001and it is 5:30 p.m. I'm calling the meeting to order. Mr. Bine, please call the role. >> Mr. Bowler >> here, >> Mrs. Bracket >> here. Mrs. Burke, Mrs. Rainey >> here, >> Mrs. St >> here. Okay, we're going to move into presentations. Do you want to introduce our presentation? >> Absolutely. So, tonight we have Bill Connley and Ali McDonald to share about our super seniors. >> Yes. Real quick, just so everybody's aware, we are going to deal, we've been working, Mrs. Campbell, my I and Melody and uh Jordan Martin at the high school. Our intensity teachers been working on a program for our year 23 seniors. I like to call them super seniors. Um we have three students who will be socially graduating, but will be coming back for us to enhance their job
002training skills and to prepare them for life after graduation. Um and we've been this has been an ongoing process. >> I don't know what Nikki since October I think was our first meeting. September, October. Yeah. So, it's been an ongoing process and obviously Melody and her partner Jordan have been working tremendous amount of hours looking at curriculums, putting together a program because they just they're just great teachers and they just want to meet the needs of our students the best they can. And we've settled on Teachtown and I'm going to turn over to Melody now because her and Jordan are the professionals at at this. >> Yeah. So, those of you who don't like know myself or Jordan, Jordan and I share, we have 11 kids this year. We work with the students with like
003the most intensive needs, moderate to intensive. She teaches ELA and social studies. I teach math and science, but we share the kids, you know, throughout the entire school day working on vocational skills. We work on, you know, a lot of things together. So, um, we've done a lot of research. Um, I'm going to kind of show you guys what Teachtown is, and then I'll kind of compare and contrast what we're currently using, why we feel like maybe it's not as effective as like maybe Teachtown is, and then I also, Marca was great. She got us some samples of like the content and our adaptive books and those kinds of things. Um, I did put up here just like what Teachtown, what their vision and mission is. So they do want to work with students with
004disabilities who you know most intensive needs working on not only the academic goals working on social goals emotional we're working on adaptive skills behavioral we're working on all those vocational things. So like Phil said this started out as like us developing a plan for our students who stay past the four traditional years um of high school and they're staying and they can stay till their their 21 until their 22nd birthday working on those skills. >> Cory, can I interrupt you? >> Yeah. Can you email the PowerPoint to me so I can provide to Chris? >> Yeah, I think I emailed to you. Can you share it? Um, >> yeah, we can Chris, that way you don't have to take pictures or any of that. We'll get it to you. >> Yeah. So, >> thank you.
005>> It started as that, but as we dug deeper, we're like, this would actually be way better for all of our students to meet all of the needs, not just vocationally, but across all four core areas, too. Um, so just a kind of brief of what the instruction looks like. uh they do use the gradual release of responsibility. So, you know, I'm presenting the curriculum like the I do, we do, you do. So, I present it, we're doing it together, and then eventually I'm releasing it to the students to try on their own. Um it does embed modifications and accommodations already in there. And then, um and you'll see there's three tiered level instructions. They have level one, level two, and level three um like for our books and our content. Um, so like some
006of my students, they can work on like some higher level skills. They could work on, you know, a level three worksheet, whereas like maybe some of the kids that need more accommodations and modifications, they're working on that level one. And I'll show you guys some examples of that, too. So, like Bill said, we're working on, you know, these students who are going to exit school services in in the next two to three years, working on vocational skills. and Jordan I do a lot right now thinking about the job sites but it's it's more than that um on my next slide I'll share more too but it's it's high high quality differentiated um and allows the students uh promotes more inclusion I feel like it lets them get closer to that general education content and they
007want to feel like all of their peers too and learning what they're learning and I feel like teach does that whereas unique that we're unique now unique learning that we're using now is more of like a supplement And I feel like we're not we're not giving our students as much as they deserve basically. Um, and there's research based based approaches that they use and I do have just a little handout. I'm not I don't want to sit here and read to you all of the evidence-based practices, but it is they you follow the science of reading, right? All of the state of Ohio were having to follow that science of reading. Um, they use the explicit instruction, the modeling they use and it just has this lists everything they use and all the different subject
008areas. Um and so it's evidence-based and we know that students have positive outcomes with Teachtown. Okay. So when we started with the transition, this was the whole reason we even looked at Teachtown. Um here are five areas that they work on. So working on personal life skills, home skills, vocational skills, community skills, and leisure skills. And I mean these it's great that Teachtown breaks it down like this cuz like even myself, I wouldn't even think of like okay these are all the things we work on. It's not just like, okay, they graduate, good luck. No, we want them to be able to live independently, which means taking care of themselves at home. We want them to be able to cook and clean and do those things. We want them to be competitively employed and working
009in the community, working with other um peers that are, you know, typical and, you know, going to a restaurant and ordering and doing all those things and even just like going and buying a movie ticket. How do you do those things? So, that's the transition section of Teachtown. Um, and we can pass this around too, this goes even more in depth into it too, um, giving more specifics as to what those skills are. Um, and I think a big thing too with the transition and teachown, they want them to generalize it. So you can brush your teeth at home, but like what if you go out of town for, you know, for a vacation and that seems simple to you and I, but like for our kids, you're somewhere else and you might not know
010to follow the same steps. And so Teachtown does a really nice job um providing like being able to work on those skills. Let's see. Okay, so like I said, started with transition, but then we were like, okay, like for a whole curriculum, this is going to be fantastic for all of our kids. So you'll see ELA, math, science, social studies, it hits on all of those um Ohio standards, extend standards. Um and then something that's amazing, I don't teach ELA, Jordan does, but we looked at this together. They have an adapted library. I even have a couple examples up there. But um so like here's the Odyssey. So like other peers in high school are probably reading this. This is a level one book. There's lots of pictures. We can pass this one around. But
011then you'll also see like level two. Okay, there's less pictures. There's harder vocabulary. And then a level three, um it's mostly text. So, like we can all read the same book together, but like actually meet the needs of our students and where they're at academically. And >> I know that Jordan this year and last year too has found her class. Her kids love reading the novels and feeling like any other high school student who's doing a novel study. Um, and follow and here's another example too. Yeah. >> Um, they love it. They love reading a novel. They love feeling like they've accomplished something in reading an entire novel together as a class. And I love that Teach provides three different levels to meet the needs of all of our kids, too. And even for like
012total care kids, like they're seeing the visuals, the teachers are reading it to them, that kind of thing. So, >> um, visual supports, I don't know if I said this yet or not, but, um, Teach Town uses a lot of video modeling. I can tell a student, "This is how you wipe down a table." But if I can show them in a video video of how they do it, that makes all the difference. The visuals help for sure. Um, teachown too, I don't think I have anything on here about it, but they also give a lot of the whatifs. So, say they're teaching a student how to wipe down a table. What if you're out of dish soap? We have to problem solve. What do we do? Like, >> and unique, what we're using now,
013they really don't provide that for us or any of the video modeling. um or what if you don't have a rag or what if like it gives you all the whatifs and how to problem solve and how to work through that. Now obviously they're not going to have every single issue that might occur but working through and trying to figure out how to problem solve on that. Okay. And then um this is another just like an extra slide once uh it gets shared to you guys. I don't want to take too much of your time but there's a good video that talks about the efficacy of like why teachers love Teachtown. the scope and sequence goes over all of the um four cores and what's taught and then uh some more transition target skills. Curtis
014Richardson, that is the person we've been using as our contact. I think we've probably met with him four or five different times having a demo, practicing it, talking about the ins and outs of it. Um yeah, so and then I'm last thing I'm going to pass out to you guys. Um this is I just made a little Sorry, let me take one. I just made like a little cheat sheet of like what is the difference between teach town and what we're currently using is unique learning system. Honestly, unique has been more of like a supplemental and I'm spending a lot of time either making my own things or I'm buying other things to supplement. So like unique right now it'll say okay I want you to teach here's your lesson. It's only going to take
015you 15 minutes and that's all that it gives you for the entire day. I teach a 50-minute block of science and a 50-minute block of math and a 15-minute science experiment is just not enough. Um, >> I have this sign in my room that says we can dart do hard things and I tell my kids that all the time and I truly feel like there's not a content standard or something that they can't learn. It's just how it's presented, how it's received to them and the types of worksheets that go through it that would, you know, with them. And I am having like honestly I have not used unique for math or science at all this year because I it's not it's not hard enough for my kids and my kids can do more. So
016>> um so honestly it's been supplemental and I feel like um like even with uh this teach town this encore it's like an open and teach and I know I have like a billion things I'm passing out to you guys but if you just want to pass this around you can open it up. Today we're going to learn about here's this and it's all the materials you need each level, you know, and actually it actually has like a script of like not that we always go off the script, but like it teaches, you know, it tells you everything you need to say. Um, and then one other big thing I don't want to sit here and read this all to you, but like the student growth, the measurable outcomes, like being able to track all
017that, data tracking, IEP goals, teach allows me to do that. I don't have that with Unique currently. So, um, Unique has some transition stuff, but it's like, do you like it's like more like preferences or like interest surveys, whereas great, you know, Sofh can tell me if she likes cleaning dishes, but like I actually want a video that's going to teach her how to clean dishes and like do those things. So, um, overall, I feel like Teach just it's more concrete. It's a full curriculum. um working on not only academics, behavior, life skills, it just is full encompassing and I like that you can get data from it too. So hopefully I answered or I answered a lot of stuff and I feel like um each town has been fantastic just based off what we've
018experienced so far. Does anyone have any questions for me? >> What did you say you the saying or the comment is about hard things? What you do? >> We can do hard things. I love it. >> And every time I like our one, our student Tyler, he always points to it cuz I'm like, I know this is tough, but like let's work through it. He goes, we can do hard things, right? Like he and he knows like that's something when I did my student teaching that he was like, we can do hard things. He had it everywhere. And like >> they truly can learn anything. It's just how it's presented to them. Um I Yeah. Does anyone have any questions for me? I know I had some that were sent to me before, but I
019just wondered if you've seen it in action like or if you have maybe professional network um colleagues that have kind of vouched for it in a more >> Yeah, my sister-in-law, she's in Columbus, she uses it currently, which I mean that's one thing I don't personally know a whole lot of people, but I know I asked Curtis, he said there's 70 districts across Ohio that are currently using it. So, I feel like that's a pretty good number. Um most local being Highland and North Royalton. and they're both using it right now currently. >> Looks great. >> It looks nice. >> I agree. >> Yeah, it seems like it will be a full encompassing everything. And I know I wanted to say too, and Jordan I talked about earlier um once they get the high school,
020they've been using this unique the one that we're currently using. They've been using it since like kindergarten, first grade. And honestly, it's stale now. They get to the high school and high school is different. You want to feel like you're doing different things and you are preparing yourself for employment and independent living and you just want to feel different and learning higher level skills too. I feel like I think do they start using it in kindergarten? Do you know they're using it there too? >> Um I just feel like teach just it feels different for them too. >> It's great. >> And we want them to feel different especially for those super seniors that are socially graduating this year. We don't want the them to come be like h this is high school again. Like
021we want them to feel like, "No, you're coming here to work on vocational skills. We're going to get you, you know, work on employment, work on independent living." Like it's not just high school. It's going to feel different. Like it's >> Yeah. >> So then it feels more like work. It does help to do a work environment. Transition. >> We have a plan for them to come in and actively have set up an iPad, check in, like they're clocking in at work, go to their work areas. >> Oh, that's great. >> We've I've been to the Bath Business Association meetings and I went to Richfield. um business leaders uh chamber of commerce lunchon and Mr. Collie and I wrote a letter and we solicited local businesses and they're going to help us have work inhouse
022and have work out in the community. Um and we've had um >> we've connected with Mustard Seed. We had like an onboarding in the first of May and like they're willing to have our kids come in um work on potentially getting a serve safe certificate and just like getting that competitive employment experience volunteer based and then hopefully making it so that they could get you know jobs once they graduate too with CVS >> and actually yeah so CVS though they could have us out. They have a mock store there. We could practice you know ringing things up. Uh Copley has um >> like a a pretend store there at their school. They talked about us, you know, pairing up with them. There's even more places. >> Lot just partnered with his last there last week
023and talked to their owner. He's going to have us work on stamping their bags and their coffee sleeves. >> Um that will save them >> some time with some things that they're doing and and be mutually beneficial, you know. Um and we might even add a little extra stamp on their like stamped by, you know, kids, you know, that's great. >> We want them to be involved with the community and everything, too. just being like an active citizen in their community. And I feel like >> that's a win-win for the community and the student. >> Absolutely. >> Um even like with our art show, uh we're working on uh folding pamphlets for them. Uh our snack cart's actually going to be providing like some breakfasty items and they're, you know, taking money or taking orders,
024you know, taking money, making change, like they're just being active and working on employment skills and things like that. So, we have even more connections than that. I can't think of it. that we've just been >> we have a whole spreadsheet of connections we've made and >> we have yeah we have talked to everybody all the time constantly >> that was really smart to do the Richfield Chamber I'm involved with the Fairlon Chamber so we need more businesses I could definitely hook you up there >> I may even go out to Madina just because there are so many local businesses that this this kind of setup gives our kids valuable experience but it also saves that small business owner >> a little bit of time and to you know help um you I went to
025the Bowen House in >> in uh Madina. Check that out. It's a transitional program that they have out there just to get ideas and generate thoughts for our program here. So, >> I know Nikki connected with like a partrron service group, but she kind of has like some baking things going on. So, I know we packaged and labeled a bunch of cookies for her. We stamped a lot of things. She does stuff for the church right over here, like with the yarn. So, we helped her with that. just like building those connections and getting those. >> We're going to try with Revier Cares to um uh with us helping package like things for families and helping with that. >> And actually we had a meeting two weeks ago with the heart of rever about us
026coming in like with the closet and stuff, cleaning, organizing, folding, whatever that is. Like we're looking for anything and everything and like just to make this a meaningful experience for those students. I feel like >> you just want to get them into as many >> environments and as many um sorry I don't think we go to works for joggies >> love to come help out >> anything that we can do along those along those lines it gets them out in the community into as many different environments many different experiences >> whatever we can do to prepare them for like postgraduation and >> that's what we're trying to do >> great the former is I would have killed to have teach down in my classroom. It is it is years beyond what we had. Um uls
027has served its purpose but this one has just taken it to the next level by incorporating so many different facets of life that that unique does not focus on. Um so it's definitely a a a high quality product for our students. Is the cost um pretty similar between the two programs? >> No. More expensive. >> No, but it's not um you're not comparing apples to apples. So, um >> Unique is much cheaper but more in line with the supplemental program. Yeah. >> The cost we we just talked about this yesterday. It's like $30 per student per year. Like, wasn't that what it was when we were breaking it down? >> For unique. >> Yeah. for for this. >> So the initial cost is more because there's professional development. So about >> buy the product, professional
028development. There's one other thing >> about 50% of the cost for this initial year would be professional development, the adaptive novels, >> some of the other pieces. But >> I will say like what Curtis present to us like the full package. We're like I have so many math manipulatives. We don't need that. So like we are trying to cut where we need to, >> but like these adapted novels are amazing. Like we love those. Like >> so I think that we've gotten it lower than what it could be. >> It's just a far more robust program. >> It is. He sent us four different quotes to get to what we were asking for. Like everything he sent us was more than what we were asking for as far as the content. >> So then we
029kept sending back, no, we just want >> X, Y, and Z. We we need the professional development. You can't use a tool the way it's designed to be used if you don't have the professional development. So Jordan and Melody would do an amazing job, but >> we wouldn't be setting them up for success. Use the data the same way we want them to. >> The novels are a portion of that initial cost. >> And then once we get through that, >> this um half of it, it's a five-year bundle. So half of the costs for this year is five years of digital access for 10 students a year. And um after that it would it wouldn't be that dramatically different from what we're paying yearly for unique. But you'll see when you look at the
030text that I'll talk about next week for the middle school for ELA, you'll see a similar design in the teacher text. And I think that Nikki and Bill and Melody could speak to it more than I could, but we haven't always had resources for special educators that mirror what we provide to our gened classrooms. >> And what you'll see in an H&MH text is a lot of supports for teachers to differentiate for enrichment, for scaffolding, for English language learners, >> different ways you can group students. And that's what you see here, which I love. Mhm. >> When I told Melody after I looked at all of her things, I was like, "This actually makes us really show that we believe in every student thriving because we're looking to support all of our students." Even these
031when we opened these, >> I think Bill and I were saying together. I was like, >> "How are they different, Bill? They look the same." And then I was like, "Oh, on the back." >> On the back. So, think about that as a student. >> Yeah. >> They're looking pictures. I'm the one with the pictures. How great is that? I noticed that and that was one of my favorite things because it looks the same for every kid from the front. So, you really have to be paying attention to the back. So, they all feel the same, which for when you have leveled readers, it's really important that the bluebirds don't feel different than the red birds or whatever we call them these days. You know, it's important. >> And we do teach the Odyssey in
032our district. Now, we don't teach it at the high school level in our district. We have it at the middle school level, but there's other texts as well. So, these are the two sample texts that they send out. Um, we do teach the tragedy of Julia Caesar in 10th grade, but I don't know that I want to do that video. >> But I just feel like >> as much as we can mirror like to their typical peers is really important. like >> and unique just I mean like our kids do cut and paste like that's great but like there's higher level things that they can be doing to mirror what they're doing with their ears and I feel like teach town does that. >> I know even with like the price and stuff like it's
033more expensive if you have them print all of these workbooks for us like we're not going to have to go Jordan and I can go through and print what we need from like a you know wherever we're at but like >> there are hard things in here for them to learn and I appreciate that cuz they can do those things. So >> I mean you're getting so for the price you're getting so much more it sounds like than what you've already have. So I mean it makes it rigorous obviously very worth it. >> Would the plan be to roll this out next year we have the runway to for the professional development we need and all that. >> Yeah. >> I think it's something like if we end up you know it's very successful here
034at the high school if like the middle school would ever want to adopt it too or even the elementary school >> be a matter of time I believe that before it trickles down. >> Yeah. I was reviewing the material. It looks like there's kind of different pillars of >> that. Yeah. Okay. >> Yeah. >> Good. >> Thank you so much. >> Yeah. Thank you. >> I just want a quick general comment. I >> follow your class account on social media. I know. I like your all the time. I am amazed at everything you guys do with the kids. Like it is just >> you are just doing a phenomenal job. Like every almost daily like your update. I'm just looking. It's it's so wonderful. We really try to give them like the best high school.
035>> You guys do so much with the kids. >> I I got to go to the pumpkin patch with them in the fall. >> I I got to ride the um we learned about kinetic and potential and energy on on the rope slide that I got to ride a lot and it was it was definitely experience. But to hear her and Jordan on that trip and have the kids and they're there to have fun, but they were like remember we learned this last fall. We talked about what we're at the top of the hill. We've got it. where are we now? And and I think it was Enzo. It's a potential, you know, you know, and then we went down the slot, you know, we went down the ride and so then we were talking
036about what we were doing. So that >> that real life experience with it was reinforcing and I think that's something that Teachtown embeds into almost every lesson. It's giving that real life application of it. >> Awesome. >> That will help translate to the community for I mean >> I I'm a Samsung user. Sorry to you iPhone people, but think if you're an iPhone person, I gave you a Samsung. you know how to use your phone, but if I gave you a different phone, you're going to have it's going to take you a long time to to to acclimate to that. Our students with disabilities is no different. They can do it in their desk at school, but put them in a different classroom, a different desk, and it's like a whole foreign world, and they
037have to learn all over again because they have to have >> intentional instruction to generalize those skills. So, >> and something that Jordan and I have always said with um unique, it is not user friendly for us to pick up and teach. I'm spending way too much time digging through it trying to figure out okay this is what I need to pull out and like >> it's just easier for me to create my own materials which is I don't like to do but like it is but like you I can pull this up and like we were did the demo and we looked at it and we're like this is so much easier for us just to not spend so much time prepping everything just being able to teach and like be with the students
038and >> so important that's great for sure >> that's wonderful >> thank you very much presentation very thorough thanks for Yeah, thank you for having me. >> Do you want me to leave any of these here? >> I think that would be great. Put them up here. I'll help you with that. Thank you. >> Thank you. >> If you have any questions, feel free to like email me or whatever. Ask me anything. Happy to answer them. If I don't have find the answers, >> we'll share the pres. Great job. Okay, on to information and discussion items. Um, the first item is just it's uh Ed Choice voucher request. And this is justformational to let everybody know that the River Education Association provided the board with a formal letter requesting that we join the voucher Ohio
039lawsuit. Um, so I just want everybody to be aware that it came. It was forwarded to all the the full board and um, Rick and Dan also received it. So, I'm proposing that we just take some time, a few months to kind of do our research, dig in, hear back from the community, have discussions, and then we can revisit a discussion around it in the summer. Probably July is what I'm thinking at this point. But that's up for negotiation or tenatively July depending on what is going on with everybody's summer schedule. So, um, that's all on that one for right now, unless anybody has any questions or comments on that. All right, Mr. White, if you want to move on to reviewing our draft agenda for next week. >> Sure. >> All right. Have roll
040call. Pledge of allegiance led by our students from Richfield and then recognitions for students from Richfield, Bath, Middle School, and High School. And we'll jump into presentations. Mrs. Roach referred to crypto monthly for 27th school year. And then uh we'll have a third grade English language arts update and then new curriculum adoption for middle school English language arts. >> That scared that scared me >> like a ghost in the room. >> Someone's coming in. It's going to keep doing it. >> Oh no. All right. >> The um I believe the books are right over here. Ashley, >> they are >> Did you want to talk about that for a second or >> Sure. >> Well, there if you want to take a look, they the books for third grade are here and it's Great Minds
041is the company that produces Wit and Wisdom. That's the first edition. Their second edition is Arts and Letters. Third grade did some pilot work and really liked arts and letters and some of the pieces. So these are the texts that would be part of it and um Mrs. Mccclauslin will be there with me to discuss why third grade would like to adopt arts and letters and what that will look like. And then the middle school has been piloting HMH. I can pass the books around if you want to look at them now, but they've been piloting HMH. Um this one's stuck in literature. And so here's this is a teachers edition. And this is the sixth grade sample. This is the student workbook, which is an eighth grade sample. I have to get the seventh
042grade back from the teachers. And then this is a grammar practice. So, we'll be talking about that if anybody wants to take a peek at these, but you can pass them around. Um, we've been throughout the year I know throughout the year we've been piloting this and so kind of like the high school did when we brought in common lit for their short storyformational text units along with the novels that they already had that were adopted novels. We have um for the middle school, we want to keep some of the current novel units and then add in this u this program sixth grade through eighth grade for those other short story poetry non-fiction if any number that's in there as well. >> Thank you. >> So we'll lay out what that plan is and what
043the novels are. um which I think I actually put in the description the novels that I would imagine that you would realize we certainly wouldn't want to get rid of our eighth grade unit that we just brought on a couple years ago that has been incredible. Um but we also have some other novel units that we want to keep. Um we'll talk through the reasoning. One of the big things that we've run into in the middle school is that when all of your ELA instruction is novel based, it's really easy to lose kids if they're not interested in that novel. Um, developing independent reading skills when it's a novel and kids are absent can be really difficult. So, over the years, the teachers have found themselves reading aloud and novels much more than we really
044should be when we're looking at developing independent reading skills. So, we wanted to be able to add in some more short works that are engaging that increase the ability to annotate. And this um because a student workbook is a consumable workbook, they are reading a print text, they're holding a print text, they're highlighting a print text, they're writing notes in it, all the things that we really want them to be doing as readers. So, there's a lot more to it that um Miss Peele and I will be sharing next week, but those will be here along with the seventh grade and we'll talk about the units in the in the books that we're most interested in. >> You said most of the kids choose the digital, right, for a lot of the textbooks >> in
045the middle school. They ask our students if they want a textbook to go back and forth or digital. Most will choose digital. I'm not going to tell you that the students at the middle school want to annotate the print text. I'm not going to tell you. It doesn't mean that it's not the best thing for them to annotate the print text. >> It it is that an option at the middle school or no. The high school kids do the >> the middle school uses um print far more than digital. And that change is probably this year is probably the second year that it's really noticeable. I don't know if you would agree if I'm if it's >> they started they started using it a lot I mean in their novel units they've always done the
046annotation and stuff they've always had a print copy but >> they often I mean eighth grade ELA their biggest thing and and I will tell you you'll hear this next week the presentation this was not a unanimous everyone is like this is what I want to do we were about 50/50 split and the teachers the adults as we were talking through what we wanted to do and um Then we got the books out. We started looking at the table of contents. We started talking about the test, talking about what we could do. Eighth grade only wanted a class set. They wanted to see if HMH could do the hardbound. By the time we finished as a group meeting, they were like, "We want the consumable workbooks. We want the students writing in them. We want
047them highlighting." >> I mean, really, what they want is to create their own units all the time. But we don't live in a world where we just create our own curriculum like the '9s. We just don't. So we can we can go into approved high quality instructional materials and work with them and have autonomy, but we we don't, you know, as educators, we don't create our own units and have that be what we do all the time. We have to have because then everybody does their own thing. We have to have a place for a baseline that we can work with. And by the time we wrapped up our meeting, it was last Monday, even the person who liked it the least was kind of getting excited. >> Kind of kind of. So, one of
048the things I told them is that we will do time um the each grade will have one day a quarter that they're working with me at this table building a pacing guide. So, we'll take the unit assessment together >> and then we'll plan out the non-negotiables and then and those would be this is the text that everybody reads, >> every student. >> Here's where we have some choice. But we have to be able to do that. So, we're making sure everybody gets exposure and access to the skills that we agreed upon. >> So, we'll then have those printed. We'll have those on the website. You know, that's the goal for next year if we adopt this. If we don't, we go in back into Whitton wisdom, which is, you know, the current programming, and we
049take the assessment and we build the pacing guide. >> Thank you. >> Look forward to that next week. >> Later on in the agenda, we'll have those up then for first action as well. So, the presentations then go to Roman numeral five with the public speaks to agenda items. Board of Education's agenda and Kyoga Valley Career Center with Mrs. Burks and Treasur's agenda. We have five normal items. Uh the fifth item, there's some additional middle school library materials asking for approval to dispose. And then we have uh Mr. Archer's request to not pay him again for coaching golf, but to allocate those funds into his team account so he can use it for benefit student athletes. >> It's really nice. >> That's it. All right. Roman numeral nine. We have superintendent agenda. So, resignations for
050retirement. U Mr. Shanker, who's on vacation, is one of the two or in this section. Scott, thank you for being here tonight to video everything and take care of our battery situation. >> Yeah, thank you. >> Appreciate it. And then of course, Don Cer as well, our athletic director. We have new administrative hires. We will see if we have somebody to add or not. More information to follow with that administrative contract renewals. Tiffany Tuma and the high school assistant principal. Currently the resignation for retirement the uh so we have five people there right four >> so list there for you all right and then we have internal transfers we have a number of bumps going on there as well >> we'll have more effective tomorrow yes >> I wondered if there's more coming okay >>
051they're like dominoes keep falling in my My board keeps changing. >> So now we have a list of people bucking around for you there through uh letter G. Then we have continuing contracts. Cara Shepard and then limited contracts should be a list on the attachment that we have for that. Any questions on number one? Okay. Then number two, classified personnel resignation for retirement. We're sharing their their bus drivers. >> I know. >> I agree. >> She's been around. She's been a she's a rever staple. So >> that's Yeah. Unfortunate, but happy for her. >> It's good for her. Yeah, >> for sure. And then uh I think we have five substitutes listed there. unfortunate gaining more substitutes >> and then game workers at letter C composed in letter D we have nonrenewals for kindergarten preschool
052drivers and that's routine non renewals and then change of positions for us there where Chris will become our head custodian at River Middle School. Any questions on any of those? Number two. >> Nope. >> All right. Number three is student services. We have Summit County ESC kids first tops agreement for next school year. We'll be using that program to meet some of the needs of our students with special needs and then extended school year coordinator for this summer for students who need that service as well. Any questions on A and B? Other business new and revised board policy second and final reading that list that follows there and then student handbooks will be up for their second and final reading the uh and the curriculum recommendation second and final reading zoolology book which I think
053is still up there if anybody's not had a chance to take a look at that before. And then the student fee schedule for 2627 there are no increases to our student fees from last year. So do the same. Uh student meal prices, they are increasing. Believe Mr. Pine told me this is the first time since he's worked here that we're increasing our food. >> It's a quarter. That's wild. That that's all. Yeah. >> Quarter per meal, right? >> Type a bill. >> Yeah. >> Mr. Nin for informed us that for a number of the districts that did review in the area, a number of them are increasing their prices. I know CBCC you just was one we learned. >> Yeah. So you mentioned that one. >> It was a recommendation by the federal auditors because
054of our participation in the federal interference programs >> and I think they try to keep a proportionate cost of federal to local resources similar but also they like districts I think in the area to be similar so that there's not that comparative nature of the business. Right. letter G, we have our neonet agreement for shared services for next school year and then we have the Washington DC trip coming up for eighth graders and then the memorandum of understanding with REA. Any questions on any of those? >> Mr. White, you're going on that Washington trip again? >> I am. Yes. We look forward to it for the same reason again. It's great. Get to know staff members better, students and everything. >> Awesome. So, >> you're going to miss that this year, Mr. >> I miss
055that trip. Trip's awesome. Every time I went, I >> first time in a while you were not going. >> Oh, yeah. Every time I went, it was outstanding. I learned something new every time I went. >> Great. >> Looking forward to it. >> And that brings us to the end. Any other questions or comments with that? At least in that portion and information, discussion items next board meeting. We anticipate having more. >> Yeah. some movement by next time and then more by May. Okay, good deal. All right, any questions before we move on? >> All right, we have nothing under the board of ed um agenda tonight. Nothing else under Mr. Berdine's agenda. Anything else for you, Mr. White, tonight? Okay. And then no need to go into executive session unless that's changed, but I
056don't think so. >> Correct. No, we uh we will have, like I said, some hiring. We just close with the athletic director and director of technology. So we'll be going through all those applications and okay together process hopefully May will have some recommendations for you with that. >> Good deal. That's exciting. >> Anything else for the good of the order? All right. Can I get a motion and a second to motion? >> Second. >> Okay. Mr. Bine. >> Mrs. S. >> Yes. >> Mrs. Rainey. >> Yes. >> Mr. Ber. >> Yes. >> Mrs. Bracket. >> Yes. Okay. Meeting adjourned at 6:11. Would you look at that?