Revere Board Work Session, March 10, 2026

001Today is Tuesday, March 10th, and this is the River Board of Education work session. Um, I'd like to call the meeting to order. Mr. Berdine, can you please call the role? >> Mr. Bowler >> here. >> Mrs. Bradley >> here. >> Mrs. B >> here. >> Mrs. Rain >> here. >> Mrs. Stein >> here. Okay. Thank you. Um, so first order is presentations. We don't have any presentations at this time, so we'll move on to information and discussion items. We have about a thousand policies to discuss this evening. So, >> less than less than last time. Um, barely. We will take them >> one at a time. Does anybody have a preference on um starting so starting is 1.03. It's formulation, amendment, dissemination, and update of policies. Hoping this one will be relatively quick. Anybody

002have any comments or >> Yes, thank you. I'm so excited about this change. It's >> going to make life so much easier. I do have two grammatical corrections that um Z can just send to you. >> Okay. >> And the only other thing um is under letter A, the policy committee. I think we should change that to say the policy committee or the board's designate to reflect actual practice. Um and that's all I had on that one. Yeah, I had that as well. Sorry. >> No, go ahead. >> Under technical corrections, the addition um it says occasionally may be necessary to make immediate technical corrections. Do we need the word immediate or can we just leave it at any technical correction? >> I don't think we need the word immediate, but >> okay, >> I

003can clarify. >> I struck that, too. I mean, it doesn't bother me being in there. I don't know if there's a reason that it's there. I don't think it's necessarily a bad thing. But >> so in that same section, te technical corrections, I had on the bottom paragraph, it says the technical correction shall be presented to the board at its next meeting. So are we looking to like truly the next meeting, work session or regular? You don't care. You'll just present it to us at whichever meeting is next or Okay. I didn't know if we wanted to do that at specifically at regular meetings. It's possible that's in there that way, too, because I think your policy requires two readings for a policy to become effective. So, I don't know if that's the logic or

004not because I didn't write it, but it's possible because this would be on a single reading then. >> Mhm. >> Okay. which I think we have something about an emergency policy in there maybe if I ever go that could be done on one reading but typically it's two rated that may be the logic I do not know for sure >> okay anybody else have any comments concerns questions >> the policy committee note as well I guess didn't make didn't we make a change in policy Didn't we make a change somewhere in our about policy committee in our Didn't we make a change of them? >> Well, right. But that we made a point that the board would act as the policy committee or something like that, didn't we? >> Who would the design be? >>

005I think we just change it to the board. The board should draft statement amendment prior to the official board meeting because right now that is our practice is that the board is acting >> as well. That's why because that's why I thought we'd change it somewhere that the polic Thought we changed. >> We modified that policy. >> Yeah, that's what I was going to say. Yeah, >> we did. >> Yeah. Yeah. So, it says that the board acts as a policy committee or something, doesn't it? >> I don't You should bring it up. >> Anybody remember? >> I do not remember. >> Can you believe we did it before in December or November? >> We did it. >> We definitely did. It was November or December for sure. >> Board committees. What is that in

006Rick? You don't know this off hand. >> I know. >> Don't you have this possible memorized, Rick? >> He has a lot of things memorized. >> It's probably around 1.10. >> I think that's sounds. Yeah. Hold on. >> 112 maybe. >> Committee is 11 1.10. >> So close, right? Nice. >> My original answer. >> Presentation. I got to zoom in. >> Is that the one? >> So, if I'm following correctly, right at the top, letter A, first capital A, we want to get rid of policy committee and change that to >> I think board if it is not modified like Courtney was saying in that policy. I know we took off the the bottom portion that said the specific committees, but I don't know that we specifically said the board will act as a policy.

007>> So, we could I mean, we could just say the the board >> the board will draft the >> Okay, this time I'm going to be good and wait until you tell me you're ready. >> I appreciate that. >> The board got it. >> Yeah. All right, let's move on to 1.11 which is board of education meetings revised. Um the thing I had on this would be um under reg page one under regular meetings we have a and b in writing or by calling. In writing is technically an email, but because we specify in writing at an actual physical address, I think we either need to say via via an email or written request or add a C to say email, something that says you can request by email. >> I don't really care how

008you word it, but I think it's I think that's probably what you do, right, Rick? Like if somebody >> sends you an email and says please include me on the distribution list, you must write a letter, >> right? So let's just add it. >> Invoices. We don't have >> um let's see. Okay. the uh page three there's a section on the consent agenda and I think I'm fine with the wording but maybe just figuring out what the best practice how we're going to display that. So it's adding the language that's a section I think that's being modified technically on this um so just adding the language of where people can expect it. So, I don't know if you want to put it like right under each subject or um section header or something like just

009so we have a best practice of like where people should find that within each section. So, you've been telling me when we talk like which numbers when we get to the superintendent or the or Rick is telling me, but >> yeah, I called that out too. I think it should be listed in the agenda under each section heading. Yeah, >> like I items A through whatever can be taken as a consent agenda and then that informs the public that we could take it as a consent agenda, but the board still has the opportunity to pull something out if we wanted to. >> Okay. >> So, it just kind of covers both, right? Like it's an easy way to just make it known. >> Typically, it's within. So let's say we're talking certified personnel because this

010was this has happened in rever former board member family member and if there was a supplemental contract for that person >> right >> it's separated out within that section so that it requires an individual vote which then allowed that person to abstain >> right >> so it's not like its own agenda it hasn't been it could be whatever you want it to be your meeting your agenda but it's typically just been a separated item within the appropriate section of the agenda that then requires a separate motion seconded vote. >> And couldn't that come up on the floor? I mean, that's not always predetermined ahead of time. Like I in the meeting could all of a sudden change that consent. So, I I worry a little bit about if you specify ahead of time and then

011modify it at the time. I mean, I don't know. >> Ideally, you would let it be known in advance and then we could group them, but it wouldn't necessarily have to be. I mean, if it came up in an agenda, I mean, people could forget and you could say, "Hey, Mr. Superintendent, could you separate that out?" But >> yeah, I mean, the proposed language says the public shall be provided reasonable notice of all items contained with a consent agenda within the consent agenda. So, for me, that would be the easiest way to do it is literally just list what the plan is. We still have the right to pull it. That is given to us um anyways. So that would just be it would cover us knowing it would cover the public knowing and then

012we have the option to say pull it. >> Okay. So that to me would just be like under what or you'd put like consent 1 a through c consent 2 a through d and then so then people know under this section those are the ones that are going to be under consent and then they can look at the agenda and figure out by deduction which ones will not be under consent. Okay, let's see. Um, and then >> so do we want to make a change to this? >> That's not really language. That's just practice. >> No, just it's more just practice. I don't think we need to put it in policy. Just >> trying to figure out the best way so that we know where to look for it. Public knows where to look for

013it. Um, >> can you lock that in? >> I got it. um >> and then page four, uh the order of business that we have in there is not what we do. Um like I was looking at other agendas and then looking at what this list is. So I think what we usually have is like the board the pledge audience audience comments on agenda items board's agenda CBCCZ treasures superintendent information and then public comment on everything and then executive order. >> So we should modify this to be what we do >> to be what we do. That's I wonder about because it says the order may change at any at the request. So >> I didn't know if the order so much mattered as just that we do all of these things. >> Yeah, that's

014how I took it. >> Yeah. Like these are the things that have to be done in whatever order you choose. They just have to be done. So I believe it if you want. >> I mean it doesn't matter. I mean I don't care how we do it. That's just how I read it was that the order didn't matter. But >> like I wasn't reading as order as like the order like the actual this is the order. Like this is >> more like order of business. Correct. This is what we need to accomplish. Yeah. That's what >> Yeah, >> that's how I read it. But I that could be wrong. >> The same. >> Okay. So we can leave it if you want. I don't care. >> It doesn't really matter to me if we leave

015it. I put it in order. Okay. >> So, are we leaving it? Just leave it. Leave it. Yep. >> Good with me. Anybody else have anything on 111? >> You ready? >> Good. >> Okay. 6.01 academic acceleration early entrance decay early high school graduation. Anybody want to start on this one? I was just curious at the bottom of the first page it says following an evaluation in accordance with the referral under this paragraph the board shall decide whether to admit the child. Does that actually happen? Do you want me to speak on that? Well, I mean I just never remember unless that just hasn't happened. I never remember the board ever >> discussing anything. >> Do you know for sure? >> Okay. >> So early entrance is not uniform for everybody. If you are trying

016to enter your student before the kindergarten cutoff date, there is a process by Ohio revised code where they have to be tested formally, just like a special education testing process, >> there's specific measures the state allows and you have to hit a specific benchmark on that standardized assessment in order to be accepted and that has to be presented to the board by the school psychologist and you have to sign off and accepting. We can only test the students that are residents of our district. So, for example, I do not live in Madina, but if I brought my children here and I wanted my child to come here for kindergarten, this jurisdiction would not be allowed to test my child for early insurance. I would have to go back to Madina and ask them to do

017the testing and then bring you the results and you would have to accept them. >> Interesting. Okay. >> Is it the board that accepts it or the superintendent on behalf? >> I think that's your question. That's that's that's the it varies by district, but yes, >> cuz I don't remember this ever >> being a thing in the last 3 years. >> So, we should find out if it is the board or if it could be the board designate. >> Yeah. Our current practice is that the superintendent approves the evaluation processes completed by the school psychologist and the recommendation is made. >> Okay. >> Which I'm fine with that. >> Yeah. I mean, I think he would know better than we. >> Yeah. >> But, um, yeah, I don't remember ever. So, I just that caught

018my eye that I was like, does this actually happen? >> The only time I could see us really getting involved as if he said no and a parent wanted to take it to the next level. >> Which then that I think was our chain of command. Yeah. >> Change it to superintendent >> because it sounds like it's discretionary based on approval. You could even put the similar language that we have in other stuff where it says like it's up to him and then if they want to appeal the decision, it comes to the board. That's an option >> because really that's how anything happens in the district. If anyone wants to appeal him, it would be to us. So we could I mean I think we could change it to the superintendent shall decide whether

019>> assuming it's not Ohio code required that it's the board or not. >> But you're saying Nikki that it's every district does it differently? >> I've seen it both ways. I can look up the OC right now and see. says, >> but I think we would go back to our legal council for a final decision for my rereading if I were. But I've seen it written the superintendent designate is is the superintendent or his design. >> And I've also seen the superintendent will recommend to the board to accept. >> Yeah. Or his design would be fine too if you wanted to give it to someone else. >> Well, it says the appeal then goes to the superintendent. There's an evaluation committee after they're tested. >> That's what we have it. >> Then the appeal goes

020to this NF. So there's a committee and evaluation committee and then in F it says a parent legal guardian of the referred student may appeal in writing the decision to the superintendent. Am I reading that incorrectly? >> No, I see that. >> So there's a committee um under referrals and evaluation, right? Typically the parents, school psychologist, principal would be the committee >> and then so it so they make the decision and then if they want to appeal it automatically it still it says in here it goes to Dan >> already >> the superintend that maybe >> the superintendent's decision shall be final >> on the policy >> climate page page three section F. >> Did you know that fast? >> But I'm prepared, Dan. I came prepared. I read this other time. What are you

021talking about? >> It makes sense for it not to be us. >> It's >> I will say the process is fairly clear because in order to be early entrance, their cognitive score has to be 115 or higher. >> So that's you're on the high end of average. You are, you know, so it's the process is pretty clear. It's not like it's a determinant test or they don't. So I guess my question then would be if it comes to the board when does it come to the I guess in an executive session because we can't be talking about a student >> maybe should be district >> districtide because then we enumerate in A through F >> what goes on after that >> right >> I think there definitely needs to be a change because we can't

022be discussing a student at a meeting and we're going to have an executive session about >> it's not even a topic >> right so it doesn't >> I mean you could talk about students in an executive session but I mean that doesn't process. >> Yeah, I think we should ask about that. >> Just change it to district. >> But I think we need to ask Dan for sure. What? >> Sure. >> Change to district. >> Makes sense. >> Um, also on page one, I just want to clarify. It's just more of a question because it's talking about um the beginning of the year in the paragraph just above it where the the bold and all of that language is. And it says the first day of term or semester. So if it's not the beginning

023of the year, are we doing that mid year? Are we allowing it mid year? Because I could see that in like a middle or high school right here where it says like first day of term or semester other than the one beginning in August or September, which would be January. So do we do that? >> I've never seen that request come in mid year. So I couldn't answer that question. >> Do we have to do that? Do we want to do that? It feels odd. to bring in a kindergartener in January. >> Correct. So, is this board discretion? It says if authorized by the board again, we're deciding midy year to throw a 5-year-old into the middle of the new word. >> Oh, that's new language. I was It's not in here. >> Yes, it's

024new language. >> There's there's a new there's an updated law that's connected to the start date. Yes, I >> it's a um >> must be admitted to first grade if the child is sixth by the 30th of September or by the first day of a term or semester other than the one beginning in August or September. So we must have to allow it based on >> because somebody moves into district midyear. >> That could be okay. All right, that was Are you talking about just for um >> really anybody? >> But it says by the first day of a term or semester. So I mean if they move in February, what we don't let them in because it's not by the first day of the next term. You know what I mean? >> The wording

025is really weird and I was unsure. >> We talking about accelerated placement or just general? >> No, we're on um >> we're on page 601. >> Page one. >> Okay. Because it specifies about for accelerated placement. >> It does. Yeah. Yeah. No, I'm just looking at the the main adjustments that he just made. >> I see. >> I guess >> that is curious because midyear mo moving makes sense. But it says by the first day of a term. So or semester. So if they move in in February, that's not the first day of the semester. >> Well, they have to be six by then. >> See? >> So if they turn six in November and they move in February, they were six before the next semester. so they can go to first grade. >> Yeah.

026>> Okay. Yeah. Just didn't love that and didn't know if that was practice >> not to go into kindergarten in the middle of the year and not experience the first half of the year, right? That was not practice, >> right? which is what caught me. I can see it in high school or middle school that that to me is not an issue, but K or maybe one if they didn't go to a traditional K or >> I don't I don't know. I just we could clarify a little bit around those early first grade or two. >> It also ends with if authorized by the board, which might be authorized by the district again. Yeah. Right. We'd prefer. >> Yeah. So, we should ask about that too, Dan, if it should be board or district. have

027anything else on that I have one more question, but I'm going to wait until Dan tells me he's ready. >> Okay. >> On page five in letter D, right in the middle, it refers to, and maybe I just could not find it, but Ohio administrative code 33013506G. When I Googled that, there was no G on that administrative code. So, I'm wondering if it refers to something that has maybe been altered over time and therefore removed. So, I don't really even have a question because I could not find what it was referring to. So, if anybody else can is a better Googler than me, let me know. But if you could just clarify what that is so that we make sure we've got we've got the right things cited. It's also the Ohio graduation test the

028G reference here O GT. So it might be something that is connected to OTT but it's no longer >> and it just didn't get the G taken out of the parenthesis >> because we had students that would have stayed in language after OTT stopped being administered for students to complete that 12th grade year. I wonder if it's connected to that. >> Also could be C. Maybe it was a typo. >> It could be a typo. There's only a >> I just I was like there's no G. I don't know what it say. >> Covers educational options and the >> effective May 24th, 2021. No longer a subsection G. >> Okay, there you go. >> Remove or correct or whatever. >> See if they can find the Jeep. >> Yeah, good luck Natalie. You can do

029it if anyone >> put it on my list. Um, that's all I had on that one. Anybody else have any other comments, questions? Okay. 6.08 student absences and excuses. >> I do want you to know that um Nikki, Bill Connley, Bonnie Simmonelli have been working on like a packet of information for this that I will have for you this week. >> Okay. >> All right. Uh, so I have a couple on this one. On page one under letter N, um, I just I was wondering if we could cite the board policy. It's 6.61. That refers to religious expression days. Um, then under O, it talks about a director of public safety. >> You said 6.61. Yes. Sorry. >> Y. >> Okay. Thank you. >> No, that's okay. Letter O refers to director of public safety.

030And I don't know that we have a director of public safety. So I didn't know if there was another title or position that should go in there. Um >> that's probably >> that's the Ohio director. >> Okay. Thank you. I will resolve that comment then. And then oh and then um page two the last paragraph. Give me a second to regroup my thoughts here. So it says with the exception of religious expression days, a student must be in attendance at school for half the school day in order to participate. Should we add in their post-secary visits and pre-inlistment reporting as well since we are treating those as present also? I didn't know if there was any um OSHA requirement that they be physically present at school or if it's just the attendance marks them as

031present. But um if we're making that change, I think we should make it also for the other reasons. >> Yeah. >> So you thinking my students who take CCP off campus? >> No, no, no. So the the changes that we're making up above on page one under H is to um allow for post-secary visits for which a student shall be marked as present and then we also added that to letter M that they will be marked as present. >> Why are they marked present and not just excused absence? >> That's a great question. >> I I just that was my marking is why present if not actually present >> like I mean because it's an excused absence. So they could just be marked as an excuse absent. So I don't know why they're marked present

032when they're not actually present. Anybody know that? Unless it's an educational activity. So for the purposes of academic time they're present versus absent from academics. That would be my only I don't know why it's distinguished for religious expression things either. >> How would it be as far as reporting in our records go? >> Like would we have record that they were not actually present? if you want to. >> So, the way the new um the new log like roll out for this was that um if we mark it as present, it's because it's a pre-approved visit. So, if I'm saying I'm taking my child to a post-secary, I'm communicating that ahead of time. So, that's why it's being marked present because it's linked to that college career readiness, those kinds of pieces of the of

033the curriculum. Um and then that's followed up with like a note from that college confirming that you were there. So that's why it's kind of because you shouldn't be not allowed to go to football practice after school because you went on a college visit that day. So that's why it's called covered present. That's why they that was the explanation that was given to us at the training that we attended with the new lab. >> Okay. >> Same thing for the religious expression. One of the requirements is it's communicated ahead of time in writing. So that was again that would be communicated to the district ahead. So it could be worked and because it's >> so mostly the reason would be so it doesn't prevent them from participating in any extracurricular >> that that was the

034big emphasis. Yes. >> But we would have record that they actually were not present. Right. I mean if we would ever need to go back and say who was in the building this day would we know that that person was not in the building because it would say present. >> Well we know. Do you know what I mean? We know they want a college visit because we'd know that prior to >> we so we the >> is there notation >> the language of present for state purposes is different than what we would put in our reporting system. So we would we would note we have the ability to say >> present school event and that school event would be attending that college. So it would give us we have other delineating markers within our own

035um student information system software where we can make it very very noted that the student is >> present for attendance of extracurricular but they were not physically like we can mark it as a field trip or as opposed to we actually have those but the state doesn't know what every student information system has. So they just wanted to be known that those are not to be >> they not to impact the student in a negative way. >> Okay, that makes sense. >> I just thought there might be a reason we'd need to know who was in the building on a particular day and if we had them marked as present and they actually weren't here. Do we have a way to delineate that? But we do >> present. Okay. But how we note that >>

036it doesn't impact their attending extracurricular activity or >> Okay, that works for me. >> The only other thing I had is on page two, letter P, it states other circumstances which in the judgment of the superintendent constitute a good and sufficient cause for absence from school. And then it goes on to say including but not limited to, but we do not have a process for them to request permission from the superintendent. So, should we or maybe asking for a friend who has twins that are going to go on more than three days of college visits, but >> um >> I mean they reach out to me email or does I don't know if it matters but just so that people are clear like if they read this policy and they say but I but how

037do I do that? My guess would be they would ask at the office or like >> Yeah. I mean there's lots of ways person like what do I do for access for you to say yes this is fair or no it's not >> it's more for you. How do you want those requests to come through? >> Okay. You can leave it off. That's fine. >> That's fine with me. >> J what did where going back for a second to that paragraph. Where did you want those that >> Yes. She started on adding H and M >> to the last paragraph with the exception of religious expression days and then items H and M as well >> that list >> and I could send my comment to you. I just said we could add postsecary visits

038and pre-inlistment reporting for simplicity and we can refer back to H&M too if we wanted to. >> Yeah, there may be others in there as I read that list. There may be others in there that if we're expanding that I'm not sure why some and some are. >> So, so the one thing I did say is maybe instead of calling out exceptions, we just say a student must be marked present for half the school day in order to participate and then that kind of covers it. >> Yes. >> So, I'll send you those so you can Yeah. Cuz I can tell you if you go visit your parent who's home from the military. >> Yeah, exactly. >> I know coaches that you're going to practice and play. >> Yeah. >> Well, that's probably right, too,

039cuz it's the same for doctor's appointments. If kids have a doctor's appointment and they're out for two periods or whatever, >> they're still allowed to participate. >> I just didn't know if there was like an OSHA requirement that um they had to be >> I'm not sure anymore, but I don't keep up with that either. That's good. >> All right. Anybody else for that one? >> 6.59 is the artificial intelligence. >> Um, I have a lot on this one, so I will let other people start. I compared it to the Department of Education and Workforce policy versus this policy and there was a lot of differences and a lot of things left off from what the state mocked up policy is to this policy. This the way it is written currently feels to me like

040we are putting students in a really precarious place where the onus is really on them to not get caught cheating or having academic dishonesty in some way the way that it is written currently as presented from Dan. I do not feel like that's the appropriate way to present AI to our student body when they are just learning. So I think it needs help but >> well I think it says here teachers retain discretion. So I think teacher it gives the onus I think to the teachers to determine how they want to apply it in their classroom is what I'm saying >> and that is totally fine with me but >> so they're setting the because I think everyone certainly all teachers are very well aware of AI. So with that I think it leaves the

041discretion to them to say this is what I expect this is what I don't expect this is how it should be handled is how I would take that but >> I think the and it says students who have any doubt should you know talk to the teacher >> the model policy is more thorough >> yes I what do you think John >> yeah policy was um >> this policy was approved in 2023 which is when >> yeah the our current policy >> okay um which was at a time when AI was very new and we were trying to figure out how to navigate it and I think the board at that point wanted to put um as much authority as possible in the teachers hands to make the decision about what is appropriate use of

042AI in this class in for this activity for this grade level for this subject area and to be able to um to change those rules depending on what's going on. you know, if I'm teaching a writing lesson, that's very different from teaching a history lesson. And use of AI might be very different in a science class than it is in a math class. And they wanted to give teachers that that latitude, but also make it clear, and I'm not sure if the policy does this to the extent that that I think was intended, that students shouldn't be second-guessing. They the teachers need to be clear about what those expectations are. You can't >> give something back to a kid and said and say you've cheated on this because you used AI when they didn't make

043those expectations clear. So I think that was the the hope was that >> this policy would kind of outline that give the teachers permission to use AI with students in in appropriate ways but also uh give them a responsibility for using it. Um, a lot has changed since then, including uh a state law saying we have to have an AI policy, which is why there's an ODW um um template in it's very consistent with our board policy that we say in one page what the model says in four pages, you know, and if you look at a lot of district policies and a lot of the organizations that provide those policies, they are much more verbose than ours. Mhm. >> Uh, a couple things that are in the model policy that aren't in our current

044policy. One is a definition of AI, which um, >> yeah, >> I'm not thrilled with, but that that paragraph at the top comes directly out of that model. >> Um, the state model mandates the >> uh, creation of an AI work group of diverse stakeholders. So bringing people together from uh a number of different stakeholder groups, community members, teachers, students, and having an AI uh working group to to help us navigate that. Um and the other thing is AI literacy programming. And I think I think you guys have talked in the past about whether we want to put curricular mandates in policy or whether that belongs somewhere else. But that was one of the things that was in here as well. The other things that are in the model I think are consistent with the

045things that are here, but we have a bullet point where they have a couple paragraphs. So, you know, we talk about academic dishonesty um in our policy. We talk about acceptable use. There are some things in there that just say that it's cons we need to be consistent with our other practices. So, procurement and evaluation procedures say we should follow the same procurement and evaluation procedures that we do with other things. and and I think that that probably makes a lot of sense. I'm not sure if you need to say that in policy or not. Um and then having some piece in there for implementation and review. So, you know, a lot of policies and and Mr. White and I have had a conversation about this within the last month of a lot of our

046policies say we're going to review this annually. We're going to review this every two years and we need to kind of go back and make sure that we're doing that. So, we're looking for ways to try to use AI, ironically, to help us identify the places where, hey, this says we needed to revise it two years ago or at least revisit it and make sure that we're doing that. So, that was also in the model that acknowledgement that AI is changing a lot and changing quickly. And so, >> well, that's I do expect this is a policy that we will revisit every year or we're going to need to revisit it at least >> every two years because it is going to be changing so drastically. But maybe in the teacher bullet here it's that

047second bullet. Maybe we should I mean should we add something that say teachers need to or teacher should teachers shall >> so the way OSU does it is >> they have a blanket policy for every >> every class that is just like a generic university policy about AI usage. >> Um and it's kind of like don't use it unless you're allowed to use it, right? like obviously it's more robust than that, >> right? >> And then um on each syllabus the teacher outlines how they expect use to be done or not done in their class and then speaking to my kid I asked her about this so that she could tell me what is happening and she said >> that many times most often it's per assignment too. So, it's clarified university level, then expectations

048for each class level, and then clarified upon each >> That's what I was going to say. That's been my girls experience is that per assignment, they're told how they can utilize AI. Yeah. >> So, I like I want it to be teacher discretion. >> Agreed. So, I like that. But maybe we just need to add something in that teachers need to clarify or be >> however you want to say that teachers need to be clear and expectations need to be presented to the students. >> Yeah. It can't just be >> literally you can't get an F and they're like you use AI and they're like and I know we couldn't like Right. >> Or I used AI to polish it after I'd written it or I used AI to write a a first draft based

049on my outline. There are all kinds of ways you can use AI without just >> right. So maybe we just need to add something that >> Yes. >> because I do want the teachers have the discussion >> 100%. Um, and I do think students also need to be aware that if they think they're using it too much, maybe they should talk to their teacher. I think that's a good practice for them to learn as well. Like, can I do this? >> I would like it to be for a student, not buried in a policy in our board policy, right? Like, they're not looking here for how they're going to use it. >> Better look at their student between a syllabus given to a 20-year-old and a sy. Right. Correct. So burying it into this packet

050of stuff you're sending home on the first day of school probably isn't as effective. >> Correct. >> Yes. >> So I mean per assignment makes the most sense. >> Yeah. >> You know I guess depending on >> probably like a depending on my broad thing this is how we're going to approach it and >> because you're right too. It's different for history class >> and then here are the exceptions >> correct as we go through. >> And I'm sure teachers who teach writing are talking about this all the time. >> I would hope so. I'm sure they are like they're very well aware that someone else could write this for you and they're like don't do it. Um but I do Yeah. So maybe >> you have anything you want to add, Marca? >> I

051think a lot of assignment and instructional practices have changed at the middle school. They're doing a lot of their writing paper pencil >> now instead of using their iPads. And so just the act of how they're assigning the task has changed. at the high schools. Sarah Pine led a session on Enlighten AI last August and um they worked on how students will actually put everything they're doing through Enlighten as they're working on the task and then when the teachers are grading it, they can see the use of AI on the task. So the ELA department is using that tool a lot as well. >> I like well I mean there's a lot of good ways to use it. I mean, I know kids who have put information in and then said, "Help explain this back

052to me so I can understand it better." I mean, that's a great use of AI for kids who are struggling with particular topics. It's a great use of AI. So, I mean, I don't want to discourage their use of it. I think there's ways that can be obviously really beneficial. >> Sorry, >> Oh, no, it's okay. On a district level, John, you mentioned in the model policy, uh, they call it a stakeholder engagement, but like a work group in the district that's >> includes educators, including special ed, board members, student, staff. >> What do we do now just to sort of I mean, who's charged with keeping up with? I don't know whether we have anything formally for AI >> specifically or really even for technology in general beyond >> um revisiting >> uh the

053role of technology in teaching and learning which we did last did in 2022 where we looked at attitudes about the role of technology devices that we use and how we use them and got input from parents, students, teachers, administrators but that was an evaluation of the onetoone program. And then, you know, looking at where where do we go forward and how do we do that? But that was last time in 2022. >> I like that. I know it's like one more thing to add in, but I like that because then you're including students. You're including the board, please. But I don't know. >> I might suggest that maybe that it has a wider scope than just AI because there are there are lots of >> agreed. I agree. >> New technology things. We could have

054had one for virtual reality. We can have one for cell phones and we can have one for iPads or smartboards or whatever that maybe it's just you know the the impact of technology on teaching and learning and have a working group that >> one of the things on my list not only is the work group but like did we get educ educator and admin and student input on some of these changes like they're in the front lines. So, like I know my kids have a very strong opinion on AI use and I'm sure the educators do as well. So, getting their input I think is critical. They're the ones in the trenches. So, I don't know how you do that, but >> at a building level or whatever, um, making sure that they're included in

055that conversation. I don't know how you do it, but I like the literacy. that that's not too we can make that happen. >> Yeah. I mean, you're in the buildings and talking to teachers in different ways all the time. So, um and then I like an AI literacy, but I don't know how you really incorporate that in if you can do it within each course as needed or but it's ever changing. So, I think that's the difficulty is it's so like you couldn't really just say, "Okay, next year we're going to have an AI literacy course because by the time that next year came along, it would be totally different." >> Yeah. It changes so much to me today. He said when this policy was written in 2023, >> AI was basically chat GPT and

056maybe something else. Now AI is in >> in just about everything, right? Used to just about everything. >> I remember that board meeting when you guys when we were discussing it, it was like we were talking about like how to write a prompt and stuff. >> I mean that's we've come so far from that. So crazy. >> Matt actually minored in AI. That was his minor in 1997. >> Oh wow. was artificial intelligence and it was like math quest >> like math like that was AI in 1997 was like the generating maps and now like >> I still use it >> to confirm mileage for us all right >> Google maps >> they took over trips is that what you said >> trip tickets are >> trip those are Great. Great. >> Coming over and

057>> they already have the construction coming. Yeah, trip tips are the best. >> I'm sure they do. 80year-olds who want a trip takes and they're flipping the pages. >> For sure they do trip tips, but no big deal. >> That's why you joined Triple A. >> It took me a long time to graduate up to these fancy. >> You got to ask. That's a great one, too. >> Another thing on my list for this one is responsibility to protect student work. So, um, feeding in student work into an AI grading or other tool is literally giving their work to the algorithm. And that feels like a violation without student approval. It feels kind of the opposite of >> them stealing other people's work. We're stealing their work. AI is stealing their work. Um, and then

058how do we keep kids from violating other people's privacy? So, if they're going to put in some kid's name, home address. >> I wondered about like with an AI literacy class cuz I don't think kids realize when they, you know, you're just typing something into chat GBT and you don't realize that then chat GBT is using all of the information that it has and that's part of it. So, when you put pictures in, >> there are many right now. >> Well, right. So, I do wonder about keeping our kids educated, but again, it's so hard. I don't know how we I don't know how we design that because it is changing so quickly and then who's in charge of teaching our kids about that. But I mean um but I think very innocently as we

059know their brains are not yet developed >> and there's things we don't even understand it. But I mean you you just think innocently I'm going to put this in and get Chat GBT's idea on it and you don't know that you've just >> put information out into the universe. They don't they may not realize that. It feels innocent to just type it in chat. You're just chatting with chat >> and you're actually not. >> So I don't know how we tackle that issue, but it is a concern for me that we are not violating our students work in that way. >> Yeah. No, that's fair. >> Um so I think it I guess the policy is a good base. It needs a lot of work. >> You have any comments? >> It's going to be

060ever changing. I mean, this whole conversation kind of speaks to the fact that we don't there's a lot of we don't know. I don't know how what's going to happen in a year and we're trying to put a policy that's dictating how we're going to handle this as a district. And we don't there's a lot of I don't knows around that. >> And that's scary to me to put in strict policy about students and how they're going to be evaluated and if they're going to be punished >> and do we have an overall district philosophy on how much AI information we want and how we want to utilize it and are we communicating that to the students? Talked about expectations for the students. Do they have any idea on what as a district? How do

061we feel about AI? How do we feel about it as an educational tool? How do we feel about it in the world in general and how they're going to interact with it when they leave Revier? So, there's just a lot of ifs and whats and we don't know and putting a policy around that seems very difficult. >> It is for sure. >> I guess the good news is >> that's what happened here, right? That's why we're back to this and revising it. So, I think adding that uh that section in there that says this needs to be revisited pretty regularly because things are changing is important >> and we we do the best that we can and then when we know better, we do better. >> It's why we need that one group, John, >>

062from a teacher level. Last when we started the school year convocation day with their professional development day, we had teachers presenting on AI and tools they were using and how they were using those tools to benefit the students to benefit themselves as far as planning and things of that nature. And John and Marsha just this week worked hard on a survey that would do two things for us. One, help us understand the value of that professional development day. what teachers took away from it, what they learned and then implemented into their classroom and simultaneously that survey will also set up the foundation for us to plan the PD day to start the school year in 2026 27. So do you have anything you want to add to that? >> One of the questions that we

063asked was an AI focus and what tools they are using. So and we happen to be at Neotech today learning a lot more. I got to play with Notebook LM today, which is a really fascinating tool to organize research and it's AI powered and John like kind of lost me in it. I want to spend a day playing in it. But we did start feeding some information into notebook FML and we have 43 responses at this point, which by the way, 43 responses in 24 hours is pretty fantastic when people are super busy. So, I was very excited about that. >> And most of those questions require paragraphs. They're not just checking off of a list. >> So, we'll have a lot more information, I think, over the next two weeks regarding what tools our

064teachers are using and kind of where they are. And there's a range. We have some responses already. I don't trust AI and I don't use it at all. And we have others that are like a list of different resources. So, there's a wide range. I anticipate our students probably fit in that range as well, >> honestly. Um, but but we'll have that information and we're thinking through how do we add more in next year because there's still a desire for more. How do we use AI, especially how do we use tools in order to quickly gather information and be able to differentiate? That's where I see a lot of interest from our teachers right now. >> But respecting the privacy piece, I think, is another layer. And then thinking about what instruction looks like, where

065does that fit? That's what grade, what course, because it lives everywhere. We've talked about it's like the calculator, right? >> We don't have a calculator use policy. We've learned over time when we do and don't use our calculator. We still have to revise that ethical use of AI class in seventh grade and say, "Okay, I can check that off the list now, you know, because they'll be fine when they get to college, you know, six years." So it is something that's going to have to be embedded in >> and we like the idea of like a spectrum of like here's when it's there's a range of how much AI can be used in this assignment and how little and some should be 0%. And some should be close to 100%. It really depends upon what

066the goal in that learning and what that outcome is. But we are I think in very early stages of even thinking about how we support ourselves and then others. >> This language where it says it should not be used as a substitute for students own critical thinking. Inherently that is the easiest way to use AI. And so that's that's my worry with all this is how do we make sure that the kids don't lose that ability with the this easy way to go there and get information. >> It's a hard thing but it's funny you bring up the calculator. I mean, imagine what the conversation must have been when they were like, "There's a machine that will do all of your calc." I mean, I mean, I'm sure the conversation the same like they'll never

067know how to add again, right? They won't know how to multiply. >> That was our conversation with our with our teachers early on 2022, 2023 about AI and like losing their minds about students can just write their essays and copy and paste them. and we said, "Go talk to the math department because they've been down this road before >> and they have." And so figuring out >> how that changes how we teach, but also what we teach, what do we need our kids to know and be able to do and you know, >> calculating square roots by hand is not on the list, right? >> But that is a concern. I mean, I'm with you. It is a concern that kids, people in general, I'm concerned about the general workforce that can't do it on

068their own and they need to >> right all these things that make life easier in the short term. You don't think about what the long-term ramifications when we can look back and see people that were doing math by hand. Were they better at math? They probably had a better conceptual understanding of how math works because they didn't have the these machines, right? We have hindsight in our favor for those types of things. And in 20 or 30 years, we don't want to look back and say we, you know, we dove into this too much and allowed it to become too big of a part of our educational components and we could have prevented that. >> So I I don't have any good answers. I don't have any good advice. I just know that it's something

069that I think about >> for sure. >> I would say the good thing is we already have an AI policy. So we are adhering to the law. We've got time to work on this >> to clear it up. I think because there is no easy way to outline how we do or don't use it, the better method would be to make it as robust as we can. >> Yeah. >> And also focus on the practice of how of the clarity around what is appropriate and not right. Both for teachers, for our educators and for our students. So I guess >> I don't really have any like word for word edits other than just like let's keep working on it >> unless anybody else idea if we can move forward though in creating that group. >>

070Yeah, >> I think student voice would be great. >> I know Marca, you said there's you think even kids are on that the seventh grader and I was using AI to plan a vacation. That's my me doing my toe in. And she saw it and she's like, "Mom, you cannot be on a like. Like she was like, I know that you're using like she's scared." She's like, "I don't ever want to be cute." Like, so I think kids are like they this >> are mad about it. And we went to Overland to do a college visit and they said that they had to totally pull back their AI policy because the kids revolted. Like the student body at Oberlin was like absolutely not. And so they had to like reel it in and like kind

071of start over on it. Um, my kids get mad when they know that we use it. >> So, >> all right. Anybody else have any comments on that one before we move on? >> Okay. The next one is the um remediation intervention program, which this has already kind of been covered. I think we just have one little section that we were clarifying. Is that right? Seven >> 7.37 should be next, right? >> Oh, I have I have 05. >> They added it. It's on there. >> It's like one of the ones we didn't pass yet. >> Yep. Yep. Yep. So, we've already talked about it a lot. >> I think we were just Is it just the one section that we were clarifying on page five, the 90 minutes? Yep. >> So, the way I

072read that is it's four students that are actually retained in third grade. So we're looking at third grade students only retained because on p the bottom of page four it says any student who is retained in third grade >> for having attained a score less than the level of achievement >> blah blah and then it says they'll get 90 minutes of reading instruction per day. We clarified that. So that is Bath Elementary. Do we even have students that were actually retained in third grade? >> No. >> Okay. That was what I was wondering if that our practice is to advance them and give them the intervention they need as they stay with their peers. >> And Mr. Fry said that he was at the Richfield PT meeting this morning, the amount of truth and he

073said he spoke to that. He said in case anyone's wondering, they move on and they just provide the intervention. Okay. >> Yeah. So >> I share with Marcia and she had a couple comments for us. >> Well, just regarding that, I I pulled up the language from DEW. And the 90 minutes of reading instruction is part of that tier one instruction as well. So when it says per day, that's where like we were kind of going back and forth trying to figure out that per day per week because it's not 90 minutes of intervention per day on top of core instruction. when you look at EW's language, >> okay, >> that those interventions can be part of core instruction, but 90 minutes of literacy instruction per day, which >> also we have in kindergarten through

074fifth grade, >> right? >> So, so we're covered >> kindergarten through third grade >> and then 60 minutes per day in fourth and fifth. We're covered anyway. Um, I was actually curious about this was something that I had not heard of and it's not in practice and I noticed it on page one in the first paragraph under what's crossed out and read the assessment may be administered electronically using live two-way video and audio connections whereby the teacher administering the assessment may be in a separate location from the student. I wasn't sure why we had that included. If anyone knew why that was that I just wondered if they if they the law required that we allow that. I didn't know. I wondered that same thing, but I thought maybe we were just required to allow

075that. >> I wondered if it was for students that are at home for a reason, right? So, okay, >> an illness. Maybe we've had students that have been in the hospital for long periods of time that might need >> an exception. But yeah, I have a note that says if possible in person, question mark. >> Okay. or when possible in person. >> I just I saw that and I thought that the way that we administer the assessment does not make use but in those extenduating circumstances perhaps that would >> and then the law an update I received today was that um it is kindergarten through third grade that the assessment shall be completed by September 30th. It is no longer separated out. So, I don't know if you want that language back in that has

076a strike through, but it is through by September 30th for kindergarten through 3rd. It used to be first grade through third grade was by September 30th and kindergarten within the first 20 days. >> That's interesting. >> So, maybe we just take that first strike through out up through the comma, the first comma. >> The law the law said by September 30th. So, it really depends on if you want that language in there or not. But but we do abide by that in practice. >> I think they probably just took it out. >> You probably don't need to. Yeah. >> Yeah. It was a one through three and now it's >> I was just to say, yeah, now you just probably don't need it at all. Yeah. >> I was trying to remember the other thing

077that I said. I didn't like the word substantially in I have to find where it is. Give me a moment. It's um under A2 page. >> Um I'm on page one. >> Okay. >> It's notification that the student has been identified as having a substantial deficiency in reading. >> I I was being a little picky with the word substantial. We do in practice we notify when a student is below benchmark and I thought the word substantial is fairly abstract and it >> leaves us to a situation where we're deciding and >> what's not. >> So if they're deficient we're notifying anyway >> having a deficiency. So just take out substantial. Yeah. Thank you. >> So we decided to keep the top that strike through September 30th just to leave that off there. I had nothing

078else on that one. Does anybody have any other comments? Okay, on the 711 home education. So, this one we've been going back and forth on um for a while now and I know that I we received input from Christine Bowden, right? Um which was I think very thoughtful. Um so helpful to see all of her questions. I feel like it needs more time, but did I also asked you to see if there was any part of it that we need to pass to hit a deadline so we can just continue to discuss. Okay. Um, so then I know that there's other people have comments on this, so I will leave it up to whoever would like to start. >> Are there parts that have to be passed at a certain number? >> He said we

079could take our time with it. >> What are we still looking into? >> This is Are we talking having discussion about the part-time enrollment? >> Yeah. Yes, I think that that is what we are. I feel like there's um Courtney, I don't want to speak for you because I know you met with some of our administrators about it. Um I feel like there's more I use the word concern because that sounds alarming, but there's more concern over it versus um support if that makes sense. >> I don't know if you feel the same. No, I would agree with that from Yeah, I spoke with some the administrators that would be affected by it. So, got their input on it so I could make a well-informed decision and definitely got some um concerns. Definitely got concerns

080and just some thoughts around it. So, I tried to put all of my thoughts together and then it led me to more thoughts that just I have a lot of concerns around partial enrollment. um how we limit it, how do we not all of a sudden become an alleart education? That very much concerns me. River offers um I mean what did the high I don't know if they still say the high school used to say a private education in a public setting like we do kind of offer private education. We have amazing things that we offer at our high school in particular. Um, so if we open to partial enrollment, how do we how do we not become an alocart education where people who are homeschooling are like, you know what, I don't have I

081can't provide STEM for my kid the way you can, so I'd like to take that and then how do we you and then it becomes all of these other things that maybe we don't anticipate because I don't think it's fair to look at one um homesooled parent and say we will allow your child to come and do this, but we're not going to allow your child to come and do that I think it becomes a very um problematic position to hold. Um one question that came up to me is how does the per pupil funding go with partial enrollment because I know that was a concern that um that I was hearing from the administrators that I spoke with was you know you get the fund the the funding follows the enrollment enrolled child. So,

082it'd be hard to have a student in the school participating in some way if they're not enrolled. But if they are enrolled, but then they're not taking our statemandated testings. How does that all work? Because certainly the principles are like, I don't want to take a zero on these four kids who are enrolled but not testing, not willing, >> take a zero in terms of funding, >> testing. >> I don't know the testing part. So that would be a concern about the enrollment earlier. >> Yeah. The funding part, you know, we we get just for an easy number, we'll say we get $1,500 per kid currently enrolled from state foundation funding. So if we had a student for a oneoff period, again for my simple brain, we'll just say that's 10%. So they're a 0.1

083FTE. Therefore, we would get 0.1 funded. We're no longer a guaranteed district, so we're formulaf funded. So 10% of $1,500, we'd get about 150 bucks. >> Okay. So something would come. That's what I wasn't sure about. >> Now, we're a sixth period day, so that number is probably closer to like 17%. So, you know, it's it's $250 instead of 150. So, I'm using simple math obvious purposes here, but it's not a lot of state money that follows the student. >> Okay. >> Um, so that was one of my concerns. I mean, I think I have a a major concern about um the way that it all plays out. So, we have people who are bringing their kid and then they have to bring them here, they have to pick them up, they have to take

084them. So, what happens if they're late? What happens if they're late picking up? And then who is responsible for that child? If that parent doesn't come at the time of the the class ends at 12:17, the kids dismissed from class, the parent isn't here, who's responsible for that child? Where does that child go? If there's a fire, do we know that child's here? Because we expect that they left, but maybe the parent hasn't come. How do we go around? How do we handle that situation? Because it's inevitable that it will happen. Um, and then how many times can they be late before there's a like obviously it can't be an everyday thing. Oh, I was 20 minutes late. I was 10 minutes late. I was 5 minutes late. How late is too late? How many

085times can they be late? Like it just becomes very cumbersome in our policy, I think. So, I'm concerned about that. Um, concerned about where that student would be and who's responsible for that student, for sure. Um, I'm a little bit concerned about our kids feeling our kids feeling cheated. Um, if kids can come in and take all of these fun classes. Um, like I know my daughter would have loved to take band, choir, and orchestra. She would have loved that. It didn't allow in her schedule to do all of that with the academics that she was trying to do. So, what if we have homeschooled students who are like, "Well, I'm doing all of my education at home, so I could do band and choir and orchestra and it can fit into my day just

086fine because I'll do everything else at home." And then our kids are like, "Well, that's kind of not fair." Like, I'm coming to school every day and now I can't do all those fun things that I want to do. So, I feel like it becomes a thing where our kids start to feel a little bit cheated. I wouldn't want that. Um based on some of the information we have from the other um music teachers we have, I know someone's already requested an assistant. So there's obviously a concern for that. If we have a hundred kids, as you provided for us, that are um homeschooled. I don't think it's unreasonable to think 20 of them might want to join, it's a small number, might want to join orchestra. 20 kids added to orchestra would require another

087adult in the room or more space. So that's a concern. Um, and then how do we limit it to just our homeschool kids? I know there was talk that it would only be homeschooled and not online, but how do we I mean if if if they're all taxpayers to revere and an online parent comes and says, "Well, my kids's taking online courses for this reason, but I really want them to come and be able to take this math course." How do we as a board say, "Nope, you got to be a homeschooled student." So I feel like it becomes and then we have that concern that I know Dr. Oberhouser brought up at our last meeting. How do you then a kid doesn't go well you know I'm just going to go online because I

088don't really like school and I was going live but I can still be in band so I'm just going to become an online student and come and do band. Um how do we prevent that? Because certainly we want our kids to be here. So those are my main concerns. I think one of the hardest things about um being on the board is the asks that we get. We get a lot of asks. I think individually we get a lot of asks. Dan gets a lot of like we just get a lot of asks. And I think that um >> it's tough because I think we want to be able to help everybody. And we love everybody everyone in the district, our home school families, our private school families, our like we want to be able

089to help them all. But I think that changing River into a part-time enrollment district really would fundamentally change the district. >> And I think that I know we've had one particular family that's asked about this. Um I don't know that there's a large contingent that have asked about it large enough to kind of warrant really changing who River is. I mean Christine Moden's list of questions were things I didn't even think about. And that's just her list, right? Like >> so that concerns me um a lot. >> I do think if Riverier became alakart so to speak, >> people would move to our district to benefit from the alocart options. >> Well, and I think it goes against what Mr. Ferris has said about wanting to keep kids in the building and in rever. And

090if we have kids just coming and going and auditing classes, that is really goes against the goal of what we're trying to do even now as a district. So I feel for the homeschool families that would love to do this. like I support those families and their choice for their family, but we really have to focus on what's best for the district, I think. And I don't know that making such a drastic change with so many uncertainties from our administrators and um I I just don't know that's warranted at this time. Do we know of any other districts that are that are allowing any type of part-time enrollment, singular course enrollment, anything like that? Are either of you aware of? >> I'm not aware >> any districts. I was thinking we could look and see

091if it has ever played out, but I could not find any either. >> Does not. >> Yeah. Dr. classes. >> Dan Lauder mentioned in his feedback on this specific one that if we were to form a policy about part-time enrollment, we would have the ability to limit it to specific courses. So, do we think if we did that, if we said this was only applicable to band and orchestra, is that so it wouldn't open us up to taking this course and this course in STEM? But are you guys worried that then we'd get parents coming to us and say, "Well, can then you open it up for this one? Can you open up?" >> 100%. >> I think that's likely in here that you would get that you would have people knocking on the door.

092>> Yeah. >> And I think it would be hard to say why like Like if I'm if my child's not passionate about music, but they are about STEM or art, it's like, well, but why would you let those kids do it, not my kid? And I don't know what our answer would be to that, >> right? >> Yeah. Yeah, I think the answer is because up until the middle school they are allowed to participate because band and orchestra and all that is an extracurricular but because even though there is requirements for the class outside of the school day for those classes because they are a graded course in the schools they are not allowed to participate and so that's really what I was trying to bridge is the fact that music is kind of sits

093in both worlds. So where every other course does it and that would be my hard line is if you have to participate outside of the school day meaning co-curricular or whatever the term is we're using for it then and there was an ability for them to participate otherwise. Sure. I think this is just one of those weird situations where I don't think we could have anticipated that there would have been an allowable situation for them to participate to a point and then they're like, "Well, you're done now." >> Right. But I do think Doug Ferris, I think, made the point of the art show. I think that lends itself to a good question of that kids who want to participate in that and then also display their work and be part of an art show

094would be a graded course that then has outside. And I think I mean the state the states made the policy that it's graded. So I mean for whatever reason they determine I think they see this as an issue and a concern. So they made it as a graded is their kind of buffer. I think I mean even I think it just be hard to talk to parents in the district and be able to make a hard line and them not be able to make an argument around it. >> Well the numbers are concerned too. I mean, hundreds like my daughter's an orchestra and it's it's an amaz I'll just speak to orchestra because I know it's an amazing program. I could absolutely see a ton of kids wanting to join orchestra. I mean, it's like

095I don't know where you >> cut it off and how you deal with that. And >> what are our our numbers are strong now. I think you mentioned since we split out the programs, they're not we could use more. We do have more room in our programs currently. >> Orchestra band. >> Depends on the grade level. >> Yeah. the specific numbers. I just happened to talk with Mr. Ferris yesterday and we have 99 students signed up for marching band for next school year, which is more than what we've had. >> Oh, good. Okay, good. >> What is that number typically? Is it usually in the 70 range? >> And the data he showed me the highest was 131 I think was the biggest number going maybe 21 or 2021 then. So, but like orchestra was

096in a at that time. Right. And so he's watching those numbers as far as choir >> and some of the other parts of choir like AC capello and I can I can ask him for those numbers to share with all of you so you can see that trend data of what's happening with >> I think choir is ground orchestra has obviously grown because it was round >> but the choir program has really grown too and so yeah things are shifting I think and >> um yeah I mean I think that there are still questions to be answered if we want to approach it. And I appreciate you sharing your like really wellressearched and thoughtout list. Um I appreciate Miss Moden sharing hers because agreed. I read that and I was like, "Oh, I didn't >>

097She definitely had things I didn't >> 20 of these." I mean, yeah. And then she's still waiting, it looks like, maybe waiting on some additional numbers from five private schools as well. So, we don't even really know the whole impact. We know at minimum it's 150 assuming none of those have but those are our private schools versus a home school. So >> I think my I mean taking out the graded part versus the notgrading part and the alakart piece of it. I mean I do worry about our kids and how they feel about it when they can't take all the things that they want to take. That >> bothers me. >> Sure. Um, and I don't know how we differentiate homeschool from online. And I would hate to see kids quitting to be online and

098then just wanting to come and take what they want to take. I would hate to see kids leaving reve I'd rather not go to school and do it online and still do all the fun things I want to do. I I don't like the idea of those would probably be my two major concerns. >> I do. And I think that when you I think we've talked about this before >> um cuz I again I think everyone supports whatever anyone chooses for their child support. But I think when you choose to homeschool it's a choice that you're making and those are things you weigh. I think when you make that choice right that you're giving up this but you're gaining this and you make what's right for your family. >> Um you know and I and

099I hate that but I think that's just the choice that you're making. >> Yeah. Yeah, I I would there would be more for me to have to be convinced. I think if there's talent in the community and they can enrich our programs, I think that is a good thing. I think it's good for the kids. It's good for our programs. But obviously, if those things if that doesn't outweigh the potential negatives, we have to take a closer look at it whether the juice is worth the squeeze. >> Yeah, I think it's just so hard because we would never know until we tried it, right? So then you risk do we try it for a year and then it feels like we're pulling the rug out for right >> but you don't want to also commit

100>> for a decade or >> you know >> we want to get in habit of writing policies that we know we're going to have to change >> potentially revoke in a year and make a major change >> with every principal I met with I think Pandora's box was mentioned >> that we're opening Pandora's box because we don't know and that is the concern >> that's why I wondered if there were other districts because I would love to tap into somebody who has already experienced it so that we could know if we did it just for band. >> Is it feasible or I don't know but without knowing I don't know. So >> I don't know that we want to be the first my opinion. I don't know that that's right. We want to be the

101guinea pigs on that. >> Um yeah >> agreed. >> So where do we sit with it? What do we want to keep investigating? Do we want to >> I think we don't want enough support to >> to move forward. So I think we just approve it with the changes that are in there >> and if something changes in the future then we can revisit. >> Yep. >> Is everybody comfortable with that? >> Yeah. >> Mhm. >> Okay. Any other comments before we move on from 71? >> No. But I do I mean I appreciate I I mean I don't want people to ever feel that we don't want their kids to be here to participate because I feel for them and I can imagine >> anybody that has watched us discuss this policy in this

102much depth and rigor around >> like evaluating it. >> I hope they don't feel that way. >> I hope not. No, >> in an ideal world we could we could do it for sure. >> And that's what's tough. That's what weighs on you I think all the time is of course >> trying to serve everybody make everybody I know and it is hard. >> Yes. >> But I agree with you Natalie. We have to do what's best for the beer. And I Yeah. I mean >> I think if we can get the the teachers on board with this and make them feel good about it. If we can come up with a plan that makes sense and we can present it, here's exactly how it's going to work and the administrators and the teachers are

103on board with it and feel good about it in the future, then we revisit it and maybe there'll be a case study that we can we can find and look at >> of how this does work. >> We'll let someone go first. >> Yeah. >> Okay. Next one is 735 release time for religious instruction. Um, and so this one we had a nice long conversation about, settled on language, sent it to our attorney, and he said no essentially. >> Um, so I know that really we're talking about including the language, which we don't even have to include on the policy about um external program materials and bringing them into school. So um, we had some language we wanted. We're not allowed to do that. Um, so I think I landed on and I was kind

104of okay with not even having that in there because we have anou um, caveat in this policy already. So we would already have to put some boundaries around any organization that did want to come in. Natalie pulled out 6.47 which is um, our policy on like material and distribution of materials. And I think that that kind of also covers it. So we've kind of got twofold. We've got 647 that kind of helps put some boundaries in it. And we've got anou that if we felt like if somebody did come knocking at our door to come in, we've got some time to be focused on anou and look at that 647 and see if we feel like we need to make it any more robust than it currently is. Um, so that's kind of where I

105sit, but I'd love to hear everybody else's thoughts on that or anybody else's thoughts. >> No, I think we did our diligence on this one. I think we're we're very well covered and we can revisit if we have to. >> Yeah. Okay. So the only thing I would say is does anybody feel the need to revisit 647 sooner than or now or not today maybe but like to >> no but I would love to I think Jen did you mention this to me I said I was thinking the same thing mentioning 647 in seven like any distribution or Jen I forget how you said it. I so my first preference is we don't say anything. Second preference if there's a strong want to have language in there >> is to to have the line students

106participating in release time for religious instruction are permitted to bring external educational program materials into the school dissemination and sharing of such materials as subject to policy 6.47 school and non-school sponsored expression. And then it's just really clear in there that we are treating those materials the same way we're treating any other external materials. >> So you think it's better to just have the generic than have it specified? >> I think it's my preference would be to not have that red part just >> get rid of it. >> Yep. >> That would be my first preference, but when we had talked about this before, there was a sense that um the community wanted to see some language in there to make it really clear. So that's why I proposed that. >> That's why I I

107just Yeah, I know. I keep beating this drum with Jeffrey laughing, but I just feel like we heard so much that people I think it would give people comfort, if that makes sense to see it in there. Not that it changes anything. More of a clarification, I guess, but I don't know. I mean, I don't think it would be a bad thing to note 647 because then it I think you're right. If people have a question about it, it it at least directs them that we do have a policy on it. People may not even know we already have a policy on it, but I could go either way. I think we do it, too. I don't My preference is definitely to leave it out and I think we can revisit it >> if somebody

108comes and if we feel like we need to. So we can revisit both this policy and the other policy and we have the >> so we can just pull that paragraph out and just keep it on the side and if we need to pull it back in we can do that. >> Yeah. Okay. >> Sounds good. >> So just so I'm clear including that first sentence students participating need to release time for >> we're taking all of the red out. >> All the red out. >> Just to be clear that they still can. We're just not I mean it's not 647. >> We're just not saying anything. But we don't have any organization utilizing this policy now anyways. We would have to have anou before one could. So we've got like layers of guidance and

109ability to kind of revisit it later. >> For the purposes of this policy, we're choosing to remain silent. >> Correct. But we do have to pass this policy with the change in the second line which is from time to period and for up to but >> Yep. >> So it will be on for >> Okay, that's fine. doesn't out the other red. >> Correct. >> Yep. >> Okay. Any other comments? >> No. >> Before we move to 737, which is >> not next in line, which is what my brain does every time I read NIL name, image like it is next in line. I'm like >> like it is like next in line. That's our next one. I got what you're saying now. I get what you're saying. >> It is um name image likeness.

110I have kind of no notes on this because I didn't really have any frame of reference. Does anybody else have anything on that one? >> I'm just more curious about the it's new new law, new policy. Like we kind of don't know if we need to adjust it until we experience it. >> It aligns to what OSA the state and they provided this to the state primarily to avoid having a judge make the decision about how NIL would work which is >> caused a lot of problems in other states. So this provides guidance you'll see things like if students are receiving an I money they have to report it they can't wear a district type clothing our name those kinds of things. So >> okay >> I think it's something like less than 1% of

111all student athletes in Ohio right now that actually are making money from >> still not sure how I feel about it but >> it is what it is. It wasn't our decision. than our decision. No one. Yeah. >> Which >> I feel good about that. Okay. Anybody else for that one before we move on? Okay. 8.2 8.20 prohibition against purchase of certain foods. Um >> did you get a chance to talk to Eric Gel about this? >> I did not. >> Have you had a chance to talk to Aaron about this policy? I have not. This is the most bizarre thing. >> I think it is avoiding >> lab grown meats, right? Like that's kind of what I read it as. >> Yeah. >> Is like we don't want to >> let somebody else be

112the guinea pig, I guess. >> Um >> I don't really have any notes on this one either. >> Neither. It's just odd. >> I know. I was like, what? Okay. 9.09. >> I think it's funny. It's called prohibition against purchases. Prohibition. >> Okay. against purchasing fake meat. >> Yeah, I don't know. 9.09 complaints of sexual harassment. >> This is a big one. >> Um, it's just revised. There wasn't a ton of revision in it. >> So, my I did have a question on page two A3. It says um sexual assault, dating violence, domestic violence or stalking is defined in the violence against women act but based on that. So, does that have to happen on school grounds or can anyone come and re I was curious about that. But then later it says something about

113further on back during like the process things. It said oh dismissal of complaints the actions complained of this is on page nine did not occur in the district's education program or activity. So >> this is just a definition. So then you have to say like where did it happen? >> Exactly. Okay. >> Okay. Because that's where I was like waiting guidance. Okay. Yeah. >> Was it on here or was it at home? >> This is totally simple. But on page seven in letter C, I think the um there's an extra word on. >> Yes, I took it out too. Letter C. >> Credibility determination should not be made >> based on. So there's an extra on but that's like >> other than that that was really one >> I had a change. >> Oh I

114okay >> go. >> Yeah it's up on page four. I'm just not I know I had seen it somewhere else probably in the policy that was rescended but page four letter B second paragraph very last sentence. if the title N coordinator or superintendent is the employee alleged to have engaged in the sexual harassment. Right now it says the report made to the board. I added president of the board just because uh >> well because the wording was somewhere else about reporting to the president of the board and then the president could disseminate it. But I other than that like >> I don't know that anybody would want to come and make a report to the entire board. But I generally when it is said to the board, does it mean to the board as a

115whole or to the board as in a person? Because could someone come to one of us? I wonder. >> I'm fine with that, too. >> Practically speaking, it would probably be an executive session with the board and the board attorney. >> So, it might be too. Yeah. >> This is this is speaking to somebody making a complaint. Right. >> The filing of a complaint. >> If it's >> filing of a complaint or otherwise reporting sexual harassment, you or you essentially that he is harassing you'd come to the board. >> I would go to the board, >> right? >> Okay. You know what? I'm neither of you are involved. >> Yeah. Yeah, but I believe that the way I have experienced it happening in other places when that happened was it went directly to the board.

116The board was emailed their complaint. Okay. >> And that is how the board became aware of the complaint. Interesting. >> And then from there the board council took over and assigned a different person to be the investigator decision maker. >> That makes sense. >> And it eliminated >> the employee that was part of the process designated in the board policy. I'm withdrawing my comment. >> Sorry, Kasha. >> Um, may I ask one other thing? >> Yeah. >> Does my since my title changed, should my title change in here? >> While it's open and does my name have to be listed or should it just say >> the office because what if I die tomorrow and then you are having to redo this policy again and then it would be one of those procedural technical corrections.

117It's an idea. >> I didn't know if it was a requirement, >> but does I wondered that too if we can just put a title in so it doesn't have to be changed at any point. >> Where can people find out who directly on our website? >> Yeah, you're right. That's a good point. >> My other district, this topic was recently discussed and they advise that you put the name in because if somebody goes in and looks, you should be able to identify them. Not go here. Oh, shoot. >> I have to go to the website versus this particular issue. >> Now I got to go find their email address. You are you are already stressed >> the email. That's what I was thinking. Yeah, >> makes sense. >> So everything there name, rank, serial

118number, >> right? Come on. >> So I >> I had a question about the rescended policy >> versus this policy. >> Um like I'm fine that we're rescending a policy, but I don't know. Do you want I don't know. There's a part of this that I don't see in the new one that I wondered if we should. >> Okay. >> But I don't know if I wait till we get to the >> Let's just talk about it. >> So on page two of the rescended policy um just above the number two discipline, the last sentence says if the school employee has a good faith belief that the conduct complained of constitutes child abuse, they must immediately report such abuse to the proper authorities in accordance with the higher law. I did not and I went

119back and reread this. I do not see that in this policy, but I think that's an important distinction. I mean, I think that's part of, you know, being an um a reporter, but >> a mandatory reporter, >> right? I think I mean I think that's known, but I feel like that should be Huh. >> It's also state law. >> It is state law, but I mean it's in here. It was in the rescended one and it's not in the new one. So, should it be? >> I know that mandatory reporter is a thing, but >> he did in his letter. >> Oh, he did? >> Yeah. >> I don't remember that. We're recommending it be rescended. Has it been superseded? Um, if a district employee knows or has reasonable cause to suspect, Tishi must immediately

120report and board policy 637. So, we have a policy on immediate reporting already. >> Okay. >> The district would then proceed to independently investigate the matter according. >> Okay. Then I missed that in his >> I have a couple other editorial changes, but I will just miss out. Um I had just one comment on page 10 of that policy of 909. >> Yep. >> Um under time limits all times established in this policy be temporarily like maybe can be will be. It felt like it was worded. We >> Oh, that's where I had may. Okay. Yes. This policy may be temporarily >> may will. I don't care. >> Uh page 10, very bottom under 13, the very first sentence. all time limits established in this policy and it just says be temporarily. So >> I

121said we have to or yeah >> right >> I guess. And then down the other one I had was uh number 11 on that same page 10 the second paragraph it's right in the middle startup supportive measures against respondent all remedies provided by the district shall be that's the other editorial I have >> I was curious and Nikki maybe you can answer this for me on page nine B complaints may be dismissed by you um two if the respondent is no longer enrolled or employed by the district, where does it I mean I'm just curious where does that go then? Like there's still an important complaint and if they don't if they're not employed here anymore, where does that go? >> So we would >> we're just like dismissed. >> We we would run that

122by our board council, but in in practice it would be that we would write a dismissal that this was closed because either the it's it's kind of like a court case. If a court case or the respondent doesn't show up to court like they're supposed to, they dismiss your complaint. So if you don't follow the procedures and cooperate during the you know if we can't locate you have you be part of the process then the complaint >> interesting >> the complaint >> drops. I was curious about that. >> Um but of course we would go through legal counsel because if there were other things that were outside of us bigger than us we would follow their guidance on that. >> I was curious about that. >> That's all I had on that. >> Okay. And

123then the last one's just to be rescended. So, >> yep. >> Anybody I'm assuming we cover that thing. Okay, we did the policies. Um, the next one is um Oh, reviewing our draft agenda. So, Mr. White, when you're ready, if you'll go through our draft agenda next week, that would be great. >> Sure. >> Chance to get their agenda out. All right. A lot of normal procedures there now through obviously pledge of allegiance and then recognition of presentations. still find it at times and trying to coordinate well with Kirk on the way like we have student recognitions. >> Oh yeah, I needed >> I needed to make notes of moving that. That was my bad. Sorry. Last time. >> Yes. Did you So before I just asked him to have them lead the pledge of

124allegiance and then just stay up there and >> Okay. Is that how you'd like it? Okay, that's fine. Yeah, that was my fault. I was just like literally going through line item on the agenda. That's correct. So they wanted to obviously math, middle school, and high school for a student recognition for tonight presentations. We'll have Mr. Pavich talking to us about the PTA and the Richfield Pavilion project and then the zoologology tax for high school. Hillbrand and then Mrs. Riding on that and then later we'll have a first read on that curriculum as well. So the public speaks to agenda items. The board of education's agenda. We don't have anything at this time. Kyle of the Valley Career Center, David Mangus, the superintendent there will be uh visiting and sharing about some of the great

125things going on at CBC and how they connect up with their strategic planning. >> That's nice. >> And then we have the treasures agenda. >> Nothing uh unique. I do have uh in the donations the pavilion talk about. Are you going to do them as a consent? >> All your items. >> Well, we haven't passed it yet, >> right? We haven't passed it yet. >> We haven't passed it yet. >> This is your last moment. >> We've not passed that policy. And who knows, maybe it won't pass. >> Right. >> You can you could ask for a consent. You can mess with us and pull one out. >> Maybe. When's your birthday? We'll do it though. Um, >> I would like to not put three in the consent. >> Do everyone two >> and two.

126>> All right. >> Then my agenda is up for certified licensed personnel. We did have Terry Stitch submitted her intent to retire. So, >> is that the right person? >> Thank you. >> All right. And in B, we have an internal transfer. >> Wow, Don's going to eighth grade. >> I know there's a lot of moving going on. >> There is a lot. >> Come to my office. I have a lot of dominoes down my wall. >> Jill's switching out to social studies. Get out. >> I know. >> It's interesting, huh? >> Okay, good for her. >> She's great at >> everything. She is, but like great at like I'll just do that. I'll do that. Like, >> wow, that's great. Good for her. >> Yeah. And Mrs. Basher heading to the high school. >>

127Yeah, look at that. Okay, so White will be going to Bath. >> That is the new Bath Librarian, huh? >> Yeah. Wow. Okay. >> Lots of changes. Cindy was at the high school, correct? >> Yeah. >> Oh, wow. Mr. Lincoln's going to science teacher. >> Just turn the page and keep >> looking around. >> I got all kinds of surprises. >> I know. Seriously, I'm like, well, keep going. April's my time to shine. >> All right. Two as a classified personnel. A is a resignation for retirement purposes. >> Jeff, he was our OC employee of the year. Jeff, >> he's retiring. >> And then we have bus drivers, which is why we'll have >> That's why we're doing a drive a bus. >> Drive a bus event coming up. Yes. Then we have new hire

128Deio Doro. She'll be our attendant secretary at the high school replacing Jin Jangle who >> left. >> And you said she was like a she was a substitute, right? So we have experience >> sub and prior to that I believe it was local and near Warren. She was the assistant treasurer. >> Yeah. So >> she has a pretty extensive background. >> Yeah. >> She's always in one of the elementaryaries as subbing. >> That's nice. I like when we can hire someone where >> Yes, I do too. Well, and it's so great for everybody. The >> They know it so it's easier for them to transition. It's easy for our people to transition. >> That's awesome. >> Y >> and we have a new guaranteed permanent substitute bus driver. >> Yes. >> I like that. So,

129we're it's like a we're losing two, gaining one. Okay. >> Yes. for track eight for middle school student Russ new be that position and the substitutes classified have three additional there substitute drivers they'll be van drivers >> that's a I know that's probably a dumb question so these exclusively van drivers is that okay >> that's a different license >> it's really a certification it's not even a license >> are they interested in driving a bus >> oh >> uh I We'll take what we can get. >> Scott is not. >> Do you want to talk to him? >> Give him a bus. Maybe. >> Letter E. We have a change in hours and schedule and really we talk about making sure our practices match our policies and our policies match our practices. That additional 15

130minutes just matches what is actually happening and has been happening all year. >> That's why it's been updated. >> Yeah. letter. We have the co co-curricular supplemental contracts. So your players the high school >> Sarah Pine's husband I understand is going to be helping us out with that. >> He does a lot of acting himself. So that's >> I think he was directing and coffee. >> He was and he does a lot of performance. >> He was when their auditorium >> Yes. >> was under renovation. We do a swap right for a free free space with them. I swap that and if we ever need the return favor, they would do it for us as well. >> He's just helping out Mrs. Johnson, I'm assuming, while she hosted their spring musical last year, I think,

131or a year before, maybe >> one of those years. Y >> part of that discussion. >> G Workers, Abigail Heman's going to help us out. And number three, student services, nothing at this time. And four, we have other business. Do we revis policy second and final reading? You see the list there. >> Then letter B's or do we revise board policies first reading? >> So are we going to pull artificial intelligence to keep discussing or are we going to Yeah, I think so. Poll 659. >> Is that the only one? >> Cuz we already have one. We're abiding. >> Yes, but we might as well not do a first read until we have it modified. Okay. Second final reading for district calendar 2728 there letter C. Then we have the revised 26 27 district calendar

132where we're just changing our professional development day and complication day titles for that >> uh curriculum recommendations the first reading no action and that's the presentation as well the two coincide together >> so and then curriculum recommendations second final reading on intensive needs math instruction text sets for second grade so I will just think about how we're going to navigate that consent Some of that's action, some of that's no action. So, second final reading there. See, it's not policy. >> Just have fun out there, Dan. Just have fun out there. >> So, I guess we'll find out. Okay. Whatever. >> We'll be surprised. >> It's going to be a wild night. >> United States. >> Yeah, >> that is hilarious. Dan's just gonna have fun. >> We can go in any order. >> Uh, down

133letter G, we have the CCPOU agreements there with Wall Street. Student handbooks, first reading, no action, which is why the packets are so thick, right? >> Okay. W information discussion items. Next board meetings. concerns of the public and community announcements at Roman 11 and then we will have executive session at this point but we'll probably wind up having executive session >> next week. Okay. >> Can I also mention that Mrs. Mole will not be available on Tuesday. So I will be your friendly photographer with Mrs. Ro's backup. So please have patience with me as I am not friend of m >> well for the record you led with friendly photographers. So let's just make sure and keep it friendly. So nice. >> No grumpy photography. You didn't say that. >> Be super late. >> Good

134angle. >> Mrs. Mo's son is being recognized at the board of education that >> for for cross country or or not cross country for >> leadership. Something I can't remember which >> he's a big runner, isn't he? >> Yeah. >> Good for him. >> Wonderful. >> Well, it's a good reason to not be there. >> That's awesome. Good for him. All right, we've got four more discussion topics, so let's keep moving. So, the first one is just our board office hours. So, we had our first board office hours. Um, is that two weeks ago? >> Not even a couple weeks ago. >> Um, and so would you like to chat through what our experience? >> Sure. >> Okay. We started. >> Sure. >> We had five or six people. Do you remember come throughout the

135two hours? I want to say five. >> Maybe fiveish. Yeah. I thought it I thought it was really good. We had some people come just to support the idea. >> Yeah. >> Not necessarily with a specific >> Yeah. >> issue or anything you want to discuss. So that was nice. Um you want to go through what each of them said? We had some people come to just talk in general about >> IEPs 504s which we relate to Mr. white and >> I think March. >> Um, I thought overall it was really I thought it was good. We had some feedback on the location. So, it's something to think about for next time whether we continue to have it in here or we branch out to other buildings. >> Yeah. And that was really around like

136this is kind of isolated. So, >> I think our our SRO was a little worried that it would be Natalie and I alone isolated, nobody else is around in the evening, which was fair. I didn't even think about it and I appreciate their thought. I agree with that cuz Dan mentioned that to me too and I was like oh that is very thoughtful >> because I didn't consider that but I thought that was really thoughtful of you. >> Everyone loves us so we had no reason to be >> totally why not come to hurt us. >> Yeah. >> But I thought that was a good point and I appreciated you saying that cuz that did not cross my mind either but >> mine either until they were hovering and I was like >> but he

137hung around and it was nice. >> I like that and it was nice. I hear Scott just was came at the end which is that's very thoughtful. >> Cared for >> it just all fell in place. I don't mind. >> That's awesome. Take >> the credit. Well, thank you. >> I appreciate that. I do appreciate that. >> But the feedback was very positive. I will say even for people who didn't come who just said having the opportunity knowing we were here >> if they ever want to come. >> I think advertising it more. >> Well, we had a week notice. We have a lot of time. >> Yes. I think it was okay for the week notice. I did have one person email me after and say, "I really wanted to come, but something got

138in the way >> cuz, you know, it's the evening and she's got kids." >> And so, she was able to email me >> kind of under that umbrella of like, "I wanted to come and here's what I was going to talk about." So, it provided like a nice avenue for her to feel comfortable doing that. >> I think it really, this sounds cheesy, but I think the two of us, I mean, we're sitting here really worked together for on some of those answers. Yeah. Like you would tackle some things and I think it was just I think it was nice. >> It was good conversational. It was >> I'm Yeah, I thought it went well. I'm excited. >> You and you and Mr. Bowler >> are up next. >> May 21st or something. >> No,

139no, no, no. Not 21st. It's before that. >> 14th >> during the work day. So, like during daytime hours, morning late morning 11 to 1 or something. >> So, >> great idea. I think >> success on the first the first go. So, thank you. >> Um Okay. >> Well, I guess that one we could do here, right? It's daytime. So, we'll have to just see. I think Brenda checked that though. >> I think Brenda checked the calendar when she set it up, but >> I think it would be better here during a school day cuz you're allowed outside people in and there will be people. >> So, a school day in the middle of the day is already it is already reserved for Courtney and Jeff Board of Education office hours booked for >> I

140thought Brenda had done that. >> It is reserved. >> Good. Okay. Next up is PTA council and I'll let Jeff and Jen talk about this because you guys attended that meeting. >> Yeah, I volunteered you for to talk about this with Jeff. I'm sorry. >> It was well, first of all, it was enlightening for me. I'm still getting my bearings about how everybody works together and integrates. So, it was really nice for me to meet some of the other stakeholders that are involved in the PTA and making decisions. Uh there was a lot of discussion about each in each individual building and representatives introduced themselves and kind of what they're focused on and they listed off some of their some some of the issues they have in each building and each building is very unique

141and we heard very unique circumstances with each building. As as children progress and the parents progress, they're having a hard time with volunteer and volunteerism at the middle school and the high school especially. So they brought that up probably three or four different times >> and asked us if there was anything we can do to help them alleviate some of those issues or promote volunteerism. You know, we certainly said you're welcome to come to to a meeting and make a presentation and make your plea to the community to come out and help us. Uh we would support that and we could support it with our socials following that to ensure that we we you know we gave you as much visibility as possible. It was it was really positive. I think it was there was

142not it was for us it was really a a meet and greet much like we did on the campaign trail. We talked they wanted to know why we wanted to do this. So we talked each of us probably took five 10 minutes on who we are and why we're here and what we care about and things like that and our families. So and then they all kind of did a little bit of the same. So they want they really did want to get to know us and and vice versa. So I I think the the the the main takeaway was a hope of just continued communication um and building trust between the organizations and the groups so that we can work together and and help them with needs that they might have and if they

143can provide input that will help us make decisions certainly they're there to do that as well. So I thought it was great. It was it was great for me especially you know getting to know all those people and the faces and the names. So you know I took away from it a very positive experience overall. Good. That's nice. That's great. >> Anything else to add on that? >> No, you did really well. >> Okay. And then >> one more thing. I'm sorry. I They invited me to >> in some of the discussions we were having afterwards. I said the more I can get acclimated and get to know you guys and how things work. They invite they did invite me to one of their executive sessions. Uh it's Katherine at the at Bath Elementary School.

144So, I'm going to go and just observe. I think you usually go to that one. One of the PTA executive sessions is next month in April with >> I go to the PTA meetings. I'm not I've only been to maybe one executive session. Not bad. >> We only go by invite. >> He's not been invited in. >> I didn't get invited. Unfortunately, >> so anyway, I'll be there just to observe and and again my continued education on how everything works here and getting to know everybody. I will say real quick, Jeff and I, you we talked about this real quick about >> um things coming up about um chain of command or how people like what the board handles versus and I was saying Brenda >> put together this really what would you call this

145a pamphlet for our office hours where it has the organizational chart and different things on here and Jeff had a great idea of when you go to things like that maybe bringing this with you >> and getting out to people so to try to educate people on when you come to the board >> post it on the website >> I know it's really This is a continuing narrative. I think even with that group who is >> very intimately involved with the schools not quite understanding. They were asking us where do we go when we when we have an issue like this. I think that is a continuing narrative in the community and any opportunity we have to continue to clarify that and provide this is the framework. This is if you have something you can

146come to us but this is the way the chain of command would work. This is our primary responsibility as a board. Here's what we do. here's what the rest of the team does. And I think just any opportunity we have to clarify that and project that I think would be helpful because it continues to come up. People ask about it. >> Even setting up that meeting, I had several conversations with Karen Smith about like the way that we could have you have somebody from the board meet with that group and they just >> right. I mean until you're in it, you don't really understand what is and isn't allowed as far as that goes. So >> I do think that chain of command might be really beneficial on the website. I wonder if we could

147put that under the board somehow. >> Well, I think Bren This is on there, but it's not on our Maybe adding it to our >> I don't know. Something page school profile. >> Yeah. Okay. >> Oh, that's a good point. Maybe it's just on the in the board, taking it out and putting it on might be helpful. >> Mhm. >> She did a great job with that. >> Yeah, she did. >> Yeah. Ask questions page when we get that. >> She does an amazing job FAQ page. >> I was thinking about that, but we're still waiting on some information. SO, WE'RE NOT READY YET. WELL, we could talk about that later. I won't digress, but I'll follow up with you on that. Um, but everything Brenda makes, she does. She did a great job. She

148had us all ready >> that night. So, you >> She takes good care of us. >> Came prepared. Okay. So, the next one is River Student Voices, which >> I'll let you speak to because you met with them. >> Yep. Uh, so River Student Voices led by Gabby Eer invited Jeff and I to come speak. Jeff wasn't able to make it. >> Um, it lasted all of maybe 10 minutes. Um it was very very quick, but there were a lot of kids there. Um mostly interested in public records requests and what those are and how they're made and all of that type of stuff. Yeah. >> Um and then um >> what are they planning? >> Then policy. Yeah. Right. Policy questions. So Miss Eer watches our meetings and watches us discuss policy and she

149came prepared with some really great questions about how we set policy and how we discuss and all of that. Um, so yeah, it was a it was a good meeting. So >> that's a club in the high school. >> It is a club in high school. >> How many participants were there in the group? >> I mean, there were probably a dozen to 15 kids there. >> Okay. >> It was it was substantial. So >> do you know if that's I hadn't heard of that club before you mentioned it. Is it a newer club? >> I think Gabby started it last year during RTR. >> Yeah, I remember. >> Oh, yeah. Okay. >> Cuz I think they came to a meeting. >> They did. >> Yes. Right. >> Yes, they were. She did. She did.

150Not about that. She came and spoke about the policy. Yes. Oh, that's right. She came for the >> I thought she spoke Remember, didn't she say there was a They pulled their group or something. It was about Yeah, they came spoke about the cell phone. >> That's right. Yeah, >> that's great. >> Yep. >> Yeah, >> that was my question to them how they liked policy how it was going without cell phones and so >> did they give >> I mean they're not as excited about it as the administrators were, but they were like it's okay. I we were talking a lot about the surreptitious like under the radar type of stuff which I will not do good. Nothing's happening. >> Well, if I remember, when the students came to speak, they told us it

151was going to happen. So, my own kid texted me at like 11 last week. I did confess though, but yeah. Yeah, he had something he needed me to know. So, I was like, um, I think he was at lunch, but still. Okay. So, the next thing are the scholarship granting organizations. And this I'm going to let Mr. Berdian speak to, but this came up. there was some stuff in the newspaper. So, I have gotten some um people sending me the article which I had already read and had sent on to you. So, if you could just explain what it is and what's going on. >> It's two or three years old maybe now and I think the legislaturator's intent was to allow these $750 tax credits per taxpayer. So, it would be 1,500 for a

152married couple filing jointly. And it's a direct tax credit from anyone whose overall tax liability is for a high income tax would be that 750 or $1,500 threshold. And you can get a tax credit by donating 750 bucks to one of these SGOs, scholarship granting organizations. I believe the and think it's been borne out with some of the research that the intent was likely for private schools where there's larger tuition dollars that are charged. Um the person who uncovered is a board member in Nordonia to my knowledge. It was the first time I was made aware of at least um because he had tax clients for whom he had been doing their tax returns and claiming this credit on their behalf for clients and he started to wonder if it had applicability to public school

153districts because Nordonia similar to Revier has half day kindergarten with the half day option to pay tuition. So, in going through whoever was involved with him, the paperwork to you have to establish a 501c3, you have to have bylaws, you have to have a board, you have to have a treasurer, you have to file with the IRS, the attorney general. There's all of those provisions identical to any other 501c3 that have to be met. But if you're approved, then you can create the scholarship granting organization. The main provision isn't that it in it. It is that any funds generated priority has to be given to uh students families with greatest financial need and then you can work beyond that if there is sufficient balance remaining. I don't think Nordon started out with a lot of

154money in year one but it has grown over time. Hudson and somebody else had started one. Dan was recently made aware of a fourth that has at least applied. Um I can certainly do the leg work on this. If there's interest in the board pursuing it, um there'd be questions about it. We're going to have to create a board that that isn't us. >> Um we're going to have to then have bylaws created. Uh get all the filings done to get the organization established. Uh my personal concern would be do we do all this work and the legislature closes what I think is a loophole. >> Um because I don't believe they ever intended it for this. And and Dan and I were discussing today, if a hundred families in a hundred districts did this

155and it's $1,500 a pop, that's a direct reduction of revenue to the state of Ohio because it's a dollar for-doll credit off of that. >> I think the legislature will run faster to close the loophole than they might now with four districts doing it. So, you know, I certainly can't predict what the future holds with what the legislature will do if I could do that. Property tax reform would have been different. So, but it it is what it is. Um, we can certainly work our way through it, but we'll need to answer quite a few questions in doing that. Uh, as I mentioned in my communication to the board, u attorney Gambala who does other work for us, his office has a person who is highly familiar with the 501c3 establishment. So, we can get

156those things put in place in relative fast order and we're at the mercy of the attorney general's office for approvals and things like that that happen. will also go through a process with the IRS if there's interest in doing it. I have mixed emotions at this point in time. Mixed feelings. I don't have any emotions over it. It's really just mixed feelings about doing it. Um because I'd hate for us to spend the money and time and do all this and then the legislature would close that window. >> But I'd also hate to be 10 years from now and >> wish we would have done it. >> Yeah. and not and never have pursued it. Right? So, you know, there's one thing about it in in a district like River um we have singledigit free

157and reduced lunch students here. So, families with financial need are not significant. That's not to minimize those who are. Um, I talked with Natalie recently about this and others. I grew up upper lower or lower middle class. So, I have a heart for folks who don't have I told her story today. I was in my 50s when I finally realized that in the recession in the 70s, my parents got food stamps. But I never knew that until I was 50 plus because we drove from our little village in Columbia County 10 miles to the grocery store because my father was too proud to use food stamps in the village where we live. So that's me. I know it's recorded. I'm not looking for sympathy with my story. It's just reality as to who I am

158and where I come from. So my heart is with folks who don't have but we are in a community where that is a minimal percentage. Um so talk with Ryan about attorney Gabbala about what happens if we get a billion dollars. I mean our our old AK cost in total is 500,000. >> Yeah. I wonder what >> Well, the intent of a 501c3 is not to build a pile of money. It's to put it towards your charitable purpose. If you overreach your charitable purpose, what happened? We didn't get to that answer because he literally left an executive session at a board meeting to call me back from a text message. So, thank you, Ryan, for doing that. Um, but it was it was literally like imagine me having a two-minute conversation. I did it today.

159So, um, we were very fast, but I could dig deeper depending on the need. But >> I think that would be my question, right? Like we don't like because I can see that we have a lot of the vast majority of our kindergarten parents pay for full day versus the half day, right? We have a handful or two that are half day only. >> We don't have about maybe 20 this year, I think. And then we have, excuse me, >> I mean very minimal. I don't know what the number is that we kind of wave that fee. >> We do make provisions in our policy regulations. We have provisions for free or reduced lunch students. We also have provisions for students who are identified for special education services. >> So this board is taking care

160of those families >> that do have those financial needs. um which also could negate some of the need to create the SGO because there is a system in place to address those families. It doesn't make it any better for the family that's still paying three grand and wish wishes they weren't. I'm not suggesting that any of us would like to reclaim $3,000 if we could, but >> I don't know that the overwhelming majority of our families are going to meet any threshold for >> financial need, >> right, >> in and of itself. So given that we have those other provisions in place, >> it's kind of vague like what does what constitutes financial need? What do you do if you bring in more than whatever that >> my interpretation in reading >> the provisions that

161I I and you know Ryan does legal research, Rick does internet swoop thing. So um but our interpretations of the legislation were similar that its priority is given for financial need. But it doesn't mean that you can't assist others beyond that, >> right? >> Um neither one of us had a great answer for what happens if you have a million dollars sitting in the kitty and you don't have a million dollars worth of need. That's what it would be over two years. Do you suspend fundraising? If you do, good luck starting it up again. So it creates other and then >> Yeah. Right. >> Well, but people would get a write off. Like I could donate $750, right? Or my husband and I $1,500. Correct. And we just write that off our taxes. So I

162could see that being a benefit to the parents who are >> which is why I can see the state closing this year. >> Really >> I could see that part of it really being focused on by our families just getting that right off. >> Which is why we could end up with more money for dollar tax credit. >> Yeah. I mean you're about to have 1500 of my money. >> Tell me how many times that happens. >> I give a dollar 1500 get a $1,500 tax credit. >> It doesn't. perspective. They're watching our meeting. They're they're creating legislation right now. >> That was one of my >> in my first conversation with Ryan, not the one today, but um >> kudos to the gentleman at Nordon who figured this out. Like I wish I had

163been the one to do it. I'm not. So kudos to him for figuring it out now that that recognition is occurring, >> right? Um, not not just people like us who have recognized it or talked about it, but there's probably people talking about closed the loophole because the state's not going to want to lose >> that amount of revenue. >> Well, right. That's a lot of money. >> And I like I know we've talked about as a group kindergarten tuition. Like that's that's always a topic. And I love thinking of ways to alleviate those burdens for our families. >> I don't know that this is it right now. I think they just started authorizing SGOs in like 2021. Like it's still relatively new. And I truly think knowing the legis like I think this is

164really quickly going to change the rules and regulations and there's so much work that goes into getting it set up and I would hate to do all that and then we're in limbo. It's changing. We don't know it's I just don't know. Talk about guinea pigs again like I think as quickly gained steam which is why it was probably in the paper because it's getting steam. I think it's going to we're going to see rules and regulations. >> So I read the article I think on a Friday night and I think it was maybe a Saturday or Sunday. Kosha sent Dan and I an email with a link to the article. I had sent the link to myself so that if it ever came up, I would have easy access to it, not have to

165go to Daveboard again. And I had just, you know, watching basketball and playing on my phone. I'm trying to read about these things to learn more about it, just to be able to speak in a somewhat educated manner. Dan went to a Alliance for Actually Schools meeting, I believe, Zoom or Teams meeting, right? and he came down the hall when he was done and said, "Hey, you know more about this right now than they do," which was really me just so sleuththing at that point. Um because not that many districts have pursued it. By next month, they will know far more than me because they have people working on it >> and I do not. So what is and what is the actual process like? Is it how much will it cost us in terms

166of time, money to set this up? Is it how significant is that barrier? I don't know what I did not ask for a cost. Um I'm going to guess it's into the thousands, four digits, not five to do that and then some amount of time obviously and then it would be identifying volunteers to be on the board, volunteer to be the treasure of the group, >> right? >> I guess the question then becomes, you know, there's a whole bunch of 501c3s that already operate in our district, in our community. Is this one more that competes for volunteer hours, volunteer people, bodies? Um, because we have hard rever, we have RSF, we have our booster groups, we have our PTA groups, and I'm not meaning to slight anybody. If I'm forgetting someone, please don't be offended,

167but I'm shooting from the hip here. But, um, there are a number of those. >> It almost feels like a power pack. >> It does that organization. That's what I was wondering too. >> I don't know because I think from my reading and brief conversation with Ryan >> they maybe I guess I'd say maybe but they would have to amend their charitable purpose to be created as one of these SGOs and I don't know that one of them would want to restrict their focus to that. To me, that would feel more appropriate or more realistic than us trying to do it. Does that make like I just don't know that we should be >> slight hold up in that. >> Yeah. Um >> but Dion and I talked about like I can go do all

168this and I can get this set up and I could say well I'm a hero. I'll be the treasurer to get this thing going. Blah blah blah. Well, I don't want to be treasurer for every 501c3 in rever. >> No. Nor should you. So, it it becomes problematic if it's the board's initiative. Um, who's going to do all this over time? I have done 501c3s before and they're a ton of work. If they're raising much money, they are a ton of work. Yeah, I think we just need to like I appreciate you researching and educ educating because I I'm already getting questions from community members. So, >> and >> about this program in particular >> in favor of it or >> um seeing if we're doing it, wondering if we're looking into it. So, just

169kind of like the initial like inquiry around it. I think you know River is a very fiscally conservative um so uh district so people don't want us leaving money on the table when there's money on the table right there's tax money that they're getting a dollar for-doll credit and it is money that could be going back into our schools to pay for things that we sometimes are paying for now and so that is money in our bank account >> if we had the unrestricted ability to decide how to spend that money. I would have a much stronger opinion. >> I hear you >> about do it, do it now. Let's see how fast we can go. >> But given some of the restrictions and limitations um and given our single digit free lunch percentage, we

170went slightly into double digits immediately following CO and I mean like 10 to 11 range. And now we're back down into single digits again. for probably I I think it was 8.62 or something. I looked earlier this year somewhere in that neighborhood. So >> can I ask the families um >> that's free and reduced? So >> yeah be a different threshold there. >> Families that we help with kindergarten tuition is that they're identified is there an application is is it strictly through the program of >> they are identified through free reduced lunch application. Aaron is the only I've been doing this 40 years. I've never seen a free disc loans application in my life. I can't tell you one family that qualifies. I've never been able to tell a family because that information for good

171reason is held in very very strict confidence. Aaron has it. Administrative assistants in buildings have it. Obviously, our our lunch staff, our food service staff who work our registers and stuff have access to that because they see the students. But I don't have a need to see it. I need to know 8.62%. >> Is there any other way they are able to qualify for that reduced or free tuition even if they're not like I'm trying to think of other scenarios where they may not be on freedom reduced lunch but they still might need help or is that the qualifier here? >> I think that's generally been the qualifier and if they're not on it we try to encourage them to be on it as one of the means of assistance. >> There are families much

172like my dad who will drive 10 miles to use their food stamps. That's what I'm thinking. They don't want their kid on that. >> Yep. >> Mhm. >> Particularly the older the kids get because, you know, elementary you get away with a lot. Um, kids who maybe aren't as curious or inquisitive or whatever, but middle school and high school, if you're eating a Taipei lunch, people usually wonder why. >> They wonder why. You take the whole meal. Take all four out. I think we have serve five, eat, take four or something, I think is the rule of the federal lunch program. >> Yeah. >> People know if if you had four or five on your tray, you're probably a free lunch kid. >> And there's a stingle with that. And I >> a hard thing

173for me to accept as a grown adult, but my daughter, who is a social worker, has beat on my brain that I just don't get it. That >> kids want to fit in. Dad, you're really out of touch. They want to fit in. They want to wear Nike because everybody else does. >> They want to wear under armor. >> So would this apply to preschool as well or is it only kindergarten? >> Do we know? >> I don't know. >> So I think we need to get some more information. >> Yeah. >> We do. I just Yeah. I don't know. We don't have the ability because we'd have to figure out what how the income would be gathered on that because they're not lunch participants. >> Just to be clear, people can donate to the

174district in your market for kindergarten tuition to help somebody else. They're not getting tax credit, but they could still make the donation. I mean, obviously they've been >> Yes, direct your question, but I have at least two groups that have contacted me on more than one occasion. One's a local businessman who chooses to remain anonymous. So, I will respect that. But he calls me at the beginning of each school year to know what the lunch fund balances were for kids in need at the end of the prior school year. And he wrote me he wrote me River He wrote me I was getting ready to say he wrote Ravier a check two consecutive years um >> to cover that amount of money out of generosity of his heart and his businesses. And I know in

175the past we've had donations given for band trips and things like that to help. >> Heart of River is always great at helping. Um >> school gets donations every year to DC. >> Oh, right, right, right. Yeah. >> And has Torino on the speed dial that if we have families in need for certain situations, we I don't think we've ever been told no. >> It's great >> ever. I mean, they're extremely generous with And there's a rising. We learn about some of them because it might be time to buy might be graduation. Kid has outstanding fees. So >> yeah, >> um it might be prom and they want to get their tickets and they have a balance due and and sometimes those kids aren't even free reduce lunch, but if family hardship has occurred, um

176hard rever is truly the heart of rever at that point. So it's a good name. >> All right. So I think maybe just gathering not moving forward with establishing it but maybe gathering information about the scope of like who can benefit from it. What happens if you have that leftover balance? What can that be like >> those kind of cost us? >> Yes. How much time and money would it cost? >> How much does it cost us? And can we is there anybody we can have a conversation with to the likelihood that this legislation would change? Because my my feeling on this particular thing is if the if the barrier to us setting this up is not too significant and we can't we can't specifically say we think this is going to change in the

177next year. If it's not and we could do this for two years and pay for all of those kids, those families that need this for two years to me that that's a win. That's it would why wouldn't we do that if the barrier is not too significant? But if it is going to change, if we don't think this is reliable, then obviously that's a different discussion in in my opinion. But yeah, I think more information is certainly needed. >> Yeah. So I have cost to establish who qualifies for dollars. What happens to balance? >> Can another organization like sweep it under that already exists? >> PreK. >> Anybody else have any questions for him to research before we Okay. Thank you. >> I don't know. It's this is one for Rick. It's probably more for

178the five of you. Do you hear much from community members in regards to how much they're ask like I our community is so generous and we talk about it every month with the amount of donations and we think about the 501c3s. I just wonder about like getting fatigued with being asked in the number of times they get asked to give money to the district. >> Do we do you get a sense of that from the community at all? Do you think it's >> I don't hear from it from like people in general. I would say when I'm not well not now but when my time on rever schools donation when I was running illuminate and asking for donations was more from corporations or businesses who were like every group in rever is asking you know

179so I didn't hear it from the people as much as I did from businesses who just know that like RSF's doing their fundraiser and the booster is doing their fundraiser and the football team needs meals on Fridays and you know And that's when I would hear it. So I want to hear it from people in general now, but I know that that's a >> when we were doing status solutions this summer, it was something that came up with Status Solutions when they were going to go around on behalf of Revier asking for money for Status Solutions and I was like, uh, are we tapping into the same people too much? You know, >> I >> can speak to this. I have people in my store every single day. I think when you're talking about somebody

180that wants to put a a basket together for a raffle, I'm sure there is some fatigue from business owners. I'm I'm a rever grat, so I I want people to come ask me for help. So, I'm probably different. >> I know, right? >> I was thinking that exact thing. >> Everybody that donates also buys something from us. They're all regular customers, so I'm happy to do it. But I think when we're talking about >> a direct donation to fund a child's education, I think people would probably feel and there's also selfishly there's a benefit to them from a tax perspective. Like I donate a couple bottles to somebody's raffle. There's no benefit to me of that. It's going to cost me something. So, uh, this there's a direct benefit. Plus, they're getting to help a

181family who can now spend that $3,000 in the community to buy that kid a pair of shoes so they won't come to school with a a pair of shoes that's beat up. That kid's going to feel better about themselves. Things like that. So, I think you can explain this better than some of the other donations that people are asked for at times. >> I will to that point though, I'll play devil's advocate. I don't know anybody who has an unlimited budget. So, I worry that the lure of the tax credit would take away donations for maybe some of our other groups. >> I thought about that, too. >> Not that that's good. You know, >> that's a possibility. I'm wondering if Nordonia saw that. >> Yeah. >> Or not. >> I'd be curious to know

182that. >> Yeah, I thought that too as you were saying that. >> Okay. Thank you for researching, presenting, talking to us about it. >> Thanks for sharing. >> Okay. Finally, on to the next um agenda item, Board of Education's agenda. We don't have one for tonight. So, and then Mr. Nothing for treasures. Uh, Mr. White, >> nothing for you. Okay. We do have a reason to go into executive session tonight. So, I will move that the board adjourns to executive session. Make it a second. >> Second. >> Mr. Berdine, please. >> Mrs. Backet. >> Yes. >> Mrs. Stein. >> Yep. >> Mr. Ber. >> Yes. >> Mr. Burke. Yes, >> Mrs. Rain. >> Yes. >> 7:55 we're expecting a session.