001Heat. Heat. [music] >> [music] >> Heat. Heat. >> [music] [music] >> Good evening. Tonight is Monday, December 1st, and welcome to the Lakewood Board of Education meeting. Uh, Mr. Zean, can you call the role? >> Miss Kenberger, >> I. >> Miss Shaughnessy, >> here. >> Mr. Callingan, >> here. >> Miss Dman >> here. >> And, uh, Miss Clark Sutton is on her way. Um, I would invite everybody to join me in the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. Next, uh we'll move on to the adoption of the agenda. Do I have a motion to adopt? >> So moved. >> Oh, second. >> Oh boy.
002>> It's been moved and seconded. Mr. Zean, can you call the role? >> Mrs. Mr. Kzenberger. >> Hi, >> Mr. Sonosy. >> Hi, >> Mr. Callahan. >> Hi, >> Miss M. Dobin. >> Hi. >> Thank you. And this brings us to the superintendent report. >> Good evening, President Katzenberger, Vice President Shaughnessy, distinguished board members, Treasure Zean. It is my pleasure this evening to introduce and welcome to the podium our new treasurer uh starting in January, Megan Roadie. [applause] Thank you so much. Good evening, President Katzenberger, members of the board of education, Superintendent Nitzwicki, and Treasure Zemen. Thank you for the opportunity to join Lakewood City Schools. I am truly honored to be selected as your next district treasur. And I want to express my gratitude for your trust and your confidence. I'd also like to
003introduce my family here with me tonight. I have my husband Andy, my son Elliot, and my father Jim. My daughter Meline had a school commitment, otherwise she would be here as well. My family's very proud um that I will be serving as your district treasurer. I'm looking forward to contributing to the important work that you do for the students, the staff, and the community. It's clear that Lakewood is a district committed to excellence and opportunity and I'm excited to support that mission and to serve alongside such dedicated professionals. So, thank you again. I'm grateful for the opportunity and very excited to get started. [applause] >> Thank you, Megan. uh when we started our search uh the person that was helping us said that treasurer is uh one of the hardest positions to fill and we
004were fortunate that we got some wonderful candidates and uh you were by far the one we were so excited to have joined the Lakewood team and um and uh we can't wait for you to get started and uh in January and we're so glad that you brought your family here. We'd love to have you come at the get a picture of everybody, you and your family for posterity. So, uh, >> Chris Gordio can take a picture for our purposes. [laughter] Thank you. [applause] >> Next, I would like to invite uh Mr. Chip Plush, our principal of Hardin Middle School, to the podium, please. Good evening, board president Katzenberger, vice president Shaughnessy, esteemed board members, Superintendent Nidwicki, and members of the community. I would like to thank you all for providing this space for our students
005and staff to be able to share some of the amazing things that they're doing across the district. So, we are going to start by recognizing uh Catera Niatsi. So, Catera, come on up and you can stand right here. I'm going to embarrass you for a moment. I would like [clears throat] to read remarks that two of Catera's teachers wrote about her. The first is from Miss Coup who wrote, "Quita exemplifies remarkable resilience, having navigated life in three different countries, mastering three languages, and adapting to a new life in the United States with determination and grace despite arriving in the USA only six months ago. She even joined the orchestra this year, impressing all with how quickly she is learning the violin." Mrs. Thompson, another one of Catera's teachers, wrote that despite her language barriers, she
006has excelled in many ways, demonstrating the competencies of a Lakewood Ranger, she's a hard worker who relies on her growth mindset, and as a result, her communication skills have already greatly improved. So, Catera was nominated by our staff as our resilient ranger. So, we invite the family to come on up to the uh podium for some pictures. Congratulations, >> [applause] >> Kier, I want to give you this certificate recognize you and your achievement. Congratulations. You guys can come over to our cool backdrop for the pictures. [laughter] >> [applause] >> We would now like to take this opportunity to share out some of the work that we've been um heavily engaged in at Harding Middle School. Um we have been placing a heavy focus on creating a schoolwide culture centered around E plus equals O and
007then the competencies that make up the vision of a Lakewood Ranger. probably wondering what E plus R equals O is. So it's this equation up here and it stands for event plus response equals outcome. And we are actively teaching these skills to our students building wide um coupled with the competencies of the vision of a Lakewood Ranger. So it starts with a mindset that I do not control my events. That's the E. But we always control our response which is the R. And that produces our O, our outcomes. So once a month we are actually holding workshops again where we are actively teaching E plus R equals O combined with the competencies to all of our students. So each workshop focuses on teaching the new skills and how to apply these skills. So yes, students
008know what it means to collaborate and communicate. However, our challenge and our push to them is what does this look like at home, at school, and then in extracurricular activities. So, um we're going to have one of our student leaders talk a little bit about above the line versus above below the line. Um and we are challenging our students to collaborate, communicate above the line at all times in those three aspects of their life. And then at the end of every um student workshop that we have, there's a hands-on activity where the students actually apply what they've learned. And we've had our Ranger student leadership team develop these actually. So it was developed by our kids. Big shout out to them. There's our list of Ranger leadership team. And there they are in the flesh.
009And actually we've got three of them here tonight. So Vivian Parker and Elise, why don't you come on up to the podium and Parker is going to talk a little bit more about above the line verse below the line, how that relates to E plus R equals O and how we are actively teaching that building wide. >> Good evening, Board of Education and community. My name is Parker Cullison, and today I will be talking about above the line and below the line responses. This line here is the imaginary line of life. When something happens that impacts us, we can choose to respond in one of the two ways. Number one is the disciplined way. You are controlled, intentional, and skillful. These are the types of responses that that help us stay calm and help us
010think clearly in difficult situations. This would be considered above the line. Number two is the difficult default way. You respond in out of control, impulsive and autopilot manner. These responses happen when we let our emotions take control over us and we don't think clearly. This would be considered below the line. Above line and below the line responses are one of the many things we value here at Harding. We try to teach that responding in a disciplined way um helps us create a positive response and responding in a default way makes a negative response. This helps us build better relationships, stay focused and create a more positive school environment here at Harding. Now I'll pass on to Vivian. Thank you. >> [applause] >> Hello, my name is Vivian Baker and I will be talking to you
011about the six R factor disciplines. Number one is press pause. Number two is get your mind right. Number three is step up. Number four is adjust and adapt. Number five is make a difference. And number six is build skills. Now I'd like to tell you about how I've used E plus R equals O in my life. What E plus R equals O teaches is that we cannot control the events that happen in life. This is very true, but accepting this has always been hard for me. I like to to control all things all the time. This is just not possible. Um I like oh uh just last week I had multiple tests coming up. This was something I could not control but something I could control was my response. There were two things I would
012have there are two ways I can act I could have acted on this event. um having a test and feeling nervous about it. The first option is I could have um acted below the line, procrastinated, not asked questions and just continued to feel anxious. The second way, the second option I is I could have pressed paused, recognized I was feeling stressed, get my mind right, step away from the situation, then step up really recognizing what I was stressed about. Uh I chose the second way. Once I did this, I was able to um ask my teacher what was um what I was confused about. This helped me adjust and adapt. This clarity helped me make a difference in my own life by feeling better about the test. Um, doing so, um, doing the option that
013brought me above the line helped me build skills on how to deal with stressful situations in in a way that made things easier to deal with. And in the end, the outcome was I got a good score on my test. Thank you. I would like to pass it on to Parker. [applause] Every single day, we face events that we cannot control, but we can always control one thing, our response. This response shapes everything that comes next. That's the power of E plus R equals O. Event plus response equals outcome. This is important, but E plus R equals O isn't as simple as it seems. It has many effects on yourself, others, and the overall outcome of the event. I'm going to discuss two topics that relate to this. Number one is the ripple effect. The
014ripple effect is a method in which when one person does something, many follow. Each outcome can affect more people, which can lead others to do impulsive actions. Your response is an event for others. So, what you choose to do doesn't just stop at you. it ripples. Number two is not letting others affect how you react. This relates to herd behavior where people follow the crowd without thinking. Others people's reactions may influence you, but you can't let the crowd decide your final response. In the end, you can't choose every event that can happen, but you can choose how you respond. That choice has the power to shape the outcome and influence everything that comes next. So, choose wisely because your impact matters. Now, I will pass on to Elise. Thank you. >> [applause] >> Hi, my
015name is Elise and I'm in eighth grade. Our vision for our Lakewood Ranger competencies include communication, collaboration, growth mindset, global awareness, empathy, and creative and critical thinking. These competencies are so important because they help students and staff become well-rounded people. In many ways, these traits can be compared to superpowers. Here are some superheroes who demonstrate these competencies. Guardians of the Galaxy show the power of collaboration. Though the team initially clashes, they unite around a shared goal, escape of space prison, and save the universe together. Iron Man uses creative and critical thinking to survive. Trapped in a remote location, Tony Stark improvises with available materials, saving himself and later protecting others. Captain America demonstrates a growth mindset. Despite repeated rejections due to his health, Steve Rogers persists, eventually becoming a super soldier, stronger and wiser than
016he could have ever imagined. Though we may never be as wellknown as these superheroes, building knowledge of these competencies can help Lakewood Rangers be the superheroes of tomorrow. Thank you. [applause] All right. So, essentially, we want our students to be prepared for any E that comes their way, any event. We want their R to be ready. Um, but another one of our overarching goals is for this to translate to the classroom. So, what does this look like in a classroom at Harding? And we're hoping after three years our students will be equipped with these skills. So, um, we have a quick video of Mrs. Mazako's um advanced math 7B8 class. And what you're going to see is authentic above the line communication, collaboration, and growth mindset. Okay. >> [laughter] >> There we go. Yeah. Hallelu.
017Speech. Speech. Speech. [laughter] So now we have uh Mrs. Mazako who is here with us and is just going to um share a little bit how she fosters this authentic above the line communication, collaboration and uh growth mindset in her classroom. >> Good evening. Thank you very much for this opportunity. Um, a lot of people will probably say that sounded pretty chaotic. That's often what you'll experience if you were to walk into my classroom, but it is definitely controlled chaos. Um, and something that I love to see my students doing um, regularly. I'll talk a little bit more about the video here in a moment. Um, one thing that I value so much about our vision of a Lakewood Ranger is just how intertwined our competencies are. Um, my classroom culture stems from having a
018growth mindset. That's the foundation. Um, students are constantly engaged in a cycle of reflection in both mathematical and personal ways. To truly foster a growth mindset, we must provide students with opportunities to communicate and collaborate regularly. So, first um the learning environment definitely needs to promote perseverance uh reflection and ownership of the learning journey. Um, in daily routines, students need to be engaged in peer feedback and supporting one another's thinking. And then classroom norms need to emphasize helping peers and learning together. So looking at those problem solving strategies and taking on challenging tasks as a group. In the video in particular, students were engaged in all three oop, excuse me, all three competencies. Um what you saw were students were working together to actually retake a test that they took the day before and what
019they were doing was um having a growth mindset on questions that they felt were challenging and needed support with their peers on. So they worked together to help each other grow as learners. Um they problem solved those challenging questions together and overall they learned how to articulate their ideas very clearly. Okay. So E plus R equals O. Um the lovely students at Harding talked about E plus R equals O and how we have been building that into our school culture. Um when Mr. Plush joined us last year, he introduced E plus R equals O to us. Um and though I have much to learn and also practice myself, it is clear to see how much those skills actually translate and support our vision of a Lakewood Ranger. So in my class I focus on the
020at school side of things um and help reinforce the language and help students understand the skill set from the academic standpoint. So starting what are some events then in the math classroom in which you know they would be experiencing the E plus equals O skill set. Well it could be a challenging math problem. It could be a low quiz score. It could be just a confusing new concept. Um math is often not the most favorite subject by most students. So I think E plus R equals O is um a really important factor to really help students engage in this skill set so that they can overall um increase that confidence and that's actually part of our outcomes here. So when they experience these events um the challenging math problem, low quiz score or feeling confused
021on a concept some of the responses could be are they going to give up in which that's you know our below the line response or are they going to seek help revise their work ask questions looking at more of that above the line response. Our overall objective in terms of the outcome is we want students to have a deeper understanding, improve performance and as I said increase their confidence especially in the math classroom. So the R factor which again is the response um as I said E plus R equals O definitely intertwines with our competencies um the three that we've been focusing on growth mindset, collaboration and communication. So modeling and practicing growth mindset through productive responses. So again understanding didn't go well this time what can I do differently to help me improve the
022next time. Uh collaboration and encouraging peer support. Um so teaching students to respond to these challenges by asking questions and working with their peers. And then lastly, um, circling back to providing ongoing opportunities to reflection for reflection, excuse me, students need that constantly. Um, metacognition is a very challenging skill to develop. And so if we constantly provide those opportunities, students are going to um, improve in that aspect and then just improve overall as a learner. These examples are just a small fraction of ways that teachers at Harding are helping students practice the vision of a Lakewood Ranger competencies and develop the skill set within the E plus R equals O framework. Thank you very much again for this opportunity this evening. At this time, I'd like to turn it back over to Mr. Plush. All
023right. Thank you, board president Katzenberger, Vice President Shaughnessy, Superintendent Nwiki, and distinguished board. We appreciate the space and the time. And um a huge thank you to Mrs. Mazako for giving up part of her evening. Um and of course, thank you to our students as well, um for giving up part of their evening and many, many lunches to help uh prep and plan this. So Elise and Parker and Vivian and of course Catera for doing such a great job with us. And so with that, any questions? >> I've seen these bracelets floating around my house. So I'm happy to have the language to go along with it. Now, >> thank you. >> I can just say that um I was taking f notes furiously because obviously a lot of these uh uh tools are helpful
024to all of us in many situations. Um so I'm glad that you are getting the uh learning this at the stage of your life that you are not just in the classroom but for a lot of other you know that E plus R equals O applies to so many things in life. So and you did a wonderful job of explaining it and how and showing how you applied it to issues that you've dealt with. So I'm was very impressed. Thank you very much. >> Thank you. Very very wonderful. I know at our house too there's that press pause. You didn't get to it this time, but maybe next time. What that means, we do that often. Thank you so much. You all did a fabulous job. Thank you for representing Harding. Great job. Uh next,
025I'd like to invite Dr. Palumbo to the podium to share our staff spotlight. >> Thank you, Superintendent Nidwicki. Building on our years of successful work with our vision of a Lakewood graduate and with input from our many stakeholders, we proudly recognize colleagues who we believe most exemplify our vision of a Lakewood educator. Tonight, I'm honored to share with you two exemplary educators to be recognized because of their commitment to our students and the ways in which they embody our vision of a Lakewood educator. Please join me in welcoming up Terry Knap and Shaun O' Conor so that I may share with you how they exemplify our vision of a Lakewood educator. [applause] And we have for both Shawn and Terry. Sean, this one is for you. This is a a gift certificate to the Ranger
026Shop at Lakewood High School. >> You're welcome. You have to stick around while I say nice things about you. So, we'll start on my [laughter] left with Terry. Uh Harding Middle School health teacher Terry Knap, now in her 27th year with the district, has always told her students that her classroom is a no judgment zone. By setting that tone and by using her vision of a Lakewood educator competencies of communication and empathy, Terry has created a space where students feel safe to share openly and speak honestly about how physical and mental health issues affect their lives. They can say or ask anything. Terry says she sh she shares openly with her students as well. Terry believes that this personal sharing brings real life relevance to topics that might otherwise feel like nothing more than definitions
027in a textbook. Staying relevant is also why she constantly keeps up with the news, always looking for the latest health updates so she can keep her teaching current. A wonderful example of growth mindset. Collaboration is another one of Terry's strengths. She is co-advisor of the Harding Pride Club along with school counselor Lindy Schugert and she leads the school's employee vitality program. She is always ready to help when needed. For example, earlier this year, students asked her to advise the new choreography club. Terry didn't hesitate to say yes. The students lead the club while Terry learns alongside them about a subject that is new to her. Yet another great example of growth mindset in action. As she grows closer to retirement, Terry feels proud of the impact she has made on her students and their families.
028It warms her heart when she hears about students bringing the healthy habits she teaches into their homes. Such as one of her former students convincing his family to eat healthier together. It's the small wins like that which she will remember when she moves on to her next chapter. Thank you, Terry. [applause] And now to Shawn. Shaun O' Conor finds deep fulfillment in working with students. Whether he's supporting them in the classroom or coaching them on the pool deck, the Harding Middle School paraprofessional and Lakewood High School swim coach leans on his vision of a Lakewood educator competencies of communication and collaboration to help his students and his swimmers grow. For Shawn, collaboration is essential to bringing out the best in the young people with which he works. I have to work handinhand with the teacher
029in order to achieve the best outcomes for our students. Shawn says it's the same with coaching. It's a team effort with the other coaches to come up with the best strategies for our swimmers. Shan Shaun's strong sense of teamwork was especially evident last school year when he stepped in midyear at Franklin School of Opportunity as a long-term substitute. Shawn was an exceptional support during a pivotal time for FSO, said FSO principal Terry Borino Elwell. His energy, generosity, and authentic connection with students and staff were invaluable. His collaborative spirit extends well beyond his own classroom and building. While teaching at FSO, Shawn also volunteered as a chaperon for the Harding 8th grade Washington DC trip. another opportunity to build relationships and support students. For Shawn, those relationships are at the heart of his work. It's really
030fulfilling to get to know each of them. He says it's that connection with students and swimmers that continually motivates him to grow both as an educator and a coach. Thank you, Sean. [applause] Thank you both. Certificate for you for you. Congratulations. And congratulations. >> Thank you. >> And guess what? You get your have your pictures taken. >> [applause] >> Just a couple more. This is the one meeting month, so we had to add it all in tonight. Uh so this next piece will be uh from Dr. Palumbo, our director of human res let's see uh teaching and learning and director of technology. And this is about our cell phone policy uh that needs to be enacted by January 1st. And so that's why there is a reading on that this evening based off of the
031new state laws. Uh good evening uh President Kenberger, Vice President Shaughnessy, distinguished board members, Superintendent Nidwicki, and Treasure Zean. Uh it gives me great pleasure to provide this uh brief update on how a new state law uh is ultimately going to impact our school's uh cell phone policy. Um let me click to the slide. Um, so this this is uh we're going to go through basically how the law that's going into effect on January 1st is going to impact uh our recommendation um for or Superintendent Nwicki's recommendation for board policy 5136's uh revision. Um so we'll go over the changes in the law um how those changes will impact uh cell phone rules at schools as well as uh the policy itself. So, as House Bill 96 mentions um or mandates, all districts must adopt
032a policy by January 1st that outlaws uh cell phones during the instructional day, with the exception of when use is required uh by an IEP or 504, uh when needed to monitor or address a health concern, uh when permitted by the school's comprehensive emergency management plan, Um, House Bill 96 does not define what the instructional day is. Uh, and Dr. Palumbo will talk a little bit more about that. >> Thank you. Let's see if I can advance the slide on my own. Nope. [laughter] There we go. So um the policy that is before you this evening for uh your uh vote um basically is is divided into three different sections. Um it is recommended that we um divide the policy that way if things look different at each level which for us they do. So
033the way that this will um operationalize for students is that at the elementary level there are no phones. you are not to bring them to school. At the middle school level, the expectation, and I'm told that the middle schoolers are abiding by this beautifully, is that the phone is in your locker. Um, at the high school, we have a little bit more flexibility in what we call zones. So, if a student is in the classroom, that is a a no phone zone. However, when you're changing classes or when you're in the lunchroom, you may use your phone. So there are a few other nuances um you know regarding uh for example field trips. We do grant the opportunity for students like when they're on the DC trip that they would be able to have their
034phone with them. That's reflected in the middle school section of the policy. And then certainly um for our high schoolers, you know, as as authorized by um an adult who's supervising them in an afterchool activity or um on a a a field trip during a non-instructional time, so when they're on the the bus or the van for transportation. So in summary, that is the bulk of the policy that is before you. And we just wanted to give you an opportunity to ask either of the three of us any questions you might have about the proposed policy. Mrs. Shaughnessy, >> wait, when I was reading about this, it looks like, pardon me, >> it is. >> Thanks. >> See, [laughter] um, we take care of each other. Um, when I was look reading through the detail
035on this, it sounds like there's still some possibility of a change at the state level on what describe what instructional time is. >> So, if if we adopt this tonight, this could change if the state would be more stringent in its application of >> Yeah. Yes. I I think you ask a a great question and it's something that I think the three of us have been struggling with as well as other school districts um in the state is that the law itself does not define the instructional day. Um the Ohio Department of Education and Workforce has come out to say well the instructional day is from the moment that you walk in the door until the end of the day. However, that's not codified in statute. And in working with our high school team specifically,
036they feel very strongly that, you know, if down the road the law would require us to make another change, we certainly can. But this approach really gives our high school students the opportunity to engage in a little bit of um you know, self-control and self-discretion on their own. and there the the administrative team feels strongly that if the students have the opportunity to check their phone while they're passing or when they're in lunch, we're going to have less issues with students checking their phone during instructional time. So, yes, you are correct that if the Ohio Department of Education and Workforce and the legislature work together to actually change um what is written into law in terms of the instructional day, we may have an additional change. But right now we believe that this is the
037best approach. And really it it sort of staggers or or gradually increases the student level of responsibility. When students leave us as graduates, they will have to make that decision as to when I can pull my phone out and when I can't. So we think high school is the appropriate time for that. >> Thanks. Other questions, thoughts? Just want to uh thank you guys for putting the effort into the other administrators involved for putting the effort into coming up with a solution that seems to work. Um and to the students for participating in a way that is you know doing your part to uh what is the uh the response that you guys are having um to the you know to for a good outcome. So I appreciate that from everybody. I I know it's
038a thorny issue and uh and uh I think it's it sounds like a great solution. >> Can you talk a little bit about how how it's enforced? Um like I'm picturing my neighbor uh elementary child um who has a phone like what is that what does that look like? And then at the high school in particular as we're giving them discretion which I completely support but how is there aren't any prescriptions in the bill that I can see. So >> yeah. So, so there is a little bit of information within the policy that that indicates how we will address when a student sort of, you know, strays from the rules and basically it's, you know, the principal or teacher will address the situation. Um, if it becomes a repetitive thing, the parent would be contacted.
039Um, you know, I I do believe from like the high school level if it if it's a repeated situation, it could lead to suspension, but certainly, you know, not expulsion kind of a thing. Um, you know, unless a student were to do something with their cell phone that was of concern to that level. And when they um so it sounded like this has already started like it's already like you were kind of piloting it in the fall or trying it. >> Yeah. Um so initially uh the high school had developed the idea of zones and there was going to be a little bit more flexibility in terms of if a teacher felt it was okay for their classroom to be a zone where the phone could be used. But given the change in the law
040at the beginning of the school year, the high school shifted to classrooms strictly are going to be a a no phone zone. Um and we were uh just waiting for the release of the policy and um getting additional information before we you know made those final decisions about what would be in the policy. This is very similar to how our buildings are currently operating and and we did that with the the release of the law. Early August, I believe, was when the law came out. >> Okay. I certainly understand um the intent of the law and um all of us who have ever been in a classroom or in any meetings, right, when we're being surrounded, oh, can I get a little more, you know, texting in? Um, but I'm trying to figure out what
041the state like and I maybe you can't speak to their imaginations, but um how if you can't have your phone, if a student can't have their phone except in the event of a list of different things and one of them is an active threat situation, but if the phone is in I mean hopefully that never ever happens, right? But if the phone is in their locker, we're not going to let kids go to the hallway to get their locker to like how does that like Yeah. >> What how like what is it? What do you guys like think of that and how is that playing out? >> So I'd certainly be willing to turn it over to either of you gentlemen if you want to share. But I I do think you know the way
042that we have developed the sort of um staggered approach is that at the elementary we just really feel like there isn't a place for that. If a parent needs to communicate with their child, they can call the office. Recognizing that by the time a student gets to the middle school, you know, they might be doing something different after school. They might have that need, you know, after school for the communication. So recognizing that it's okay for them to have it, but we don't want it out and about during the school day. By the time you get to the high school, you can have it with you. We expect that you are able to, you know, engage in the sort of self-control of using it only when it's the the targeted time. And you know, if
043if we're in a crisis situation, we don't want an elementary student trying to fumble with their phone. Even a middle school student for that at in a in a you know, for an older student, a student who's 9th, 10th, 11th, and 12th grade were recognizing that it may be could be of benefit to them to have their phone nearby. And I I don't know if either one >> Yeah. The only thing I would add is I mean I think what our state legislature is seeing is what school districts have been experiencing. Um so in 2007 I believe it's 2007 the price of privilege uh a book was released and it talked about the mental health crisis that um our youth across the country was facing. Um and then in 2008 the iPhone was released. Uh
044and then since then you know social media apps etc. Uh so we're seeing students that are facing, you know, numerous challenges related to technology, cell phones, uh cell phone addiction. Um I can tell you as a former high school principal, it wasn't unusual to have meetings with families where uh you know, a parent would find their their student, you know, awake at 1 1:30 in the morning with their phone. You know, you hear about cyber bullying, all these different issues. Um, and so I think what the state legislature was trying to do was eliminate uh cell phones as a distraction in in the school environment. Um, our our policy and our rules uh definitely limited cell phone use uh at the elementary level and the middle school level with kind of like a gradual release
045model at the high school. Um, and basically, you know, what you're seeing is the state's attempt um to try and restrict it as much as po possible. Um, and I think what you're seeing about half the school districts in the state of Ohio do is say, "Hey, we we completely agree and we've been trying to address a cell phone policy, cell phone issue for years." Um, but then the reality is, you know, our students are involved in extracurricular activities. Uh, our families are very used to communicating with their students throughout the day. Um and and you know after that 12th grade year, our students are going to either be sitting on a college campus with full access to their phones or at a job or enlisted or starting a business. Um and so it's like
046how can we you know meet you know our students in the middle and teach them some responsibility uh you know while responsible use of technology. >> Okay. Thank you. Um my other question probably is for fellow board members. [clears throat] Um there's [snorts] a a section that talks about um categories of harassment um and bullying and [clears throat] um in the revised policy um it crosses out um protections for sexual orientation and transgender cyber bullying. Um and I just wondered why. >> I'm not sure what your question is. So, page two, paragraph 4, um, sorry, I can pull it up. Um, it it says it lists all of the different reasons that you cannot be cyberbullied. um disability, race, gender, religion, and then um there's there's um a line through sexual orientation and transgender as
047protected from harassment. And I'm wondering if we have any um try trying to find it. Um So, um if if I may, um I believe that the exclusion is due to that it's basically a a redundancy. um the the orientation and gender identity falls under sex is my understanding in terms of the way the policies are being shifted or changed um from Neiola. >> Okay. So those those students are still protected. >> Yes. Yes. >> All right. Thank you. >> Any other questions that we can answer? Okay. Thank you very much. Thank you so much. And and just as a reminder, I'm sure it's been um we've shared this over um the past year and a half is this didn't just start this year working on this policy. We worked with our curriculum or our
048communications forum, which is our union um LTA and developed teacher groups and administration groups to go through to to try to find the best fit for each level. >> Yeah. And I think that I appreciate that too because I know that you know some a lot of different different districts struggle with how to do this and I think especially at the high school level sometimes we've had high school students act as first reporters in uh potentially dangerous situations and so the fact that they still have their phones on their in their possession I think is I personally think is important. So I appreciate the fact that the policy reflects that. So thank you for that. >> Thank you. And then our final report tonight is the financial update from Treasurer Zean. Thank you. >> Thank
049you very much. I'm just going to do the report from here. That way I can see the screen a little better. Um so what I want to present tonight is a review of our our current forecast. Again, in in July of this year, the five-year forecast was modified to be a four-year forecast. One year of actual, three years of projection. Best practices still encourages a five-year forecast. the district will um continue to do that going forward. It's great for planning um giving the administration the opportunity and the board to see the impacts of financial decisions both long-term and short term. In fiscal year 2026 is the second year since the levy our last levy passed in 2020 where revenues did not keep up with expenditures. So last year in fiscal year 25 was the first
050year since that levy passed that expenditures exceeded revenues and it was just a bit under $2 million. This year you can see that um expenditures are exceeding revenues by $4.5 million. And why is that? [clears throat] Well, as we know in school finance and and the way schools are funded in Ohio, there's a state share and there's a local share. Anytime the local um community passes a new levy, that levy brings in the same amount of money as it originally passed. So in 2020, the the district passed a 3.9 mil levy, which at that time actually generated $3.9 million. That doesn't happen all the time, but in 2020, it did. That levy still brings in $3.9 million. Expenditures of course increase with inflation and all those type of things. So over time, as new dollars
051come in, they stay flat, but expenditures increase. And so those expenditures exceed the revenues. And you'll see a graph here that shows that in a little bit. So again I mentioned on the revenue side roughly 63% of our revenues and again this is a general fund makes up the majority of the district's uh of financial statement um is both revenues and expenditures out of the general fund. 63% is on local taxes. 27% is state funded. That 27% state funding hasn't changed in really in the 13 years I've been here except to go down. Meaning that the state contribution to the overall revenue of the district has gone down. We had a we're in essence a a guaranteed district which means we're receiving the same amount of money from the state we did 13 years ago
052um that we're receiving today. Um the only increase in in revenue has been local property taxes expenditures. Again, we're a personal services business. We teach children. How do we do that? We do that with incredible teachers, incredible staff in all of our buildings that do an amazing job on a daily basis to help help our you our youth um do what they did today and show us about the ERRO and those type of things. So, we're thankful for that. But again, we're personal services business. So, 83% of our expenditures are salaries and benefits. And again, those costs increase year-over-year, whether it's just natural inflationary raises or the cost of health insurance, those type of things. you're going to see those type of increases going on. At any point during this, ask questions, of course. So,
053as I alluded to earlier, the graph on the left that you'll see is the blue line represents our revenues and the orange line represents um our expenditures. You can see revenues stay pretty flat. Now there is a slight fluctuation whether it's um investment income or you know different types of things where we might have a little bit more revenue or a little less revenue from one year to the next but overall again state funding we're we're a guarantee district. Property taxes we're going to see the same amount of money for most property levies that were passed that they originally brought in you know whether it was 2020 2013 those type of things. But expenditures tend to then grow over time again inflationary uh constraints. The graph on the right shows our days cash. So in
0542026, um there'll be a graph later that actually has the number of days, but you can see out in 2030, the number of days cash is actually negative. And what is days cash? So days cash represents if the district received no additional dollars. If all we had was our current cash balance and we had to then spend and and continue to run the schools, how many days could we go without any additional revenue coming in? That's what that represents. best practices again is above 90 days of true days cash and again there'll be another graph later to show some more of this. So our annual change in revenue you can see the graph on the left shows a 3 um 26 change in revenue that's due to the the impact of that 2020 levy as
055that new dollars came in and then you can see going forward there's no additional revenue being projected in this current forecast. On the expenditure side, the graph on the right, you can see our historical expenditures roughly about 4.38% and we're projecting roughly about 4%. So, not a lot of change in our expenditures, but still those expenditures will grow and grow exponentially. >> Well, again, 4.38% >> versus 4%. I mean, it's still going to go up. It's just the overall expenditure going forward is 4. And part of that could be um one of the reasons would be is we did change health insurance consortiums. So one of the things in our annual uh premium increases went from double digit to single digit um and our projections were able to change where I had originally protected roughly
05610% now we're projecting seven to 8%. So even those little changes could make that percentage go down. Great question though. So again here represents that true days cash I mentioned before. In 2026, you see we have 174 of two days cash. Meaning again, if we received no additional revenue, we could operate the school district for 174 days on a 365 calendar year um and without any additional revenue. But by 2030, that is we actually have 41 less days. We have a negative 41 days of three days cash. So on the the best case like the best practices is 90 days. >> Correct. >> So 2028 is when we are like ooh that's a problem. >> Correct. >> Okay. >> And we'll talk a little bit about what we do when we look at those days
057going down and how we address those in a second. >> Here is just a comparison of our May forecast um and the October forecast that we filed. You can see overall from our May forecast, we're we're projecting about $133,000 less than we had projected in May. And then on the expenditure side, we're coming in about 90,000 less. So, and overall from our May and October forecast, we're pretty much spot on when you're talking about a $90 million budget. So, you brought up a question about when you saw that 86 of True Day's cash out in 2028. This graph up here represents not only through 2030 but extends another two years. And when anytime you're looking at that revenue no longer keeping with expenditures and you're and you're talking about how do we address that? There's
058there's three ways. You increase revenues, you decrease expenditures, or you do a combination of the three. And I can tell you in the 13 years I've been here, the district is always looking at ways to um not necessarily reduce our expenditures because we're, you know, we're going to have inflation, right? But how do we how do we minimize those increases? One of the things I mentioned earlier was um changing health insurance consortiums that helped us to reduce our overall projected expenditures going forward through attrition. As staff retire, we always look at those positions and how could we do things differently? Do we need that position filled exactly how it was? We've had a lot of um staff especially, you know, in central office and in all of our buildings where we've through attrition have reduced
059our overall staffing levels um to a point where it's it's we're about as lean as we can get um and still run the amazing district that we do. So when you're looking at the revenues no longer keeping up expenditures, you're looking at two years out. So 2028, you brought that up, right? That's less than 90 days. What's that delta? What's that difference between revenues and expenditures? That's what you really want to look at two years out in order when you're talking about additional operating revenue. And so you can see in 2028 that's roughly about $11 million, just a touch under $12 million. That that delta. So this next graph shows where we are and where we're going to be. Green is [clears throat] good, yellow's okay, and red is bad. And I know the it's
060probably hard to see, but what's really nice about this, it's a health assessment, right? And it talks about what millage level you might need in order to address that. In the next slide, you'll see a couple different examples. But putting a levy on in 2026, you can see the low range and the high range. A low range of roughly 6.04 and a high range of 7.97. But what goes into those ranges? What does that mean? When you pass a levy at the low end of that range, what you're looking at then is a potentially a three-year levy cycle. And when you look at the high end of that range, you're looking at a five or a little bit longer levy cycle. Right? So when you look at those additional levy needs, you're trying to figure
061out how long do we want to make a levy last based upon all the other assumptions that we have in place, based on the assumption that the state's not going to give us any additional dollars, based on the assumption that inflation is going to continue to happen. um and how do we address that need? So you can see in 2026 that ranges from 6 mills to roughly just a little under eight mills by just waiting one year and this is calendar year. So this will be in 2026 and we've been talking about this for three years. >> Um so it's not anything new but just waiting one year. If we were to wait till 2027 you can see that it jumps almost by two mills. And that's pretty accurate where um historically and again trends
062say you need about 2 mills per year of additional operating dollars um to keep up with inflation. So by waiting till 2027 you can see that levy millage request would go up. So what I provided here is three different scenarios. Scenario one is a 5.9 mil levy. Scenario two is a 6.9 mil levy. and scenario three is a 7.9 mil level. And all of them you can see by 2032 we're still kind of starting to go into that danger zone, right? One of the things that's important to mention though is that any of these scenarios, whether it's a 5.9, a 6.9, or a 7.9, that would be what the the community would vote upon. However, the impact to the community will actually be two mills less. And why is that? Um, in September of 2024,
063we refunded $33 million worth of debt service. In doing so, and other prior refundings, we were able to re um recalibrate our debt service. Whereas in the calendar year 2026, our debt service millage is going to go down from 7.1 mills to 5.1 mills. So, the net impact to any community member, whether it's a 5.9, a 6.9, or a 7.9, will actually be two mills less. So a 3.9, a 4.9, or a 5.9 is what the natural tax implication will be on their tax bill. They're not, it's still going to be voted on as a 6.9 mil levy. However, the actual impact to them will be 2 mills less than that. And just for context, what does a mill cost, right? What is a >> before you go there? Well, that's but it won't >>
064will it still generate the six point the 6.9 correct dollar amount. >> Correct. So in essence what would happen is we would be collecting 2 mills less in debt service which is completely different. It's not part of operating and we'd be collecting 6.9 mills for operating purposes. Right. >> Okay. >> So the impact of that is 2 mills less for debt service 6.9 mil potentially of operating. So then impact that is a 4.9 mil impact >> on the taxpayer. >> Correct. On the taxpayer. So, if they we'll just go with the middle of the road. If they approve 6.9, when they get that blue sheet with the when we get that blue sheet with the property tax breakout, it'll it'll actually be calculated like they'll actually there would be a decrease and an increase. It'll
065still show an increase, but it wouldn't be as big an increase. >> Correct. It would not be as big of an increase. So again, just to give you the idea, a 6.9 mil levy on a $100,000 home. And the reason we use $100,000 is because it's easy math. If your house is worth $300,000, you just multiply by three. So on an annual basis, a 6.9 mil levy would cost a homeowner $241.50. However, the impact to the homeowner will only be $171.50. $70 less. One mill on a $100,000 home costs $35. That's no matter what city you live in, one mill on a $100,000 home cost $35. So that impact of that 2 mill reduction would be a $70 reduction in what's going to debt service would be then replaced over on the operating side. So
066the net impact to the to the community member on that levy would be $171.50 50 cents on a $100,000 home. >> We've done this before. >> Yeah. In 2020, we had the same situation. We were able to >> reduce our debt service and and pass an additional operating levy. So, is that kind of like when when mortgage rates were lower um and you you still owe I still owed on my house, >> but I went and refinanced for a lower amount. So, that but I was still making the same house payment. >> Yeah. But in that situation, you might be paying it off quicker. Again, in that but that's in our situation, what it is that the overall debt service on an annual basis is less. >> Okay. Okay. >> And that's due to the
067the 2024 refunding, the 2022 refunding. Um, anytime that, you know, those rates, we can get a better rate, we're going out there and doing that. And 2024 was $33 million, which helped contribute to this reduction in debt service going forward. >> Thank you. >> We still have to pay that off of those same time frame. It's just going to cost us less interest. >> So, it's kind of like paying more of the principal, correct? Interest. >> Exactly. So here's just a graphical cash balance um representation of again our current forecast is the purple line and then the three up above are the 5.9 mil levy is the green the 6.9 mil is like the tannanish brown and then the 7.9 is teal and I apologize I'm not great with colors but those are the colors
068I'm saying they are and you can see the cash balance um for each one of those and and Again, one mill currently in Lakewood City Schools brings in 1,748,000. So that's why you see that difference out there in 2030. But what's most important to look at is this day's cash. And that's why I wanted to bring that up again. So again, in 2026, doesn't matter what we do, our days cash is going to be the same number, right? That 174. And when you pass a levy in any calendar year, calendar year 2026, collection in 2027, right? So that will you'll see differences in the 2027 year depending upon what levy you pass. And you can see that again that negative 41 out in 2030 is still there. And that by a 5.9 mil levy in
0692030, you're under that 90 days of True Day cash best practices. Right? At a 6.9 mil levy, you're at 109 days of True Days cash. And at a 7.9 mil levy, you're at 130 days true day cash. Again though, remember that 6.9 will really be an impact of only 4.9 to the community. So on a $100,000 home, we're talking about $171.50 on a 6.9 mil levy. >> And and Mr. Zean, that's also assuming um everything stays consistent from the state. Um >> correct. >> You know, so requiring no changes to the guarantee. Um it assumes it neither increases nor decreases. Correct. >> Correct. And and again, you know, in the 13 years I've been here, we've been a guarantee district. This last time, um, you know, the governor's original budget had the guarantee going away.
070So, that could change. Right now, this the assumption is that we're still a guarantee district through the life of this forecast. There's a significant attack on property taxes going on at the state level. Those bills that are being talked about right now don't have a direct impact on Lakewood because we are not a district, and I don't want to go into school finance 101 here, but we're not a 20 mil floor district. We don't have substitute levies, those type of things. We have continuing levies. So, we're not impacted right now currently, but that attack on on property taxes is going to continue, but this forecast right now has is based upon current law and making those assumptions. Anything changes, of course, those could impact this forecast going >> and should property taxes be abolished, that's
071a whole other >> that's a whole another conversation. Yeah, exactly. So, would it be fair to say that if we if we asked for a 5.9 mil levy, we would be able to say because you don't start collecting until this if we put on the ballot in May of 26. We don't start collecting until >> 27. >> July of 27 or January? >> No, January of 27th. >> January of 27. So would we be accurate in saying that with that lower amount we could um we could take care of expenses for three years? Like if it's a 26 pass, we would probably need to come back in 29. If it were 6.9, we might still have to come back in 29, but 30 would be possible. >> I would I would say it'd be more
072along the lines of 30. You wouldn't be back on until 30 at the earliest and potentially 31 on a 6.91. >> At a 6.9. >> Yeah. But definitely at a 5.9, you're you're all things being equal, right? Um and no, you know, no one's super benevolent and gifts Lakewood City Schools a super amount of dollars and we don't play the lottery here. Um that we're going to have to be on the ballot in 2029 at a 5.9 or anything less than a 5.9 mil levy. And historically, I mean, the last time we were on the ballot was in 2020, so it's been six, it will have been six years, and prior to that, it had been seven years. So, we've been fortunate >> to have had long stretches. >> Yeah. And prior to that was
0732013. So, >> right. >> Um, and again, a lot of that was through, you know, people I've worked with, people before me, um, you know, smart spending and we continue to do smart spending. you know, through attrition, we've reached a point where we can't do that as well as we could in the past because we've reduced staff as much as we can um in regards to, you know, our current operations. >> Okay. >> Questions and further discussion. >> Thank you. >> Thanks so much. Thank you. >> Thank you. And that concludes the superintendent's report. That was wonderful. Um, okay. This will bring us to the discussion of our agenda. >> I have [laughter] we do help each other out >> a discussion of our agenda items. And prior to that, if any of our guests
074would like to uh call tonight, you are welcome to do so. Um, but if you're you're obviously welcome to stay as well. Yeah, I know. I know. >> Okay. There are amazing All All right, on to the fun stuff. We'll start with our finance report with Mrs. Clarkson. Okay, my last report for 2025. Um, investments purchased and matured as of October. So we'll actually get some reports for the end of the year. But um the table uh let's see um materials identify outstanding and matured investments during October. Investment earnings for regular board funds for the month of October total $295,640 bringing the yeartoate total to $1,47,975. That's all good news. um financial information um for the month of October, general fund receipts totaled 2,891,72 and general fund expenditures totaled $6,963,7 and this is part of
075that where we start to dip into like not as much cash on hand. Is that what you're Okay. Uh the initial 5-year forecast for fiscal year 26 reflects various changes from fiscal year 25. Uh yearto-date actual and projected revenues are trending with the five-year forecast. Other revenue is exceeding forecasted trends due to an additional dispersement from the county related to the 2024 reappraisal process. In accordance with Ohio Revised Code 325.31, after costs and expenses incurred from the success assessment fund, the excess shall be aortioned ratably and distributed to the taxing authorities that attributed to the fund. The district's portion of this was $791,922.50, 50 cents, which is a long way of saying we got a rebate from the county, >> right? >> Okay. Uh yeartodate in expenditures are trending with the 5-year forecast. Purchase services
076are trending slightly higher over the forecast, which may be due to timing. Substitute staffing and utility costs are contributing to the negative variance as well as we are all feeling in our own utility bills. Cash reserves and of compliance items. cash reserves are sufficient through fiscal year 2026. A financial summary report is provided um and shows the monthly and fiscal year-to-ate cash position for non-general funds maintained by the district. Appropriation modifications will ensure the district is in compliance with the state auditor's office and the county fiscal office. All accounts have sufficient funds available to cover the increase in the appropriations. The amendment increases allow the district to legally encumber and pay funds up to the amounts appropriated. And then I have a third item um that has to do with the budget hearing and adoption
077of the 2027 tax budget. Uh and if you have questions you can ask Kent u Mr. Zean the alternative tax budget for fiscal year 2027 which is what we're in right now. No July no next year. July 1st, 2026 through June 30th, 2027 is recommended for approval by the board at the meeting held on December 1st, 2025. It is Mr. Zean's opinion that we will remain financially solvent during this time period of time. The alternative tax budget provides the basis for both the levy of taxes and the appropriation and expenditure of school funds. The provision for its adoption are governed by a number of specific provisions of Ohio law. One being that the alternative tax budget is required to be passed by the board and submitted to the county auditor's office by January 20th. In
078developing the alternative tax budget, certain variables or factors must be taken into consideration. Primarily, the alternative tax budget is designed, I'm sorry, is designed to review what is anticipated to occur during the next fiscal year. This review requires forecasting and anticipating financial activities as much as 18 months from the present for those funds receiving tax revenues. When making these predictions, certain assumptions must be made. If these assumptions fail to materialize, then the proposed alternative tax budget would be directly affected. It is important to note that the alternate tax budget is not binding, only forecasted. Its purpose is merely to provide a rough idea as to how the district's financial posture is anticipated to develop, plus to demonstrate to the county auditor that we can utilize all the money that they can lawfully collect for the
079educational process of our students. In June, when the county budget commission reviews and either temporary or permanent appropriations are completed, more precise and binding numbers will be developed. Can am I allowed to ask a question or do I wait until discussion? >> I don't think you can ask a question. >> Um, so is the assumption in here that that we will have a levy and that it will pass or is the assumption that there is no levy? >> Correct. There is not an assumption of an additional levy either in the tax budget or in the current five-year forecast. >> Okay, that's because without it, we're still sold like we're good, >> right? >> Okay. And that concludes my report. >> Thank you. Um, next we have building sites and major purchases with Mr. Callahan. >>
080Thank you, President Katzenberg. We have a resolution to approve a 42-month agreement between Ohio Business Machines, Donell and McCarthy Enterprises and the Lakewood City Schools for document imaging equipment and managed print services. The district conducted a formal request for quotation process in partnership uh with the Aqualis group. Proposals were received from Xerox, Canon, and Ohio Business Machines, Don Ellen McCarthy Enterprises. The cost summaries um were as follows. Canon um [clears throat and cough] $13,319 per month for equipment lease. Uh and then you have um the Xerox options one and two. One for new machines at 12,346 per month. Option two retaining existing machines at slightly less $11,879 uh per month uh for equipment lease. Ohio Business Machines Donell and McCarthy Enterprises 9,519 and change per month for equipment lease. Um the additional 4,8480 cents per
081month in the contract is for black and white and colored impressions. Uh a similar amount amount would be added on the Canon and Xerox um offerings. The district is taking advantage of pricing received through the RFQ and entering into a 42-month uh agreement with Ohio Business Machines, Donell and McCarthy Enterprises um at a total cost of $63,476.16 with a monthly payment of $14,36848. Transitioning to Ohio business machines uh from the district's current provider, Xerox will result in monthly savings of $1,23152. district is currently paying approximately $15,600 per month to Xerox for copier printer leases and impressions. And the current 42-month agreement with Xerox expires December 31st, 2025. And that concludes my report. >> Well, there you go. Thank you very much. Uh we will move on to the education report with Ms. Stop. >> We
082have several clubs tonight. First is a Spanish club. This club will be open to any student at Lakewood High School and the purpose is to enrich instruction in our Spanish program. And then we have the micro electromechanical systems or the MEMS which we've been hearing a lot about. This club will be open to any student enrolled in the MEMS program at Westshore. The purpose of this club is to hold fundraisers benefiting the MEMS program and the students involved at Westshore. And then we have the waving of a tuition non-resident senior. A Lakewood High School senior has requested that she be allowed to complete her senior year on a non-tuition basis for the 2526 school year following her family's move out of Lakewood City School District. We have a resolution to adopt courses of study Lakewood
083City School District. The course of study for elementary orchestra has been developed collaboratively by representatives from the elementary music department and the department of teaching and learning. And the courses of study for the high school music have been developed collaboratively by representatives from the high school music department and the department of teaching and learning. And we have Lakewood High School 2627 program of studies. The program of studies provides students with descriptions and requirements of all classes offered at Lakewood High School. Additionally, it offers course planning information to help students plot their four years of study to fulfill high school graduation requirements. The program of studies will be available online in digital format. We have our resolution to approve agreement between BrainPOP and Lakewood City Schools. I love Brain Pop. Our elementary school teachers have used
084Brain Pop for years to supplement instruction with short animated movies that break down content in engaging ways and to utilize interactive quizzes, games, and creative activities with student students. Recently, BrainPOP has created resources that align and complement Amplify CKLA, which the district adopted um that ELA curriculum materials. CK CKLA is rooted in the principle that background knowledge, language, and listening comprehension especially are critical for reading comprehension. The knowledge domains of CKLA that include history, science, and arts topics can be reinforced or previewed using content knowledge and academic vocabulary found in BrainPOP resources. Since BrainPOP uses a sitebased licensing pricing model that has become increasingly expensive with our multiple elementary schools, we have been engaged in extensive negotiations with them. This two-year contract allows us to additional resources BrainPOP Junior, BrainPop Science, and BrainPOP World Language
085Editions offered through their digital platform at a total price that is 2/3 lower than our original quote for one year of just BrainPOP. While we still feel the sitebased licensing pricing is not ideal, the discounts of the 2-year contract will allow us to continue to using this platform at a significantly lower rate. And if you have never watched a BrainPO video, I suggest you do. They are fun. there. >> And we have an agreement between the Lakewood Board of Education and Purple Communications Incorporated. Purple Communications Incorporated provides sign language interpreting services to students whose requests whose needs require specialized services for the 2526 school year. Uh, and then we have a couple of gifts to the high school like was um Ardan Bartlett donated a bock trumpet to be used by the Horseman Elementary School's
086music department and Steven Nil um Impress Impressario Ventures LLC donated three guitar stands and three microphone stands to be used by the Lakewood project. And that concludes my report. >> Thank you. Next is policy which would be me resolution to adopt a policy of the Lakewood City Schools Board of Education pursuant to policy 914.01. Superintendent has espouse established a board policy review committee who has res reviewed the suggested revision contained in this report. In addition, these revisions have also been reviewed by superintendent, treasurer, cabinet members, and the Neola consultant. Um this is in regards to the cell phone policy we just heard about and so that is that and that brings us to human resources with Mrs. Shaughnessy. >> Thank you. Um we will have one two three four five six uh resolutions. The first
087is certified in total of 25 actions. Uh there'll be two appointments for certified non-employee coaches and advisors. 13 classified actions. um resignation, appointments, special compensation. We'll have four classified non-employed coach advisor um actions, five actions for community recreation [clears throat] and education and a memorandum of understanding between Lakewood City School District and the Lakewood Teachers Association. And that uh is in with regard to um the creation of extra compensation for staff who will be planning and accompanying the Garfield and middle school field trips, which I can totally understand because that's a tremendous amount of >> work for sure. >> The planning, the fundraising, working with families, and then also attending so as a shift. So, um, that's a new agreement with the teachers association. >> Great. Thank you. Uh, this brings us to the communications
088portion of our meeting. Do my fellow board members have any comments? >> Sure. Perhaps I'll start with just a a happy holidays wish to everyone as this is our um our one meeting of uh the month of December. So, uh we won't see you before years end and before winter break. Uh wish everybody the best as we wrap up the the term here. Um, and then our our sports, our winter sports are are going to get underway. I know um basketball I think uh starts uh tomorrow um with their season. So, uh wish everyone the best and of course with uh all the holiday concerts that'll be that'll be coming up. Wishing everyone uh success there, which I'm sure they'll be great. So, thank you. >> I think we have a lot of our students
089starting at uh Light Up Lakewood, I think, at the high school before. So, if anyone is attending, certainly something to check out. ditto out to both of them. Um I I have a couple of um additional questions and comments on some of the agenda items. Um so one is the fifth grade orchestra um course of study. I was reading [snorts] through that and it reminds us of what the beginning looks like. Like our kids get older and they they've been in, you know, they were at the Lakewood Project concert, right? And they're so amazing. The fifth grade curriculum for orchestra is so simple and it's just um a testament to our whole music program um that we start there and we get to the Lakewood Project and other um concerts. >> Interestingly enough, our high
090school students in Lakewood Project uh uh members help the fifth grade students pick out their instruments. >> Okay. >> So that's and the band members do the same. So, it's a actually kind of a cool way to bridge the gap between the fifth graders and show them, you know, has an aspirational quality to it because it shows them what it's >> that's cool. >> You know, what it like looks like down the road. So, I think it's one of the cool things that they do. >> That's cool. Um, I have What is Cag? Um, it's under West CG. What is that? >> Sorry. >> Cag tag. um career technical assurance guidance. >> Oh, okay. The credentiing stuff. >> Okay. Um and then um there are some CCP classes that run concurrent with nonCCP credit classes.
091So I take it there's a distinction in the workload um in terms of like assignments and homework and stuff like that. Okay. Um, and then, um, there was one other one. There was a lot in here tonight. >> Um, lots of opportunities. It's nice. >> Yes. >> Looking through it. >> Um, huh. Maybe that's it. >> Great. >> Okay. Yeah. to piggyback on uh the uh end of the year activities. A lot of wonderful concerts and and events going on to wrap up the year. Thank you to all the teachers and volunteers and coaches to make who make all that possible. Um good luck to all the kids with end of the semester projects and exams. And um you know, winter is here, so everybody stay safe out there and uh on the and keep
092an eye out for kids crossing streets and um slow down in those school zones because they're there for a reason. >> Um and we look forward to um everyone after the first of the year. >> Is it something we need to do in >> Okay. Um, can I almost forgot there was a math symposium here about a week and a half ago? How could we not? And a few of us were here. Um, and I noticed on Mr. Zemen's on one of your charts, you had lots of black and red and like as a math person, I know what that is, but I asked a lot of students if any of their businesses talked about that. They did not, but we got there. >> We were able to relate it. I am glad you mentioned
093that because the we a couple of us had the pleasure of attending the math symposium here at Harding Middle School where the kids uh partner up with businesses throughout Lakewood and uh find out about their businesses and how they use math to run their businesses. >> Um and then the kids invite parents and other community members to come and learn what they about what they've learned and the kids demonstrate an incredible command of Canva [laughter] to produce their posters. They were like professional quality and um it was just a great event and the kids did a great job talking about what they learned. >> It's like a science fair. >> It's kind of like a science fair. Um >> they even go to businesses and they like interview. Yeah, it's fantastic. >> Kudos to the
094>> I took my daughter to the wrong business. I got in [laughter] trouble. But very, you know, grateful to the Lakewood businesses that participated and the teachers who organized the event and the parents who supported it and the kids were tremendous. I mean, >> very impressive. So, thank you for reminding us. I'm so glad I got to attend finally. It was very cool. Anybody else have anything else? >> Okay. Um, we have one uh speaker. I will read my windup statement. Um, following procedures govern public participation at all regular schoolboard meetings. These procedures apply to all speakers. The board does not discriminate based on the identity of the speaker, content of the speech, or viewpoint of the speaker. In order to speak during a regular board meeting, attendees must first sign in and indicate their
095intent to speak before entering the meeting. During the public participation portion of the board meeting, speakers will be called in order of signing in and will be requested to state their name, city, and street. Speakers will be limited to three minutes as indicated by the clock on display. All statements must be addressed to me as the presiding officer. Questions or comments directed at individual administrators or board members will not be permitted. Comments that are repetitive, obscene, and or threatening will not be tolerated. Participation participants may be asked to stop speaking and or leave the meeting for engaging in such behavior and for not observing reasonable decorum or for being disruptive to the meeting. Participants are encouraged to direct any concerns about individual staff members to the superintendent prior to bringing them to the board. Thank
096you for adhering to these procedures. I will now begin calling up speakers to participate of which we have what Gina Rhodess. >> Hi, my name is Dr. Gina Rhodess. I live in Lakewood on V Virginia Avenue. Um, I'll [snorts] start out with like a very brief aside because I don't know whether you all are voting today about the cell phone plan, but just like a technicality that sex and sexual orientation are not the same thing. Um, so I would really love to see both of those included in the anti-bullying plan. Um, that that's again bit of a technicality, but um, I wanted to speak a little more towards the um incoming plan for closing all of our neighborhood preschools. uh opening a new centralized preschool in what is currently Lincoln Elementary and shuffling around um
097many of our self-contained classrooms. Um I won't belver the point that um in my opinion this is a really bad plan. Um but I do want to focus on how the board can make decisions that will minimize the harm that I expect to be caused by this plan. Um, and I know that the board has communicated that a plan is incoming and that you plan to incorporate our community. I'm very excited. I'm looking forward to seeing it. Um, and also I feel like speaking for myself, I don't have a lot of current trust in the board because we also had a lot of people coming and saying that we felt this plan was not fully fleshed out. Um, but again, I really just want to focus on my opinion, which is that um, when it
098comes to moving around our self-contained classrooms, that this is a part of the plan that is fleshed out and communicated as early and as quickly as possible. Um, I feel very strongly that we should include the voices of the teachers involved in these self-contained classrooms as well as their parents and the students themselves. But the reason I feel that this must be done as quickly as possible is because these are the students that are most likely to struggle with this transition, who are going to need the time and their teachers and parents as well to acclimate them to the idea of moving to an entirely new school and who are also really going to benefit from being able to like physically go into those classrooms and acclimate to those classrooms and giving very clear expectations
099of what that's going to look like and what that whole plan is. I know there's no way that we can provide the entire plan in one piece, but communicating as much as we can as early as possible is going to set these students up for success. Um, and also these are the families that may be least resourced in our community and who are really going to potentially struggle to get transportation to go to a new location or to work up the courage to go to their teachers and say, "I can't get to this new building." And so I feel very strongly that these are the students that are most likely to be hurt by this plan unless it is communicated really clearly as quickly as possible. So I hope this goes to the top of
100your priority list when it comes to trying to roll this out ASAP. Thank you so much. >> Thank you. Uh that concludes the communications portion of the meeting. Um because this is our only meeting this month, we'll move on to the consent agenda. uh portion uh and do we have a motion to adopt the consent agenda? >> So moved second. >> What happened to our motion? >> I know >> it's been moved and seconded. Mr. Zena, can you call the role? >> Uh Mrs. Kassenberger >> I. >> Mr. Sony. >> Hi. >> Miss Clark Sutton. >> I >> Mr. Callahan. >> Hi. >> Miss Dmond. >> Hi. >> Thank you. >> And then we revisit the human resources part as we have. >> Yes. Um I would move adoption of the first five um items
101dealing with um employee action certified certified non-emp employee classified classified non-employed community recreation. I move adoption of those resolutions. >> I second. >> It's been moved and seconded. All in favor? I >> I >> and I would move adoption of the memorandum of understanding between Lakewood City School Districts and Lakewood Teachers Association. Move adoption of that resolution. >> A second. >> It's been moved and seconded. All in favor? >> I Okay. >> And then there's one. >> Yeah. Other board business and that's Lisa, Mrs. Dottman. >> Okay. Um, so I request establishing the date and time for the 2026 organizational meeting and the first regular meeting for January 5th, 2026 and appointing the president prompor to begin the organizational meeting and I request approval on one reading. >> Second moved and seconded. Mr. Zean, can
102you call the role? >> Miss Katsburgger, >> I. >> Miss Sonosy, >> I. >> Miss Clark Sutton, >> I. >> Mr. Galahan, >> hi. >> Miss Dot, >> hi. Thank you. >> All right. And then um that concludes the business of the meeting. Do I have a motion to adjurnn? >> So moved. >> Second. All >> in favor? I This meeting is adjourned.