001[Music] Uh, I'd like to call the meeting to order. Uh, roll call, please. >> Mrs. Eolds, >> here. >> Dr. Hooker, >> here. >> Mrs. Johnston, >> here. >> Mrs. Lewis, >> here. >> Mrs. Singh, >> here. >> And could I have a motion for adoption of the regular meeting agenda? >> Still moved. >> Second. We have to do a vote or a roll call on that. >> You can do a voice voice call on that one. >> All those in favor? >> I. >> Any opposed? All right. Uh to entertain a motion to go into executive session. >> So moved. >> Second. >> All those in favor? >> I. >> Any opposed? All right, let's turn off the recording. >> Okay, we're recording again. >> Great. We are returning from executive session. Um, do
002we have some correspondence recognition and announcements? >> Yes. Thank you, Dr. Hooker. Uh, first of all, we'd like to do some celebrations again this evening of the wonderful work that our students have been up to uh and as well as our staff over the past month. Uh we had four Indian Hill Middle School students who earned a top spot to compete at the state level math counts tournament uh in late March. Lillian Louu, Arjun Bellam, Roit Raman, and Rahul Raban all competed at the state level. So congratulations to those math scholars. We also celebrate our student artist Michelle Fu. Her artwork was selected as one of the pieces to be displayed for the Ohio Governor's Youth Art Exhibition. Out of 6,280 entries that were submitted uh by 2441 students, her piece of artwork was selected
003and that was a great celebration of her skill and talent and that will be displayed for the next year as a part of that art exhibit. Our Indian Hill students typically would attend the Ohio Association for College Admissions on Counseling. Uh but this year they actually were invited to present to the adults uh and spoke through the guiding the way program on inclusion at their annual conference this year. Um our Indian Hill High School students Maya Anderson spoke about our courageous conversations program in the district and our our staff inclusion program. Um Maya was joined by Emory Cunningham, Tacy Hutton, and Ethan Marx for their presentation that also included some current educators who work as mentors in our building uh with the students. So, thanks to everybody who presented at that state conference. We want
004to congratulate uh student Ethan Marks again. He just earned the Jefferson scholarship to the University of Virginia. This is a premier undergraduate scholarship that is very rare each year. Uh very happy for for Ethan. He was also offered the presidential fellows program scholarship at Miami Miami University of Ohio. During his tenure here at the high school, Ethan's been involved in several state tournament and champion mock trial teams, courageous conversations, theater chieftain, and student government. So congratulations to Ethan Mart. Uh Indian Hill High School broke records this year at DECA. 61 students competed at the state level. 41 students finished in the top 10 and 29 of those finalists qualified for the DECA international competitions. High school senior Lauren Su broke a school record with her three state champion titles uh during her tenure here at
005IHS. So, congratulations to the entire DECA program and to Lauren Su who's a senior this year. Indian Hill has students in both the middle school and high school who earned a spot at the upcoming Science Olympiad competition. Uh students advanced after excellent performances in the Science Olympiad regional competitions in March. And so we're looking forward to seeing the results of that program. Last year, uh like so many of our other pandemic opportunities, the Ohio Junior Classical League Convention did not occur occur. This year there was a virtual conference that was created and Indian Hill students excelled. 17 of our middle school students uh and high school students brought home over 67 awards and had 55 top five finishes in the Ohio Junior Classical League state convention. So congratulations to those students. You can all imagine
006how hard it is to present on Zoom in a natural uh conference this year. Uh for the seventh consecutive year, the National Association of Music Merchants, NAM, has designated the Indian Hill School District as one of the best communities in the nation for music education. So, congratulations to all of our students, staff, and families involved in help making us a best community in education, music education. We really uh are proud of that honor. Finally, um uh this evening we are going to have a couple of presentations. Um so Dr. Hooker, I'm going to let um a couple of our guests in the room at this time. >> Great. Hi Amy. Hi Jeff. And I see Lori is connecting. >> Welcome. >> How we doing everybody? >> Doing well. >> It's great to see you all.
007This could be the last time I see you until graduation, so I'm just gonna I'm gonna take it all in now. >> Yeah, absolutely. Lori, can you hear me? >> Yes, I can. Thank you. Are you Are you waiting for us? >> We are ready for uh everybody else to enter the meeting. Um I see you. And I believe you had two other guests that were going to join us. Is that correct? >> I did. Let me see. I apologize. You're you're running a little ahead of of the schedule that I gave them. So, I apologize. Let me uh get them in. >> That's okay. We can have Dr. Stewart or Mr. Damado present first. Uh why don't we just go ahead and do that and then we'll give our other guests some time to
008arrive. So >> I I appreciate that. Thank you. >> No problem. Let's move on to item J if that's okay, Dr. Hooker. And we have an academic uh offering update tonight from Dr. Stewart and Mr. Damado from IHS. Thank you for joining us and I will help you with the screen when you're ready. >> If you want to pull up the screen, Mr. Kcki, I think that we're ready to go. Um as Mr. Kcki is pulling that up. I'll start by just saying that um Mr. Damado and I have worked really closely and we're really excited about some changes that we're going to be making to high school programming and thank you for giving us the opportunity to share this information with you um in this kind of format. And so here we go. Every
009year we always look at schedules and we determine if there are classes that we have are still viable and they're still the best opportunity for our students. This year, some of the changes we've made are based on those reflections and some of the changes are made because of some different regulations from the Ohio Department of Education. Speaking of, I will let Mr. Damu kick it off and talk to us about the Ohio graduation seals. >> So, first again, let me thank you guys for allowing us to come in and spend some time and talk about, you know, always thinking about getting better and the continue the uh the continuous improvement process. And sometimes we get to kind of initiate that process and sometimes the state kind of pushes us into it. Well, tonight we get
010to talk a little bit about a hybrid of both. So, as you see on the screen, one of the changes that is happening across the state is the overall graduation requirements for the class of 2023 and beyond. Um, I'm always, it's always intriguing since I moved to Ohio how this target for graduation in the state of Ohio continuously shifts every few years. And in the last few years since I've come on board, it was very much based on end of course exam point totals. And again, as we know, that definitely benefits many students, but also sometimes doesn't create alternative pathways for all. And so what the state has done is being creative have come up with some unique different ways of allowing students to graduate and showing kind of proficiency, but truly being able to
011show their readiness for the next level. So, one of the things that has happened now is the class of 2023 and beyond have a variety of different ways and components that they can graduate. Of course, the sun comes out and now my face is striped here. So, I apologize for that. But one of those is yes, there's really three parts. Ohio State is asking our current sophomores and beyond to do three things. Number one, continuously um accomplish a certain amount of credits. that number is 20 across the curriculum of high school. So the designation of those credits is broken down by content area. So English they're still required four years, math four years, etc. So that has not changed. In Indian Hill High School, our own internal requirements is actually two more than that. And
012so we've been aligned and that wasn't a huge shift for us. The other part that's kind of a big shift is these end of course exam total points. And that goes back to the fact that again it used to be 18 graduation uh points through end of course exams and now they've kind of turned to this idea of what's called the graduation seal and you see that in the screen as uh Ohio graduation seals and local designation. Our students are still required to take end of course exams and show proficiency in those exams. But if a student does not show proficiency in those exams, there's alternative pathways for them to basically show their readiness. Those pathways can be things like enlisting in the military. It could be uh completing a course load of college courses
013through things like CCP uh or through some type of career focused readiness activity. So for us, our students will continue to take the end of course exams that are required of them, making sure that they are beyond the proficient level. And again to kind of check that box, what this slide is about is the third component is now what's called a graduation seal. And this really goes to again this idea of a diverse way for students to show their learning and their readiness. And so Ohio State has created um it's four it's 12 different seals but out of those seals three of those seals have to be locally defined. So Ohio State creates some of those and then we have to define those for ourselves. The three seals that we have to define are community
014service, fine and performing arts, and the student engagement seal. And so part of this conversation is asking and and show and kind of talking about our definition of how we define them. And what again is awesome about Indian Hill High School is our students in our own internal requirements have already accomplished kind of the need um or the requirement that the state has asked us to do but now it's kind of this official formal definition. And so the three local SEALs that we as a group have to kind of certify is the community service. As you know high school has always had a community service program. It is something we take great pride in. That amount that a student has to accumulate from 9th through 12th grade is 60 hours. Still 10 as a freshman,
01510 as a sophomore, 15 as excuse me, 20 as a junior, and 20 as a senior. And so for our community service seal, we ask that our kids continue to achieve those hours and give back to others. The second seal is about fine and performing arts, which is fantastic because again, it allows our kids to showcase their talents in other things beyond just what some would cont consider traditional content areas. Well, our Indian Hill High School requirements have always asked our kids to fulfill that own requirement through the many art classes we have, but also our music program. So, now there's a seal that helps us take that informal internal requirement and make it a formal graduation requirement. kind of make sure that we're offering that to our students. And the last one is a
016student engagement seal. And this is very general. And again, as you see there, it just ask students to participate. They have to participate in either two seasons of sport or a performance group like premieres or or competitive choir in other schools. or they actually can utilize their time in extracurricular clubs and organizations they may be attached to through programs like the Oaks which is what you see there is the CTSO participation and so this is just allowing our students to kind of further showcase all the things that they're doing in our building but also allowing it to kind of and I hate to say check both boxes but it does it allows us to make sure we fulfill our own internal requirements for what's best for kids but also the Ohio state requirements Mrs. Lewis,
017were you raising your hand to ask a question? >> I was. I was I was curious about that last requirement whether or not that is one that has to be done at the school or at the oaks because I think there are many students who participate in extracurricular activities that are not offered by the school or the oaks. Um and and I didn't know whether or not that is would satisfy that graduation seal or or not. >> Yeah. And so it is vague, but at the same time, Kim, it does ask that the club or or group or organization is school affiliated. Um, like anything, as this kind of uh continues to unfold for um a variety of different schools, as you said, there are some organizations that we may not be closely affiliated with
018that we would then perhaps create a partnership to allow us to consider that time that a student spends to fulfill this requirement. Okay, thank you. >> So, as we transition to the next slide, I'll just also add that we believe that any of the information related to the SEALs really shouldn't change the programs that our students are offering. Indian Hill was already doing more than what the state was required and our students only need to earn one out of the three of those local seals. So, um it it feels like for them that'll be pretty easy to achieve for all of our students. Throughout the next slides, you're going to hear a theme related to what our students are sharing with us, which is the opportunity to have more flexibility in their schedule as they
019advance into grade levels. Um, there are times that they want to do something that's really of interest for them. For example, they might want to double up on a world language their senior year. So, if they've become very proficient in Spanish, they are interested in saying, "Can I also have a bell where I take Latin one? I'm just interested in it and hey, I've had a chance to get to know Melissa Burgess and Mark Atwood and I I just want to be a student in their class for a year. Something like that. We've been listening to that and we've been thinking strongly about how we can offer them more flexibility in their schedule. So, this is one of the ways we're going to talk about during this presentation. In the past, speech has been a
020mandated class at Indian Hill High School. Students can't graduate without taking that speech class. And our proposal is that that moves to an elective course. We will continue to offer it and we believe that it'll be a high quality program, but we do not believe every student in the entire high school needs to take that class in order to be prepared for verbal presentations through the rest of their collegic or post-graduate career opportunities. One of the reasons is that over the last 10 years, we've incorporated a great deal of verbal presentations in all of the classes. So when speech class was originally designed, it was to kind of fill a need where we wanted to make sure students were having that practice. And in reality, that's now embedded in courses. So you'll see some data
021that's there in front of you. So 89.7% of all teachers say that they are regularly having opportunities for students to do some research and to have some verbal presentations all the way to 46.6% 6% of the teachers having a long-term project that requires research into both a written and a verbal presentation. So our students are having ample opportunities to learn how to deliver information verbally. And by making that an elective for those students who either need to learn that or their parents say they need to learn it or we offer that as a suggestion, it's still an opportunity for them for those students who are proficient. they don't have to take that course and instead they will have more choice as they grow in age level and can take classes that are more of interest
022to them. So I have a quick question. So if we make it I thought the speech class was a foundation for students coming to high school to prepare them how to present. That's how I have seen this class at. So >> yes we agree with you. We think that is a core part of the curriculum. But what we would also say is that beyond the speech class there are a great many teachers who are also teaching that same skill. We believe that it is nearly impossible for any student to graduate from the high school without receiving direct instruction on how to properly prepare for a verbal presentation based on all the opportunities in all of the different classes. And so that's why we don't want it to have be a mandatory class anymore because not
023all of our students need that information. They're learning it in other classes. A perfect example would be all of our students were involved in the capstone program at the high school. So the seminar class that they have during their second year is basically an entire year of getting ready to present verbally. So for those students, they're getting more practice even than what happens in a speech class. And so we want to offer them some flexibility. >> Okay. But the speech class is usually at the freshman level, right? >> It is speech. >> It's a freshman level class because that's where you're learning about it that how to give formal presentation and all that. Like capstone comes all the way towards the end of their high school career like in a junior and a senior year
024>> sophomore and junior year typically. >> Capstone capstone comes later. So >> well so it's two it's two different things. So there's AP capstone seminar which is a sophomore class and then there's the AP senior capstone project like senior project as it's known that's a senior project but also things like AP research is junior and senior. So, some of our um kind of AP ELA humanities electives you'll find more in our junior and seniors classes, but that capstone experience is primarily sophomores. But let me also add this. in every single freshman class, everything from biology to modern European history, um even mathematics. One of the reasons why we asked our our teachers about this is because more than ever, one of the things we are trying to do more of every year is providing our
025students the opportunities to own their learning more. And part of that ownership of their learning is being able to express their learning in ways other than a typical traditional exam. And more more times than not the idea of an oral presentation whether a small group, individual, a pair or a large group is part of that um uh kind of choice of presenting. And I will also say this, as each class type talks about how to present their materials, some of those foundational skills that speech class teaches students to think about when they're presenting, the teachers are doing the same as well. Because, for example, a presentation for DECA is going to be different than a presentation for AP Capstone. There's going to be some fundamental skills, but there's going to be some nuances to those
026presentations. And so again, this the ability to have that opportunity is found in a variety of ways, ninth all the way through 12. >> I also think that um before Mr. Damado jumps in to talk about a really exciting new course for us, um I would also say that there has been um and you'll hear this through this presentation, there's been a really great partnership that's existed between um Mrs. Ulin and Mr. Damado and looking at alignment of skills. And so in preparation for high school, we were also trying to embed more opportunities for verbal presentation, including direct instruction of how to do so correctly starting at the middle school level. So students are having ample opportunities to practice those skills. >> Awesome. That's awesome. As long as kids have that opportunity at middle school,
027I'm all for it. Like, you know, the sooner they learn about it, the better it is. >> Totally agree. Well, on that statement, I'm going to use that same phrase, Nikki, and allude to this next part because I'm uber excited about this and I'm gonna have to apologize to Mick Davis because we are not starting school finance class. I'm taking that right now and I just thank thank goodness we have Mick Davis because that is wow beyond. That being said, since I've come on board, one of the things you all tasked me to do was to continuously be student centered and listen to our kids. And I've had a multitude of opportunities where our kids have come to me and said, "Mr. Demadeo, we have so many great opportunities here and this is what makes
028this place special. But you know what? There's still some things out there that we would like to have for our own education. And time and time again for the last several years, personal finance has been part of that conversation. Not school finance, sorry, Mick, not educational finance, but personal finance. We all know that our kids as they graduate high school have a plethora of skills that we know they're going to be ready for the for the next phase. Personal finance, the ability to truly understand. Banking, investments, uh APR financing, a loan, scholarships, those are things that for the last several years our kids either in a small group or even embedded in their own classes have come and proposed to me and said, "Hey, Mr. Damade, we want this." We talk about life skills. We
029need this. So it is finally here. And so this year we have finally put together in partnership with the Oaks and Phil say personal finance for our kids as a standalone class. Now the Ohio Department of Education has mandated financial literacy as part of our curriculum, but that's been embedded in different ways. Sometimes it's been embedded in a small amount in our government classes because we never had a standalone class to really do this topic justice. And now we do. And I will tell you from going from not having it to offering it for the next school year. We have 114 students signed up for this class for next year already. I mean, you want someone having a good problem to have. I already told Phil say he has to teach a bells. He's ready
030for it. I'm just kidding, Nick. I know it's actually we're fine, but we're so excited and our kids are so excited because we think about the world. We know what lies ahead and we know that personal finance, even for my own personal life, is something that I wish I had a greater experience and knowledge base in high school and going into school. So, this class again is going to kick off this next school year. An enormous amount of students want this class from juniors and seniors. Even have some friends, some sophomores. So, we're trying to get it to all, but we couldn't be more excited for finally offering this experience is a standalone class that is going to teach our kids real world personal finance skills that they can take with them uh in any
031endeavor. Everything from salaries to savings to banking to scholarships to uh car loans. We can't wait. Bill say is chomping at the bit to get going and I am too. I'm almost excited as I was when we started talking about graphic design and the digital app. So, I can't tell you how excited I am. >> I want >> Can't tell you how excited I am because this is long overdue. Not one of my kids were able to write out a check when they graduated high school. Not one. I've had to walk them through everything from mortgages to salaries to banking to everything. So, >> thank you. >> Well, thank you. I will totally second just exactly what Elizabeth said. Way overdue. So glad you're doing it. Thank you. Thank you. Thank you. >> Yeah, I
032would I would even be for making this a required not an elective at some point if we can manage it. Um I also curious what um department does this fall under then? >> It's a great question. So here's the cool thing about personal finance through OD's lens of certification. any teacher with a high school certification could teach personal finance, but knowing that so I could teach it even though I was a science person. I just need a high school lensure to teach personal finance. In a lot of schools that are bigger that have larger quote business departments, it usually comes out of there. For close schools like us where we're looking for who's the best and the best fit for kids to really launch this. Well, for us, we felt that it was a natural
033fit with some of the business classes that Phil say and Susan Shon now were already addressing through marketing, intro, intro to business, marketing, communications. So, it's living there and we had to obviously work with the oaks to allow us to do it and see are there oaks requirements that maybe don't align with ours and they're not. Ted Fitzpatrick, Kurt Patrick said to me, Jeff, whatever you got to do, do it. Okay, that's what I wanted to hear. And so let's say that tomorrow Phil says I'm gone. I already have a backup plan in the works of who. So that's I'll keep that for another time. But but it any person any individual the high school sir can can teach this class. It doesn't have to live in any particular department. I would love for us
034to continue to to grow these areas because we know our kids want them. But I think that's a future conversation. So, this theme of allowing our students to have some flexibility and have a little bit more voice and choice into their classes comes in again when we're talking about physical education. Our students at the high school level have to have two physical education classes as part of their transcripts in order to graduate. And we started to notice a trend. Some of that data is listed there for you where more and more students were seeking PE credits through an alternative source. Those sources included going to one of the other schools and the neighboring areas and paying for a summer program. It included taking it through college credit plus and it also included it taking it
035through another supplemental program such as a university outside of state and that's called credit flexibility. So this trend was starting to happen more and more and more. And so we reached out to some of our students to ask why they were no longer considering taking physical education with us. In some cases, it was because they were playing sports or an activity that allowed them to apply for a waiver through the Ohio Department of Education, which is totally fine. But in other cases, it really came down to the fact that they wanted to do something different with their class period during that time. rather than taking physical education, they wanted to be able to take business and engineering. They wanted to be able to take another AP class and be in premieres at the same time.
036So, we started to think about how we could offer students those flexibility that still allowed them to take PE with our highly qualified people rather than leaving our campus and paying to go take out another school district. And so, we're going to start to offer physical education as a high school credit in a student's eighth grade year. This will be completely of choice of families. They can choose to do it. If they at all feel nervous about that or they're not interested in that, they can also sign up for just a very typical eighth grade class. But we have quite a few students who are interested in that so that it gives them more flexibility as they continue through their career at the high school. >> So, do they get all the credits they need
037in the eighth grade? No, they'll just get half of the credits they need during their eighth grade. And so that gives them some opportunity to think about what they want to do in the future. For some of our students, that's enough. They don't want to take two PE classes, but they're fine with one, or they'll use the waiver. I think in our future we could talk about the fact that if we still have students who are leaving us in the summer to go to another school district and take it through other PE teachers. I would entertain the conversation of should we start to offer that on our own campus instead rather than having our students go take it through other districts. >> Yeah. >> Expensive. >> It is. >> It's very it's very expensive for
038the families. It's very expensive. So, they're only allowed to get one of the two or half of the credit by being a football player. >> Correct. >> Okay. All right. That's interesting. Okay. >> All right. >> Keep an eye on that. That's going to change a lot going forward. We're going to have to really keep an eye on this and see whether this is a good solution or we need a different one. >> I will do my best. Uh Revity, as you know, is not always my strong suit. So, I'll do my my very best for the last part of this. this last this last idea kind of with your blessing is kind of similar to what Dr. Stewart was talking about. One of the things that's continuously I tell you not just impressed me
039but I'm in awe of my first year sitting in any world language class that we have. I remember the first time I ever sat in a Spanish two or Spanish three class and senor Lewis or Senor Keith for 40 plus minutes there's not a single English word uttered and I thought to myself back when I had Senor Canalini and Senora de Roza and thought to myself I wouldn't have survived this for 10 minutes and the reason why because it goes back to why Indian Hill is so special our younger braves are having the opportunity to expose themselves to world language whether from their own families from places they come to us from the globe or in our own programs where our kids are getting exposed to world languages all the way down to the primary
040level which is straight bananas in my head. I will tell you it's amazing. But I say all that because what happens is you'll find that as they go from the lower levels and they finally get to middle school by the time they enter high school their proficiency level is truly remarkable. So if you look at our curriculum and what is being done in the middle school, this kind of goes back to what Dr. Stewart and I have talked about with Jen and working together. Spanish 678, French 678, Latin 678 really is a high school curriculum which is equivalent to the Spanish one that we would offer in high school or the Latin one we would offer in high school. But our kids are already doing that before they enter high school. And so as you
041see on the screen, the statistics of the percentages of our freshmen who are entering at already a level two is so high because of their previous experience. What we would like to do is truly award them that work and that um that credit if you will and award a high school credit for their eighth grade year of world language. Now to kind of talk about how that's similar to what we just talked about to PE or not. One of the things Dr. Dr. Hooker, you mentioned is would that change impact PE classes and section numbers down the road? Well, for high school, it does not diminish our internal requirements at all. In fact, whether you come into high school with at a at a level one or a level two, we still ask all of
042our students to take two full years of language. Maybe they continue with Spanish as Dr. Stewart was saying earlier, or maybe, you know what, they're so fluent in Spanish that they kind of want to try Latin. We're asking them to continuously take two full years of world language to continue that education. So this idea of awarding credit, it does not substitute for their time they would still acrue high school credit in different world language sections while they're with us. And in fact, most schools and colleges, particularly through honors diploma or even today, are asking our students to have three years of high school Spanish or French or Latin. So again, this idea of awarding a high school credit to our incoming eighth graders at that one level at that Spanish, Latin, French one level does
043not diminish the program really. It just awards them for the work that they're accomplishing that in most high schools that same level of rigor is happening inside the walls of a 92 building, sometimes even the sophomore. >> How do you decide who gets those credits? In other words, uh if you tell me that 79% are at the level two, that means 21 or 20% is not. Is it they get a year credit if they have a B or better average, an A or better, or how did we decide that? >> It's a great question and it goes back to really twofold. The 79% is the percentage of students who are coming at level two. What that means usually, Dr. Dr. Hook is that the other 21% are entering high school at the Spanish one level.
044So maybe they transferred from another district that didn't have the opportunity to take a world language. So this is their first exposure to it. We offer Spanish one still in-house with us. >> Okay. To >> show mastery in the middle school level. We're asking our kids to show 80% mastery through a variety obviously of different assessments that our middle school team helps to create to kind of dictate who that is. Um, but the reality is as you see the vast majority of our students who are in Spanish 678 are going to they're doing they're doing really really well and they'll be awarded this quick. >> Cool. Great. Thank you. Sorry, just needed to clarify. >> No, it's a great question. I don't I don't get to talk to you guys that often anymore since co
045struck. So, this is it. This is my chance. >> Want to thank uh Mr. Damado and Dr. Stuart, again, as we talk about providing voice and choice, it's one thing to talk about it, it's another thing to plan for it. And we have a continuum here, K through 12, of students who are constantly wanting to take more challenging courses, stretch themselves, and um being able to earn credits in middle school and being able to have more flexibility when planning for a rigorous high school schedule is a good thing for all students. So, thank you for your work on this and thank you for presenting that overview this evening. We're going to move on to our other guests who are here now and I believe all have joined us. Um Lori Klein is here with the
046IH Foundation team tonight. Lisa Consolino, Andy Swallow, and President Janet McMillan. Thank you all for joining us. And um I'm going to uh share the screen when you are ready team and I will get set up for that if you just give me one second here. Well, while you are setting up, I wanted to say thank you so much for allowing us to uh present at your meeting. Um we're really really grateful to all the volunteers that over 20 years ago um had the vision to start the Indian Hill Foundation and some of you board members were probably some of those fundraisers uh started those initiatives. So thank you. Um supporting the strategic initiatives of the board of education is our priority and the foundation really means nothing unless we are aligned with the school
047vision. So, we did feel like it was really important to share with you our updated strategic plan in hopes that we are in constant communication with you and aligned with what the school really wants from us as well. And I can >> that background noise. I don't know whose computer that is. >> I'm going to make sure it's not mine just quickly here. >> Okay. Thank you. Can you all see the screen? >> Yeah. >> And this is kind of our introduction because we are constantly asking ourselves what if, what's possible, what's next, especially above and beyond the school budget. That's where we would hope to connect in. You can click. Um so as I said we are celebrating 20 years but we our main focus is in five more years in hopes that um
048we can really be very well aligned with the district and the needs um that go above and beyond and we would love to um continue to connect donors with wonderful visions of the school. Um, it started from $20,000 grant from computers years ago. Then we started the Braves Forever Fund guaranteeing grants. Um, then partnering with the Dorothy Cotch family foundation to establish the Elementary Eye Lab. And thank you, um, you can click again for trusting us as partners to help build Home of the Braves. And that really got us to thinking like, wow, what can we do next? What if? And of course, then that led to the digital arts lab and connecting donors with wishes for the school. So, we just want you to know that we want to partner very closely with you
049and the community to help build this intentional opportunity. And we are always open to what your visions are. And I'm gonna pass it um now to Andy to go through our strategic plan briefly. >> Great. Thanks, Janet. Kirk. Yep. Switch over. So, after I rolled off as board president last year, um I agreed to uh really work with the team in building and identifying a strategic plan for the next five years. And you know, often when you work on a strategic plan, it's a little bit of what do we want to be when we grow up? And we actually know what we are. and we just want to be more of that. Um so through some of the work that's been done with some of our rebranding a few years ago and just you know
050having been in the district myself for you know 18 years um we all know um where those opportunities are for us to um really engage and do more. So we built our plan around three core pillars and that's alignment, community and giving. So with regard to alignment, we really want to establish synergy with the Indian Hill Foundation, Indian Hill Boosters, and the PTO that supports the school district's mission. And a lot of that came from again from some branding work that um a lot of people have said and still say, well, what are these organizations and what do they do? What role do they play? Um so really building some alignment is important. community I think is a valuable growth opportunity really where we can lead with that and that leads in strengthening community partnerships
051with our schools by engaging our alumni base as well as our local community inclusive parents residents everyone. And then for us again kind of catapulting off the home of the braves really creating a culture of philanthropy in the school community across all constituents and really inspiring our teachers teachers towards innovation and really inspiring our donors toward good works. Next slide. U so we'll talk a little bit about alignment. You can see the team from uh foundation leadership as well as some staff involved with that. Go ahead and click through to next. And I think this is a pretty great um representation of the Indian Hill School District as exist today. Um PTO works to support the Indian Hill School District Foundation work to support the Indian school district. Boosters works to support the Indian school
052and while we attempt at times to work together, more often than not that work is done siloed. I know that firsthand. My wife is president of the boosters this year. So I can see how um everyone has great intentions but sometimes things get crossed in the wires or lost along that translation. So move to that next slide. What we really want to build is the PTO, the foundation and the boosters all capitalizing on their strengths, their loyal constituencies all working together, rowing in the same direction to support the school district. Next slide. um strategic goal objectives for that really clear and concise messaging to our community of who we all are. Mindful that each support group has unique strengths and abilities. Streamlining processes that benefit the district. Um I'll say we had this presentation with
053district leadership last week uh and it was well received group and eliminate donor fatigue. Next slide. I won't go into this, but this really shows the depth of the objectives from that. I'll I'll go a little bit deeper about where this goes next, not necessarily calling out each objective, but this is a five-year strategic plan. So, from each strategic objective, yearly annual plans in each of our pillars are being created to move us toward hitting these goals and and and really, you know, taking this to where we want to get it in five years. So um again I won't go deeper in that um some of that a little. So community you can see our um committee members uh involved with that. Next slide. So really with this one we're looking at alumni are proud
054to be actively connected with Indian Hill schools. We want to strengthen the partnership with the faculty staff and students. partner with the district leadership and faculty to identify opportunities to engage alumni in support of students. Um I know some of our neighboring districts do a lot with externships and really connecting those opportunities and we have a tremendous opportunity and probably a much broader deeper um more connected alumni base and community than they do. Um, and this is our opportunity to begin to again strengthening community partnership for career exploration and then community events and that really speaks to the community events that we do strengthen the bonds and really evaluate and fine-tune the events that the foundation chooses to take. Again, won't read in any more in depth to this. our four key objectives annual plans
055to move us towards all of finally um what's the fuel for the engine and that's given uh so you can see the folks who are involved in developing the gift pillar our strategic objectives creating a culture of philanthropy in the school community across constituents striving towards annual revenue of $300,000 per year by 2025 Again, using our data systems and technology has really helped us ultimately and it will by 2026 um cultivate impactful engagement with our donors and prospects. We're generating we want to be generating $200,000 annually in impactful giving to further district goals and priorities. So, think a little bit about Home of the Braves. Everything we do does not have to be at a multi-million dollar level. There are many opportunities where philanthropy can go above and beyond the district budget and interested parents
056can get involved. Um whether that's arts, that's curriculum development, that could be other athletic things, it could be a variety of things that we work in partnership to identify each year. Annual giving grows by 5% annually to exceed 100,000. That's really the grease that keeps our foundation moving. Um, and Indian Health Foundation has fostered a culture of philanthropy across all stakeholders. Let me pause on that real quick when we talk about why annual giving is important to us. This also goes back a little bit to alignment. Of the three and and you may all know this, so I apologize for being repetitive, but of all three support organizations, the Indian Health Foundation is the only one with a paid professional staff. We have the benefit of historical knowledge. We have the benefit of folks helping
057us carry that mission forward. We never forget our mission. We never forget our sort of grounded uh principles because we have paid professional staff to do that. Annual giving allows us to have a budget to have a professional staff. We see harnessing that energy and sharing those talents through alignment with other organizations as well. Uh it's tough to be in charge of a all volunteer organization when that baton is passed yearly uh every other year. Uh historical um knowledge is lost often uh in any organization. Uh next slide again won't dive too deep into this but four key stream uh four key strategic objectives uh and then annual goals throughout. So that's really the meat of it. Um, and again, as I'm rolling off the board at the end of this year, driving this forward
058will be Janet and Lisa Consolino and the foundation board. And I'll turn it over to Lisa now to talk about how we bring this to life. >> Thank you, Andy. Good evening, everyone. Um yeah so at the end of our strategic planning process we um kind of took a 40,000 foot view of the three pillars and came up with um regarding giving the our culture of philanthropy enhances resources to further excellence in the schools. Our foundation leads in strengthening community partnership with the Indian hill schools by engaging alumni and the local community. And finally, our treetop for our third pillar was the foundation booster and PTO organizations leverage their unique strengths to drive a united mission to fund and support our Indian Hill schools with investments and activities beyond district scope and resources. Again, kind
059of back to Andy's point about aligning the the three organizations in alignment with district goals. Uh, next slide. Um so going forward and how we breathe life into this document. Um uh we clearly partnership with the board of ed is critical to our success. Um one thing that we want to make um clear about our strategic plan, it is a five-year plan. Things will change in the course of five years. So this is definitely a living document. Uh we don't expect things to necessarily happen to according to a timeline that we created a couple of months ago. um and achieving our alignment with our partners is going to take everyone's participation. So we are very mindful that um things might change and we are willing to change our strategic goals as as we as as
060events happen. Um again for example home of the braves we are proud to be your trusted partner for maximizing public private ventures. We realize right now we have the pending bond and levy. So obviously big decisions might be a little bit on hold, but we look forward to more ventures um going forward and we look forward to celebrating a successful partnership in 2026, our 25 year anniversary. Uh next and at the end of our um at the end of our strategic planning process we did go through and tweak our uh mission statement. So we are u proudly trumpeting uh the Indian Hill Foundation's mission is to innovate, accelerate and enrich the learning and engagement in our classrooms and beyond and strengthen connections between the district and the community. We achieve this purpose by building philanthropic
061resources in partnership with alumni, parents, students, and the community. Uh if any of you have any questions or Andy or Janet if you want to add anything to our presentation. I just want to say as a board member and as a uh having been in the school district almost the exact same amount of time as the foundation has existed. Oh my god, where have we come from and where are we going? Wow. Uh you know it's just so impressive. I cannot as a board I want we want to thank you all for everything you've done uh from the home of the Braves down to the smallest little thing and I couldn't agree with Andy more. Having a professional staff was a brilliant decision that was made a long time ago and I don't think we
062would be where we are today had that not been done. So, thank you. Thank you. Thank you from the bottom of all of the board members hearts uh for all of your work and all of your support of the schools. >> Well, thank you for your trust and your support and thank all of you for your time this evening. >> Thank you. We really appreciate you joining us this evening. Thank you very much. >> Thank you. >> Have a great night everyone. >> Thank you. >> Dr. Hooker, if it's okay, I'd like to move on to the superintendent report. >> I would love you to do that. >> Uh, first up this evening, uh, item A is a resolution to amend the 2122 school calendar. Uh, we have just a couple of adjustments to the
063previously approved calendar. As I shared with board members uh in talking with IHPO and and parents over time now that we are kind of changing gears as the pandemic has changed uh we have made uh some adjustments to spring break uh week. We've also made a a slight adjustment for work days around a holiday weekend that would benefit students and parents and making sure that our instructional days and hours as well as our work days are all aligned in that calendar. So, um asking the board to um pass a resolution this evening to amend the 2122 school calendar. >> Um Mr. I just have a question. Um I um I I know we talked about and it must be for another school year that we were going to push back starting later and then finishing
064in the first week of June like we did kind of in the old days and then we switched back to to May, you know, starting earlier and ending the end of May. So this must be for the following school year then for the >> this is for the 2122 school year start. One of the things that we are doing if you recall we talked about this last fall um by adding some of the work days we are basically taking a um Friday in August uh and the following week on a Monday and Tuesday and reverting back to a traditional kind of start time in the middle of August for students after staff arrive. This calendar change will allow us to do that um and and basically start that third full week of August um as
065we did traditionally prior to this past year. >> But it doesn't get >> Sorry. Sorry, Kim. >> Sorry. Say that again, Kim. >> But it doesn't add a week at It doesn't add a week at the end. First week of June. >> It does not add a week into June. We still finish uh prior to June. >> Yeah, it's uh and I would recommend anybody that's watching this, please look at the attachment. It explains all of the different changes and they seem to be very well thought through. And we're not starting be the kids aren't starting before the 15th, which is also was a thing that I think a lot of us had major concerns about starting too early in August. Uh but we do finish uh by June. One other item that we are
066keeping that we we went through this past year which our teachers and administrators felt was very valuable is a staggered start over two days with half of the student population each day and we will make sure we communicate out who is to report uh their first day so that everybody is aware um and we felt that that was a better way to build into the start of the school year. >> Mr. connecting. May I ask you to clarify for me the spring break in March because I've had a few parents ask me why there the kids are off the Monday following spring break and then they don't have school on Friday either. So they're back for Tuesday, Wednesday, and Thursday. >> We've traditional that that's been that's pretty traditional. So the move that we made
067um was to push the spring break by one week to align with our neighbors uh because traditionally over time uh Indian Hill and Madera have kind of shared a similar week on the calendar. And so as the calendar shifts each year, we wanted to make that change this year and align that again. That that Monday following the the full week off has been a tradition here uh to my knowledge at Indian Hill. Um the the prior Friday I think it just depends on how that falls in the calendar. Um and I don't believe that happens every single year, but but typically we try to plan around that with the staff. Um I hope that answers your question, Elizabeth. >> No, it wasn't the prior Friday. It was the following Friday. >> Isn't that the conference
068day, the spring conferences? >> Okay. So, there's a conference day that would be that following Friday. So the week they return would be a shorter week but also allows teachers at the end of the quarter to have time for conferences. >> Okay. So it's the end of the quarter is the explanation. >> That's why we have the conference days then. >> And this calendar adjustment also balances out our semester so that the days are a little more equal between semesters and that helps uh which is another need for you know having those conferences at the end of the third quarter. >> Thanks. Makes sense. >> I believe it somebody maybe that's been here longer than I have. I believe that Monday was originally set there for opening day, wasn't it? Or something like that. Or
069maybe I'm wrong. I don't know. Who knows? But anyway, I think it's it's been there for a long time. I >> think it's because everybody was just taking it anyway. >> Yeah. It wasn't the Monday I was questioning. It was the Friday following which was >> Yeah. Makes total sense. Yeah. >> Cool. >> So, if somebody would like to um approve a resolution, I would appreciate that. >> So, moved. >> Second. >> Do we need a roll call on that, Mick? >> Give me one second. I wasn't anticipating a resolution there. >> Thank you, Mr. Davis. >> Uh, give me All right, let's see. I I was looking at the calendar. I'm not in my working document. I apologize. Uh C can you please repeat the uh who gave the first on that? >> Nancy
070>> and the second >> Nikki. >> All right. Mrs. Iikoltz. >> Hi. >> Mrs. Singh. >> Hi. >> Dr. uh Mrs. Johnston. You're muted. Elizabeth, >> thank you, Kim. I >> Mrs. Lewis, >> I. >> Dr. Hooker, >> I >> thank you. Uh, letter B on the report is for a second reading of the 2122 academic school fees we reviewed last month. And at this time, um, we would need an approval for those. We can do that as a part of the rest of the agenda. Let's let's combine these and the parts of that. Yeah. >> Item C is a resolution declaring the impractability of transportation and offering payment to parents in lie of transportation. Uh this is a procedural step that we have to take to communicate to those families. >> Thank you. Item
071D uh and and numbers 1 through 12 are personnel actions, tuition reimbursements, and uh the renewal of classified and limited employment contracts. Also, we have some continuing contract appointments this evening. Under number three, uh we have some classified appointment recommendations. Under item four, approval of administrative salaries. Under item five, approval of an administrative contract renewal uh for Dr. Stewart. Number six, an approval of classified substitutes for the 202021 school year. Under item seven, approval of some summer help under item eight. Number nine is the slate of supplemental supplemental personnel service contracts to finish up our winter sports. Uh asking for approval of those items tonight. Item 10 is a non-renewable limited contract. And item 11, we have a few retirements and resignations. Item 12 is an approval of vacation compensation for administrative staff for a
072buyback. >> I would ask also under item 13, we have a renewal of a limited contract. I would ask Dr. Hooker for you to entertain uh items um B C and D 1 through 12. >> Yes, I would entertain a motion to accept those. >> So moved. >> Second. >> Mrs. Lewis >> I >> Mrs. Iicults. >> Hi >> Mrs. Johnston. >> Hi >> Mrs. Singh. >> Hi >> Dr. Hooker. I. >> And then if we could have a motion to approve items uh D13. At this time, >> I would entertain a motion to approve item D13. >> Still move. >> Second. >> Mrs. Singh. >> I >> Mrs. Iicults. >> Hi. >> Mrs. Johnston. >> Hi. >> Mrs. Lewis. >> No. >> Dr. Hooker. >> Hi. >> Thank you everyone. >> Mr. Davis, if
073you would uh once you get your entries in there, I do your treasures report, please. >> I would be happy to. The entries are all done and I'm all caught up from my earlier uh so under my report this evening, I I propose we approve the minutes of the March 9th, 2021 regular meeting and the March 15, 2021 special meeting. approve the financial reports for the month month ending March 31st of 2021. We have three contracts I propose that we approve Cincinnati Center of for autism. These are extended school services for a student. Uh the total of that contract is $9,200. Elite Kids Therapy, speech and language therapy for a student, that's three three days per week. That's for this school year and continuing through the summer. That's $150 per session. Item three is for
074comprehensive concepts and speech and hearing incorporated. These are for psychology services. This is on on behalf of the all saints school uh using their auxiliary funds. That total of that contracts $93,758. I propose six change of appropriations. These are all federal funds. Uh 516 is an increase of $28,721.88. Uh 551 is a decrease of 595112 uh decrease for fund 572. Um that is actually title one. So I will I will amend the um the minutes to reflect that. That's by 21,93.13. Fund 587 by $367.77. Uh decrease uh fund 590 by $1808.99. And finally, decrease fund 599 by 83632. Finally, under my report, I I request that we accept the donations uh two from the IH boosters to the robotics club, $3,37. Uh the other is to Chieftain, $1,500. The final two are from the IH
075Foundation. The first is to the high school digital arts lab for a 3D printer in the amount of $5,000. The final one is to the high school for a wait room floor replacement. That's $25,000. And as always, we appreciate those donations that come in um not just from our our partners, but through the uh our our our family that participates in those donating those to our our partners. So, as always, thank you for those donations. And finally, I would like to uh recommend that we accept A through E of the treasurer's report. Provide >> Davis. I just have one question and that is with respect to the All Saints one. As I understand your description, that is a pass through. Correct. That doesn't come out of our funds. It's just out of their funds and
076it passes through our district. >> That is absolutely correct. Each year we uh receive what are called auxiliary funds from the Ohio Department of Education. uh we manage those funds on the on behalf of our non-public partners that are located within our district. >> Okay. Thank you, Mr. Davis. Uh with that explanation, I will make a motion to approve those items in the uh treasures report. >> Second, >> Mrs. Lewis, >> I >> Mrs. Iicults, >> I >> Mrs. Johnston, >> I >> Mrs. Singh, >> I >> Dr. Hooker. >> I >> thank you. >> So now, uh, Kirk, you want to mention the Neola policy updates, please? First reading. >> Yes. Item eight is our, um, spring slate of Nola policy updates. Most of these are language changes based on changes to the law.
077Um, since the last time we met and convened about these in the fall. This is just a first reading. No approval necessary. If board members have any questions for clarification, we can discuss those at the next board meeting. Um, there are several items that related to Title 9 changes in the law, uh, anti-discrimination, anti-harassment language, uh, as well as some, uh, specific language with regards to state and federal public fund use and, um, how the procedures for allocating and distributing those funds are used. So, really updates to a lot of that language in our policy. Um, and those are some of the major changes and highlights that you'll see in this packet. >> And the attachments are redlinined if you want to see what has been changed. Uh, if look it over. >> Y, >>
078congratulations to whoever did it. It's a lot of work. >> Well, we have Neiola. They're awesome. They have saved partners. >> Um, and so we don't have to do anything with that because it's the first reading. Um, I'm wondering out loud if I'd look a little advice from the uh board and uh should we go back into executive session at this point? I believe we have >> I I think we should should we finish out the rest of the reports, the board of finance committee, etc. So, the only thing left is going in executive session. >> Great. I I was asking for advice. Thank you, >> Dr. Hooker. This is Bill Eaters. If you guys need to talk to me, it would be better to do it now because I have another meeting that starts
079at 7:30. But if you if that if that's not necessary and you can convey questions to me, that would that's fine, too. >> Then I think we need to go to executive session. >> Agreed. >> So, let's uh I would entertain a motion to go to executive session, please. >> So, move. >> Second. >> Thanks, Amy. Thanks, Jeff. >> All those in favor? >> I can we turn off the record? We are now returning from a brief executive session and um the next item was uh uh other business board uh finance committee. Anything from the finance committee or operations committee? We have the minutes there. Either committee would like to add >> Nothing to report from finance. >> All right. Uh any public commentary at all, Mr. Davis? I receive none. >> I would then
080entertain a motion to adjurnn. >> So moved. >> Second. >> All those in favor? I >> thanks guys. Have a great night everybody. >> See you later. >> Thank you everyone. Good night. >> You too. Bye.