001[Music] All right, we'll go ahead and call the meeting to order. Um, before we stand for the pledge of allegiance, we have two students that are going to help us out tonight. Um, I want to introduce them. We have Lorenzio Flores, who's a first grade uh student in Mrs. Gabriel's class at Otis. And then we also have his sister, Jesselle Pard, who is a third grade student in Mrs. Helil's class at Otis. They're both the children of Leta Deansky. So, if we could all stand for the pledge of allegiance and Jacelitus and the pledge. >> I pledge of allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Oh, good. >> Yeah. Perfect. Coming in. [Laughter]
002She closes her eyes. You can't see her. [Laughter] Oh my >> go. >> Thank you. >> Let me get this back a little bit. Uh, roll call, please. >> Mrs. Bloom, here. Miss Layman, >> here. >> Miss Lewis, here. Mr. Nelli >> here. >> Mr. Price >> here. Can I get a motion to approve the minutes from our regular meeting held on September 8th, 2025, please? >> So moved. >> Motion by Miss Lewis. Could I have a second? >> Second by Mrs. Bloom. Any discussion? Roll call, please. >> Miss Lewis, >> yes. >> Mrs. Bloom, >> yes. Miss Layman, >> yes. >> Mr. Nally, >> yes. >> Mr. Price, >> yes. Motion's approved. Uh, moving on to legislative report tonight. Don, >> uh, just wanted to mention a a quick couple quick things. One, um,
003the governor's property tax uh, work group is continuing. Uh, they're supposed to, uh, come up with some recommendations and results by the end of this month. So, uh, hopefully at our October meeting, we'll be able to kind of hear what some of those recommendations are. Again, it goes back to the legislature whether they pick up on any of those or are encouraged to we'll have to wait and see. Uh the other thing that uh and this is kind of roundabout affects uh um the legislative just because of the uh the vouchers and kind of where dollars are going. And I was looking at the um equity and adequacy um how they uh in in their most recent um newsletter that they sent out and um I I was sending to all of you uh a
004report and then I realized that you are getting the equity and adequacy the uh email and if you're not, I can help you uh get signed up for that. And then the facts in a flash uh you're also receiving. So, um, uh, but on the equity and adequacy, I thought it was interesting to see, and I'm and I'm still doing a little research to kind of come up with what our school district uh, our area's actual median in income is. And depending on what what you put into Google, depending on what there's there's too much of a fluctuation for me to state that right now, but it was interesting to look at that and it showed that uh those communities with a five-star rating um in the most recent uh school report card uh showed
005that uh their median income um in their community was about 64,000. And then if you kind of work your way down to the two stars, uh that median income is $33,000. and and and it just shows that one of the issues in our community um really ti how our schools perform uh are tied to the income of that family, you know, and are greatly affected by that. And uh one of the other things that they mentioned in there were um with over the next two years um a record $1.7 billion will be going to private schools versus our public schools. And which would be shortch changing our public schools by you know about 700 and some thousand dollar a year. $700 and some million dollar per year. And they show where um the Cleveland school
006system would be shortchanged by $157 million. Um Columbus is being shortchanged by $48 million and Cincinnati by 50. Uh the fortunate thing with with all that in the long term I think those kind of things can affect us as a community. Fortunately, um, uh, according to our treasurer and from the information that we receive in our financial reports, we as a school system are doing well. And, you know, uh, having not had to go for additional levies and, you know, we we we built our schools, you know, that affects our community in terms of paying into that. Um, and you know, we're very limited on how many times uh we've gone for anything other than the renewal of our 5-year income tax levy. Um, we aren't a community that's been asking for more, you know,
007every uh election cycle. And I think some communities are in that groove. And you know, and those those things can be positively affected by making sure that all the dollars that should be going to our public schools are going to our public schools. And I, you know, I wish the best for all of our private schools out there, but um there's a constitutional issue there, too. and hopefully those things uh get corrected in the near future. That's all I had. >> All right. Thank you, sir. Um no walk-on items tonight. >> No, sir. >> Okay. If anyone would like to uh address the board, they can come on up to the podium. So, okay. Moving on to the superintendent report. >> Thank you. Good evening, Mr. Price, board members, Miss Parkhurst. Welcome to Monday evening
008everyone. Um first thing I would like to point out if you have not yet noticed is we have a beautiful banner here in the front. If you remember um at our last meeting uh Mr. Naly I think challenged us to make sure that we were communicating our new mission and our vision statements and making sure that we were sharing with our community. Um and so we added the banner. Um hopefully everyone at home is able to view that. That's a nice new piece. We also changed on our um board agenda uh the cover and so that item for anyone that then looks at our agenda online um or downloads that and look takes a look at that uh they will have that continual reminder as well. And I think point well taken in the sense
009that we worked really hard to come up with some really specific language um and put effort into comprising those statements. um if we're going to live by them for the next couple of years, I think it is important to make sure that we are taking opportunity to get those in front of our stakeholders. Um so this is one way um that we're going to attempt to do that. So >> great. >> Thank you. That was a nice addition. I think um the other idea that I just wanted to uh just repoint is the second board meeting of every month. Um we will continue as a work session an opportunity that within public session we will have an opportunity to share some conversation some dialogue and I will always try to bring something a piece of
010the district to our board as well as to all of our stakeholders in our community um and have an opportunity to share. So uh that today is our first second board meetings first work session of the school year. Um so with that to this evening I have Mrs. Abby Abernathy who is our assistant superintendent to join us um this evening. And hot off the presses um a week ago the state of Ohio released our district report cards to all public school districts across the state. Um so we have been chewing through that data in our in the district office. Um, I know that our buildings as well have been starting to look at some of that data and um, we mentioned it last Thursday. We had our district leadership team meeting. We had our um,
011wide committee that represents the district um, from students to staff to administration to board member. Um, so it's very very nice to have uh, that very vertical and horizontal team that meets a lot of needs in the district. they got to hear a little piece of uh our report card. So, I've asked Mrs. Abernathy to be with us this evening and she's going to share report card information with you all. Thank you, Abby. Thank you for having me. I um it's a pleasure to be here. Get my slideshow going so I don't forget about it here. So, um the first page of our report is going to give us our overall rating. So, it's a five-star rating system and we scored 3.5 this year. We were up from three last year. These six areas um
012make up the basis of the report card. And I'll go over how that that's divided up percentage-wise in a little bit, but you'll see exactly where our um stars are. Each of these areas again are a five-star rating. We have three to four stars in all with the exception of early literacy. And I'll go over that information um when I get there. So overall, we were up.5. Um, I think that just goes to show how hard the staff, all of our staff members are working in our buildings that this is a direct reflection on them. So then they break it up by buildings as well and in the overall ratings and then again in all those areas. Um, obviously like graduation rate that's only measured for high school and then there's some that are only
013measured for elementary. Just some miscellaneous data. Our total enrollment, chronic absenteeism, our graduation rate. Um, >> one thing I wanted to point out is our teachers. Um, 95% attendance rate. That's pretty awesome. Um, and our average years of experience is 16. So, I think that that is worth celebrating as well. Okay. So, of the of these six areas, each is based or each makes up a certain percentage of the grade card. So, you'll see the top two achievement and progress. that I'm going to go over more in depth here in a moment. Um, that makes up for half of our grade card. Then we have gap closing, which is, you know, where our students are starting off and where they're ending for the year. Early literacy, graduation, and then college, career, workforce, military readiness. That's
014a mouthful um as well. So, achievement just evaluates um how well students perform on state tests. And you'll see here, I'm just going to go over maybe like two different grades here. I've got all the grades on the um slideshow and I've shared it. I'm you know if anyone at home has any questions or they want to talk through please I encourage them to call or email me. We'll get something set up for that. But if you look at our third grade achievement we are the blue column um compared to green which is um districts that are comparable to us. And then that gray is the Ohio state average. So you'll see exactly where we're at. You're also going to see how many stu I'm sorry, math is on the left, our left, and um
015English is on our right. You'll see how many students were tested, how many were proficient, and then what that percentage was. The third grade English language arts, that's a combination percentage of the entire school year. They take that step, they take that test twice. Mathematics, they only take once. So, you'll see how we're rating um as far as our third grade testers. Any questions? I'm going to go ahead and just skip up to I'm gonna go to eighth grade um because I want to point something out here. So, you'll see again we're blue comparable districts are um green and then the state is that gray. And then you're going to look to the right and you're going to see high school algebra 1 and you're going to think this is eighth grade. Um our gifted
016students are grade accelerated. So that means they would take if their eighth grade math is going to be algebra 1. So they take the high school test. So I'm just showing you exactly how deep that this data is divided up. So we can kind of take a look at exactly who is taking what test and how they're performing. It's not overall generic of all eighth grade math, all eighth grade ELA. So you'll see that um across the board there um eighth grade ELA, eighth grade math, eighth grade science, but then that gifted group then takes that high school algebra 1. And you'll see how many students were taking the test, how many were proficient. Any questions on that? I just wanted to point out too in this area as as well as our third grade
017are again that blue column um that is how our students are performing. So we're we're performing ab above where we're projected to be performing which I think is a huge celebration. Obviously that is a baseline. We want to keep growing from that. But I think that's really important to notice too that our students when it comes to the state average and those comparable districts to ours we are outperforming them um in not all of our grade levels but the majority of them. Any questions? >> Yeah. >> Not yet. Okay. Just interrupt me. How does that sound? All right. Then you're going to get into high school and we're going to see this. This is a lot of information on one slide. So you'll see some of the similar similar information that I broke up um
018for eighth grade and then third grade again. And you'll see again um the tests that are broken up depending on um how many kids are taking them and in what level they are at. So you'll see some higher scores, you're going to see some lower scores. Um I've already talked with a few of the principles and they have they they're already starting to plan what they're going to be doing different. That geometry score always kind of gets us. We were talking in DT the other day. We've looked at what's on the test and, you know, what part of the school year do we teach it? And then we'll try to kind of get geared up for that and then they flip-flop it on us and, you know, some of those skills maybe that are maybe
019hit up at the beginning of the school year that are on the test compared to like right before the test. So, we've looked at our um curriculum management and our pacing guides and stuff and um you know, that's one area we're continuing to grow. That's also a test that the students don't technically have to show competency in to graduate. And sometimes when that word gets out, there's a little less um thought of, you know, trying to outperform. There are some incentives at the high school that they're doing to help our kids um see the importance of our tests and and scoring the scores that we know that they're capable of. Okay. The next area is progress. So what this is is we this is kind of hefty here. We do value added. So we're going
020to be looking at how our kids are performing yeartoear and they're per they are showing the growth that we would determine or it is determined that they should be um showing year to year. So, you can look at here some of our test scores. Um, you you're kind of looking you you kind of want that I call it the ugly green. I'm not sure what other color to call it. Then the blue and then the really dark gray. Those are the areas that you're really looking for our student progress. You're looking for that growth and it's showing significant evidence that the our kids are growing. those other the colors that are, you know, the red and um that yellowish color. Um those are showing that our kids are performing a little bit lower in those
021areas, but again, you know, we're working on that um as far as instructional strategies. Okay, gap closing. So, this is one area we we talked pretty in length about at DT on Thursday and then I went back in the afternoon and and educated myself on some more of this. This is my first full year going through this and so there's a lot of information on this. So if you look at the left side of the graph there, it's our English language arts achievement by our subgroup. And if you see those orange circles, that's the goal. So if if our lines like let's look at that green line right in the middle. So those students are outperforming where the state had anticipated that our kids would perform. So we have more students showing that um gap
022closure. And then that's for English language arts. On the right is our math. And again that circle, that orang-ish color circle is where the state says that they think that each subgroup should be. Um and you'll see some the majority of our graphs again are going past that. Um or getting pretty close to achieving that. Any questions or comments on that? Like I guess I know this is a lot of information. So and then again here is our gap closure. Um English language arts on the right. I'm on the left, math on the right. Um and you'll see our different subgroups of students who are performing very well and closing some of those gaps that we anticipate. We still see gaps. Those are areas of focus for us. >> Can you >> just explain that
023a little bit more? So when I look at the top on the left graph and I see the red, >> what is that telling me? >> So that is showing on the left side is our English language arts. That's showing our white non-hispanic students have grown. Let me look at my front of me here. Um, they have grown. They're showing an 84.9% um, progress rate on the English language arts. The goal is 86%. So, each color represents a different subgroup. >> Okay. So, go down to the black. >> What group is that? That would be, >> sorry, mine's just a tad bit different on my print out. >> It's on there, too. So, if you go under um >> the screen that looks like this with the overall rating, >> Mr. N, are you referring
024to the very the very bottom line that says 2.1 next to it? >> No, >> it's like a dark blue line. >> I think like the olive green one. >> The third one down. >> Third one down. That would be all students as a whole. You look at all of our students taking the English langu language arts test, that would be all of our students. >> And what is that saying to me? >> That's showing that we're not quite we're not quite closing the gap. So what that means is our our students are not like they might be performing in let's just say fourth grade a little below grade level >> and then they get to fifth grade and we would hope that they would have met that grade level average or that expectation they
025might be a tad bit below that. >> Okay. Yeah. I just just looking at the numbers and the graph I wasn't able to put it in my head as to what did those numbers mean to me. So that is telling me that that group is not catching up to where they should be. So we've got several categories that are not quite where they should be, but we've got a couple groups that are accelerating. >> Mhm. >> We would expect for any of the subgroups to make one year gain in that one school year. Um and so we are always looking at where they started and then where they look what they look like the next year. >> Okay. >> So as a cohort as that group and then we can look in all of these
026different subgroups. Even the all student is considered a subgroup very wide. Um, but then we can compare between that all student and our Hispanic students or all student and our low SCES uh economically disadvantaged students and be able to have that built-in comparison within that data. >> Okay, >> I'm good. I just needed to have basically >> it's it's a different type of graph. So, you're right. It it does. And because then you get the whiskers that go into both sides. It goes left on a or right on a positive sense and left on the negative sense not meeting that. So it there's a lot of different pieces there. >> Yeah. Cuz when I when I look at it, it was telling me that we're not performing well in five categories. >> Mhm. >> And
027we're okay in two. So >> that would be correct. In language arts. Yep. and you and your team are figuring out how to work toward getting everybody on the right side. >> Absolutely. And because then with even as we dig into this data, we can then look at who the individuals are. So, what students make up the um student with disability subgroup? Who are they? What grade level are they at? Where what home building are they at? what strengths and weaknesses, challenges, how do we attack that? What's that? So, a lot of conversations on a lot of levels >> basically who are the people that are looking at to that degree. >> Abby, you want to talk a little bit about TBT, BLT? >> Yes. So, we have TBTs, BLTs, like Mrs. Hurt said. So,
028um, teacher based teams, that would be our teachers looking at their data, looking at their students, pulling their student performance, looking at their assessments, and how are they um, truly assessing those standards that we're teaching. Um, and then they collect the they collect data and they collect they might try different methods and then they keep records of that. And then our building leadership team, the BLT, they take a look at that and then they kind of have a like a little bit higher view of that. um and look at exactly where teachers are going, offering guidance to them because that that's one thing I think that our teachers do a really great job is is looking at the data. Now, what are we going to do with that data? And that BLT kind of helps
029guide them towards that. Although I sat in a a TBT today and just the conversation that was happening about rimps in sixth grade was, you know, wonderful and, you know, some ideas that they had and some, you know, plans that they were making in order to meet the needs of the students. >> Maybe a dumb question, but when do those groups meet? >> Um, it depends on the building and the grade level, but they could meet as much as weekly for teacherbased teams. Building ship building leadership teams, I believe, are once a month. may maybe more often just kind of depending on what they're looking at >> first thing in the morning or at the end of the day >> during a common planning time. >> Okay. >> So, it it varies throughout the district
030of what time of day they meet. Like sixth grade today was 9:00 9:05 or something we met is their time. I guess I I think the general public just doesn't realize, you know, I think, you know, we think of a teacher sitting down and teaching the ABCs and one, two, threes and and I think sometimes we don't realize as a general public, all the other pieces that the teachers are doing during the course of the day or in the evening. And you know, and I think, you know, hopefully over the course of time, you know, we as a uh kind of the layman um will kind of figure that out and see what the teachers are doing that it's a little bit more extensive. >> That's all. >> Sometimes that time frame really does adjust
031as well um based on which teachers are involved or what staff I should say are involved in that TBT. um if I have intervention specialists that are serving multiple grade levels, sometimes they can't make that common planning time that's built in to the teachers day and we're using that. So sometimes those meetings do end up trickling into after school or before school or you know focused infant intervention tutor wants to be a part of that conversation and look at that data and the part of that plan as to what we're going to do with it. So >> teachers have been very creative >> uh and principles is to get better. >> But, you know, we're fighting that internal piece where you kind of know what you need to do versus what the state is putting
032down on you as as standards. And you know, it's okay to have some standards, but I think we've just been continuing to get, you know, as a as schools more and more of that type of requirement. >> Thank you. I'm sure teachers would appreciate your comment on that. Thank you. Because >> agreed. >> There's a lot of extra time put in, but >> they do they all do it lovingly, that's for sure. >> Yes. Our next area is graduation. Again, it's broken up by subgroups. If you look at that little orange dot is our goal, overall goal. Our graduation and um rate right now is at 94.2 year 94.2% in a 4-year cohort. Those are kids who can finish within the four years. Sometimes our kids need a little extra time. Maybe their credit are
033too short or they had need a different pathway to graduate and they need that fifth year. And that percentage is um 95%. So 95% of our kids who stand for that fifth year do finish. Um and those both are up about about the four-year percentage is up about about half a percent and then our fiveyear is actually up about three and a half%. And that's quite a few kids if you look at um that percentage. So I think that's really something that we're we really strive and and this doesn't just start in high school. I mean, this starts in elementary, but it really starts to get focused on in middle school and then high school. And there's a lot of people doing a lot of great work to achieve this percentage. So, we're going to
034keep working at it. Well, I think it's um worth the mention also um as a public school district, um we have a duty to educate all that come to the door, which we >> definitely do willingly and gladly. Um but something I know we talked about at DT we talk about frequently is um we have to meet the kiddos where they're at. So when students seek other opportunities um whether it's in you know that from that freshman year on um to go to other school districts um and then come back. They don't always come back in great credit standing. >> Um which again going back to what Mr. NI said when we're talking about it's not just you know the teacher getting up in the front of the class. Now we have a you know
035a student maybe that's I don't know age and stage wise a junior but they have freshman credits. So, it's gathering those groups of people to um to get a plan together for those those students to hopefully within that four-year period of time and not into that fifth year um graduate. Um and that is a challenge. That is that is a challenge. Um it's a challenge for the kiddos. I mean, I think people make the best decisions they can in the in the time that they do. They think, you know, parents and and kiddos, you know, are just trying to do the right thing. Um, so they look at other opportunities and then when they come back, uh, there's a lot of ground to to cover, a lot of ground to make up. Um, and I
036think our our district does a really good job of um covering covering that ground and getting kiddos um who come come back home uh graduated. >> I appreciate that point. Just as a high school teacher at heart, whenever you have a student moving around, it always makes you nervous when you see enrollment. And you're right, it's not just coming to school, earning credits, and taking a few tests and leaving. there's graduation pathways and and seals you have to earn. Um and when when students move around sometimes the follow through on earning those aren't there isn't there >> and that always just makes you a little nervous and you're right I think that um our staff at Ross is phenomenal when it comes to that. They they really you know think outside the box when needed
037but hold the kids to the standard that they should be and so they can show their true potential. >> Absolutely. So there's a lot more than just walking when they walk across that, you know, field and you guys hand the diploma. There's a lot of work that's involved. >> Okay. So our graduation rate too, we're in the blue similar districts green again. Gray is the state for your average is on the left. I think the five years is on the right. >> Um thank you. >> Sorry. um just shows where we're at compared to the districts um in Ohio. >> Early literacy. So, this is an area that we did drop. We went from three stars to two stars. Um if we would have been just a couple percentage points higher, about 68.5 or so
038is we were a tad bit above that last year on our gray card. We had three stars. So, we're we're hanging in there. We're on the top end of two stars. Not that it's okay, but just letting you know that's in the projection of things where we're at. There are three separate areas that they look at for this, and that's proficiency in third grade reading, that is our OSTs, third grade OSTs, our promotion to fourth grade, and then improving K3 literacy. So, proficiency in third grade, reading is the O, like I said, our Ohio State tests. A proficient score of 700 will allow for promotion to fourth grade, which is also that next one down. There's also the the option in law that's been now I think we're in our third year of that where
039parents are able to say like we're going to promote our child to fourth grade. We we do some reading intervention with them, keep them, you know, um not like on our radar in a negative way, but just making sure that they're getting that extra reading instruction that they need. Um, so those percentages have dropped a little bit. We went from about 60. Third grade proficiency went from about 66 to about 58.9. So we dropped there a little bit. And then promotion to fourth grade too. We did have some who stayed in third grade this year. So or so that did count against us. We had just a few. Um, we were 100% the year past this last year at 97.9%. at improving K3 literacy that went um from 33.7 to 31.7. We dropped 2%. And
040what that is and and feel free to chime in others as well. This is sometimes a little difficult to explain, but this is looking at our kids who started using our I Ready assessment that we give all of our K3 students in the fall. Looking to see if they started on track or off track. If they started on track and remained, that's kind of set aside. What they're looking for is our kiddos who started off track and moved to on track and then also stayed on track the following school year. So, in second grade, let's say they started off track, they ended second grade on on track and then they want them to start on track on third grade. Um, and some of our kids aren't starting there. So, that did dip us a little
041below. Um, we're looking at different um, you know, strategies. We're looking at our um intervention. We're doing we're continuing our no new instruction um at our K5 buildings. They're looking at exactly, you know, how they're dividing that up group size and then content as well. And they have approved curriculums, improved intervention programs that we're able to use and our staff does, you know, they do have access to that and they are trained in utilizing them. So, we're hoping. What are the outside factors that kind of come into play with that? Are we talking because of like economic disadvantage affecting that? Are we talking about the the home life? >> I don't know if I feel comfortable answering that because I don't have any facts in front of me. I mean, it would be all just
042assumptions and I I don't think that's fair because >> I mean, we have students from all homes who score well and don't score well. Um, sometimes that's a factor I would assume, but again, it would be an assumption. Um, but like I said, I I I don't I don't feel like that's a >> I can't make a fair statement on behalf of the district for that. um if anyone else says it, but >> I I'll give an opinion and I'll put my wife on the spot for this since she's a second grade teacher. >> So, going from second grade to third grade, obviously those third grade teachers will come to the second grade teachers and say, um, you know, Johnny isn't quite where you were saying he was at the end of the year. And
043I think what most of those teachers at that grade level, one thing they might say is because they're young and it's a literacy thing and they're starting to read that if they don't read during the summer, 3 months is a long time for an 8-year-old to not be reading when you're just getting that habit down. And I think some of it is um practicing that, you know, um not putting blame anywhere, but they can tell kids that did something over the summer and read books or did something like that compared to kids that didn't. And at that age, you know, once you're in high school, um you're pretty good. But an 8-year-old, you're just getting into that reading and and remembering and stuff. So, I think some of it may be just again um when
044they're not in school, it's really easy to be an 8-year-old and go run the neighborhood and not worry about math or reading or anything else. But, um >> practice certainly can't hurt, right? Certainly a plus. >> Yeah. I just And especially reading I mean that's such a big thing for everything that we do. Um, I know there's always that conversation with my wife and third grade teachers of, okay, what do we need to do to get this Johnny back on track then? Because he was reading at this level and now there he's at this level. What, you know, >> no, I think that's a great example that you've given, you know, in terms of that, especially that 3mon type period and not being involved in reading as a as a possible factor. And I also
045think too we we stop teaching to read at a certain point and you know you you're not you're not learning to read, you're reading to learn. And if our kids aren't really ready to be reading to learn, then they're not learning right. So I think there there's a fine line there of making sure that you know I know not all teachers will agree with this but that's some of the benefits of having rimps going further up is that they're still giving that reading instruction while they're still you know reading to learn and learning to read as well. So there are some benefits to, you know, looking at that just depending on how each of our kiddos is. >> We're seeing, excuse me, we're seeing on the early lit literacy that it's basically at all four
046of our elementary schools. So strategically, are we having to look outside the box and figure out something else? Um if you guys board members recall, we just approved and um started this school year a new um ELA right >> curriculum for this level of student. um having been in a uh CQCC, our curriculum quality control meeting um very recently and also the DT starting to hear some of the rigor I might say of this curriculum, the the challenges um challenges in a in a good way. the challenges to the to the student and the reader. Um, we're not I think we're going to see good things to come in the future with this curriculum. >> Um, I think this was a great step to take and I'm not anybody's teacher. I'm not anybody's, you know
047what I mean, ELA teacher. I know it is a challenge for our for our teachers this school year because it is from from what I'm hearing it is very involved um it is a lot on the educator right now um as they are learning how to instruct um but even the teachers that I've spoken with who say this is this is tough. Um the next sentence is but it's going to be worth it. It's going to be worth it. Um when we have I wish I could remember the vocabulary word um that one of our teachers I I mean it was it was a candy bar word. It was a $5 it was a $5 word for the grade level. And that was one of the words that was in the story that was talked
048about um that they wanted the reader then to master and then have that vocabulary word. Um one of the things that I asked about in DT as far as literacy and and state testing and things like that was the you know cultural competence of the test. cultural competence goes beyond black, white, Hispanic, you know what I mean? Like um what um if I I'm going to give a corny example, but if I say Davinport, some of us are going to know what that means if a word like that is in a story. Um but but some people reading that be like, "What in the heck is a Davenport?" And you have to use your, you know, your context clues to to figure that out. or you know but if I say couch if I say
049sofa if I say you know something like that then so those kind of things you know I wanted to look at um or I don't know if there's a pathway to see like how the cultural competency of the testing >> affects the test e test tester >> um >> taking the test >> the the person the student if you will um yeah so I I'm I'm really excited to see um how this new curriculum that we have um impacts our kiddos um our our kindergarteners this here will be a a real um litmus test, if you will, when they get to third grade. Um to see how how they fare. Um but it's not just the kindergarteners, you know what I mean? We might see some emerging readers. Uh some of the feedback was that
050the stories were more, you know, interesting and captivating and, you know, the imagery is good and all of those things that our young readers need um to to comprehend and and build vocabulary and all these things that, you know, these uh required for public school tests are um I couldn't um are are looking at. So this is the key part of our strategy. >> This is the answer to your question, sir. I I think so. In all honesty, I think so. >> It is a key component. >> Yep. Along with everything that Mrs. Abernathy said, um you know, the small groups, the intervention specialists and and and you know, the the building, the TBTs, the ABC BBDs, all that, you know what I mean? All those things, >> the meaningful planning and >> Yes. Yeah.
051And I feel like our teachers know, I shouldn't say I feel like I know our teachers know their students better. One of our teachers at CQCC, I believe, talked about how one of her students couldn't picture in their head what they were reading. Like they couldn't provide a visual. And our kids are visual, you know? So just her finding that out about one student changed some content and changed some strategies that she used in her lesson because of that. Like it hit home with her. So, all that to say, all all of our teachers, uh I I said this at um DT and I I'd like to say it publicly. All of our teachers who are tackling this um this new um curriculum, give it the give it the go, but give yourself some grace
052as well. I mean, I know there are issues of timing and, you know, how long things take and to make sure that they're getting content, you know, completed and the time allotted. Um, this is all very new. Um, and you guys are doing great work and give yourselves grace uh as you go through. >> Thank you for that. The next part is this is just going to show this is where we're struggling right here is our K is our um students who remained off track compared to the ones that we moved on track. If they started on track, like I said, they're kind of set aside. Um so that's where our area of focus is going to be. The last area is college, career, workforce, and military readiness, which is a mouthful like I said
053earlier. Mhm. Um >> can I interrupt just one thing back on the early literacy? >> Do you have um any numbers kind of like what the other graphs were showing where like like or similar districts or what the state >> The only reason I bring that up is because for the years that I've been on the school board, the third grade reading guarantee has been a thorn in my side and I think it's a joke. Um, and I just wonder what like or what similar districts look like compared to us because I know we hit low on that, but is everybody hitting low on that? I I mean it because you know there for a while it was a third grade reading guarantee test but it was only taken on the computer for third graders
054who don't work on a computer except play games. And it made no sense to me. So finally you can do it paper, >> but there's just that one just blows my mind at how much it really they put so much emphasis on it, but it doesn't seem like the homework was done to make it fair. I don't mean to make it easy by any means, but I just wondered we don't have any. >> I'll be totally honest what the comparable charts I gave you were from the Department of Education within the explanation of the gray card. But what I can do is I can look at those comparable districts and see where they're at compared to where we're at and then present. It just be Yeah, it' just be interesting to see >> because we
055can the other ones, >> you know, but it just >> it's funny that maybe the state doesn't provide that right up front either. >> Yeah, we can look at creating something similar. Um but I would also say that um ultimately the true test for this component is that third grade um OST back in achievement which is the slide that Abby had right at the beginning. Um and I'm I'm pretty sure that we outranked both similar districts and state in the ELA. That's the achievement of how the students performed on the third grade test, which is ultimately our goal here with early literacy. Am I correct or above? >> Yep. Thank you. That you know, so we want to take our students who are not on track and make the attempt to get them there every
056year, >> right? Um, so but we'll see, but we can certainly take a look at this and see where other districts are looking like similar districts to us, not just local districts, but >> And does it make does it make a difference what programs you go with like the packages you guys picked or we picked for the kids to have this year? All their new textbooks and programs going through. >> Now, I know there's other programs that we could have picked. So, that might be teaching them maybe slightly in a different way. I mean, I think that I think that all makes a difference too because they might be learning things at a different rate in a different way and it's altering these that's the first things I think of when I see these comparisons
057I guess I'm always curious to see how we are of course I want to see how we are but to see comparisons I feel like those comparison comparisons can go several different ways just like the geometry >> you know they're learning geometry one way this and then this way and then the next year it shift Is that happening with everybody? I mean, if it is, maybe they need to figure that out so it's not and it's not affecting how things are. That's how my mind goes throughout all this. >> I'm really on these charts. I'm looking at what our school has. >> The advantage that we would have with ELA um for continuity is that within the state of Ohio um all districts must be responsive to the science of reading, >> right? um strategies
058and all districts were mandated to choose a series from a list, >> right? >> Um that were all approved and met very similar components. And so that helps >> take that variable, right, off the table and maybe provide a little more validity to that ELA component um that we can't say for other content areas. So, I think that you bring up a good point there, Laura. >> Yeah. I mean, ours, maybe the program that Fremont City Schools picked was a little bit harder >> than the next business that had their set of books out there for Clyde School or whatever. I don't I mean, I'm just giving an example. You just never know. That's why, you know, I feel like every school district is in their own little ball game. Put it that way. Mhm.
059And every component within the report card and the report card as in and of itself is one piece of the puzzle. >> Yep. >> Right. So when we um and and we share that piece of information when we talk with building principles even um you know we're going to celebrate where we can um and we're going to plan to get better where we need to but we're not going to beat ourselves up over data that we find at these components because it's one piece of the puzzle and there's lots of pieces. um that we put together to help all of our students achieve. So >> I I just went ahead and was a little indulgent here. So looking on on here, imagine that. Looking on here at the comparison by tested grade for the proficiencies
060for third grade ELA, our district is above similar districts and the state. So even though we have gaps and we can see those and we can identify those and we should so that we continue to plan to move forward that ultimate goal we are we are finding some success and we are finding some achievement now is it to the level that we would like no we can always continue to get better >> and I I think that's where it is we see where we're at >> but it's time to up yeah dig in our own way with with the materials that we have right. >> Yeah, I think you're right. >> Sorry to go off on that rabbit trail. >> It's okay. >> I think it's good information for the public to know. >> I
061agree. >> Last component here, college, career, workforce, and military readiness. Just measures our readiness of of our kiddos when they graduate high school. So, we were up about 9% this year. So they're looking at how many kids graduated compared to how many could have in that fouryear and who are also showing readiness in one of these areas. I'm not going to read them all to you unless if you'd like me to. Um but what we do is we will measure this by our students and um where they leave us. And then there's also a survey that we do um for our kiddos about one year out to see where they're at. And that also goes into our percentage to say like, okay, I said I was going to go to a two-year college. Did I
062go to a two-year college or not? So that data then is entered in as well. And then we see like the followthrough of our students as well. >> That data has weight though. >> Mhm. >> As I understand it. So, >> I I think while we're talking about how how how data lands, >> if if you asked me my senior year, um what I was going to do and for what and then what actually happened, those aren't those aren't the same. Um some of that self-inflicted, but some of that not. You know what I mean? Like my my goal for myself might not be a realist be realistic to what my family >> um is able to support >> um or I I as an individual are able to you know support. So that data
063point having weight is a little >> 12.5%. >> Yeah. I I mean that's that's and then following up with the kiddos. Um that's not always easy either. Like having um good contact information um for for kiddos them answering the phone like listen they don't want they are graduated from from high school. Um, and and maybe some kids are like, "Yeah, >> I believe, >> thank you, Mrs. Her. I'm not answering your phone call." You know what I mean? Like, >> I believe that part of it probably, >> right? >> I believe that part of it's probably pretty pretty minor. What they're looking at is they want to make sure our kids are graduating ready. And then the ones that we do, we are able to make contact. Um, I don't think if too much will
064count against us if we're not able to make contact with a student. I mean, short of going out to going on, you know, knocking on their door or trying to drive to a college campus to find them, which is a little crazy. Um, so I think this is the major thing that they're looking for. And then how well did they follow through with that? So that's kind of where my mind went after we we spoke the other day about that like, well, you know, and I used to do this these surveys in the special education field. Every once in a while you get, you know, tasked with following up with students one year to check out their transition plan and the efficiency of it. So, it's very comparable to this um field and I don't
065I don't think there's a great deal of negativity towards us unless if we're actively not looking for the students or not trying to contact them. So, there's a little reassurance there. >> But, >> you're right though. I mean, they get some kids when they're out, they're out. >> And that's okay. >> This is an area that we do well in. Like I said, we grew almost nine percentage points in this. Um, we have three stars. I would continue to I anticipate that would continue to grow. >> Mhm. [Music] >> Any follow-up questions for Mrs. Abernathy? >> Thank you, Abby. >> Thanks for having me. >> I think one thing been on the board long enough and the state report card always comes out every year and there's always it never fails. someone will be like,
066"Why aren't we higher on our state report card? Why are we only this many stars or whatever?" And it's always good for the district, all of us, but also the community to understand, um, this goes back to that fair and balance thing that a regular public school district is held to these standards. When you look at any other kind of school, and there's million of them for the state of Ohio, there can be charter schools, there can be community schools, there could be non-chartered public schools, you name it. There's a whole list of what these other schools are, private schools, whatever that is. their testing is different. Their um meeting the four star or their stars are different. The requirements for reaching a certain star level is different than a regular public school. Just to
067give an example only because last year we looked into this with Vanguard because of a program we were looking at there. So like we'll take Fremont example. Our graduation rate this on this report card is 93.9%. We got a four-star rating in the graduation thing on their list. A four-star rating means that you're exceeding the expectation from the state. >> Now, I can tell you there is a group of schools that is not a public school. They received the same star rating. They exceeded expectation and the graduation rate was 36%. So that's the disparity of what there can be out there. So when you for everyone to just look at the star rating on a report card for a school, keep in mind that if you want to compare Fremont to Clyde or Fremont to
068Oldford or Lakota or something like that, that's fine. To compare us to Townsen, Buckeye Community School, St. Joe um any other nonpublic regular school that rating is going to be different even though they may say it's the same. So I mean that can be a big difference and that's where that level playing field comes into play when we talk about voucher system or whatever else you know hey look if we want to push money to wherever a parent wants to go that's fine but let's keep it all the same rules same requirements same everything. If this is what one school needs to do, then this is what everybody needs to do. Whether it's bring everybody down to a level or up to a level, whatever that is. If you're going to get a high school
069diploma in the state of Ohio, this is what the requirements should be and this is the requirements on the school district. Um, right now that's different. And that's my big issue with everything. And same with the report card. We got four stars just like you did. H 93.9% is a little different than 36%. So anyway, just information that we talk about every time when the wonderful state report card comes out. >> Absolutely. >> It's a piece of the data puzzle. All right. Thank you very much, Abby. I appreciate you sharing good information this evening with everyone. Um Mr. Price, if you're okay, I'll continue. >> Yep. Fantastic. Um, item number one, I would ask you to consider the approval of don of a donation this evening to our health and wellness program. >> Can I
070get a motion to approve item one, please? >> Move. >> Motion by Miss Layman. Could I have a second? >> Second by Mrs. Bloom. Any discussion? Roll call, please. >> Miss Layman, >> yes. >> Mrs. Bloom. >> Yes. Ms. Lewis. >> Yes. >> Mr. Nelli? >> Yes. >> Mr. Price? Yes. Motion's approved. >> Thank you. Item number two, I would ask that you consider the approval of a contract with North Central Ohio Educational Service Center. Um, I'll just speak quickly for item number two and item number three. They're very, very similar. Item number two uh is services for our hearing impaired students and item number three will be for our visually impaired students. These are uh services that we need in the city in the district um to meet the needs of individual students and
071our partnering educational service center. North Point Educational Service Center does not offer those services. They do not have these staff members involved. So, we're reaching back to our partner um from North Central and they are going to provide these services for us. >> Can I get a motion to approve item two, please? >> So, move. Motion by Mr. Nally. Could I have a second? >> Second by Miss Layman. Any discussion? >> Roll call, please. >> Mr. Nally? >> Yes. >> Miss Layman? >> Yes. >> Mrs. Bloom? Yes. Miss Lewis? >> Yes. >> Mr. Price? >> Yes. Motion's approved. >> Thank you. Item number three then for the visually impaired contract. >> Okay. Can I get a motion to approve item three, please? >> So moved. >> Motion by Mrs. Bloom. Could I have a second?
072>> Second by Miss Lewis. Any discussion? Roll call, please. >> Mrs. Bloom, yes. Miss Lewis, >> yes. >> Miss Layman, >> yes. >> Mr. Nelly, >> yes. >> Mr. Price, >> yes. Motion's approved. >> Thank you. Um, item number four. Um, this is a little bit unique situation. And what we are asking for your approval here is that you would approve the following North Point employees to be authorized to discipline our students from their North Point program according to their North Point approved procedure, but they are Fremont City School students who may attend. So the list of individuals are North Point administrative staff who may be responsible at one of the North Point programs or sites. And for example, I'll give you Tracy Fouse works very closely with our students. She is the North Point
073administrator at the School of Hope. Um, and we have students there, uh, Fremont City School students who attend at School of Hope. So, we may have a time period where we need to have a North Point administrator in their school setting may have to provide a discipline to one of our students. So, by approving this, we're just giving them that authorization. Can I get a motion to approve item four, please? So moved. >> Motion by Miss Layman. Could I have a second? >> Second by Mrs. Bloom. Any discussion? >> Is this typical? >> Very. >> Okay. >> I had I had to look at that a little bit because um we don't have that school setting. We don't have a similar setting with North Central. So the this idea was a little bit new for
074me. I had to look into this a little bit more. Um truly the school of hope is really the only area um that we would overlap currently in this setting. Um but since school of hope is completely ran by North Point Educational Service Center now um we our students would fall into that >> then there would be communication. >> Absolutely. Okay. >> All right. Roll call, please. >> Miss Simon. Yes, >> Mrs. Bloom. >> Yes, Miss Lewis. >> Yes, >> Mr. Nally. >> Yes, >> Mr. Price. >> Yes. Motion's approved. >> Thank you. Um, we're going to stay here with some staff issues. Um, or not issues, some some items. Beginning with number five. Uh, I have two resignations and I'd really just pause there with uh Andre Dale Purcell. Um, he will be seeking
075his retirement at the end of this school year. Mr. Purcell's hire date was 1987. He is leaving us with about 38 years of service all Fremont City Schools at a multitude of grade levels and building ranges. Um 38 years, you deserve a shout out. >> So we're very happy for him. Um item number six, we have uh begin some appointments, please include starting there with Jen Leler. um including some substitutes, some home instruction tutors. Item number seven, we have continue on um with those supplemental contracts. We have some people to add. Item number eight, special event workers. And brings us to item number nine, um the approval of the following five individuals who are willing to do a little bit extra in the writing of some of our IEPs. All right. So, let's see. Can
076I get a motion to approve items five? Sorry, I'm scrolling through here. 5 through nine, please. >> So, move. >> Motion by Mr. Nally. Could I have a second? >> Second by Mrs. Bloom. Any discussion? Roll call, please. >> Mr. Nally, >> yes. >> Mrs. Bloom, >> yes. >> Miss Layman, >> yes. >> Miss Lewis, >> yes. >> Mr. Price. >> Yes. Motion's approved. >> Um item number 10 10 I just simply uh pulled out there. Miss Cassidy Price um out of the the list in number nine. So same individual Cassidy would like to be one of our IEP writers and do some extra work. >> Okay. Can I get a motion to approve item 10? >> So moved. >> Motion by Miss Layman. Could I have a second? >> Second by Miss Lewis. Any
077discussion? As her father, I'm okay for her doing some extra work. >> No to the grind. You better. >> Roll call, please. >> Miss Layman, >> yes. >> Miss Lewis, >> yes. >> Mrs. Bloom, yes. Mr. Nelly, >> yes. >> Mr. Price, >> abstain. And the motion approves is approved. >> Thank you. Um item number 11, we I would ask that you approve the idea here for our the staff members to who will be attending IEP meetings, 504 meetings, student planning meetings um with the additional $25 per hour um not to exceed the the total there. These individuals are currently North Point staff hired who are working within our district and we would like to recognize them in the same capacity that we recognize our Fremont City School teachers. Um this you again is you
078see new um it's a change from what we've done in the past only because of the procedural um the procedure to pay the individuals dealing with North Point Educational Service Center. they do it differently than North Central. So, we've always done this. Um, it's just that really that that procedural change. Um, so that's that's what that is there. I would ask your approval for those individuals. >> Okay. Can I get a motion to approve item 11, please? >> So moved. >> Motion by Mrs. Bloom. Could I have a second? >> Second by Mr. Nally. Any discussion? So these individuals are we writing a basically writing them a check or Okay. So we're not going through the educational service center >> invoice back. I believe it's a time card. >> I not sure on this one.
079I will check into it and let you know. Um because depending on what it is, we quote back and forth between the two, whether it's just something they'll add on to our contract that we pay throughout the year or if it's something we'll handle internally. >> Okay. Thank you. Okay. Roll call, please. >> Mrs. Bloom, >> yes. Mr. Nally, >> yes. >> Miss Layman, >> yes. >> Miss Lewis, >> yes. >> Mr. Price, >> yes. Motion's approved. >> Wonderful. Well, thank you very much. Um, lastly this evening, um, item number 12, uh, just some status changes there. >> Can I get a motion to approve item 12, please? >> So, move. >> Motion by Miss Lewis. Could I have a second? >> Second by Miss Layman. Any discussion? Roll call, please. >> Miss Lewis? >>
080Yes. >> Miss Layman? >> Yes. >> Mrs. Bloom? >> Yes. Mr. N? >> Yes. >> Mr. Price? >> Yes. Motion's approved. >> Wonderful. Thank you. >> All right, moving on to report of the treasure. >> Uh, good evening. Um, trying to think what even is going on anymore. My brain is still trying to get back from my 5 hour time change. So, right now, I would be sleeping if it was still >> It's rough. We don't feel bad for you. >> So rough. Gosh, vacations are hard. Um so today one of the big things going on in financial world the auditor state changed our um account manual guide and how we code things. So right now we are going through and looking at what codes we need to change in our system. Um some titles.
081It's a lot of work. We're going to have to divide that up. A lot of it some there were some that had to be done as of the end of or starting July 1 of this fiscal year. Some of it you had to have done by the starting of next fiscal year. Just they tried to make it so it wasn't so um burden such a large burden on treasures. But um so that's a big thing we're working on right now. Today I watched a webinar on it on some tips and tricks to hopefully make it a little bit smoother and easier. So, it's a fun um numbers game to get to play and they started adding letters in. So, here comes algebra that I always thought I would never need to know letters mixing with
082numbers. Um, >> so our eighth graders did really well in algebra one. So, maybe >> you need some help. You know, >> I'll go get an eighth grader. So, um, and then also we have with the new state guidelines, um, we've got to get our forecast done. Used to be 5-year forecast, now it's a threeear for I don't know what the title is anymore, but um, the forecast I'll have for you at the next meeting because we have to have that approved by October 15th. I think they call it the final forecast. Um, that might be the new fund title that we get to call it. So, that's kind of what's going on in my world right now. I'm trying to get now that we've kind of gotten the start of the school year kicked
083off, we can focus on some of those changes. Um, and then my which month? I don't even know what month we're in. Um, August financials for this year. We're, you know, two months in at this point. We did get our real estate taxes. So, we got to see our what our um real look at what the collection was versus last year. We did see an increase as we um had already kind of known that nexus increase that you see in the um tangible personal property line. I just want to highlight that um some of that is due to that um payment. Sorry, I'm reading over some notes at the same time. Um, so now that they are, the settlement was in January of last year, but now that they're paying at the what the state
084told them they need to be paying at, there is um an increase in that line. And that's what that's from is last year they weren't paying quite where they were supposed to pay be paying and now they are. So, we did see a little bit of an uptick in that personal tangible personal property line. And some other notable areas at just being 2 months in, you know, a lot of these lines will be you'll if you see any great deals of changes, it's really timing and throughout the year we'll catch up. Um, if we move to expenses, salaries were pretty flat. But if you know how the payroll works, new salaries and wages for most of our staff starts in September. So, you wouldn't typically see any of the contract negotiated increases to hit except
085for admin staff before September 1. admin starts 81 and um some of our classified staff does start July 1, but a lot of our school staff doesn't come back on payroll until u middle September. So, a lot of those payroll items you won't see changes in until September, October when the full pays start really hitting. The benefits increase is really just from our benefits that we increased from last year. purchase services is up a little bit. Um supplies is down quite a bit and that really just has to do with timing of when we bought some larger items last year versus this year. So, it's not really a true reflection that we're spending less on supplies right now. It's just last year, I think we bought maybe some textbooks or something. it >> I trying
086to think off the top of my head >> in late we might have after July one might have shoved it forward >> whereas the new curriculum this you purchased previous to Jill >> early >> so way early so so that we could address some PD concerns that we were >> Mhm. So, those are the large takeaways with the financials. Like I said, it's not really anything huge with it just being August, but um we were fortunate enough to see some increases in our revenues this year or this month for the month of August, which is always happy in my books. So that's I think that's the only item I have tonight for approval if we can get approval on that. Okay. Can I get a motion to approve item 13, please? >> So moved. >>
087Motion by Mr. Nally. Could I have a second? >> Second by Miss Layman. Any discussion? >> Roll call, please. >> Mr. Nally, >> yes. >> Miss Layman, >> yes. >> Mrs. Bloom, yes. Miss Lewis, >> yes. >> Mr. Price. >> Yes. Motion's correct. >> All right. Moving on to board member communications. Uh Don, >> just uh just walking through the facility and being outside and uh been over to the high school once uh for an activity. just just so neat to walk through the buildings and and see the uh the purple colors. Uh it they just stand out. Um, you know, I I just it'd be nice to maybe have in the future more opportunities for the community, maybe open house or something in an evening when they can actually go through the high school
088or go through the middle school, you know, just just down the road, you know, at some point cuz I I still think there's just so many people that have never been in the buildings to see, you know, how they're laid out and in and the in and the work that the teachers put into, you know, uh decorating the rooms with the kids activities and stuff. So, just just some food for thought there. Um, the other thing is when we were talking about the strategies, you know, I I know everybody doesn't feel the same way, but again, I think it's just real exciting to hear when you start talking about strategies and trying to figure out the best way to teach our kids for the best outcome. and and I it's just so neat to to
089kind of hear the discussion, you know, I mean, that we had tonight about, you know, the report card and to realize all the professional people that are and Abby uh coming in there and um you know, giving input to making our district better. Thank you, Abby. >> That's all I had. >> Okay. Sarah. >> Um, ditto. Um, I think I think there's a lot of neat things happening uh in the district. Um, and I don't I don't want to lose sight of all of those all of those things. Um, I think the report card is promising. Um, as a board member, I I am not upset one bit um by that report card. Um, what's more exciting is to hear the buzz about what we're doing about all the things. So, to everybody in the
090district, um, no matter who you are and what impact you have on the children every day, keep up the good work. Um, um, a few other things real quick. um noticed that um Quinn Wolf earned first team um all conference in golf and Miss Brena Parker earned second team um all conference in in golf. So those are two uh two shout outs for two of our um athletes. Um and I know we're winding down some of the fall sports or getting into that tournament, you know, playoff kind of time for some of the sports. So, uh, keep up the good work. Um, we had a really neat opportunity last week um here at the high school with the Lady Giant Athletic um, Summit. Um, I am so glad that I kind of schoolboard member and
091mom crashed um a portion of that event. Um, I think it it there were a lot of Lady Giant athletes in attendance. Um, there was also a 2-hour delay that day and I think that had an impact on the number of athletes um that attended, but I think a time was still had. Uh we had the opportunity to um have a former uh high school graduate uh Leslie Hasselbach Adams who um she graduated a year ahead of me. um just has done some amazing uh things um postgraduation. And to share um to share her journey with these uh with these athletes um in in the way that she did it was phenomenal. It was inspiring. Um, and for our Lady Giant athletes to look at her, um, who has taken divers to the Tokyo Olympics
092and to the Paris Olympics to look at somebody like her and she came with her Fremont Ross letter jacket >> um, and every letter jacket she earned, you know what I mean? um after after that. But for our our ladies to look at her and for her to tell them, I am no different than you. Um I came from She said these same halls and then quickly retracted. She said, "Yeah, I didn't go to school in this building." But um for them to hear that somebody just like them um was a able to you know with hard work and perseverance um achieve at the level you know that she that she is but also talked about the little things that go with it. It's it's not just about, you know, your your state records or
093local records. Um it's about, you know, appreciating your coaches. It's about the time you spend um on a bus traveling to a meet or a match or a game or anything like you value those moments and those people um who pour into you. Uh, I think I was just as impacted um by by Leslie's um I almost said performance is not at all what I mean. Um, but her her her speech to um to the to the ladies. We also had the opportunity along with Leslie to have a lot of um local um females in different positions. um former athletes, current, you know what I mean? Um exercise gurus and things of that nature to then do breakout sessions with um the athletes where they got to learn about, you know, balancing all the things
094on their plate or yoga or anything. And it just the the dinner the dinnertime buzz that night was really good um um at home. And I and I hope it was the same for for other athletes that attended. But all of that to say, we have some awesome people in our community that care about our kiddos. Um and that when given the opportunity will will pour into them. So kudos to Jason Smith and the crew that he had there um that night for the orchestration and uh facilitation of that summit. I hope that's something that um happens continues to happen annually. And my last plug for when we have opportunities like this, please can we have them recorded? Um the the this the things that Leslie said um would have been beneficial in any gamut
095of the district, whether it's other athletes, not just female athletes, male athletes, in the classroom. Um just phenomenal. And I'm I'm sad that only a small piece of our student um population uh was able to to hear that. So if we can when those opportunities, you know, come about, if we can look at somehow trying to capture those um in a way that we can, you know, obviously with the permission of everybody, but >> that's a good suggestion >> that we can share um for for days to come. That would be awesome. And that's it. >> Laura. >> Wow. Sorry. Sorry. >> I came in here with like not anything. I wasn't going to say anything and that just never happens. All right. I'm going to talk about something off totally different than Sarah just
096brought up. I'm going to go back to the night of the Whitmer game at the stadium. That night I brought four residents with us to the stadium for the game. I don't know names, but I'm telling you what, from the minute I pulled that bus in the parking lot from the guys that were uh taking the money to the parking, letting me park right up front so I could drop the lift for the residents and I could leave if we needed to leave early to come in the gates. Everything went so smooth and everybody was so nice and so every everybody was so nice to the residents and just very accommodating and you know and then we moved over to the booster booth and we got all their pictures with them and whatever else and
097then the elevator and again I don't know everybody's names. I really don't know a lot of them. I just know faces >> man. I mean that couldn't have went any smoother neither. and I'm running up and down, you know, because you you're loading people and they're going up and you're obviously meeting them at the top. But I just um I think I thank everybody. I always try to thank everybody and I think I thanked them again at the end of the night, but if not, thank you, whoever's watching, because that went so smooth. The residents love the game. They love the whole atmosphere. Um they talked about it for days. They were singing Wheels on the Bus Go Round and Round the whole way back. We we crew stayed back to the building at like
0989. Well, no, we didn't get back till like almost 10:00. >> That's good thing you guys stayed though. >> Yeah, we did. We stayed the whole game and one of our girls um one of our ladies, her um nephew, well, we'll say grandson, he actually played on the team and she went out on the field afterwards while we started loading the bus and we made sure she was last so she could have her family time. And I'm telling you, it was just such a good night. But they were just so they were just so happy. And I thought, man, if I could tell anybody thank you, you know, just for just for being so accommodating and and and you don't realize it until you're actually there in the middle of it because what can be
099easily a stressful situation really isn't after all when the people around you are just so helping. So, thank you. That's what I have to say. >> Lori, >> um, mine is going to be short and sweet. Thank you, Abby, for the report and explaining the report card. It was very uh helpful. Sometimes you look at it and you're not really sure what that means. And I know that we'll keep going up. It's not going to it's not going to deter us. We'll just go from where we're at and move on and move up fast. Um congratulations to all the sports and anybody that's you know how it's all going. I know the football team's got a little bit of struggle, but they'll get it going. it'll be all right. And um thank you for the
100people who are helping out with the tickets and the uh tutoring and all the extra stuff they do for the kids. And congratulations to Mr. PCEL. I think my kids had him in sixth grade at Krogan >> or somewhere around there. He was in Krogan. >> They were in those little uh those >> the portables, those little trailer things. So, but yeah, that's all I have. Um, thanks Abby for coming in talking about the report card. Um, the workshops when we set that up. >> Seems like quite a few years ago now. Um, always good information, just different pieces that we can stay up on, plus the community now that we live stream and everything. So, good way to get information out there. Um, last thing I want to do was give a shout out
101to our high school students. Um, I had the privilege of going to talk to the leader the two leadership classes today, um, that Mrs. Gallagher teaches. And not that I did a great job, but, um, when you walk around the high school when class is in session or in between classes, um, everybody was happy and smiling. They were walking. It wasn't a zoo. Um, so shout out to all the high school students, not just in the leadership classes, but just everybody walking through the hallway. It didn't matter what you were doing, there was no problems. Um, I know sometimes we get the thinking that ah it's a bunch of young kids in a building and it's crazy sometimes and maybe it is. Um, today at in the morning and in the afternoon it wasn't. Everybody
102was really doing well. So, I know the teachers are out there to kind of make sure everything goes well. I think they just have more conversations with each other because there really isn't anything to do. >> Um, which is great for our students. Uh, you know, good job to them. So, with that, um, I would like to make a motion to go into executive session under letter N is in Nancy. I'll make that motion. Could I have a second, please? >> Second. Second by Miss Lewis. Um, any discussion? The only thing I would say for the public is there will be no business taken after our executive session. As soon as we're out of executive session, we will journ a meeting. There isn't anything after that. So, um, with that, roll call, please. >> Mr.
103Price, >> yes. >> Miss Lewis, >> yes. >> Mrs. Bloom, >> yes. Miss Layman, >> yes. >> Mr. Nally, >> yes. >> Motion's approved. We are now in executive session. [Music]