Oberlin City Schools Board of Education Meeting - 09/30/2025

001I call to order this regular meeting of the Oberlin City Schools Board of Education. Please call the role. >> Miss Anderson White >> present. >> Miss Gadson >> here. >> Miss Garrett >> here. >> Miss Dagel >> here. >> Miss Amecha >> here. I will entertain a motion to adopt the agenda for this meeting. >> So moved. Second. >> Properly moved and seconded. Are there any changes to the agenda? Questions, discussion? Hearing none, please call the role. >> Miss Anderson White? >> Yes. >> Miss Gadson? >> Yes. >> Miss Garrett? >> Yes. >> Miss Stagel? >> Yes. >> MCA? >> Yes. Next, we have citizens concerns on agenda items. I think Mr. Nim is checking. I did. >> Okay. So that would be at the end or towards the end when we have >> citizens

002concerns in general not related to the agenda. Okay. Thank you. Um and nothing online. We still have one line sign up, right? Okay. Yep. >> All right. So next we have news of note and presentations. Dr. Hall. >> Okay. Um, we're supposed to have our track team go tonight to present. Um, but they're they were unable to present tonight. They would like to present at the next board meeting. I was notified this morning. We have a lot of activities going on. So, they're want to reschedule their presentation. Next, some updates that we have. [Music] Yeah, few updates I'd like to present before we do our um district report card. Like to have a special thank you to our entire district for making homecoming an excellent event. Um our teachers, our staff members, um the facility

003look great um at OS. Um great homecoming activities, the games and all the events that led up for that week. Um students had a lot of fun. The bonfire was great time. Um thanks the chief and the city um for assistance with that and the parade was phenomenal. Um like to thank all everyone who made that happen for us and our our students as well. Also like to announce our annual walk and roll to school will be held the morning of Thursday, October the 23rd this year. We'll have a moment of silence for our SRO uh Billy Needm since he was instrumental in the success of the event. We will also honor him by renaming the event Overberland City Schools annual officer Billy Needle Walk and Roll to School Day. And I'd like to thank

004our staff too, as most people have seen. Um the district received a 4.5 stars out of five on the state report card. And that initiative was um due to the hard work from the teaching, the staff, um our custodial staff, everyone um from the bottom down working with our students. Um, Avon received a five and Avon Lake and Overland both received a 4.5 rating in the county. Um, so we're leading the county as well with our report card rating 4.5. Great job. Hats off to our administrative staff, our teachers, our principles, um, everyone who work in the district as well. Thank you for the hard work. Now, we have a presentation of our report card. Uh, we have Mrs. Baker will present some information on our report card for us. See if I can get

005>> There we go. Good evening. Good evening. Good evening. Um, so tonight I'll just briefly go over briefly for me, right? Um, this the report card and we're not going to go like dive into every single section. and it'll just have like a slide or two on each section just as reminders. Last year we went real deep into it. Um so tonight is going to be a little bit of like a refresher in some of the areas and just kind of highlighting some things that we need to um celebrate and some things that we need to work on. Alrighty there. So get my steps in. All righty. So with that, just a reminder of our goals um as we go into the school year. I know we've got some strategic meetings coming up soon where

006we'll, you know, kind of discuss them a little bit more in depth. Um but just as a reminder, here are some of our goals as part of the presentation by the end of the academic year 2029. 900% of Orbin City School students will achieve grade level proficiency or above in all academic areas and courses, ELA, math, science, and social studies in grades pre preK12 as measured by state and district assessments. Um, and I know I'm reading them kind of fast because we kind of share them quite a bit, but I just wanted to remind people that we do have our district goals. Um, our second goal is really supporting our high school students um as we move towards uh college and career readiness with CCP. IB, JVS, uh measures, um articulated credit. Our third uh

007goal is moving, um our students through their ACTs, SATs, and ASVAB and hoping that 100% of them receive remediation free scores. Um that's our goal all 2029. And then the last one is by the end of 2029 um Overland City School students will report experiencing satisfaction or above with overland city schools culture climate as measured by our annual student surveys. So we give them annual surveys. So we have some of our academics in there. We have our culture and climate um and then it breaks down a little bit more specific into uh supporting college and career readiness. That's me. I am the clicker. Um so just as a reminder there are six areas on our state report card. Um those six areas one is achievement and uh and I try to give a little tiny

008but quick historical. It's not the the prettiest slide but 2022 2023 we had a three um 23 24 we had a three. The last three years on a report card we've maintained a three for achievement. And I'll give you a quick glimpse into what areas uh cover achievement in a moment. progress. We have moved from a four to a five over the last three years and that component is talking about you know our making progress and growth within our assessments. Um our gap closing we have uh gone from uh a four to a five and then the gap closing component is measure of reduction in educational gaps for our student groups and those specific student groups are um our special education population, our gifted students. we go into uh our other diverse populations of um

009uh African-American students, girls versus boys. So that is our gap closing. So we've grown to a five in decreasing the gap. Uh graduation, that graduation component is is what it says our students who are graduating and prepared, we've moved from a two three years ago to a five. Um, just keep in mind when we talk about graduation rate, it is not for the students who graduated this past June. It is for June of 2024. Um, that cohort and our early literacy. Um, in the last three years, we moved from a two to a three and then back to a two. Uh, and we're going to talk a little bit about what happened. And then college, career, workforce, and military readiness. We talked a little bit, well, we talked quite a bit about this last year,

010those 11 components. um and what it really meant in each section. And this is the first time that we have received a rating in that area. Um and we're one of the few school districts in this area that actually received a five. And as I speak to other school districts with curriculum directors, I was kind of confused and they were like, well, how did you all do it? I'm thinking, hm, what do you mean? Um but I guess some other districts, this just wasn't something that they concentrated on. They did their norm. And we did. We said if these are the things that say that students should be college career readiness, then we need to start working on these things. um still have some work to go. So about 90.1% of our students um had

011met one of those 11 areas. And so you go what happened to the ones that did not? We have students who may have um cognitive disabilities that are unable to meet some of those. Um and then also you may have a student who just they could be a straight A student and they didn't want to take an ACT, an SAT, they didn't want to do the credentiing, they didn't want a CCP course. and um their parents have said we are not doing anything beyond that and they would fall within that as well. And so as Dr. Hall said we received a 4.5. Last year we were a four. Um the year before that we were uh a 3.5. So we're growing up in increments. And for those who aren't aware um the highest score you

012could earn is a fivestar. What do we look like in comparison to other districts? You know, sometimes, you know, we don't like to compare, but we kind of do. Let's be real. Sometimes we like to show off and and say, "Look what we did." Um, out of the 15 county districts, and I include Vermillion, even though they're not within Lraine County, we're so close to them, and we do so much sometimes with Vermillion. I counted them. Um, I know there's a lot of colors going on, but I'll break it down. Overland had the highest growth in our performance index. And performance index is when they take a look at our our student test growth on their testing. Um, we had a 3.8 in that PI. A lot of times if you read the newspaper they

013talked about they ranked our district in numbers like what number we were that in the um chart on the left the middle performance index. The reason there's so many numbers they said this year we ranked number 363 out of uh 607 school districts. Well, where did they get that from? They got it from what I like to call that middle number, that 78.2. It's the percentage of PI. It's the percentage they did. If you look at the report card last year, they didn't use a percentage. They just said, "What was your actual grade for performance index?" And that was the 85.9. So for a lot of people that goes, "We don't know what you're talking about." My mind needs to see it that way because they gave us two different comparisons. One was compared in

014a percentage last year and this year it was an actual year score. But either way, we are 363 out of 607. Um we had the highest growth in that category um for those 15 school districts. And uh three districts increased their rating. It was Oberlin, Clear View, and Firelands. And only one district remained a five-star. Avon Lake, there were two last year and Avon Lake dropped down to a 4.5. Um, eight districts, eight district ratings decreased. Um, so just, you know, something that we definitely should be celebrating and praising. We still have a lot of work to do. We're not there, but I think that the work that the staff of Orland City Schools and the community has put in is showing. So once again, we still have a lot of work to do, but

015this is, you know, gratitude to those, as Dr. Paula said who is make who are making it happen. When you look at the uh chart on the right what I did was um they allow us sometimes to look up in our secure data center similar districts and those districts be similar by size they can be sim similar by economic um disadvantage and that's not your overall community it's the student community population. So sometimes people get confused and they go, "No, I know our average, our median income is higher in Oberlin. As a community, it might be, but the students, it's based on the students income and their family's income in the school district." So we kind of looked at some of those that were similar um in economic um in the uh sorry the uh

016economic disadvantage. So these are some of the districts throughout Ohio that may have some similarities. It may not be by enrollment, it may be by their economics. Um but that's how we try to track it. liberties in there only because once upon a time they were closer to us. But if you look at the adjusted mean gross income, a lot of similarities in those in that community in reference to how many much money those families are averaging that go to the school districts. So that would be within the closest districts to us economically for families um where they rate it with their report cards. Um and we're a 4.5 and you can see that a lot of them there's a five in there. A lot of them are 2.5s, 3.5s and four. So, we're doing

017pretty good. Um, we're pretty much top for other districts that have similar family incomes, median incomes. So, let's go into the categories of six categories. Graduation, um, the graduation component is made up of two different areas. One is how many of your students are graduating within four years and those who did not, how many did you get graduated in five years. So, any student who was in their fifth year, 100% of them graduated. We're good. those students who are within their fourth year. Um it's 97.5. So you would go, why would we have a 5-year graduate? Um for instance, we have a student who uh transferred into the district and they said, "Hey, you know what? I want to go out to JVS, but I want to be able to do two years." And because

018of whatever accommodations or things that we needed to meet, they got a chance to do it in in 5 years. We also have to keep in mind some of our students who are special education students um have that opportunity to stay in school until what is it? They're 21. And so some of them take advantage of that opportunity. And then we may have some students who just transferred to us or were here with us that needed that fifth year to graduate. Yes. >> Uh what do you do about a student who graduates in three years to be a foreign exchange student? >> Okay. So we have students who graduate three years period to be here and some that are foreign exchange. our foreign exchange. If a student comes from another country as a foreign exchange

019students, they don't calculate into our graduation data. >> No, but I mean somebody >> but our student who leaves >> who leaves. Yeah. >> And if they graduate there, they've un if they unenroll with us, they're not our calculations. If they're still our student, then they would need to come back so that we can fulfill their graduation requirements. So, they would still be considered um a 4-year if they if they fit if they meet the requirements. If not and they roll over, they become the fouryear still because they they're kind of graduating early. There's no three-year. You're either four year or fiveyear. So, you would be calc once a district as a freshman that the clock start ticking for them for a four-year period um until another district if it transfer out to another district

020picks them up. Now, for we have a student that says suppose they say they're going to um um Columbus and they're never enrolled. They still are. >> They're still ours. Um, so when if we have a foreign exchange student that says, you know what, hey, I'm going to go overseas and once another district or another school district pick them up, they get off our books so we don't have to worry about the four or five year graduation rate with them. >> Um, so that's why it's critical that we have a strong EMS person because we have to track our freshmen, ensure all our freshmen from um 9th grade all the way to 12th grade and track them down. There was um students that were in southern Ohio that we had tracked down >> um because

021they were still on our books. >> Yeah. So we had to send, you know, make sure that student was eligible to graduate. >> So if they graduate where they are out of the country, then they'll be fine. But if they are still one of our students enrolled, then they would show up on the four-year graduation rate if they do it in four. And these are some of the things that we did, we talked about last year on intervening to get that graduation rate up. And we've been working on them over the last two years. The targeted home visits, um, the reaching out like Dr. Hall said in finding our students who we don't know they're on our we we had student who enrolled and never stepped foot on the property. They were still ours. We

022had to find them. Um so we had to do that communication with parents trying to increase that. We're still refining that process of increasing our family um engagement and activities. Um working on that exit withdrawal process. I've done a lot of work with finding students who have exited or withdrawn to locate them. college career navigator, some one-on-one instruction, and then alternative to ELC competency scores have helped. Second category, early literacy. Um, did you want to come talk about early literacy? Did you want me to? >> It's up to you. Okay. Um, so early literacy. Uh, you know, we we had some we've been working on early literacy for years. We've seen growth and we're like, what happened? Well, once we sit down and you look at the data, it you you kind of go, it

023makes sense. No one wants to be happy with a two, but we we're looking at it, we go, it makes sense. Um, we had a higher number of students who are entering school off track. We know that. So, as we try to grow our community activism with our preschool instruction, the curriculum, um, working with Oberlin kids, we know that we've got to do more work there. It's not just finding activities for families. It's really getting them to understand some of the academic requirements for our babies as they enter school. students are academically further behind. Although they're making progress, growth is still not at grade level. Um increased number of K through K through three student identified needing special education services. And we have increased social and behavior supports in preK through three. So as a

024reminder, early literacy is preK through three. It's not fourth, it's not fifth, it's preK through three. Actually, it's K through three. Um, so these are some of the ways that we we're intervening with the afterchool tutoring, smaller class sizes, new RTI process, um, breaking down item analysis, um, for any type of assessments, what are we really looking at? What are they really deficient in? Um, audit reporting to EMIS and then family interventions. And I'm going to actually show you the components of early literacy so you can see that like what does that really mean? >> Can you remind us what RTI is? >> Response to intervention. >> I was going to ask EMIS. Can you tell us what that is? >> EMS coordinator. I don't remember the exact word. It's ed something something something educational

025management informationational systems or systems supports. So EMS coordinator is the person who takes all of your data for the district and submits it to the state and you know things like she's got to uh report what curriculum we're using for for English language arts. Um she's got to report our attendance and she works with power school um our staff credentials and lensure. she reports anything related that that state receives. She works with all of our uh information systems to make sure that they're accurate. So the early literacy is divided up into three different components. And if you just I mean the charts are there if you want to look at them, but the simple version is it's promotion of fourth grade is about 35% of the score. And that's how many students are going to

026fourth grade. Well, typically we have a hundred. Um we had a parent request this year and you know meeting with the parent going to response to intervention um figuring out how many different ways we can meet the students needs uh it was determined that per the request that the student remain in third grade which meant that we went we could have had 100 but we had 98%. So that dropped us 2% by that one student and we miss the three star by one student. um improving literacy that is where we see the charts and that is that comparison data of we look to see how much a student grew from one grade level to the other and it's based on their reading improvement plan their rimp so students who were not considered on track let's

027say I had a first grader who was not on track we have to report when they get to second grade are they now on track so that's what that is is how many what percentage of our students moved that were off track moved to on track so 37 last here. Uh, oh that's wrong. I should say 23 24 sorry 37.3% were um moved from off track to on track last year and this year we had 31.3% move to on track. So um we saw a negative 6% with them moving on track. Doesn't mean they don't grow. They just don't they're not on track. So let's say we have a student that was two grade level behind. I'm a third grader and I was two grade levels behind. Well I might move you up a grade

028level but you're still off track. So that's where some students are off track because of that. Some are off track because we're we're not growing them. The third section is grade three proficiency. This is about 40% of your score. So keep in mind 40% of our score is based on third graders proficiency. Third graders are also calculated in improving literacy. So the majority of this section of this area of this report card is about third graders. Um we know that our students get their proficiency scores back from their test. And you know we most of us see 700 650 they got to make a 700. That score would be included in the improving literacy. The grade three proficiency is a subcore. So for every test the kids take they get two scores in third grade

029that ELA test. They get one for the entire were you proficient? Did you make the 700? And they get another one that's based on certain questions that they pull out as a subcore. And they say hey with these this reading subcore were they proficient just in this reading subcore. So for this area, we have some students who made the 700 and proficient and made their 50, but then we also have some kids who made the 700 and were proficient. We've got kids who made over 700 and proficient but didn't meet the 50 sub score. >> So it's kind of tricky, you know, it's it's we we sit down um in the fall, look at it. we sit down again in the winter, sit down again in the spring, in the summer, you know, looking at

030the calculations and having to calculate it ourselves based on the state's formula to see and you know, we want five stars, we're at two, and what would have given us three stars, one more student in any one of those categories. The So, we've talked about graduation, we've talked about early literacy, third area is achievement. >> Sorry, leave early literacy. Um, I'm curious where we are in our fiveyear cycle of curriculum. >> This is our ELA review this year. >> Okay. >> So, we've already had one meeting and we will be meeting I'm meeting with um the elementary school October and then the high school also high school middle school meeting together here. >> That's your social studies adoption. So, we're adopting social studies curriculum. So this is years of review where we actually look at

031what we have and how it worked or did not work and then we bring in other companies to talk to us about what they have. Um we're piloting some a few of them and then we'll make the decisions this year. >> So and question at the top it says percent of students promoted to fourth grade continuously enrolled in the district from kindergarten to third grade. So >> so it it's continuously for that year. It's not the full K through. >> Yes, it's the full. So what happens is um let's say that we have a student who was um retained in a grade level. We have to report that they were retained. So there's a lot of reporting that goes with that. But that's just saying that they have to be there for that entire year.

032Okay. >> Um let's say that we have a kid that came in March or they're not calculated in that >> or if they left early. >> And the other question I had is so you're talking about the focus on third graders. Promotion to fourth grade generally means third graders. However, do we have like students that get skipped? Like they might skip from second to fourth and do do they get counted in that number? >> We typically if if we have a child who was accelerated and they were in second and then they went up to fourth. Um what ends up happening is those they look at those third graders, >> right? >> So >> yes, they kind of get skipped over almost like when we get a retention like say we have someone who's retained

033in third grade, >> next year they won't even be counted in the promotional four even though they go to fourth. >> Got it. So that's part of that K3 little stipulation. There's some kids who aren't counted based on an acceleration over skipping the grade or repeating a grade and then being promoted that way. >> So then that means 75% of that score is about the third grade. >> Third grade. >> Wow. >> Yep. Third grade. It's all about third grade. >> And it is right. You you you you kind of say to yourself, K3 literacy, this is about our kindergarters, first graders. It is. It's about how are we supporting the kinders first and second grade is to prepare them for third grade. But the reality of it is is it's everything you do in

034third grade. You can have a phenomenal year in first grade and second grade. You get to third grade and it's a for you and it can it can mess up the entire gamut. And that's why we really need to make sure, you know, our conversations have been, are we putting enough support into third grade, not to trick a report card, but to really give them what they need to prepare to move on to fourth grade. Great questions. Thank you. So, achievement is our next area. We received a three stars in this area. We've had three stars in this area for quite a bit. Um, this is about the proficiency level of our test. uh proficiency level, proficiency level, proficiency level, and each level is worth a different amount of points for a report card. You

035would go, well, if you're proficient, you get one point. You're proficient, one point. If you're accomplished, you receive 1.1 point as a district per student. If you are advanced, you get 1.2 for each student who's advanced. And if you're advanced plus, you get 1.3 for each student that is um advanced plus. One of the big questions people have is how do you get advanced plus? That's for students who have been accelerated. So if you were an accelerated student, like you said, they skipped over a grade. When they take the test, if they earn an advance, they automatically give them an advance plus >> every year or just >> for that test for every time they take a test. Every time. So let's say the next year I'm in fifth grade. Let's say I got accelerated

036in second grade. When I'm in 10th grade, I'm still considered accelerated. So, just keep that in mind. Um, basic is 0.6, limited, 0.3, and untested would be zero. And then I tried to give you a little chart so that you can see what percentage of our students fell into each category and how many points we earned. Um, we earned 85.905 points. That's one I was talking about back with the comparison data. So, uh, we had 85.905 out of 109. So, our percentage was 78.2. Here's the trick, and I I say trick because this is it's the weirdest thing. Well, how do you know what your maximum score is? They base the maximum score of points you can get. And they adjust all of this based on the top 2% of the districts in Ohio. So

037if the top 2% average like 109, that's what everybody else's maximum is. So we are 85.905. That's how many points we received. Um and why they round it like that, but that's our performance index and it's based on them counting up all of the points we received. And then the chart on the left, I try to give that a different visual so you can see the chunk of where most of our assessment came from. Um and if you see the largest area uh of our test results was proficient, right? 24.3 points was proficient. The next area was 24.2 and that was our advanced area. Um we still have some growth to go to get out of that limited and basic because that would help us out quite a bit. But that's where the three stars

038are calculated based on your proficiency levels and how many points you received in each level. questions with that one. Okay, I'm gonna make this quick. Don't get caught up in all the words. I get a little, you know, sometimes I go overboard, so I apologize. So, the next area is progress. Value added, and we um earned five stars. And progress is just what it says. How much progress did you make? How many how much value did you add to a student? Did they learn more than just the average, you know, information? And so, what we in our area, we received five stars. They said that we've made some progress, a lot of progress. We still have a lot of gaps to fill. Um, I'm going to start on the right side of this chart down

039at the bottom. This is kind of letting you know within our testing areas where we had our strength, where we had value added. So, proficiency and value added two different things. I can be proficient and didn't grow a whole lot, but I was proficient. I was proficient. I can grow a lot and still not be proficient because I was so low. Or I could do both. I can grow and be proficient. or I can both not grow or be proficient. So, um what the chart is saying in the areas that are lime green, our students made progress similar to the state weight statewide expectations. So, they kind of say this is where we think your students will grow based on all of their testing years of data. Um and you can see the green areas.

040The uh darker darker gray are students made more progress than expected. The light blue students made more progress than expected. And then the red area there, students made less progress. Um, and then the the yellowish uh students made less progress. And you can see our areas where we really need to work on are that the math, right? Fourth grade math, algebra, and those are the areas that we have seen some increase, but not enough to um holistically for the entire grade level. So, we still have a lot of work to do there. Um on the left side, the reason I have this here is because you're going to see some slides later they're going to be like, "Whoa, whoa, what happened there?" Um overall composite growth as a district, the gain index is 7.12. You're

041going to say, "What is that?" Well, the gain index, and I tried to put a little explanation down there. Um it's like your scorecard. It tells us of our students who grew, what did they do? Zero basically says, you know, you grew what you were expected to grow. You're there. you're moving along. Below that is you're not making growth and above that you are making growth. So to have a 7.12 overall says that we're making a lot of growth as a district adding value. So those students are learning more than just a year's worth of growth. Um they went ahead and converted that and they say well if you think about what is the effect size of your district so 22 you know that's the effect size of that much extra growth that was made

042in our district. Also in that area is our chronic absenteeism. Um, and you can see the trends with our chronic absenteeism. The blue line is our district, the red line is the state. And in 2020 2021, we were at 24.5% of our students were reporting as having some chronic absenteeism problems. And now we're down to 18.4. So it's going down. Our students are coming to school a little bit more. And when we say chronic absentee, those are the students who you are chronically absent. It's not the students who are just missing a couple days here and there. >> Chronic absenteeism too, it doesn't um the state calculate that by sometimes we always tell the students, well, you're sick or something like that. The state either calculate chronic absenteeism as either you're in school or you're

043not in school. >> Whether whether you have COVID or you're sick, doesn't matter. You're in school, you're not in school. So, it's no excuses. Um, you know, a lot of times we give students the three sick days or it doesn't matter for the state. We we have to excuse those. But like I said, it's either you're in school or not in school. That's the only thing. >> There is no gray area. >> There's no gray. >> Yeah. And it's hours, not days. Thank you, Mr. Nimony. We stopped doing days years ago. It's hours. So that's what gets a lot of our students as well because of the hours. They think, well, I'll just miss an hour here and there. It all adds up. and the state sees that as chronic absenteeism. So, gap closing, we

044received five stars and there's a reason why you're going to see a couple more slides with gap closing because I know this is an area that you all like to talk about. Um, gap closing, you know, value added, we add the value gap closing that we close a lot of the gaps and we received a five, which they're saying is we're actually closing a lot of gaps, but we still got some work to do. So, if you look there, it shows you how many possible points we could have earned and how many we actually earned. Um ELA achievement that is our students did they achieve it? Yes, we received six out of seven. They're achieving proficiency. Um math achievement five out of seven. Yeah. You know, okay. Um English language arts growth. That's where we

045need some work. So our students are proficient. They're getting that that information. They're showing it. They're achieving. But we're not necessarily stretching them and growing them outside of that. Um math growth seven out of seven. We're seeing a lot of growth. And even though if you remember our proficiency is a little bit lower in achievement. So um graduation five out of five e we don't have enough students to actually get a score in that category. Um our chronic absenteeism that we just talked about we're five out of five. We're growing um we're closing those gaps I should say. And then our gifted performance indicator um the gifted progress five out of five that we're talking about our students assessment scores. Um closing that gap there. our gifted performance index zero and our gifted identification services

046zero. And I'm going to show you why. So overall, we received um 34 out of 53 points because of those categories were zero. The factors, let's talk about what happened with the gifted index and the gifted progress. Gifted index, we did not meet that indicator because you needed a 97.5% as a goal and we reached 96.2%. Mhm. That's why I want you to see some of this. You know, we didn't make it. Um, but this is I'm going to give you what falls into that category as well, so that you know why we didn't make it. Uh, gifted progress, we did make that three out of three stars. We made that gifted progress. We're progressing. Um, our identification and services, we did not meet the goal. We needed an 80% and we received a 70.8%

047to meet that goal. And I'm going to talk to you about why we did not. >> So, it says out of five. >> But then it says three there. >> You either get it or you don't get it. Like there's no >> they've got they've got some some formulas, but it's hard to because you're like it's so easy to miss it. It's so easy to not make it and it's so easy. You know what I mean? It's like as you saw with like the third grade, it we're such a small district. It takes one or two kids to actually or one or two things to do to give you that next grade or rating. So, um when they talked about the when we talk about gap to closing and the achievement area, this is the

048one 96.2 to um and it was based on those levels again. See how those levels came back? How many points we received there? So that was why we received um the 96.2 for the performance index. We received 96.2, we needed a 97.5. We needed few more students to either go to um accomplished and it could be the basic student. You know, that was the question we had. What happened that our gifted student received a basic on that assessment? That student by themselves receiving a profession or accomplish could have been what we needed to get us that indicator. The next factor we talked about was identification. Um identification you get points by based on the grade band. What do I mean by that? K2 students who are in K2, you need at least 15 kids identified

049in grades K through two to get the points for that. You need at least 15 in the grade band or 3 six, 15 in 7 through 8, 9 through 12. Each band needs a minimum of 15 students to get the points for identification. And if you see, we did not count our K through two um well at the top. So in superior cognitive, we had um you there's 15 points possible for our K2 band. We earned nine. And then down at the bottom, we talk about gifted services. those students who were serviced, our K2 band at that point did not count because we didn't um have enough of them that were actually classified as gifted, the 15 to count it. So, we need at least 15 students to count it. And so, we've taken a

050look at our assessments. Are they geared to actually determining looking at our academics? Um, we have a new gifted intervention specialist from the ESC again this year. And so we're working with her to find some of those gaps. Um, we now have a gifted intervention specialist at every single building that are now working on growing their craft so they can support our students. Um, but we're looking at what assessments we're using for identification and what needs to happen because we're, you know, we say K2, we're talking about students who just got to kindergarten. and you want me to assess to determine if they're gifted. So, and then the gifted representation index. Um, that's part of that area as well. Um, identification services, representation, are we servicing? And what we noticed is, um, in our upper

051grades, you kind of go, how come we had a 934% servicing 9th through 12th grade students? Those students were at JVS. We were able to identify that the students who were not serviced were at JVS. And so now we're working on that this year to make sure that when some of them come back at that last period of the day that we work with them. Um we've had a conversation about sending someone over to JVS to see how we could support as well. A lot of questions questions about that the gifted one. Well, so this gifted representation index, are we saying that we don't have a good representation of >> we don't have a good representation of students and students with disabilities and students um a diverse economically disadvantaged >> minority students. We don't have

052a great representation. >> Are we going to work on that? >> Yep, we're working on it. We're working on it. And it's the percentage of your district. Yeah. So we're first trying to work on are we using the right tools to even identify [Music] and then um the last section was college career workforce military readiness and we talked about these 11 uh measures indicators last year. This was the first year for that report card area and this is just a reminder of you of the 11 measures or the areas that fall within there. And so I have a question about that because >> I don't have any data or anything to back this up, but I feel like our district has always had students that are kind of interested in all these different areas. So

053we've already been supporting students across all these different, you know, >> potential next steps. >> Did you is that part of why we did well here? >> Yes. because these are conversations that have been happening for a long time about what pathway we what we needed to work on was how we were documenting it. And we also needed to work on is there was a middle group of students. Everyone always assumes it's the students who are just not going to college that would be the reason why we wouldn't get the points. In actuality, uh oh, I don't know what I just did. I don't know if that was me. But in actuality, what we what we noticed when we looked at the data, it was it was really our students who were in the middle

054bubble because a lot of our students who may be having some academic problems and we're trying to figure out some of them, you know, we work with them on their credentiing. We work with them on is it retail credentiing or some of them go to JVS and get credentials, but then we have students who work with the CCP and they fall within there or they get the remediation free scores or they're going to the military. It was the students who were like, "I get decent grades. I just don't know what I'm going to do that were the ones that we had to figure out and have the hardest conversations about how do we support you?" And for some of them, it was, "Do you need to do some credentiing? Um, do we need to work

055on your test scores? Do we need to look at how many how many credits are you away from getting CCP 12, you know, the credits of CCP?" So, it's it's purposely being purposeful when you look at the students path. And because that work started a few years ago with us when longer it's been here for a long time but we just kind of looked at what their requirements are and say okay based on theirs who wouldn't fall into that and what do we need to do with that student to get them there? So that's why I was kind of shocked when I was at the curriculum director's meeting and people were like yeah we got a three and keep in mind the state bumped everybody up to I think the lowest you can get was

056a three. Was it the three or two? Because they said it was the first year. So I was like >> how do you get that? They told us >> two years ago stuff came out two years ago. Beginning of the year last year we were actually going through because they were changing some of the indicators. Um so people have had that time to look at I think where a lot of them they worked with the SATs, the um AP courses, the college credit plus and they didn't they put all the eggs in the basket for JVS for credentiing. they put all of their eggs in the basket for apprenticeship and they put it in the family's hands. Whereas for our district, we said, uh, no, we're going to actually, you know, have our high school

057staff, um, the counselors, uh, Denita Brown and Rich Morgan and work actually with the students, you know, um, our people services department did a lot of work, you know, Jane did a lot of work with Sheila Felix up, Jay Nity did a lot of work with actually going to work with students on what's what's next. So, it was a lot of folks who had to I'm calling a parent that I know and say, "Hey, your kid is, you know, they need to fall into one of these 11 categories. My my kid got straight A's. What do you mean?" Um, you know, maybe they need to take that SAT, ACT again. Let's let's talk about it. Or let's talk about, you know, industry conditions. How many credits do they need for whatever. We might not get

058100%. But to get 100% is, you know, Dr. Hall said we're getting 100%. We are getting. Don't you dare say that. That's my evaluation. I'm getting marked off. Oh my goodness. I said we're not getting 100%. >> We will get 100%. Yes, we will. >> It's recorded. It's recorded. I know. >> One of the things too, we do a great job of, we're the only um district in the county that received five stars in this area. >> Um so the ESC actually came over and said, "Hey, what what are you guys doing? Why did you get that?" And like um Mistake said too, I had other people ask me, he said, "We didn't think it counted this year." Well, they told us the last two years that it was coming. They gave us a a

059rough score last year and we've been working on it. Um, but we also said, you know what, we we tracking our kids uh are we're we're we have all our seniors at freshman year >> and making sure that from that freshman year on they're falling one of these categories. So, what we do is we have a spreadsheet with all of our students there and um whether that student leaves or goes somewhere else, we're tracking them down. we're making sure 100% of our kids graduate. Um so we actually have a sheet that says, you know, this kid's going to fall in this category, that category to make sure all of our students is um accomplished in one of these areas. Um and we also started, we're working on next year's data since this data is in

060a rear. >> We're working on next year's data right now. >> Yeah. >> So we actually have a spreadsheet right now of who's not tracking and we also we we know right now we have four students that were kind of unaccounted for. So we're right now finding out where do they go in this these categories. So that that data is right there is for us and we're the key is also keeping a a key EMS person >> and our EMS person is actually communicate with the schools let us know where his kids are um hey this kid went here this kid did this so making sure that person talks to them this is an industry traditionally class so make sure the data is accurately reported within the um the ODPS so yeah hats off to

061everyone because I tell you what this is um it's uh all having 67 or so senior years or 70 or so seniors um making sure that they're in one of these categories was accomplishment for the staff and even tracking the students down that um were not here and saying, "Hey, we need to make sure you graduate. We also need to make sure you fall in one of these areas here. We need to help you fall in these areas that count." Um the military, we had to make sure we get the right paperwork for the military. We're calling military on the phone saying, "Hey, we need this form here because we need to put in that system." >> So, it's a team effort of um making sure everyone was accounted for. And although a student could

062fall into multiple categories, you only count as one. >> And so we determine which one, we put it in there. You know, they fall under one. That's what they ask for. Um I mean, I I thought to myself, the other districts, 250 hours, some of your kids have full-time jobs and internships that they're working with. >> You're not like, right, you didn't go contact their employer to see if they're actually is it career based? Is it something they're actually interested in doing? Are they doing these hours for a career? Like why would you not, you know, track that? So >> teachers on >> just a comment >> at our graduation when we have all the students stand up that did this or that. First of all, almost everybody stands up at some point and a

063lot of it reflects this >> what's listed here. So >> So we've been on the right track. We really have been. >> Absolutely. >> And this represents last last year's graduation >> June 2024. >> The other >> Yeah. Still the still it's June 2024. It's not these recent graduates. these recent graduates, we have their spreadsheet that Dr. Hall was talking about. Now, we're going there now. >> Okay. So, this is the same as the graduation rate. >> Yep. Yep. >> And then um what how many students does 90% like represent like how many missed it >> out of 60? Was it 60? >> Maybe about two students make it. Yeah. >> So, two stu two more students we get to 100%. >> Right. So for that year, so now you know we're at 90 something

064because a little bit more students. So it's four this year. We'll get there. We'll get the 100 100%. Yeah. You're like, are we going to get there? We're getting to 100%. >> Yeah. By our data now, we should be and this is something we do track. So we're really close to getting that 100% on that. >> But teamwork, everybody working. You back there laughing. Okay. So 100%. So with that said, um what is our district focus? This is the last one here before we do qu any other any additional questions. So based on all the information we talked about is with our college career readiness, workforce military, well college, career, workforce and military readiness pathways we just talked about is continuing our partnerships with LC3, Oakland College, JVS and then our local businesses because you

065see a lot of those indicators fall into the categories of our partnerships whether it be with college credits or um internships or uh credentiing and then increasing our student and family support um our FAFSAs, our scholarship ship nights, our applications, our resume. We tried to do a little increase of that last year with some more family nights. We didn't get the best, you know, um, number of parents, but we really want to work on still increasing the number of opportunities that we have for families, even if that means we need to start looking at having some of the stuff during the day or earlier in the day or whether it be, you know, some Saturday activities. I know a lot of people don't come on Saturdays, but for some of our families, that might be

066the only time that they're able to come and receive some of this information. gifted obviously identification in our assessment and our reporting. Uh K through two is the is the big one there. What's happening with our K through2 um and if we're able to get that identification and that reporting we can get some of those marks and those indicators uh professional development. We worked last year really hard on uh putting together some processes for for gifted. We didn't have you know we did but it wasn't very clear. So we spent a lot of time on that last year. As I said earlier, we now have a gifted intervention specialist licensed at every single building. Um, I actually received mine as well. So that, you know, we're all going to the trainings and we're trying to

067enrich and kind of think about how are we questioning, how are we asking students questions, how are we conducting instruction. It can't be the same um as core instruction. So, we're working on that. And then family information nights. We had one last year. We would like to um do another one again this year in hopes to get some more families um achievement. We've got to work on uh that vertical alignment. We started having vertical alignment last year. Now it's a little bit more purposeful this year. And what I mean by that is identifying what those gaps are in every single grade level. And now we bring the teams together. So 6 through 12 um is meeting in every subject matter to say these are the gaps that happen in sixth grade, seventh grade, eighth grade,

068all the way up. How do we fill it? Who could fill it? And what time of year can you fill it? What month can you fill it? What supports do you need to fill it? So we're doing that. And also K through five, it's the same thing with pre-K through 5, it's the same thing. We're also have opportunities for like our fifth grade teachers, um, especially our gifted intervention specialists to work with the middle school. And then same thing with our our teachers who are teaching the algebra and all of that to work with the high school. Um, and then tutoring. Uh, we've been trying to increase our tutoring. We had a flyer was going to go out last year. We're going to sit out this year to really see if we can hire some

069community tutors. We work with the college all the time, but what we run into is sometimes the students classes don't allow them to come in to tutor during the times that we need them to happen. >> Um, and we need some supports during the school day much more than we do after school for our older grade levels. >> Uh, K through literacy, as we talked about, increasing um, work and comprehension is one of the areas that they're working on with the main idea details, compare, contrast. We saw that was a big area um that took a hit took a hit this year. providing tutoring for students in grades one through three. Um, we've opened up that tutoring window a lot longer this year. That will happen. Increase supporting birth through five as we talked about

070with our community partners and really talk about early literacy hands-on with families. You know, yes, we want to give them some social emotional supports, um, some community supports, but we have to really talk about what is it that a student should know when they walk into kindergarten. Um, and then evaluate our current interventions being offered, our programs, our staff, everything um, with our academics. Is it working? And if it's not, what are we doing about it? >> Do we feel like we're still seeing some of the effects of COVID from where the kids are coming in or have we kind of gotten out of that? >> I I I think that we're always going to see that as long as those kids those students are in school. I but I think that some of that

071is um well, I don't even I don't want to just say it's co I think there's a lot of different factors. I think co in the sense that we say the students had a learning gap, but I think some of that is in the sense of how many things happened to change academically within the state of Ohio that our parents weren't able to keep up with because they kind of happened underground if that makes sense and we try to keep them aware of it. Um so I think some of it is co especially with our older students. um our younger students weren't born, you know, well, our our kindergarteners were, you know, just born, so they had a chance to be out of it a little bit more, but I think with our high school

072and our middle school students, we see more of the impact. >> And then any questions besides that? I think >> well, my question is one, thank you very much for that presentation. I really appreciate it. You said that was the shorter version. >> I know. I know. Last time I think we were like an hour and 15 minutes and I know this time it was almost like four almost an hour and I thought it would be a lot shorter. You all asked questions that's why we could have done 20 minutes. >> Great information. >> Thank you. >> Yeah. Okay. >> Okay. Next for our reports we have our facilities update. Um and we have Dandy Nola provide facilities update. our um projects which we've been continuously working on and meeting with u various people from

073the community and um had a couple meetings uh with contractors and in the area. Um today we wanted to brief up update the community on an item that's going to be on the board um agenda, the resolution for approving a real estate purchase and sale agreement with JNK Doven Land. Um this is something we've been working on for the last couple years. Um it's a piece of property that's been um in our possession for at least over 50 years, probably more than that. We can't even track it back. Um so and we reach finally reached an agreement of how to resolve that issue and concern. And Mr. Dulla is going to talk about the resolution here. >> Thank you. Good evening. >> Good evening. >> In various meetings with Dr. hall discussing our our new

074facilities and the property we owned and how we wanted to lay it out. Uh we came across a piece of property the district owned on State Route 58 Township. Well, that seemed odd that we would own a piece of property out there. So, Dr. Hall asked me to look into it and see what I could find out. So, I started on the county's website and that blue cyan dot Can you tell us what some of that other stuff is so we can orient ourselves? >> Sure. >> This is the >> You got to take Sorry, you need to take the mic with you. >> Okay. So, this is Route 58. This is the intersection of Route 20. This is the JVS right here. This is Doven Farms. This is Hughes Road. I think this is

075the boundary of our district. >> Way south. >> Yeah, it is. >> Wow. Okay. >> That's Walmart up there. So, that's what I mean. It seemed kind of odd we'd have a piece of property out there. >> That's weird. >> Um, so he asked me to look at it and see what information I gather. So, that's the location. >> Go to the next slide, Dr. So this is the parcel 214 and 1/2 ft by 66 feet. >> So it's not really a big parcel. It's about a third of an acre. >> Like in real life, but could you use that for like you couldn't build a house on that? You could. >> I'll get to that later. You're getting ahead of me. >> Let me go through the thing. >> But what I found interesting

076was this. It's owned by the Oberlin City School District Board of Education at 114 North Pleasant Street. >> What? >> I track back to 1966 and the board offices weren't at North on 114 North Pleasant Street. >> They were on 95 North Pleasant. They moved to the Pleasant Street School in probably the 70s. In the 90s when I was here, we moved it to the current location. So, you've owned this property for at least 60 years. You've been paying taxes on it for at least 60 years. Probably nobody even knew we owned it. So, we've had a long time. And it it actually could have been a lot longer than that. So, that's all about all I could gather on the website, but questions came up. How did we acquire the property? Was it transferred

077to us? Was it donated to us? Were there restrictions? So, I figured I would go to the county uh county recorder's office to get a copy of the deed. I went there. There's no deed. So, then I went to the county auditor's office and said, "How can you say this is our property? Assess us taxes." >> Right. >> When there's no recorded deed, how did you determine we owned it? >> So, I went through four different people there, maybe five. I was there about an hour. They kept looking, coming back, and finally this is what they came back with. A survey had been done on the property some point earlier. Right there. Start right there. It says it's owned by the board of education, but a deed couldn't be found. It's unclear how the lands

078within the Connecticut Western Reserve derived title. It wasn't uh by an act of Congress unlike much of the other land, but they think the uh they it did derive title from an act uh from a grant from King Charles in 1662. >> What? >> Yeah. Pretty interesting, huh? So, I went back and tried to research that. >> What? And what I found was King Charles gave that property that included the Western Reserve to the colony of Connecticut. Um, >> what are we >> continue >> the colony, not the state >> colonies? Colony is some Hamilton stuff is going on right now. go. >> So then what it appears uh happened was uh in 1796 they sold it to the Connecticut land company. Now it's unclear what happened after that. There were some disputes as the

079ownership with some uh local Indian tribes with some other entities. Uh so I couldn't gather too much information there. But in 1800 it became part of uh federal land. In 1803 Ohio became a state. And then in 1819 it became part of Pittsfield Township. In 1819 Pittsfield Township started to survey the survey the land and divide it into lots. And my best assumption on what happened was typically when they would develop townships or cities they would dedicate a certain plot of land for the public schools. And I think they dedicated this land to the public schools. Now, I don't know if Pittsfield Township used it for a school or not, and I don't know when the the Oberlin City School District was incorporated or when it may have expanded, but your district contains that parcel.

080So, I think at some point before 1966 and sometime after 1819, the property was yours. >> So, again, you may have owned it for a long, long time. >> That's Hamilton. >> Before Hamilton, right? So I called the our attorney and said, "What do we do? You know, we think we own it, there's no proof." He said, "Whether you keep it, you decide to dispose of it, you need to get a deed recorded with the county." I said, "Okay, what's that take?" You have to have the property surveyed. You have to have a legal description written. Then we have to file a deed. So we did all that and it's recorded at the county. So if anybody goes now to check on the ownership of this land, they'll see a recorded deed there. So the

081next question with the attorney was, "What if the board has no use for this property? They want to dispose of it." He said, "You're bound by section 331341 of the Ohio Revised Code. Talks about uh disposal of real and personal property, but we felt that the land did not exceed $10,000. Therefore, you did not have to conduct a public auction and you could just do a private sale or dispose of it any other way as long as it wasn't in violation of 331341. So, I said, "Okay, now I understand that. So, what do you think we should do? Should we have an auction?" He said, "I probably wouldn't conduct an auction. The property is so small. There's probably zoning rules about what can be built on or put up." He said, "I would try to

082negotiate a private sale with an adjacent property owner." >> I do. >> Okay. So, here's our property. >> To the north, it's owned by Doven Land Company. To the east, it's owned by JK Doven Land Company. So, the Doven family owns all that property. So, it only made sense to contact the Doven family and see if they would be interested in in purchasing the property from the board if you choose to sell it. So, we discussed this issue for quite a while. Finally, we came to terms on a purchase price and details of a purchase agreement, and that's what we're presenting to you tonight. >> How much? >> Yeah. How much? >> Right. >> $1,000. Okay. >> $1,000 >> when they said it was worth 10. >> It's below $10,000. >> Oh, I'm sorry. >>

083The county auditor has appraised for about $4,000. >> But in discussing it with our attorney, we don't think that's an accurate number. And if the board chooses to keep the property, I would probably contest that value with the auditor. So basically what you're saying is that's probably limited by uh by the zoning courts uh zoning laws for farmland. So you're telling me farmland is about $12,000 an acre in Lraine County. >> That seemed pretty high to me. >> That is >> what's our what's our annual tax liability? >> Yeah, >> the taxes are about $72 a year. So that's about over $6 a month. >> 90 years. >> But considering the amount of time you've had the property, how long have you been paying it? too. >> Wait, when when when when did we start

084charging taxes on property in Ohio? >> I I don't know. >> Oh, good. >> And I can't even find out the date it became your property. >> Somewhere between >> but we we Overland Oberlin came into effect what year? The school district came into effect what year? >> Sure. >> I don't know. Me neither. >> Yeah. I mean, the town was 1833, but I'm sure there wasn't a school district, >> right? So 1830. Oh, yeah. And I'm pretty sure that it wasn't $72. >> Yeah. >> It was probably a goat. >> I'm guessing what happened >> the property was probably valued at some point >> and then what they do is every three years they revise that and then every six years they do a reassessment. Typically they usually just tack on so much percentage.

085You know, I'm thinking what happened when you add two or 3% or 5% whatever the average is year after year after year after year. It gets to be a certain number. If the property owner is not contesting it, >> so be it. That's what we're going to assess it on. >> Have we been maintaining the property, spending money to No, >> they've been maintaining. In fact, when I contacted Mr. Doven, >> that's an adversity. >> He was aware that there was school property there. He said, "I thought it was a little bit different spot, but it was there." He's farming part of it. It's >> theirs anyway. >> Um and and that's why it was kind of hard to negotiate with anybody, especially, you know, somebody else because it's right there in the middle of

086his land. It would be very difficult to use it for almost anything else. >> He's been How long do we think he's been farming that property? >> Since he's been alive. >> I think that's an adverse possession issue, right? >> Yeah. Thank you, lawyer. I was thinking I was like, that's his property there. $5,000. >> I'm guessing the Doans have been farming that land for a long time. >> Yeah. So, question I have is um is there any kind of rule that says, "Hey, if the auditor has this, you know, it's not completely arbitrary, but if they have it assessed at this amount, are we required to have it value, you sell it for something comparable to that or some precision?" As long as you feel comfortable that it's below the $10,000 threshold, there's no

087requirement to get a new uh >> uh appraisal, we can certainly do that. >> You'll probably spend about $2,000 to have it appraised, >> right? >> Um we've already spent some money getting the deed by reporting it during the survey. >> Expensive. >> Um >> and and that was all necessary whether you keep it or whether you get rid of it. So it's not like you wasted the money, >> right? >> Um but if you want to continue to put more money into it, I mean that that's your choice. Are you recommending that we do that? That >> I I I think it's a good deal just to dispose of it. I think it would suit the Doan family. There properties all around there. I don't think it really have much use to anybody else.

088If you had a public auction, I wouldn't even expect you to get any biders. >> So, it would be my recommendation to >> And isn't there like something like I've been using this land for x amount of years? Yeah. >> Count if it was owned by a school district, though. >> Oh, no. No, there's a there's a government. >> I'm not a lawyer, >> but there is a thing called an easement by prescription. >> If you've been using it for a certain amount of time, a certain you can legally claim you have an easement to use that property. >> Right >> now, I don't know if that would work for a public school district. >> I don't know how that would play out. Both sides would probably spend a lot in attorney fees to fight

089that >> to lose. >> That's what I mean. at this point to go any further with any legal issues, >> uh, I I don't think would be worthwhile. >> And you could go up against too, as if we auction it, he could probably bid on for less, too. >> So, keep that in mind. >> Thank you. All right. Interesting. Interesting history. >> There sure was. That was cool. I thought you were joking. >> I mean, it was like nowhere. That's crazy. >> Okay, and that concludes my um his history lesson and report. >> All right, so next I will I will entertain a motion to approve board items A through C. >> Moved. >> Second. >> It's been properly moved and seconded. Those items are the A is the approval of the August 16, 2025

090special session, August 26, 2025 regular session, and September 9th, 2025 special session minutes. B is the approval of the resolution declaring and practicality of transportation of identified students per revised code 3327.02. And C is the approval of the resolution approving a real estate purchase and sale agreement with JNK Doven Land LLC which Mr. Dean Nicole just talked to us about. Um any questions, comments, changes, discussion, further hearing none, please call the RO. >> Miss Anderson White, >> yes. >> Miss Gadson, >> yes. >> Miss Garrett, >> yes. >> Stagel, >> yes. >> Miss, >> yes. Okay. And then next I will entertain a motion to approve treasurer's items A through D. >> So move second. >> It's been properly moved and seconded. Bob. >> Okay. We ended the month of um August with 50 thou

091or 50,87,2356. Whoops, I read the wrong page. I'm sorry. It was 51,20 51,27,7959. Um, we had 41,418.98 of outstanding warrants. The number I gave you earlier was the total money that we have invested in Star Ohio and US Bank. And then also it included petty cash. Um interest for the month was $121,5710. So far year to date we've earned interest for $278,8152. Part of that money goes into the building fund, the nexus fund, and then the rest into the general fund for a five-year forecast, which is now the four-year forecast, but I'm still going to call it the five-year because we're going to continue to do the fiveyear and I will only submit four years so that the board can see what that fifth year means since that's when our renewals happen and stuff. They're

092all on a five-year renewal. So, um, we've seen the revenue increase from our real estate taxes. Um, so far year to date, they're all collected up to this point. We're about $600,000 ahead of last year at this time. Um, tangible personal property, we did have nexus pay, what they had in the rears, so we are up close to $800,000 there. income tax. Last year was the final catchup from the COVID era where everybody had extensions. Um so we're down about $500,000 in income tax collections and then everything else is pretty much in line dollar for dollar. So, um, we're 17% through the year and most of our expenses are within that 17% except for materials and supplies and that's because we buy most of our material and supplies at the beginning of the year, not

093throughout the year. So, um, overall we're in good shape. Um, we started the year with 14,668,691 and we're currently we ended the month of August with 18,275 $275,30, which is because we get all our real estate and income tax at the beginning of the year and then we'll spend that until January when we get our new income. So, we're all in line. with all funds. Um, we really haven't spent too much out of the bu building fund yet. Um, but all the other funds are pretty much lined up from the report that was shown. Does anybody have any questions on those? If not, um, by September 30th, which is today, we have to approve our permanent appropriations. So, that was in your packet. Um, we are appropriating 21 million out of the general fund, $2.6

094million out of special reserve, $1,150,000 for the debt fund, and then $8 million for capital project funds. Um, enterprise fund is the food service fund. 550,000 is where we've been at for the last four years. Custodial funds are the student activity funds. That's 150,000. And then we have some private trusts that are 2,000 for a total of 33,450 452,000. >> Any questions? >> I had a question about the private purpose trust fund. >> Yes. >> That's the one that's been $2,000, but then this year it's $6,11545. Um, you are looking at I'm not sure >> looking at the third page of the permanent appropriation resolution. >> Oh, that is the balance. >> Okay. >> The most we can give away is $2,000 unless somebody does. >> We've got $6,000 in it, but we can only

095use $2,000. >> $2,000. Correct. >> And the rest just hangs out. >> The rest just hangs out. Um, it's for very specific things and nobody is applying for it. Um, I give those funds to the high and we have a new high school principal who probably isn't really key on those. There's other things that she's worried about, but yes, we do look at trying to get rid of that money if we can. Next, we have the five-year forecast. Um, we did update it. We did go over it a little bit last month after the finance committee met. I did update it to the income tax that came in and I've adjusted some of the um we got our insurance um increase. So, I did adjust those and we're pretty much locked in at where we

096were. Over the next five years, we do show a declining balance. Um, the state wants us to show a declining balance with all the new laws that they've put out there. Um, hopefully they listen to the resident property tax um, analytical um, that the Ohio Educational Policy of Institute analysis just did. Um, they brought out some shocking news for me that I just wanted to go over a little bit with you. is that percent of residents taxes that went for schools in 1975 was 46.1%. In 2003 is the most up-to-date numbers they could get is now the residents are responsible for 67.5% of school funding. Businesses went from 18.8% 28% to 21%. Um, tangible personal property went from 35.1% down to 11.5%. That's really the big swing is that businesses used to have to pay

097on their inventory and now they don't have to and the state doesn't refund it anymore. And then the state went from where was it? The state's number is um now I can't find it. But the state is down to right around 32% funding for schools. So residents business in the state is just a little bit over what current businesses are paying. So most of the property taxes that you pay do come to the schools and that's really our biggest funding for schools. And that's really what the legislators have done since 1975 is given away stuff for the businesses um to try to jubate an economy that hasn't rejuvenated. So it hasn't really worked for them. But the report is out there. I'm gonna have Steve post a link to it on my page if anybody

098wants to read it. It isn't that long. It's only about 11 pages, but they bring out a lot of neat facts that um and that is really our story is that we are building our new middle school on the increase of taxes that the reappraisal gave and if the state is really looking at taking that away from us, how are we going to pay for that school without putting new levies on the ballot to bring it back? Then we do have the donations for the month. We have Walmart Vision Center, $250 with back to school supplies. OC Student Athletic Advisory Committee, $400 back to school supplies. Ohio Educational Credit Union, $215 of back to school supplies. The Lock Family, $200 for the backpack program. Lewis Wrathwell Love, $100 to the backpack program. and Wilson Bruce

099Evans Home historical society $30 of book donations. Um that's all I have. Mr. President, >> thank you. >> Any other questions, comments, or discussion? Hearing none, please call the role. >> Um Miss Anderson White, >> yes. >> Miss Edson, >> yes. >> Miss Garrett, >> yes. >> Miss Dagel, >> yes. >> Miss, >> yes. Next, I will entertain a motion to approve superintendent consent items A through >> E four. >> Oh, moved. So moved. >> Second. >> It's properly moved and seconded. Dr. Hall, >> thank you. We have item A is approval of the following professional services contracts. These are field trips. Um, an agreement with the district and the college. Item B is North Coast Interpreting Services, ASL interpreters. Um, it's another service that provides support for our students, our ASL students um, in

100Oakland City Schools. Item C is a Tinder loving care transportation company. We utilize this service. They specialize in transporting um, our students with special um, services, special needs. Um so we contracting with them um to help with our transportation um department. Item D is excess costs uh with disabilities. Item E is personnel report. Um on a personnel report we have few resignations here. Uh Ron Buyers is retiring. He um provided information for us. We already have his um job posted so we can have a replacement form and try to find a science teacher early. Um Ron Byer has been phenomenal throughout the district. would like to thank him for his service and all he's done for our school and our district. Um, kids love him and he does a great job for us. Hopefully we'll

101um start recruiting here in the winter and be able to find a teacher to replace them in the science area. >> Quick question. Sorry, I might have missed it. The Tinder loving care transportation company, what what is that for? >> They provide transportation services for um special needs students, specialize in special needs students. >> Okay. So we have some students that receive especially if we can't provide transportation for them. So um they specialize in that service. >> So that's to get them to and from school here. >> Okay. >> Thanks. >> Most of those are for out of the district. Kids that are being educated outside of the district. >> Okay. So they live in our district and we have to send him to Garfield Heights. >> Wow. >> Item D R E2. I'm sorry.

102IA2 is um classification positions. Uh we do have some students or some that's our staff that's moving classifications. Um Cheryl Anderson has been phenomenal. She's um one of our van drivers and also she's helping out um in the cafeteria as well. So she's doing dual service but um for the district. She also congratulations she also in the process of receiving her bus driver license. Item three is employees like to welcome aboard for new employees. We have um Edwin Bowen, a substitute cafeteria helper um Isabella Mor. Uh Britney Nukem is back to the district. Um and Kenny Washington as permanent building sub and be doing dual roles as that and a monitor. And we have a substitute bus driver. Travis Wilson is also a parent and works at the college. So he would like to um

103help us out with transportation services. He received his bus driver's license this year and he's already been on a couple routes providing support for us. >> And are we still looking for bus drivers and substitute teachers? >> Always. Um we have um information going out on social media. We're looking for bus drivers, substitute teachers, um cafeteria um helpers, um night custodians. So an advertisement will be going out here shortly for that. And item four would be supplemental contracts for some of our coaches. We are trying to hire our coaches currently now for the winter and we have some home instruction teachers um support staff that'll be hired in requesting approval from item A34. Um do we have any questions? >> Question. >> Yes. >> Am I allowed to vote on this? >> Yes. >> Okay.

104Any other questions? Lost my mind. >> Okay. Okay. Hearing no other questions, comments, discussion hearing. None. Please call the role. >> Miss Anderson White. >> Yes. >> Miss Gatson? >> Yes. >> Miss Garrett? >> Yes. >> Miss Stagel? >> Yes. >> Miss? >> Yes. Um, next we have board updates. Um, does anyone have a board update? >> Yes. >> Um, as uh board leaison, um, the, uh, vouchers hurt Ohio lawsuit, which were part of, is still pending. Nothing has happened recently. Um the removal of teachers from the state teachers retirement board has also been paused by a judge because uh the OEA, the um Federation of Teachers uh and the um OSBA have uh filed a lawsuit to stop them from removing all the teachers from the state board of education committee. Um so hopefully

105that'll work out. I I think it's travesty, but whatever. Um the movement to get rid of property taxes is still underway. And a reminder to anybody that doesn't know this already, as Bob said earlier, if uh they remove the property taxes, it will devastate not only public schools, but also the police, fire departments, and county government that are all paid for by property taxes. So, I urge anyone who can hear my voice to please call your representatives and tell them to do the right thing by our community and by our children. I know uh nobody really likes paying property taxes, but if we don't have some way of funding our schools, uh what is going to happen to our society? So, um, I urge you to call, uh, Governor Mike DeWine, um, Nathan Manning, and

106Kelly Deer, who are our representatives. Um, and that's all I have. Thank you. >> Thank you, Janet. Any questions? Okay, next. Anyone else have a an update? >> Um, the endowment board hasn't met yet, but I just wanted to all the teachers and staff that the endowment board grants are due on Friday um October 3rd, which is just in a couple of days. So, um get those in so we can give you money for your wonderful projects. Uh so, for the JVS update, Ann sent um a brief email saying there wasn't really much to report from their board meeting except that they got a fivestar report card. um and that she was thankful that Dr. Hall provided a helmet. I guess they had helmets that are being represented from all of the 13 districts and

107we didn't have one there yet. So now they have ours. Um so that was the update for that. And then a brief update for the town and gown committee. Uh we met two weeks ago, I think it was, or maybe a little longer than that, and we talked about uh our state of the city address that we've done each year. Uh it almost slipped by us without getting scheduled, but it looks like we have a date of October 23rd. It'll be from 6:00 to 7:00 p.m. It'll be right here at the elementary school in the um auditorium slash gym gym. So, uh, we had a really good turnout last year, lots of great questions, great representation from the city, the college, and the school district. And so, hopefully folks will come out for that. Uh,

108do we have a meeting before? We do not have a meeting before then, do we? So, that's that's the notice that I can give you in a schoolboard meeting. We will definitely be advertising it, posting it on social media websites, and all of that good stuff. >> Did you say 6 to 7, Farah? >> Six to seven. October 23rd. Um, that's all that I mean, we talked about other things. We're we're constantly talking about the shifting landscape as far as the law is concerned. Um, but other than that, that was kind of the biggest news. Yeah. So, now, anybody else have an update? I don't believe so. Okay. So, next we have hearing of the public on other items. And we did have at least one person. We might had another person sign up or

109more. And we will. So what happens here is I'll call your name, come up to the mic, you have three minutes to talk. Before you start speaking, I would just ask that you state your name and your address and then you are welcome to talk. And we have Jake Kesler. Oh, and please direct your comments to the board. That's all. >> And you probably need to turn that back on. >> Thank you. >> Maybe there. Okay. Hi everybody. Uh >> my name is Jake Kesler, 460 East College. Um a parent in the district. Also happen to have uniform company and I wanted to uh talk about the rebranding RFP for just a couple minutes. Um and make a suggestion. Um, so I was invited on a call with a group called the impact group five

110months ago. Um, and they gave a pretty, I don't know, templated presentation on their offering. Um, and that is effectively mirrored in that RFP uh, including the cost that they had presented that day. Um, and so, you know, I want to make sure, I guess, that this RFP isn't just being used as due diligence. Um, because I do think that there are some opportunities that are being really missed in dealing with this that uh, you know, I don't want to raise a problem without a solution. So, uh, my understanding heading into that call was that we're still going to remain the Phoenix. We're still keeping our script identity. We're still keeping the O. We're still keeping that particular Phoenix. Uh obviously the implications on facilities and things like that. We're keeping the color scheme. So

111in the end, uh we've just purchased a a mascot. I noticed at the homecoming game, uh there was a phoenix running around. I don't know where that came from. >> It's old. >> Put some pupils on it and make it new. Uh so anyway, um in the end, what that really comes down to is perhaps an alternate logo. uh and some like branding items for letter head, business cards, etc. that's mentioned within that RFP. Right? So, the first thing alternate logo. Uh if that's something that you guys want, I'm going to show you what I did in 45 seconds on chat GPT. >> Okay? >> By saying make a simple logo for a team called Phoenix. The colors are red, white, and navy. This took 45 seconds. This cost zero dollars. Uh I think you

112guys should probably look into that. paying somebody else to do that. Uh in addition, wherever you purchase your letter head or business cards from, right, you can probably create templates that can be shared that can be used over and over again if your idea is to create consistency on those things. As it comes to a branding guide with a PDF, I have two suggestions. One is to not spend $20,000 on a PDF. Uh the second is to look into the business school perhaps uh as there are projects that students are doing to do exactly this type of thing free of charge uh or pay them for a couple of hours of the time that it would would take to do that. But but my uh recommendation is to not spend $20,000 on this yet and

113to probably take this at least 80% of the way for free before even doing that. I mean, even within our own schools as we talk, we can have kids look into helping design these things as well, right? Like to have some personal civic pride in being like, "Oh, you know, little little Jenny like designed our business cards, right? There's there's there's there's value that. So, um I just I I was a part of that meeting. Um I know that they were recommended from another place. I was pretty shocked that they would be taken seriously when they didn't really provide any sort of customization, proof of their work. They told the committee to go online and look at it if they want to see something. Uh I don't, you know, so that's that's my recommendation is

114that we put that money potentially into other things as we're talking about how scarce money is. If it takes a few on something like this to create something that uh you know can be more unique and and you know work for our district and I think that we should do that. Um I'm happy to help. I've offered to help previously, but as somebody who does these things and makes uniforms within the district, right, keeping consistency in the colors of the things that I do and the fonts and the and the things that I do, right, those are just part of the job, right? So, um, I hope that we can have a little more consistency within the athletic director role, which will help create some consistency over time with some of these things and that

115we don't just hope that like a PDF is going to save us. Uh, and I think that spending 20 grand for a couple hours of busy work is probably not the best idea. So, my recommendation would be to have that committee look into alternatives uh because we may not be in the same uh situation that the other school districts were that recommended that particular firm. So that's thank you guys. >> Thank you. Thank you. >> So um just to um Mr. Kesler's point, it was my understanding that we were putting together a committee to address this and I I don't know that Dr. Hall knew that we were going to have this question today. So I don't think you're prepared to um share anything with us. But I would ask that if we could at

116the next schoolboard meeting just get an update on what is going on with our our branding and if there is a committee and have we chosen anybody yet and all that good stuff. So >> um I can give you a brief update. >> Sure. >> Um we do have a committee our communications committee. We send out an RFP. So we're soliciting um proposals for that like you know like same thing with architect. Um there'll be an interview committee that will go through it. The same thing with like architect. They have a rubric. Um then they have to be selected from that. They'll do presentations whoever the first three or so will have. Then they'll do a presentation piece for it. Um and then we'll see what they have for the best presentations um and go

117through it. So there's a committee communications committee that's developed um to view that information. We're looking at um the branding piece of to having common Phoenix and also owning a logo so that logo can be um placed anywhere and we don't have to worry about um rights or anything else like that. um as well. So, our communications committee is actually looking at that piece. Um but we certainly I think um discusser is on there. We certainly will take his advice and it's actually use license expertise too. No final decision has been made on any firm whatsoever. We're still um in the process of getting RFPs from different companies. It was posted on our website too. >> Thank you. >> Just want to make sure that part of why >> uh >> I went to this

118meeting and >> so just one second because we have we have rules and we also have people who want to be able to hear what you're saying. So your your point was that you were told that that company that you referenced in your remarks was hired to do this work. >> Selected >> yes >> by somebody that works in the district >> by the committee. Yeah. >> Oh, okay. >> In order for them to be, they have to go through the board, be approved by the board, too. So, it's not But I'll >> I can talk to you later if you're more than happy to. >> And we can I mean, I would ask one I mean, in general, we we can't talk like this way when we're discussing stuff for a schoolboard meeting. You're

119either at the microphone and talking or not. But we're happy to get more information and be able to report in more detail at the next school board meeting because we, you know, this is on the fly. So, thank you. Thank you for your comments and your concerns. Okay. All right. So, we are now Okay. So, future meetings October 28th, we are going to do our Oland Elementary School and Oland High School tours. Our tour will be at 5:00 pm. Our regular meeting will be at 6 p.m. the normal time, and it'll be here at Oberlin Elementary School. And then on November 25th, we will do our Langston Middle School tour at 5:30 p.m. And then the meeting will start at the regular meeting time, 6 pm, and it will be at Langston Middle School. Um,

120I will entertain, if there's nothing else, for the good of the order, I'll entertain a motion. One more thing. >> Yes, we talked about having some um special sessions for the report card and also one for the self assessment to review our calendars. Um, and we're running out of >> months. >> We're running out of months. Yes. So, you said is that two sessions or we're trying to do I think one >> that's up to the board if you like. Um I know we have a self self assessment um results that's going to take a couple hours and we wanted to more in depth um presentation on the report card unless this was sufficient. That's up to the board. >> Yeah, I I feel like we talked about having something more in depth, but I

121don't know if anybody feels like we need more in depth on the report card than we can. It's not that we don't love your presentation. >> It was excellent. It was excellent. I mean, I think it got it got pretty in depth, but So, let's start with the report card. Do we feel like we've received enough information or is there something more that we want to dive into? >> I think I'm good. >> Yeah, I I think I'm good. And Misha is normally at these meetings, and if we need to ask her something, then we can do that. >> Yeah, I think we're good. >> Okay. So then we don't have to do the special session for the report card. Thank you m so much Miss Baker. Um and then for the self assessment we

122just need to pick a date because we would like to do that with this current board um before things change. So >> Oh, so thank you for remembering that Dr. >> Right. So, we discussed not doing October because it's too soon and too busy and >> um >> so that's in November. >> Yeah. So, that gets to November. >> And the way it's looking, it probably gonna have to be early November before this leather meeting >> before the before the 25th or is that >> Yeah, it would. Yeah. >> Right. >> Everybody's >> Yeah, the 4th is election day, which I don't think we should do. Please. No. >> Yeah. The 11th is Veterans Day, which I don't think we should do, and the 18th is the day that those of us that are going

123to the conference get back from. >> Oh. >> So, is there a day besides Tuesdays that works? >> Does Wednesday work? I'm just going to jump in because >> Yeah, >> there are regular meetings that are always set on Mondays, Tuesdays, Thursdays, not so much on Wednesdays. Is there anything saying that we can't do it on a Wednesday? >> We can do it whenever we want. >> Yeah. >> Okay. Fine. >> Wednesday works. >> Okay. >> What day? What Wednesday? >> Wednesday. Which Wednesday >> do we want to do? Wednesday the 12th. >> I have an OSC meeting on that day. >> Oh, you have a regular meeting that day. Okay. >> Yeah. >> And is that um just like that specific Wednesday of the month >> or is it every Wednesday? >> It's not

124It's just that day. That Wednesday. >> So we can go a week ahead. Go the 19th. >> Just the week before >> or the 5th. >> Either of either of those. >> I I can't do the >> Okay. >> So, May the 19th. >> 19th. >> No, that's what it is. >> Okay. So, 19th at 6 o'clock. >> Okay. And Dr. Hall will get information about You said six >> 6 p.m. regular. >> Oh, is there something? >> There's a here >> parent connection night here, but I think we'll >> Yeah, we we should be okay. We'll be fine. >> Okay. >> Um I'll check with our consultant to see if she's available during that day, too. >> I'm not sure if we want to pick another >> pick an alternate. Yes. the Thursday. >>

125Um, >> Thursday the 20th 20th. >> I can't do >> there's something that's the eighth grade spaghetti dinner. >> Oh, no. So, do we want Thursday the 20th as our alternate? The day Wicked Part Two comes out. >> What comes out? >> On my calendar. >> What comes out? >> Wicked part two. Part two. >> Thursday the 20th. Anybody have a conflict with that day? >> No. >> Okay. Well, then that'll be our alternative. >> Okay. >> Email her tonight. Thank you. >> Anything else? Okay. Hearing none. I will entertain a motion to adjurnn. >> Moved. >> Second. >> It's been properly moved and seconded. Please call the role. >> Yes. >> Miss Anderson White. >> Yes. >> Miss Gatson. >> Yes. >> Miss Garrett? >> Yes. >> Miss Stagel? >> Yes. >> Miss Amea?

126>> Yes. We are journed.