybody's received a copy of it. So, if you want to look at what they share with me, you have it already. Um, but but we do have some, um, significant staffing shortages in

273some subject areas. I would note special education uh, was one of the biggest ones that jumped out. I learned, I should have known this, I did not know this, um that in the collective bargaining agreement, we can offer a $3,000 incentive for positions that are hard to staff. Um I wanted to inquire if we could get an update at some future meeting about whether we might do that for some of these special education uh positions we have not been able to fill. Doesn't have to be limited to special education. That was the one that most jumped out to me. You all have the data. You may see something else. It's inquiry one. Inquiry two. Um, I think we received an update from the superintendent about the strategic planning process. I wasn't sure if there had

274been any public announcement about we had a long discussion about this at the first meeting of the year. We don't need a long presentation, but is there a short update that the superintendent could offer? >> There is a meeting scheduled for 2:00 Friday uh that will uh include administration uh virtually. President Craig, this is a virtual meeting, Rice and Bellweather. And so there there have been philanthropy in Cincinnati, Greater Cincinnati Foundation, others are helping to fund both the Rice firm that we talked about and also this national firm Bellweather. Yes. And that's happening on Friday. >> That's correct. And they're donating those services to public schools, I think is the language. >> Great. Thank you. The the goal is that we would bring uh a more formal update at our next meeting and then I

275would allow time also for the board to um make any suggestions and ideas with regards to process. But we would wanted to have a first conversation with them so we can actually get to meet them u for um I have just two quick assignments. Uh, one is one that we already kind of talked about, but I just want us to develop some type of process or tool to give input with regards to the calendar for the fiscal year 29, I believe it is. So, 2829 school year calendar um that that could be done prior to uh the start of the next school year and that way we can get some feedback from folks. Yes, >> I have um I requested the FMX reports of building usage by building um rental. Um I I I'm very

276concerned about equitable access to our buildings. So, I would like to get some um reporting on on that and then also a report on the status of the the Rosson House um improvements >> to date. >> All righty. And then >> grass house. >> Yep. >> And then just one other for me is the creation of some form of a enrollment growth or recruitment team or something to that effect. I know there's some work already being done, but I think maybe giving us some type of update on either a plan or getting or us putting together some type of committee um that's more of an administrative committee again to to really talk through that idea of how do we expand opportunities to recruit earlier in a process. Um, board member map, did you have assignment?

277>> Yes, just uh to uh Treasurer Augustine um and we've kind of talked about this um but as the reporting continues um just to find ways to continue to refine like what those inputs are or those descriptions are in the um treasurer's report so that we know clearly what we are um I guess supporting or voting on uh if that's possible. I don't know if that's something that can be communicated out to um the different teams as well. Um and then um for uh uh board member Lindy for the policy committee as we talked about the uh the uh school of choice policy and how that uh pertains to our two Monasuri high schools for Gamble as well as Clark. >> All righty. Um we are now at the point of the agenda for our

278uh consent agenda. It's been distributed. Do anyone have any uh exceptions? >> Yes indeed. Uh so I I would like to make some assumptions to the treasures report. Um page six uh one line item one two and three. Um, page 10, line item number two. Page 11, line item number three, and then just to make it easy, um, treasure Augustine, I am going to abstain from the resource coordinators uh, that whole attachment and that's it. >> All right. Seeing no one else with any uh exception or >> can I just I just wanted to briefly just mention thank you thank you Miss Matt for for reminding me um this treasures report is is a record for length and 73 pages but um it also includes all of the resource coordination coordinator donations. So, so I

279want to take a minute um you to thank um thanks assistant superintendent Badget and his team for compiling all this, but but it is quite impressive to see all of the inind donation value um that resource coordinators have brought into into our district. I think I did a quick math. I think it's about $1.7 million >> um in this treasures report. So, we will continue um to do this on a quarterly basis. So, so hopefully we'll won't be as big next time, but expect it to be um every bigger either way. We'll take it. >> And if I could just say to that, I do appreciate receiving that information um and and that running list of like how our schools are being supported. I think it helps us to lean in even further, right, to

280see where we can uh try to provide additional resources for our different schools. So, thank you. >> We superintendent. >> Yes, sir. Um I think I need to make an adjustment. Mike is going to help me with how to do that. Uh in section G in the superintendent's recommendations, um there may be a dollar amount. I believe there is a dollar amount that is not accurate and it calls for um coverage of a teacher $4962 per hour and it actually should be $40.71 per hour. >> Okay. Okay. Uh so >> as we go when we go to do the actual vote on the consent agenda, we'll we'll have that include the amended. Yes. is amended on the superintendence report. Um, are there any other exceptions with regards to the consent agenda? >> Oh, we can

281come back to it. Um, okay. Can I get a motion for the consent agenda with the There we go. >> Uh, is there a second? >> Man, this is great. >> Uh, give it to either one of them. I doesn't matter at this point. Um, >> Treasure Gustin, can you call a vote? >> Miss Arburster. Yes, >> Miss Bolton. >> Yes, >> Mr. Crosset. >> Yes, >> Mr. Lindy. >> Yes, >> Miss Matt. >> Yes, >> Vice President Moffett. >> Yes, >> President Craig. >> Yes, >> Vice President, you had one more assignment you want to give out. >> Yeah, I just had a little bit more. I wanted a little bit more clarification around the LSDMC's, the 98% um active and but I'll I'll put this in formal writing, but I do have some

282questions about that particular presentation that we received last week. >> All right, I see no objection. Uh the chair will now entertain a motion for adjournment.