001I would like to call the regularly scheduled board meeting for Monday, August 11th, 2025 to order. >> Please call the role. >> Mr. Ferguson, >> here. >> Mrs. Washington, >> here. >> Dr. Ballard, >> here. >> Mrs. Nazario >> here. Mr. Sturgil >> here. >> Please stand for the pledge. >> 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. >> Recognition of visitors, >> just friends and family. >> Yep. First hearing to the public. Again, it's still friends and family. >> I will entertain a motion to approve or amend the minutes of the July 29th special meeting. >> Support. >> Discussion. >> Roll call, please. >> Dr. Ballard? >> Yes. >> Mrs.
002Nazario? >> Yes. >> Mr. Ferguson? >> Yes. >> Mrs. Washington? >> Yes. >> Mr. Sturgil? >> Yes. >> Old business? >> Seeing none, reports and recommendations of the treasurer. I have an update to the MA forecast. Back in May, I shared that if the state of Ohio's final budget made major changes to our district's funding or financial plan, I would bring you an updated forecast. The budget was finalized on June 30th, and there are several key changes for fiscal year 26. First, our per pupil supplement will increase by about $155,000. That's $27 more per student. Second, threshold cost reimbursement, previously called catastrophic costs, increased by almost $170,000 this spring. This program repays districts for special education expenses exceeding roughly $30,000 depending on the category and only for services listed in a student's IEP. Third, the
003May forecast included over $900,000 in the state house proposed fiscal year 26 and 27 funding. That funding was not included in the final budget, so our projected revenues are lower. Finally, the most significant change is the elimination of the supplemental targeted assistance funding. This funding supported lower wealth districts that educated fewer than 88% of their resident students. It was based on 2019 enrollment and financial data and its removal means a loss of over $3.5 million for our district. Also, as we close fiscal year 25, revenues in lines 1.06 through 2.06 were lower than expected, mainly due to line 2.06. This reflects the final esser transfer to the general fund for salaries and benefits of staff employed during the 2020 through 2021 school year when the district used remote learning during the CO 19 pandemic. As
004we close fiscal year 25, there were some updates to expenditures. First, capital outlay spending came in nearly $1.3 million lower than expected. This is because our most recent school bus purchase occurred at the start of fiscal year 26 instead of at the end of fiscal year 25. Second, during our year-end closing procedures, we identified a more efficient way to process the $7 million transfer to the permanent improvement fund approved in May of 2024 for capital projects that were completed. After consulting with the ESC and legal counsel, we were advised to leave the expenses in the general fund rather than recoding each line item to the PI fund. This approach poses no risk, creates no compliance issues, and in considered best practice when completed within the same fiscal year the transfer is projected. This change was
005approved by the board of education on June 25th. Let's take a look at how all of these changes impacted the district's cash balances. The chart compares the district's cash balance projections with and without levy renewals. With renewals, we finished fiscal year 25 about $3 million higher than the May forecast. Fiscal year 26 is slightly lower than May's numbers. And by fiscal year 27, the balance is $7.6 million less than projected in May. Deficits begin in fiscal year 28 with a $10.5 million shortfall compared to a small surplus back in May. By fiscal year 29, the deficit reaches $28 million, more than double the May projection. Without renewals, we again finished fiscal year 25 about $3.2 million higher than May. In fiscal year 25, the balance is slightly lower than May's forecast. By fiscal year 27,
006it drops to $1.3 million compared to the 8.9 million back in May. Deficits begin in fiscal year 28 at $19.5 million versus $8.4 million in May. By fiscal year 29, the deficit reaches $43 million, about $14 million worse than May's projection. As you can see, even with renewals, state funding losses accelerate the decline in the district's cash balance. Without renewals, the district moves into deeper deficits much faster, making it harder to maintain financial stability. Next, let's review the status of the district's levies. There are two renewal levies on the November ballot. the operating expense levy, which generates about $11 million per year, and the emergency levy, which generates about $3 million per year. Both renewals come at no additional cost to taxpayers. The $41 million bond, first issued back in 2001, will expire at the
007end of this calendar year, resulting in a tax decrease for our community. And the 2001 classroom facilities levy, also known as the 034 maintenance fund, expired at the end of calendar year 2024, also reducing taxes for residents. Looking ahead, the next forecast is due to the state by October 15th. After that, forecasts will be due in February and August instead of November and May. These forecasts will include the current budget and three-year projections rather than the five-year forecasts we've done in the past. These changes were part of the new state budget. We should also be aware that the state budget could change further if there are vetos or new laws passed. As we prepare for the next forecast, we will continue to review the quality and effectiveness of our programs and services, making budget adjustments
008as needed. We will also keep evaluating our levy status and determine when to ask voters for continuing or additional funds to support the district. Any changes in these areas may significantly impact future projections. With a forecast being a projection based on today's information, the further out we project, the more likely it is to change. With these factors in mind, our numbers will continue to fluctuate and the future updates may look different. Through this planning process, we remain committed to transparency, collaboration, and responsible fiscal management. We will keep the community informed, involve stakeholders in decisions, and develop a plan that supports the long-term success of our students, staff, and community. Our top priority remains providing a high quality education for students and supporting the staff who serve them. This concludes the update to the May forecast
009presentation. questions, discussion. >> Then I have items 8.01 through 8.08 for approval. >> I'll entertain a motion to >> move. >> Discussion. I want to mention once again, we value all of our donors, but I see a $1,000 from the Ohio State Eagles, 6,000 from American Legion Post, 30 and 10,000 from the Nordson Corporation uh in cash for various projects going on in the district and and how much we value the community assistance for those kinds of things. With that, roll call, please. >> Mrs. Washington, >> yes. >> Dr. Ballard, >> yes. >> Mr. Ferguson, >> yes. >> Mrs. Mazzario, >> yes. >> Mr. Sturgil, >> yes. >> Dr. Graham, >> thank you, sir. And first, I'd like to thank T and her office for um putting that update together. I know there have been
010a lot of curve balls thrown our way uh from the state from the time we passed the the May forecast. obviously benia budget took place in uh June and then we tried to figure out what that meant in terms of uh some of the changes especially with the vetos. So we were still putting things together but again I just want to thank Tia for keeping us current so we can get a good idea of u where exactly we are so we can address our needs appropriately. Okay, in terms of uh updates, uh we going to start doing a little bit more um sharing from the community from different departments throughout the uh during board meetings in the future starting now. And this one uh we chose to focus on the areas that candidly are our
011biggest challenge at least were last year and share what the updates are and what our plan currently is. Um if I could just set it up Stephen real quick. Um this is Dr. Steven Sturggil. He's going to kind of lead this part. But uh he's going to talk to us about behavior. And last year we had some especially in our elementary levels uh we had some behavior issues that were more extreme than typical years. And what we did um in response in preparation I should say for what we expected to happen not just co but children nowadays are more raised by technology uh than interacting with other children. So children are different than they were. So we have to make sure that we're providing the supports necessary to meet those unique needs. Uh we met
012with a group of teachers and sports staff throughout the course of the year to evaluate monitor how our plan was going and candidly it wasn't going well. At the high school behavior is better than it's been at least in my tenur years here the issues have really uh calmed down. Uh but in elementary levels there were some disruptions that we needed to coach our children better on in terms of managing their behaviors. So when we did that we over what I say we overwhelmed people with supports and I think and I won't speak for everybody but I think the consensus was that yeah the people were there the the expertise was there but the system was not so uh we had the we had all the supports uh on standby but we were misusing all
013of them. So we got together to try to streamline things and help educate people on how better to be uh um better take advantage of those services in a much more efficient way. So Stephen, if you don't mind, can you walk us through uh where we've been and where we landed? >> Yes. And uh just to echo Dr. Graham's the effort started around March, April with uh you know the various teachers, administrators uh we met for several months uh a week at a time to develop uh actually this process and systems uh to put in place for this school year. So, it was a an effort um from everybody involved, which is really nice. So, I want to show you and I'll go ahead and make it bigger so you guys can see this, but
014I want to show you the the flowchart that we're going to work from. And it does match a lot of our our work uh that we do in the district. Um sometimes right now they call it MTSS, but that's also called RTI um process uh in the schools. So uh I'm going to start with the tier one and I'm going to bring so you guys can see >> and could you Stephen for the folks who are watching this on TV in their homes explain the difference between tier one, tier two and tier three. >> So tier one is there what it's strategies and interventions we do for every student in the classroom or even in the district. Um, tier two is for u few students who might need a little bit more support. And tier
015three is for students who need a lot more support uh more maybe more intense counseling um things of that nature. Is that >> thanks? Yeah. >> Okay. Uh so at at the uh beginning level which is tier one, we started really with the presenting you know behavior. If a student has some type of behavior, um there's a decision that has to be made. Uh is this something that the teacher deals with or does it go to the principal? The great thing about this document, it is interactive and so anybody could go in here and click on it. Oh jeez, what is this group? And it goes to our student behavior management process which uh it goes and it it talks about what is the teacher managed behavior and what is an office managed behavior and
016what is the actions that go along with it. So within this document um who we go here we go. So um so if there's a pres presenting behavior there's a couple things a teacher could do. one um it could they could handle it themselves or they can go and work with uh the school administration on their behavior and the other route they can go is they could get the family involved and really with a face toface meeting or phone or phone call to talk and discuss about their behavior. Uh but the biggest thing is we want everybody to get together to really problem solve uh with the referring teacher uh the school counselor and the school admin uh and how they can help um consult and really get to the roots of the behavior uh
017and get the student um really in class settled uh we call it uh deregulated in many ways uh which is what we're trying to do so they can learn at a very high high rate. So it is in a in a super pattern because we think as as it's constantly ongoing at the tier one process. Now if a student um does have some severe unsafe behavior uh we don't wait uh to do anything. We we actually right away uh start to develop a safety plan. And it's been part of our process um that we always had in the school. We want to make sure that we identify that listen, if a student right away has has some signs of unsafe behavior, we're going to go ahead and develop that safety plan with the parent involved
018uh with the school administrator and referring future. >> And that's not just um unsafe like classroom that could be unsafe to themselves, could be unsafe to others too. I think those are important pieces to add on because oftent times our students do cause harm to themselves too. And um I know that wasn't a huge part of the conversation, but that is a huge part of the work too and making sure that those safety plans are developed with families um to get that engagement so that we can you know put some of those practices that are working at school at home and vice versa. So um that communication with families is huge. Sorry to interrupt. >> No, no. Mike said he wasn't going to say anything and we already >> I tried. We we all do
019better. I did that to that's an important part when we you know when we talk about a lot of the behaviors manifest with self first and then they're demonstrated outwardly. So um yeah basically that was an important part >> right and what I'm going to show you below uh when we get through and as we go through this process is where um what Dr. Graham talked about we had a lot of supports in the district but it wasn't aligned uh with the tiers or even how to get that support. So we're going to go through this document and below I'm going to show you how that support actually comes into play the support tier one, tier two and tier three and how people can access the support. So I just want to show you guys
020the information. So in tier two um and this is where a student is showing um some really maybe aggressive behavior, different types of behavior and we need more support, more intervention >> or they're just not responding to tier one strategies >> or they're not something more intensive. >> Thank you. So we refer to the PBIS tier 2 which is a team and we start to create uh and implement an intervention plan and we're going to use our system uh which is Panorama which is we're really excited about uh as far as creating the plan and monitoring the plan inside Panorama but also there's a lot of strategies uh that we can use that's inside Panorama. We'll talk about that too. So with that uh we start we create a intervention plan and then also we
021start to coach um coach through the intervention and then implementation. Uh when I say coach uh that's like coaching coaching the teacher getting that support and that help that's much needed and we start to really monitor how it's going. I think that's one big thing as you're going to see that that maybe haven't seen in the past is more of an aggressive monitoring of how the student is actually doing in a classroom with all these interventions and with the plans. So just to move to tier three uh so if the student again u is not showing uh really progress we go to tier three where the PBIS tier 2 team reviews the progress. uh we look to revise the plan as much as possible and this is where the administrator could uh is able to
022right now do more coordinate that support as needed and I'm going to talk about that in a minute the supports and again this is interactive how they go in there and they could click so if they want a wellness coach or behavior coach they just go ahead and click bring this up and this is one thing that we heard from our our uh our staff is that they didn't know how to get in contact with a behavior coach or a wellness coach where it's actually on the document now. They can actually go in there and click on it and it'll take them right to the document where they can uh start to put the information in to receive that support which is pretty cool. So I just want to show you >> is this available
023on the website? I mean >> this right now is not available because I'm showing you guys right now and eventually um >> and I think there's an important piece there. Um we are asking the building administrators to be the coordinator of the supports um in learning. There's a lot of confusion about you know for staff how to um when are they coming things of that nature. So they're the the the instructional staff and support staff should primarily be having the conversation with the administrator. The administrator will be working on making sure that they're coordinating the dance of support to make sure that we have the right >> but I'm a new teacher. I'm going to know how to access. >> So the new teachers will know how to access the PBIS referral system in which
024they can make the decisions between office managed and classroom managed behaviors. It will still fall and and those ongoing conversations with the school leader will then trigger the school leader to then coordinate um those services, the personnel um to to help support the classroom teacher. >> Try to make it >> a more direct conversation versus uh uh a a teacher or a parapro or whoever's supporting the classroom to have all these multiple, you know, conversations um coordinated those conversations. The administrator will coordinate and then they'll be brought in the the instructional staff will be brought in to the fold there versus them trying to figure out well you know here's the form I got to figure out for this here's the form I have to figure out for that. >> We streamlined the process to
025say okay you know that will go through the administrator. So P PBIS means what to the public? >> This is how we're going to uh uh intervene in in behaviors and support students. >> Okay. What does it stand for? >> Positive behavior behavior intervention and supports. >> Okay. >> Can I interrupt too? I mean just follow that. Um it's a uh the team tier 2 team. Can you tell us who makes up the team members? >> Yeah. Ross, you want to talk that up? I you know I I think if you just keep scrolling it it we'll Yeah, we'll we'll play that out. So is as is Stephen you know can you um >> you go. >> Yep. >> So the the tier 2 team is listed there. So the building administrator, the counselor, family
026member, the teacher, and then others as needed. So we we want to make sure we're nimble and responsive to the needs of the student and we build the supports around the student instead of just having a static preset team. But the building administrator, counselor, family member, they always need to be part of that team. >> Preset team we determined was one of the obstacles of making this process much longer than it needed to be. >> Yep. >> Thank you. >> And I think um can you go back up Stephen just to the roles of the staff members. So back in April, we surveyed our staff members to Dr. Graham's point earlier about who does what and with what set of expectation and so based on their responses and then uh their job descriptions then we
027put together uh this can you yeah just scroll down right to keep going yeah right yeah right right there yep so like school counselors what their role is as opposed to the um special education supervisors or the wellness coach the behavior coaches so all of the people that have some type of a role We need to really clearly define exactly what their role is. Are they working more with the students in the counselor's case or are they working more with the staff with in the behavior coach's case for example? >> Good. >> Yeah. No, you you keep going. You're doing good. >> You're good. Um just uh again what um Ross was talking about um we really identified the support positions and the roles responsibilities within the flowchart and the system that we were working
028uh working in. So as you can see there uh for instance uh school counselors who are really student focused we're really working tier one tier two and tier three and you can see right there and I won't go through everyone but um you know the behavior coaches again uh it's applicable you go right to their site but where they come in in tier one tier two tier three the wellness coaches are tier two and tier three and we'll go down to where we We get our special ed supervisors uh involved in tier two and tier three. Our school psychologists who are involved with all three tiers. And finally, our social workers who are really uh involved in tier three. Again, this is all about behavior. All right? Because they do a lot more other than
029um in their regular job. We're just we're just talking about behavior. So, I want to make sure we understand that. Um so uh really good job of really identifying where they where they come in in this flowchart which is very important um for us and for our people to know when to act on or when to call for that support. So to keep going um we really need to do more a little bit more in depth and we call it problem solve refer create and monitor and that's our process for this behavior uh plan and flowchart. So we start with um really problem solving with the referring teacher uh school counselor and school leader. Again this matches um this right here will match and I keep going back and forth but it matches our plan
030right here. As you can see right here, we make sure everything matches and then what you know we need from them as far as tier one and what that problem solving will look like. Then we get into our refer and this is where we talk about our PBIS tier 2 team and Ross just explained what that team consists of. Then we get into um using our panorama system. Uh panorama is very interactive. It has a lot of use to it. Um and so we use it not only for behavior but we use it for attendance. We can use it for academics and again a lot of strategies live in um panorama. So we use it for a lot of uh supports when it comes to in the classroom and with students. So the first thing
031is refer. We'll refer uh a student for a report. This automatically goes to the principal. So it could be anybody from a a teacher who wants to refer a student for behavior or somebody else will refer that student. It goes to the administrator. And this again is this uh the form they fill out. It's all interactive and online. And then once the school leader receives the referral for support, we will start to determine the next steps. And so the next steps could be create that intervention plan. So this intervention plan also lives in panorama and it's really interactive and you just click on create and plan uh where that student you can see the information for one of our students and then um again you fill out the information uh in panorama and it's just
032uh a page and a quarter and once you create that intervention you start to monitor and this is a big part of uh maybe what we didn't do very well in the past that I'm very excited about because we're going to be able to monitor uh what we're doing for students for you know attendance intervention uh it could be academic intervention and it definitely is for our behavior intervention. So we so the intervention plans live uh within Panorama uh information for the student and you can see kind of uh this would be a six week uh intervention plan. It could go 12 weeks, 18 weeks or even for a full year. And um we're able to add notes and you guys can see right there uh weekly or even daily on how the student is
033doing. What I love about the system is that it will send reminder emails uh to the people who are lying to the student. Hey, hey, you need to put in a note or the intervention into the system. And so >> the student cannot slip through the cracks. >> So they don't slip through the cracks. Yes. And that's what I love about this is the reminders that uh you need to put something in. So we'll monitor that. We'll monitor. Again, it goes back to our tiered system. We'll monitor that progress and then again if it needs to be adjusted we adjust the plan and it might have to go to further supports and that's where we get into uh I'm going to say Linda's uh kind of division where we get uh maybe a functional behavior
034assessment uh going for a student and then we start doing behavior improvement uh plans uh which is a little bit more indepth intervention uh for the students. So, that is our our uh flowchart and system that we're going to use for this school year. We're really excited about it. It took us uh some good uh good conversation and uh working with our staff and then um coming up with these models. >> Questions for the board? Stephen, I just want to say thanks. And again, when we talked earlier on, um, we I said the behavior at the high school, great. Behavior at the middle schools, great. Behavior at the elementary schools, it was just a handful of kids across the district, but candidly, when they had needs, we didn't meet them very well. So, we took
035a look at everything. Uh, we surrounded ourselves with the right people. We dove deeper, learn more, and put systems in place that are just a lot more efficient and effective. So again, um, thank everybody who was a part of that and I want to thank Stephen for doing the presentation. Uh, but I also, you know, everybody kind of jumped in and it's not because we don't have confidence in Stephen. This is just how we operate. We're just very collaborative on things that we do. So we make sure we finish each other's thoughts and egos don't get in the way, but as we do more and more presentations to update um the board and community on separate things, just expect to see that. It's just uh we that's how we play. >> I do have one
036question. Have we compared what we do to likeminded districts or districts that are very similar to us in behaviors to see if they have things that are working that we can borrow or if we have things that are working that we can share with them to kind of because the kids are the same from California and New York right now. They're all being very kidish in a lot of ways. So there's got to be something that they're doing downtown Chicago in some of those schools that are working versus some of those who are not. And I'm just curious how are we matching up and if it's not if it's Mansfield. >> So we match up very well. We did a lot of research on this. Okay. >> A lot of different schools. This process chart
037matches the MTSS kind of process very well. um >> which is statewide system and I won't go into it that's also responsible intervention but within this also there's a lot of best practices agencies any agencies that we have um that are available for us. So, yeah, we we made sure that we embedded a lot of supports in here uh that you might not see right now, but they will be available for all of our all of our students and staff to use. >> I appreciate that. After after hearing good news turning down there, I know our money situation is not as well as it should be, but I encourage you to always kind of look to your left and your right and see if there's things that we can glean from other people. And don't
038be afraid to go and spend the time with those that could teach us that would be my my lean in my opinion. >> Yeah. The great thing is we're able to connect and collaborate agencies which cost us nothing. Uh so that's the great thing about having a lot of our collaboration agencies want to be a lot of follow. Perfect. Thank you. Also, I would invite Ross, Dr. Graham anyways into the conversation. >> Okay, your second presentation, Missy D'Angelus. Um, one of our biggest struggles and we candidly didn't get much better last year uh is attendance. So, I as we do everything, we're constantly looking over our shoulders to figure out how we can do better engaging the right people. Uh, I'm going to have Missy provide an update on where we are and what our
039plans are moving forward. >> Thank you. Uh good afternoon everyone. Uh thank you. Um so as a committee got together to review our behavior practices and what we have in place at our district. We also had a a committee of attendance uh persons gather at the end of the school year, review our processes, make recommendations to codify, make sure everyone is aware of what's expected based on House Bill 410, which is the law governing chronic absenteeism within the state. So, we wanted to not create a whole separate system. We wanted to mirror what we did with the behavior flowchart. So, we created something similar within the attendance flowchart. So, we have tier one attendance practices that we're planning to implement this school year. Um, not that they're not being done, but we wanted to make
040sure it was codified throughout all the buildings in our district. And as the behavior flowchart was kind of role specific, we did the same thing with our attendance practices. So tier one attendance practices would be something that would happen for everyone in the school. Um we start with our secretarial staff. They are they are a front line. They families know them before they know anyone else. And so we wanted to engage our families with that first line with our secretaries. Make making a a welcoming return from an absence for a student from the from the secretary knowing their students and their families. uh making sure we have accurate attendance data in Power School. Making sure all of that is clean. Uh absences are reported correctly. If a student isn't absent, that that's also corrected when
041we find out uh if there's a reason for an absence that is excused and does not count against a student under House Bill 410. Again, um as also using and implementing the correct attendance codes and making that personal phone call with the families whenever at all possible. We do have a a a law that requires us to inform families within the 90 minutes of the school day. And to accommodate that, we do do ROOC calls for absences and we also have their absences on Power School. The parents can see if they're look on their apps. But that personal phone call is going to be where we find out that individual story and making the family feel, wow, they really care about what's going on with me and my child or what's going on with my
042family and that they can provide us a connection to supports that we may need. >> And Missy, can you share the data roughly? I'm not going want to put you on the spot of the buildings that did that last year to find out made that personal connection and built that relationship with the families had a much lower chronic absenteeism rate compared to our other buildings. >> I think building various levels too. >> One building improved by 15% and the other was it 12%. They did. >> So it's huge. So again, we know it works. We just have to make sure we follow >> relationships work. >> Yep. Uh we're asking our teachers to when when they contact families if they can about personal absences. For example, um if a student is out for an extended
043period of time, are you reaching out to them to make that personal connection? Not in a a negative tone like why aren't you in school? Let's use assetbased messages. Wow, you are so missed today. Our our classroom wasn't the same without you. We want to make sure you get the work you have. We'll make sure you have what you need when you return to school. Here's some um opportunities for you to uh connect with us. We are also utilizing as a district this year class dojo which will be used able to be utilized prek through 12. So parents um will receive are able to receive uh the messages through that app. So sometimes we find out from talking with our families and our parents that they don't have time to take a phone call, but
044they can respond to a quick message on an app. It's kind of a text message system, but it's within this one system that we can control and monitor and be aware of. We're going to use that for communicating with families uh at all levels. It's going to be an option. Some uh buildings also use Google Voice. Uh Mr. Mr. Hoko at the high school saw a lot of success using that with his uh seniors and his parents and built that one-on-one connection with those families using that uh strategy as well as the oldfashioned phone call or maybe even the conversation in person. Our school leaders are going to continue with that welcoming students back from absences, making sure our attendance attendance attendance data is accurate and powers school. Uh we're going to ask them to
045frequently daily review our chronic absenteeism report that we can find from Panorama. As uh Dr. Sergil shared, we utilize Panorama not as a reporting site but as a visualization. It takes our data from Power School and helps us able to quickly see trends and where absences are occurring even down to the actual grade level. is this grade level improving on their chronic absenteeism in my building versus where they were last year at this time? And then we also reviewed uh with our building secretaries last week uh and our administrators last week the pro the procedures for what happens if a student is chronically absent and if they meet so many different days of absence and hours of absence, excuse me. uh what happens at that time. So initially, you know, if a student starts triggering
046that 19 hours of absence before they get to that starting to emerge as being chronically absent, we got to make sure we're reaching out and connecting with them. Find out what's going on. Hey, we missed you today. What's why have you been unable to be here? How can I help support you to make sure you are in school? Then by law, if a student has 38 hours excused or unexcused absences, they're required to receive what the state calls an A letter, an Aevent letter, which informs the parent formally that their child has triggered that uh incident within um reporting to the state. Should a child's attendance continue to deteriorate and they reach that 72 hours of unexcused absence, then it's required to uh noted to the state as a they call it a B event.
047Once a student is triggered as having a B event, the school building has approximately two to four weeks to schedule a attendance intervention team meeting with the parent. um should once they have the the and that's a level D meeting, excuse me. Um once the plan is in place, we hope that and we we we've seen some buildings where the students attendance has improved based on what's been put in the plan. Sometimes the attendance does not improve. The state law allows us that on the 61st day of having that AIT meeting. Families can and students can be filed on in juvenile court which we uh facilitate that through their use of our SCFS. >> And that has not been an option to us in the past. It is moving forward. >> It's not. >> Is
048it an option or a requirement? I'm just curious. >> I'm sorry. >> Is it an option or a requirement? >> It's an option. >> So, >> there are some reasons why we would not file on a family. um for various reasons related to the absence >> legitimate illnesses that were >> exactly >> but for the most part yes we'll be filing on uh again we're going to keep a one system in place for what we're doing so there's less confusion amongst our staff and our families uh we're going to utilize our panorama intervention plans to write our attendance intervention plans so that once the plan is written we can also get that progress monitoring and alerts of pay is someone checking in on the student, how is their progress with uh what they're doing and
049what they set up on their attendance intervention plan. And that's pretty much it. The pictures are almost the same as what Dr. Sterrell shared earlier. >> Questions from the board? >> You feel as though you have all the tools coming from us that you need to I'm >> sorry. >> Do you feel as though you have all the tools that you need from us to implement as >> with both of these presentations. To me, one of the biggest keys we have is horizontal consistency throughout the district that that Admiral King and Washington are the same. >> And that that's something that we learned didn't happen last spring. And so, it's going to be on somebody to keep an eye on that. And >> which is why we're utilizing the one system for monitoring. We not
050only can it be monitored at the school level, we can monitor at the district level. So if there's something not happening at the building that is consistent with what we're outlining, they'll draw our attention to it. We go over and coach accordingly. >> So who who monitors the situation? I mean, >> I'm sorry. >> Who monitors it? Whose job is it daily? >> Daily, we're gonna have Stephen is doing um middle school and high school and Bill Oie will do elementary. And I'll say this, >> I I think one um you know our our platform panorama that we've spoken to um gives us daily trends um and it is the responsibility of school leader um to be looking at those daily trends working with teaching staff. Um we have uh central office support. Uh we
051have weekly Tuesday meetings with every building across the district and we're going to get even more personalized in those meetings. So the who is a collective who um but bottom line up front um our our principles are the first line of you know observing that I we we went through and we also said you know secretaries they're they're making personalized phone calls um so they're also I resp my my building uh administrative assistant one of the two her and Elsie they helped support us along the way you know they were catching things ahead of time before I even knew um because of that personalized approach and then it was my job to get all the supports lined up. It's the same approach. So, it's not a one, it is the collective um agency and we
052all have different responsibilities at different roles. >> So, the Panorama Panorama system >> takes everything, puts it together and >> it gets data in real time >> along with the additional spreadsheets uh that that our team has made to help even uh look at trends, see growth per week. Are we up or down? you know what's why. We have longitudinal data now where we can look over uh last year and kind of maybe use some predictive analytics to say hey we know this time we saw a dip what are the things that we're going to put in place um to help support that dip across district across buildings um but that's where um Dr. ballot, you ask what are some things that we might need? It it is a consistency in programming. So, you know,
053every time when we come with that annual panorama bill, uh keep saying yes. That will be helpful. Um because, you know, consistency breeds growth. >> Um you know, fortunately, we as a district have um tried to program our way to fixes and programs change over time. Consistent practices along with the systems help. So before you know we had all these different ways of running attendance it was all over the place right uh now we're have a consistent um userfriendly model to do that that also has strategies attached to it. So what we've done is we've taken all of these different areas and now we say all right here's a simple piece but at the end of the day whether we're talking um attendance whether we're talking behavior this is a a word for personalization I
054hope that word comes across and we all have a part in making our experiences personalized and I'm going to say this I don't know where the camera is uh but community facing as well um we need to set those routines um you know I've got a seven and eight year old at home right now and woo my daughter is uh thinking about that early wake up in in 11 days or whatever it might be for her in particular. We started practicing it. Um like there there are certain things that we can do um from a family standpoint to set to help set our students up for success. Um that's a personalized approach. Um calling in and saying hey this is what's going on. That's a personalized approach. Our role is just real quick and ask
055one followup question. I'll let you. >> So when those trend lines that you call them are out of tolerance, >> right? >> And the building principles are trying to handle it but they don't want the heavy to come down on them. >> Who are who who gets to see when we're out of tolerance and what is our triage process to get >> Can I can I talk about that Michael and Stephen? So we so a couple of the revisions >> WW coming off the top. >> I love it though. >> So what I think very directly we needed to revise how we worked as it with our district leadership team. So our district leadership team this year is going to have all of our principles on it. It's going to be a larger group. Um
056we will have additional staff members from the LEA from um some of our other unions as well. And we revised our data calendar so we're real clear about which data sources we are looking at, which month of the year, which date of the year. Um so everybody every building is connected to that. Our head principles will be part of that team. Um our prior district leadership team for the last five years has been a smaller um team designed more to learn and then design. Um it that's it it was I think very effective to do those things but the level of implementation we need it was not effective enough. >> The other big revision that we're making is with our school leader meetings. So, we've met with all of our school leaders monthly for the
057last several years. Again, lined up with what our district leadership team put together to learn and then to start to implement has not implemented well enough. So, one of the big feedback pieces we got from our school leaders last school year was um we needed to be more personal, closer connected with them and their data. So when we get together monthly with them now we are going to be looking at their data with them in small groups partnered or groups of three to take a look and see what is very specifically happening with your intervention plans for behavior for attendance in your school right now with our team together um so we can problem solve and figure out what barriers we have places where we need to reinforce that are going well but the way
058that we've worked um as a central office team needs to evolve to much better implement and monitor to your point >> agre Just to go off what Mike said is we meet so the monitoring in how to make sure schools don't get out of whack. We meet every Tuesday at 9:30 and we zoom across the district and everybody has to be on there including emiss with Angie she is on there registration and almost all central office and we go line by line a student in each school and we >> problem what's going on with with these students and so >> the administrators bring us issues that they they've learned from the families and then we can connect them with the people that we know of that maybe they hadn't thought of and these flowcharts I
059mean, a lot of these processes have been in place, but this codifies it, like you said, across the district. Everyone understands their role in the process. And as school is coming back, I want to tell all the families out there who are watching the board meeting, if a student misses the equivalent of about two days a month, they're on track to being chronically absent by the end of the year. Every minute in school counts. If they have frequent uh early dismissals, try and get them back to school. will try and make sure they're in school as often as possible. Students can't learn if they're not in school. >> And I want leadership to understand from me from the board position, >> it's not us trying to >> Thank you. >> do a gotcha on on
060look at look at what you're not doing, but it's how we can come together and help you solve the problem because at the end of the day, >> we are all here for that. >> These aren't our rules. This is the state of Ohio. >> Yep. Yes. >> And you know, you talked about two days a month. How about a half hour tardy every day for I mean >> the equivalent of those minutes and you >> because it's not absences, it's minutes >> quickly. Unfortunately, yes. >> Thank you guys. >> But thanks Missy Steven. Appreciate it. >> And again, um >> I think we always I'm sorry. >> I'm sorry. Yep. >> Um can you give us the number of hours? That's what was one of my question. Do you know which one? uh for
061the chronic absenteeism. >> So for to be considered uh an A level it's 38 hours in a month or 65 hours in a year excused and unexcused to reach that uh chronically uh truent level. It's 72 hours unexcused. >> How many days is that? >> How many days is 72 hours? >> Well, it depends on >> Yeah. >> I'm going to guess 12. 12ish. >> Yeah. >> And and a lot of our kids may not miss like like Mr. Ferguson was saying, they may be in school every day, but if they're a half hour to an hour late every day, that adds up. >> And when we start talking about achievement, um we did a study during Dr. Graham's first time around looking at Bill Oie. Um we we uh summized that like around that
06211th day is when we started to see a drop off in student achievement. um a severe drop off in students. >> So it the math maths in in this equation and and we have to have our students here. Um it's p it is a a a predictable environment that we're going for. So if I'm a student and I'm not showing up regularly, that environment is not predictable to me. Therefore, it's hard for me to survive and thrive in that environment. Um at the end of the day, like routines matter, right? That's how you stack habits. >> So coming to school regularly and being here and and making sure that you're learning the procedures and and of course the content that comes along with it, building those relationships, this all works together. So I'm looking see
063I'm looking at AJ, you know, the wraparound removing the helping us remove the barriers. Um and Dr. Ballard, you asked earlier, you know, are we learning from others? Um absolutely. And we have some really good people uh internally too that are that are are are pushing the envelope and making sure um that we get the success. But we have the responsibility of making sure um that we're approachable >> because it's it's easy to have all these things in place. It's another thing for someone to be vulnerable enough to say, "Yeah, I need these supports." >> Absolutely. >> I certainly hope we're learning from the building that improved by 15 and 12%. >> Yep. We know it works and that's that will be implemented. But again, Missy Steven, thank you. And again, I'm sorry. one second,
064please. Um, I I'm going to invite whoever comes to the microphone and we start having a family conversation, just grab the microphone and go sit down and and be okay. Yeah, >> you don't need you don't need to stand for this part if you wanted to sit down. Um, I wanted to bring up the um how we contact with the dojo we're using and the Google voice um and the phone calls. So, I I love that we're going to dojo for everyone and just as a uh my mom in me and safety um in me, I would love if we would get away from using phone numbers. I don't know what the policy or rules I don't think there is a policy because I've read that book um uh regarding phone numbers. Uh, I'm not
065sure, but I would really love if we could get away from using phone numbers. Um, even like our coaches, I know they contact our kids a ton, but I know there's if we use dojo for it or something else for it. Um, >> you're referencing our staff. >> Yes. That what? No, no, no. >> So, I don't want staff to contact students on their personal cell phones if it's in dojo or >> Right. And Dojo does not allow a teacher to directly contact a child. They can send a class message out. So, we could have coaches create classes in Dojo, okay? >> And then they could send it out to that app and and mass and then they're not personally sending text messages to their their athletes, >> club members, whichever you want to. >>
066I know even like the CCP, oh my goodness, Miss Vore, she was great for it. um would you know the kids could text her anytime and you know wanting to help the kids you know um >> but uh >> It puts people at risk. There's been a lot in the news and um and I think that that would be a way to help protect their kid. >> Thank you. And again, I think we've always agreed that we we believed anyway that uh we had the right people in the right places doing the right things. But hopefully this but the system was flawed. So now we created a system that uh says when to initiate supports, what to how to do it, what to expect, and then obviously how to monitor and make sure that we're
067stay on top of it. So again, thank you all for your leadership. Appreciate what we're doing here. All right, with that said, >> the board to consider for approval item 9.01, personnel matters. >> So much support. >> Discussion. >> Roll call, please. >> Mrs. Washington, >> yes. >> Dr. Ball, >> yes. >> Mr. Ferguson, >> yes. >> Mrs. Nazario, >> yes. >> Mr. Sper, >> abstain. I have a relative on it. >> I would like the board to consider for approval item 9.02, 02 personnel matters. >> So move >> discussion roll call please. >> Mrs. Washington >> yes >> Dr. B. >> Yes. >> Mr. Ferguson. >> I have to abstain. My wife is on this list as my sister is. >> Mrs. Nazario. >> Yes. >> Mr. Sturg. >> I have to abstain also.
068I have the same relative on that one. >> I'd like the board to consider for approval item 9.03 personnel matters. >> So move. Support >> discussion. >> Roll call, please. >> Dr. Bal, >> yes. >> Mrs. Washington, >> yes. >> Mr. Ferguson, >> yes. >> Mrs. Hazario, >> yes. >> Mr. Sturg, >> yes. >> I like the board to consider for approval item 9.04, personnel matters. >> So move. >> Support. >> Discussion. >> Roll call, please. >> Dr. B. >> Yes. >> Mrs. Washington. >> Yes. >> Mr. Yes, >> Mrs. Nazaria. >> Yes, >> Mrs. Sturgel. >> I have to abstain again. I have a cousin on that one. >> We don't get anything done without >> This is getting crazy. >> He's resigning, right? >> Okay. >> Yeah. What's that? >> All right. The
069board to consider for approval item 9.05, personnel matters. >> So move. I don't have a relative. >> Discussion. >> Roll call. >> Mrs. Washington? >> Yes. >> Dr. Ballard? >> Yes. >> Mr. Ferguson? >> Yes. >> Mrs. Nazario? >> Yes. >> Mr. Sturgis? >> Yes. >> I'd like the board to consider for approval item 9.06, personnel matters. >> So moved. No relent on this one either. >> Discussion. >> Roll call, please. >> Mrs. Washington. >> Yes. >> Dr. B. >> Yes. >> Mr. Ferguson. Yes, >> Mrs. Nazario. >> I have to abstain >> Mr. Ser. >> Yes. >> I'd like the board to consider for approval items 9.07 to 9.09 personnel matters. >> So move support >> discussion. >> Yes. Um I um I know that this is going to have to be a yes
070for you guys, but I um am in disagreement with the ticket prices uh going higher. I know a lot of times there are a lot of people standing around the ticket booth. Uh they're usually teachers or employees that are helping to pay for kiddos to get in. Um, I wish that we would consider allowing all of our students into our games uh for free. Uh, we know that costs are rising and uh our families can't afford uh lunch uh very comfortably. So, uh I I would think that they couldn't uh I know they're $20. I know we need money, but um I'm asking for that on record. Can you type that? Thanks. >> Anyone else? I mean, I believe those prices are set by the conference, which is why we're >> Yeah. the new conference
071that we're moving to that you have to drive. >> Thank goodness. >> Uh, did we have a motion? >> Roll call, please. >> Mr. Sturgil, >> yes. >> Dr. Bot, >> yes. >> Mr. Ferguson, >> yes. >> Mrs. Washington, >> no. >> Mrs. Uh yes. >> Like the board to consider for approval items 10.01 to 10.36 operations matters. So move >> support >> discussion. >> Does this include the one about in lie of transportation? >> Uh switching over to the new piece. Yes. >> Um >> I believe it's on here. >> Great. I'm going to reach out to Mary Tony. the new policy on uh payment in LU of >> Yes. >> is part of this one, correct? >> The language on the contract versus Yeah. >> So, what what could you just give us
072the nuts and bolts of that? >> Yeah. Briefly, uh we for payment in lie of and mayor, you want to come speak to it and kind of fill in the blanks or I screw it up. uh we are allowed to instead of providing transportation via bus for some families or for some students it's deemed inappropriate or um so we are allowed to give them money instead historically speaking it's payment in lie of that goes directly to the families that comes from the district but now as I understand it if we sign a contract with the parents nothing any different than what we did before but the money comes from the state it was reimbured >> that's exactly right >> okay >> um so yeah the only difference is that uh they get the same amount
073of money. Uh the only difference is that we can put that on our T2 reports for reimbursement at the end of the year. >> Okay. So, it's a it's a financial benefit to us and no cost to the student or family. >> That's correct. I believe it's $33,000 we'll save based on last year's numbers. >> Correct. >> Okay, perfect. That's all I wanted to hear. Any other discussion? >> Um yes. So, we have the last year's numbers on here. Um they're not updated yet. So can we make a motion to approve as amended with the new >> for I'm sorry which ones? >> With the in le of transportation it has the 2425 numbers >> 2526 numbers are out. >> I think it I think that was just for comparison right I mean >> they
074were released on July 1. I put it in the email one of the fives I wrote last night. It's like $66 or something like that and $1,200 something. >> You're looking at the change in the in the cost of each cost. >> It just went up a tiny bit. >> We will update that. Uh this is just the approval of having us switch from the payment l of to the contract. As soon as we put the payment in lie of it will uh reflect the current uh cost. >> So would the would we need the motion then to have it as >> I think amended? I think we're just approving the policy >> process. That's correct. Correct. You know, the the process is how >> correct. It'll reflect the the >> reflect that you Thank
075you. >> We have a motion. >> Yes. >> Roll call, please. >> Dr. B? >> Yes. >> Mrs. Nazario? >> Yes. >> Mr. Ferguson? >> Yes. >> Mrs. Washington? >> Yes. >> Mr. Sergio? >> Yes. >> And that's all I have. >> Thank you. Um, any new business? Committee reports and requests from board members. Still no public. Um the next board meeting will be Monday, August 25th, 2025 at 5:00 pm right here in the board meeting room. At this time, I would entertain a motion to go into executive session for reason A2, personnel and employment. So move >> support. >> Roll call, please. >> Mrs. Washington, >> yes. >> Mrs. Nazari, >> yes. >> Mr. Ferguson, >> yes. >> Dr. Bell, >> yes. >> Mr. >> Yes. >> And we will not be taking any
076action when we return.