Revere Board Work Session, February 10, 2026

001Everybody, welcome to the River Board of Education work session for February 10th, 2026. It's now 5:30 on the dot and I'd like to call the meeting to order. Mr. Bine, please call the role. >> Mr. Bowler >> here, >> Mrs. Bracket here. >> Mrs. Here, >> Mrs. Rain, Mrs. Stuff >> here. >> Great. Thank you. All right, we're going to start off with presentation. So, we have a couple this evening. Um, these are just forformational. So, no action will be taken on these. Um, first up is discussion about physical education and physical activity at River Middle School. Dr. Oberhauser, would you like to start us off? >> Yeah. So, welcome everyone. Um, I'm happy to be here to explain, you know, some of the things that go on with this at RMS. So, basically what

002we have every day is we have six periods of physical education. So, you have two for sixth grade and two for seventh grade and two for eighth grade. However, for each quarter, so these are all nineweek courses. So, a kid signs up for it. They're in that class for nine weeks. So, in 8th grade, there are sections of health that our PE teacher has to teach. So, we kind of flip-flop every quarter with that. So, we still offer six periods of PE a day. Um, and each kid can take PE once each school year. Okay? So, we have four quarters. So, they can take it once of one of their choices for electives. So looking at some numbers, you know, this year we have roughly 23 sixth graders. So, you know, talking to my counselors,

003we have our kids sign up for courses at the beginning of the year. 169 of the 230 signed up for PE this school year. Um, and then our seventh graders, there's 183. We had 151 sign up. And then we have an adapted PE known as classmates where our intensive need students get a chance to have PE with some of their typical peers in there as well. So there's another 14 in there. So there's about 164 out of the 183 in that class that are signed up for PE. And then our eighth grade class is 225 students. 163 have signed up for PE this year. Eighth graders do have some high school credit options. So you know that's why you might see some kids not signing up for PE. Now, what we ask kids to do

004grades 6 through 8 is to at least take PE once. So, you have to take it at least one time in your three years there. Um, so last year we know that PE is a very popular course. You know, you just heard all the numbers there of the kids that sign up and it does get jam-packed pretty quickly. So, we let students take it twice last year, but what we found out was so a lot of kids that tried to get the second PE, it did get some other kids that wanted to get in, you know, maybe not the chance. So, we had to go through the classes and make sure, you know, everybody got it once before they got it twice. We did run into some class size issues um to where we couldn't

005have x amount of kids over, you know, per contract. And then, you know, we didn't want to do that to our teacher as well. And then there's just a little bit of space limability of where we can have, you know, PE. So, as a principal, you know, Mr. Connley was with me for five years and we would use the cafeteria time because kids usually get finished eating pretty quickly and then they want to do something. So, we were taking kids over to the gym and you would get maybe 150 kids that wanted to go. So when I would take him over as an assistant principal, I take boys on Monday, girls on Tuesday, then I would flip-flop the rotation the next week. Now what we run into there, we do try to do that, but

006if the gym is set up for certain sports like pickle ball, you can't take a 100 kids over there, you know, to play basketball. And then we don't have access to a second gym that we had previously. So that would be a spot where we could take kids, but it's unavailable. Um, and then when it's nice outside, like 50 degrees, not today because the snow's not going to melt, we like to take kids outside and give them an opportunity, whether it's in the courtyard right there, or just to go walk the track and do things like that. And I know our teachers, you know, sometimes as we get late in the year when kids get squirly, testing's over, or even if they just need a brain break, you know, sometimes they'll go, you'll have a

007teacher walk out the back, they'll do a lap, and they'll come back to class. So we are all for movement and you know getting kids into PE at the middle school and you know one thing as a principal you know I really tried to align my schedule to the high school this year because we share so many staff members especially in the elective world and I think it would be good for us to go through each of those individual schedules to make sure that we're servicing students where they're all getting opportunities to take these classes and we're utilizing those people to the best of our ability. because, you know, it's all about the students. And, you know, I think those conversations are starting to take place. But if you have any questions about PE or

008anything that you want to know right now, go ahead and feel free to fire away. >> And I too, Dr. You talk about the end of the year just like this fall was walk around and we saw students outside with drones. We saw rocket launches. We had just number two in the fall. So, it's not just the spring. >> Yeah. Thank you for reminding me. So, we have classes that go outside the eighth grade if you ever get a chance at the end of the school year. We go out back in the field and we launch rockets over into the baseball field. I don't if you guys remember um Superintendent Montgomery his last year, he almost got taken out by one of the rockets launch in the stadium. It went astray. So, I mean the

009kids love that. And then drones, you know, they get outside of the football field. We have a unit in ELA when they read the outsiders, they have like associas versus greasers, but they have games instead and they do that out on the football field. So teachers definitely try to incorporate when it's nice ways to get their classrooms outdoors as well. We have book beastro and kids are able to walk outside in picnic table areas and do that and you know in some of their ELA classes as well. >> I'm sure the teachers want to be outside as much as the kids do when the weather's nice, >> especially because we got such nice scenery around here, you know. Well, the kids love going down. I'm pointing that way. You know, science class will go over

010to the bog sometimes and take a look at some things and look at samples and stuff like that. >> Nice. >> Oh, and if you go by our I don't want to call them the sewer grates, but they want and label those, you know, as like do not like put things down that Yeah. but like don't pollute basically. So, that's another way that they get things on campus. So you talked a little bit about the kids going out or going to the gym at lunch. You would take them to the lunch. >> I did as an assistant principal. Yeah. When I was available. >> So is Mr. Py doing that now. >> So we've tried to do it this year, but our PE classes kind of run into our lunch periods this year more with

011our schedule and >> Mr. Frank has got more equipment this year and has utilized it more in the gym and is able to keep it up. So we've had limits on being able to take them over there. >> Okay. So, who would monitor if the kids did go outside for lunch into the courtyard or out on the track? >> In my opinion, it would be best to have one of the administrators, you know, take them out because I would want to ask an adult because they're already monitoring the cafeteria to go look after 100 kids. And that's why I would like I had a threeon-ree March Madness tournament last year in the gym and the boys and girls signed up. I made brackets. We did it on the announcements. And then, you know, there were

012days, hey guys, can't play basketball today. Sorry. But then we got the tournament in, you know, and anybody could do it. And we're gonna try to do that again this year. Yeah. The kids had fun with that last year. >> How difficult is it to roll up those wrestling mats and then put them back down so that that gym would be available during the day. >> I know I've helped physically put them back in when they've come off a truck. They are heavy. So that's all I'll say about that. >> Tell you, we've talked about that for many years. when that became the wrestling room >> and we'd roll them up for certain when we used to have our activity nights at the middle school. We would roll them up and the wrestling team would

013roll them up after the practice. We had an activity night but it still takes away half the gym because when you roll them up and stand them up or stack them up like you can't do anything on that side of the gym because they're just so big and bulky and take up so much space. So you could roll them up and have about bring down the curtain and maybe use half a mat gym. But to use the whole thing even with the mats in it rolled up is very difficult. They take up a lot of space. >> How many years has it been just a wrestling room? Is it since the high school was built? >> Since Montgomery and Tom McKinnon were adend at least six. This is my sixth year. Yeah. >> Six years.

014>> Okay. All right. I mean, I think you probably hear that we're having discussions about recess. Obviously, there's a state y level initiative for that. So, when we're looking at this, we have to think about what we want, what we're going to be required to potentially have. >> I think we all probably everybody sitting at this table, I want to speak for everybody, would would like to the kids to move more than they get to move, right? So, we're really trying to work through how best we can incorporate more movement. >> I love it >> with the kids with the space that we have. So yeah, I toured the school last week. I think it was last week. And uh yeah, interesting to have that big space just for wrestling. So during the day, nobody's

015in that space. >> It used to be orchestra, right? >> And and now they have their own room. And then yeah, we don't have anyone in that space right now. >> Okay. >> Just clarify, make sure. So, one of the other things I wondered about, and I emailed you about this, was whether there was an opportunity, similar to how we do Latin, as if eighth graders were interested in taking physical education, they could take some of the physical education electives at the high school and work out the schedule that way. Is that a viable possibility? Um, I'm all for it, but I I don't know what their avail, you know, and that's why I said going through our staff and looking to see if there's spots where we could add something. I think that would

016be beneficial for us. >> Are you asking for credit or just for PE >> as? No, as a um elective. Thank you. Elective. Yeah. So what what you essentially have is they all have to take it one time, but you've got a high number of students that want to take it again during their middle school career, >> right? >> So eighth I would not suggest this for sixth graders or seventh graders, but where you've got eighth graders >> and you've got Mr. fair is talking about looking to add some electives like strength and conditioning and those types of things. The alternative for eighth graders would be hey if you want a PE elective we can offer you a semester or a half seme yeah yeah a semester course at the high school and that would

017take up two quarters but I don't know I something to think about because it it seems to have worked really well for Latin um before Mr. He had to come to the middle school, >> right? >> So, >> and we've done both. We've sent kids over and he comes down. >> What did you say was the reason that the eighth grade numbers drop off from for >> because they have options for like Latin, they have options like high school Spanish, you know? Right. Yeah. So, they some kids may be just academically focused and not have room for gym in their schedule. >> Right. So, this wouldn't help them necessarily then because they don't have room so they can't add an after that. Right. And it's going to be interesting because next year we're adding health

018for high school credit, which will be a semester class. We're not going to have health for eighth grade in the nine weeks that we do now. And Mr. Frank is going to um teach that. And that's why we're doing the halftime for one year only to pick up some of those PE classes. And I'll be interested to see how many kids take that. We think we're going to have a lot of kids that take the health for the high school credit. And then that may cause an effect of where at the high school health classes, okay, they already took it for high school credit in eighth grade. That may free up, you know, something >> in two years. >> Yeah. Once it cycles through >> it through. Yeah. >> Questions. >> Dr. O, what about

019just thinking a little bit differently. What if Mr. Frank went into the gym with the mats for like two weeks in January planning ahead. Are there things he could do with his phys classes that would make sense on the mats that would keep them still safe and healthy and all those kinds of things? But >> yeah, I mean, I'm sure there's things you can do, but I think the limitation is, you know, if you're using the mats, and I know we do have a high youth involvement in wrestling. You know, you wouldn't want shoes on the mats like then everybody's got to take their shoes off. And then my only worry as a principal would would be, you know, something would happen, you know, like what is it called? >> Tango. >> Yeah. You know,

020ringorm. >> Yeah. Ringorm or something. Have an outbreak with kids. You know, >> your daughter comes home to take a pee in the wrestling room. That's not That's not >> Yeah. I think the wrestling mats need to stay the wrestling mats in the wrestling room >> for the wrestling team >> from youth to high school. I think that's our best >> Mr. I'm trying to brainstorm here. >> I'm trying I'm trying to brainstorm solution orient that the first thing that I heard from everybody. >> Well, >> get yoga mats roll out. >> We have yoga mats. Yeah, I was honestly looking in the library because I know that you guys are making an effort to kind of get rid of books that have not been >> utilized in in a long time and kind of

021use some of that space in another way and like could that be used for yoga or something like that for some of the population? I don't know. >> And that's my goal is if you open that just to do a little shift right there with the two shelves and when you have your class, you don't have to look over a shelf to talk to a kid and it's opened up. I want more teachers to want to go into that space and even if it is for physical activity, you know, you have that area where you can do it. >> Y' be nice. >> Okay. Thanks for helping us brainstorm. We appreciate it. >> No problem. Anytime. >> Okay. All right. On to the next um which is advancement advanced placement and college credit plus um

022and >> Yeah. So, first of all, thank you for the opportunity to speak to the board tonight. And this is in line with our desire to further educate not only our parents, but also our entire community about the opportunities that are at the high school uh and CCP obviously being extended to our friends at the middle school. I am very fortunate in that I don't have to probably talk a lot tonight because I am the least qualified to speak on many of these things. I have our amazing um RHS counseling team to my right. So I'm going to ask them just to introduce themselves quickly and then I believe uh Mr. White shared the presentation with you that Elizabeth Long put together and we uh so we're not going to read word for word but

023rather just kind of go slide by slide and if you have specific questions be happy to answer those. So thank we divide by alpha in the high school so I think we'll just go alphabetically. Nick you want to start? >> Yep. Uh Nick Ponte A to G at the high school. >> Emily Ryan um Ho at the high school. >> Long P to Z at the high school. >> Yeah. So, the conversation about AP and CCP really picked up steam this fall when we brought this to our one of our board meetings and just talked about the various opportunities that our students have and how high school experience looks fundamentally different from probably most of the people in this room. Although, I'm guessing some maybe Dan is the youngest. Maybe he's he's he and Emily

024are the ones that experienced it. Although I think we have a milestone birthday coming up here very soon, right? >> August. >> Um, but these are the categories that we looked at in comparing and contrasting our advanced placement and CCP considerations. So again, just that overall 10,000 foot view again in an effort to not read word for word for the folks in this room. I guess we could just pause and if you have questions or if you want clarification or something, I know our counseling team is here and ready to jump in. >> I know Liz, when you had shared this with me and when I had talked with the counselors, you had talked about like these are things these are >> you're providing answers to questions that are coming to you from our parents.

025So, as you look at some of these the information that was shared, these are >> answers to common questions that they're getting. So, specifically looking at like course length once we're doing scheduling, this is where this really comes into play. So, if these courses are equally going to get you college credit, sometimes um the decision just comes down to I I only have one spot in my schedule based off of the other classes. So, in this case, I might end up taking a CCP English class instead of an AP just because, you know, that's going to fit in my schedule. Um, that's not the only reason why somebody might choose between these two, but that's just one of the things that that comes up. >> We talked to them about a two time seven 14

026spots they have in their year um to fill their schedule. Um, we talk about AP as being probably the most rigorous approach and where the depth is. So, 36 weeks of class for one credit total um for a 5.0A scale. um whereas CCP 16 to 18 weeks college schedule almost closer to 16 for one credit for a 5.0A. So initially and these are conversations that we're all having repeatedly right now during our sophomore checks because typically sophomores to be juniors, junior year is the kind of the jump point for the ones we the eight that we have offered in our building. Um >> on the on the just the statement there most students are like what's that's not a decision like It's the same amount of credit for a 5.0 a for half the amount

027of time. But, you know, that's when our conversations will go deeper with students and parents and we're talking about, you know, if you have space and you're academically able, like the AP is going to give you that. Um, if you need to cut space, like what is really important to you? What what might you want to continue on with in college? Do you want to be a psych major? you know, maybe AP psych and the depth is important as opposed to the 16-week online psychology CCP class that you want to take. So, we talk about those differences with them. They both have their offerings. Um, even though at >> at the start when you just see some of those first facts, you know, kids are ready to quickly choose the shorter version. Um but yeah,

028a lot of it comes down to that 14 blocks. How can we fill um school links this year has done is continuing to do a great job for us in our conversations. Now we're working with students on two years. So junior senior as a sophomore meeting, you know, we don't need to shove everything in or sacrifice on a certain AP course because remember we got a senior year as well. So let's make sure we figure out everything that we want to get to. what is the ceiling in each subject area to make sure we can incorporate that in a two-year period. And sometimes that helps them see, oh, I can just wait on this course, you know, versus, you know, taking another course here. So, those are mainly discussions that are going on right now

029between the two. We have 21 AP courses in our building and that's kind of it. Um, there are very few that might take an AP exam in something that we don't teach, which they're allowed to do. Um CCP on the other hand, although we have eight in the building, there's a lot of that as we know going on outside of the building. Um with 99% of them are online. We have very few students that actually go and and sit on campus for these courses anymore. Um, so that's kind of the the difference differences between >> just as a reminder, we're excited that we're going to be able to offer AP seminar to our 10th grade students in place of English. So that's a nice entry point for a student that's interested in AP but a

030little hesitant. That's a very um kind of foundational AP course that kids can take. Pretty excited about that. >> And we're currently going through our scheduling process right now. We were down at the middle school today um talking through the scheduling process with our eighth graders obviously upcoming to 9th grade. Tomorrow we have all of our um scheduling for the high school where we are going to go class by class. So 10th 11th um I apologize 9th 10th 10th and 11th grade and talk to them. But we also in addition to meeting with groups of kids, we also sit down individually with students and invite their parents to have these really in-depth conversations with them. So we do discuss all of these options with them. >> Any questions about course length? >> I don't. But

031I want to just say something based on that. I mean, what you guys do, I think, is so tremendous cuz I've talked to people at other schools who I just don't think the parents are as informed as we are here, >> or they say like, "It wasn't until junior year that I realized this was available or that or we should have done this or we should have done that." So, I just want to give kudos to you that everyone knows you're a wonderful counseling team and you are, but I mean, you really do go do so much more than other schools do and our kids have are very well prepared and so thank you for the work that you do. I know it is not easy no >> to fix that fit that all in

032but it is so appreciated and it's so beneficial to our kids I think so thank you >> I could brag on them quite a long time but >> so before you move on I do have a question about what you're seeing and um like trends in higher ed so I know as CCP comes becomes more >> prominent in schools more kids are taking it even your higher level kids that have high aspirations for um higher ed after high school. >> And so are you still seeing I mean I know that AP is obviously more rigorous. >> But are you seeing an impact if a kid always picks the 16week CCP course and then they really want to get into this >> more uh selective college? Are you seeing an impact in that or is it

033opening up a little bit more for kids >> as far as what they're choosing >> as far as schools being willing to accept a student that has maybe elected more CCP than AP? >> Are we still seeing like that's kind of not the path that they should be taking? >> Um I think our students that are AP level students are still continuing to take that. So I don't think from that regard we're I don't think we're losing AP sections like it's staying steady. We are increasing more CCP and I think that's honestly due to how prepared our students are. >> Like our comp level classes, our kids can >> very easily cruise into a CCP class and they're ready ready to go. So I think we're in a good way. We're not losing necessarily the

034AP as far as when they take it. Um, you know, for the higher level students, I think, you know, those AP classes are great. I think for the middle of the road student, like these colleges are just this is what it is nowadays. So, more and more are welcoming it. They're taking it. They're giving them the credit. I mean, the only thing that we can typically tell students is your state schools, you know, and then we can go to websites to find out what will transfer, but many many of these like small private schools and out of states are working with students with CCP because they're seeing it on almost every single transcript that comes in. Um, >> I see also that like colleges indicate that they want to see what a student is taking

035in the context of what is available to them. So when I write a letter of recommendation, if I see that a student has taken some CCP classes, I always like to highlight the fact that this student has not only taken everything available to them at our school, but then they have looked outside of, you know, what we offer to even go beyond that. So I think that that really shows that a student is able to kind of get that stretch and, you know, just, you know, always take advantage of opportunities and that's what colleges like to see. They like to see the students are taking advantage of not only what's in front of them but then also you know finding their own personalized path that enables them to kind of expand that. >> So we're

036not seeing any like difficulties with admissions because of that. Okay. >> I think that was like part of your initial question. >> Yeah. Just I think you know if you look a decade or whatever ago >> we had like 10 >> what >> CCP we had like 10 >> Yeah. I mean it just it's it's a different landscape now and so I'm just wondering what you're seeing trendwise as we're looking out into the and you answer it more take >> and again our task before us and in my office is now the blank template for next year's schedule. So we got to start putting the post-it notes in places that make sense for kids >> and if we can create opportunities for kids even seniors to leave and come back. I had a conversation with

037a young lady today who said she's so thinking about her schedule and she's like, "Hey, I know honors anatomy is at the end of the day. Is this staying there next year because I can leave, but I want to come back for that class because I'm going into healthcare." And I'm like, >> "If you need it to stay there, we'll make sure it stays there." You know, and it's it's exciting to kind of see kids on our level thinking about the schedule. >> One of our biggest tasks right now is to make sure that they're choosing these options for the right reasons. Yeah. >> So there are there's very attractive reasons to choose CCP that sometimes is and this goes along with earlier conversations of us trying to figure out how to like have a

038s senior only have to take two and a half credits because right >> we don't want students saying how do I get out of here like how do I have a shortened day? Oh I have to take an online CCP. Well just give me any CCP that you got. Like that's not the right approach. So in our individual meetings, it's like making sure that they're choosing the right, you know, AP versus CCP and doing it for the right reasons and trying to make, you know, they can make the >> We want our kids taking high school classes with our high school staff. I mean, we feel so confident. >> Yeah. >> That a student taking a class, even if it's an elective or, you know, just honors as opposed to AP or CCP, that they

039will be as well prepared, if not better, than than some of the other other options out there. So, we keep beating that, too. >> I definitely agree with that. >> Switching to rigor, Nick kind of touched on this already. It's almost the just the education piece of if you're looking to go into that field specific, the AP is going to take you deeper and richer almost uh it's going to be a longer time frame whereas CCP although at the college level >> might move quickly but it might not be as rigorous. >> Any questions about rigor? >> Okay. >> We also feel very strongly about the ones that are in our building because we have more control over that. >> Right. So like CCP talked to like Alan Sidi who prior to all this was

040teaching as an adjunct professor on campus as opposed to here like when he was there he was really almost kind of adverse to our kids going doing those classes >> because of the level that he was having to teach at. Um but now that they're in our building and it's all rever students and he has control take it to here but then bring it to the next level. I feel like that's why we've tried to exhaust all options possible. Um, and we continue to to see certifications that can teach any they want CCP. Can we bring them into our building and have a little bit more control over the rigor of it? >> Um, so I I think we all feel really confident about the ones in the building. >> How many do we have

041in the building right now? >> Eight. >> You can steal that one. >> Eight's a little deceiving obviously though because two are French, two are Spanish. right? You know, if you're not in that world, then you're not going to probably take it. But >> so we have >> So yeah, two English, two French, two Spanish, um and then two in history. >> Government and history. >> Now we'll add one next year and one following one in English and one more. >> So we'll be up 10. >> Oh, no, no, no. I'm sorry. No, >> he was asking about CCP. >> CCP. >> Yeah. So CCP, our numbers will push north of 21, 22, 23. >> Oh, thank you. Yep. Uh so delivery options obviously as as we've already kind of mentioned the AP courses being

042taught at our school with our teachers fits into the school day school schedule. So providing that hands-on consistent level of education as opposed to CCP coursework. If it's not in our building, then it is taught either at the university online or some other partnership that we have. >> The nice thing is some students can even take um CCP in the summer. So that if they have a full schedule, then if they want to do a CCP class in the summer, that can free up some space um for them there. um or even we've had some students who are mainly taking AP classes but then decide they want to take some CCP in an area that they might be interested in to kind of explore that um that possible major and take that during the summer.

043So, >> um it just increases options for students. >> So, we have a lot of students taking advantage of that. >> Oh, yeah. >> More I feel like more now than ever. Yeah. Okay, the next comparison is really about the transferring credit. That seems to be a huge question, rightfully so, for our parents is, and again, this is all about this education piece that we feel we're really ramping up. Um, so thank you for the compliment to our counseling staff that they do more, but we we want to continue and get even better at educating our community. So the transfer credit, any of you want to speak to that directly or do you have any specific questions? >> I think even a few years ago it used to be that it was people thought of

044AP is more national and college credit plus is more in Ohio, but I think those lines have blurred for sure. Um nationally, um CCP is called dual enrollment. Um and there's I don't know of a state that doesn't have dual enrollment programs now. And so, um, most colleges, whether public or private, um, you can see what their, um, transfer policy is. So, there's a website called Transferology. You can put in all your AP classes, all your CCP classes, the institution, where you took those classes, and then you can see where that would transfer and how many credits would transfer, and exactly what class it would transfer in as. Um there's a um website on the College Board's um um website as well where you can look to see for each institution, you know, if you

045get a three on this AP test, what class that is going to take care of for each school. If you got a four on that same test, then what other classes that might count for. Um there's not a guarantee though. It's, you know, certain schools won't take any um AP credit or any CCP credit. So it really varies, you know, for each institution. So, and the other thing we tell students is when you're looking up that information, that is that school's policy today, right now, but by the time you get to that school, it might adjust and change a little bit. Um, but um I mean, just to give a personal example, when um my oldest went to look at all of his credits, um the school had a max number of 30, but if

046they didn't, he could have transferred all 80 of the college credits that you have between CCP and AP. and that's an out ofstate private school. So, we're not just talking about instate options. Um, there's just a lot of options around the entire country. >> So, we've hit on like one of the primary distinctions between AP and CCP, which is the AP exam, right? Because if you don't score, you don't get the credit, but yet you've done all this in-depth deep work. >> Yes. which is leading me to my question which is what type of accommodations are available to kids on a 504 or an IEP for both in-house CCP because I know outside you have to get accommodations through the college itself or the university >> and for AP testing. Mhm. So for AP testing,

047you would apply through their student services with um they call SSD and we apply for our students who have 504s or IEPs for the testing regardless for the PSAT and the SAT. Um so that's where that comes into play for uh College Board and for the AP exams. >> Yeah. >> And honestly, I just had this conversation with Mrs. Tuma, our incredible assistant principal, who really oversees that for PSAT and the SAT and all the AP tests. Uh, so she just reported to me about the number of rooms that we're going to need for SA for the SAT coming up next month already, which is crazy. >> And then she's already working on all the AP accommodations. Those students are told in advance what their accommodations are, and then we move mountains to make sure

048they're afforded. And we um it's quite a process um to do that, but we apply through the SSD um portal through the College Board. We um upload their IEP, their 504 um provide them with pretty detailed data and information. Um sometimes they do have questions and they come College Board has questions and they do come back and ask us um and we're able to >> resubmit. >> So yeah, there's that process for College Board. Can I add one more thing to that? >> You have accommodations specifically for IP and 504. They only do accommodations. We do not provide specially designed instruction for CCP and AP courses. And that is a question that sometimes >> comes through IEP meetings because they don't understand why if the course is being offered here at Revier, why we're not

049federally required to provide specially designed instruction for that. It's because they're going outside of the typical curriculum which we're required. So that's >> sometimes a piece that gets missed in that conversation. >> Thank you. >> They have a contact that they can reach out to and send their plans to. Um but it can't come across our office come across Mr. Sid's office until it goes to Akran and then Akan tells him what you can and can't do. >> That's for CCP. So for CC even in the building >> due to Furpa like you can't even reach out to them just like the college approach. um they have to like say I have a plan you know accommodations plan and then they see what the university in particular is going to do for them or allow

050them to use for that class. >> So >> okay so the student and their parents have toach reach out to the university. Got it. >> Thank you. >> That's a good question. >> Any more questions about the credit transfer >> at this point? I have a question about the rigor. >> If if we believe that our AP courses are more rigorous than CCP, why are they all weighted at 5.0? >> That's state law. >> State law. Yeah, >> it is state law. >> Yeah. >> If you look at all the state laws over the last three or four years, >> it's all pushing towards allowing more and more students to do CCP. Um, as far as where the GPA range has gone, even if they don't have the GPA range, which you're in this area,

051we'll look at the subject specific grades, um, you have to have paperwork in by April 1st. Now, it's if you miss April 1, you can also get it in by November 1st and do the spring semester. So, all these changes have been being made over the last three, four years. So, it's just increasing the numbers. >> And right on Q, Mr. Number nine, the slide about the weighted comparison is >> I have a question on this one too. So, >> so AP courses typically weighted. Um, I think prior to my time here, it was even if you took the test or didn't. Um, at some point in the past nine years, we let a charge to have that course weight drop if the student doesn't take the test. Our thought process behind that was that

052we feel fully the AP test is part of the AP curriculum and of course we want to we want all our students to take the test because many of our students do very well on the tests and that helps reflect on our school positively. >> Um and we want the students to in line with one of our competencies just persevere and adapt through the course and demonstrate that learner's mindset and complete the test. Um, CCP again also weighted on a 5.0 scale. If there's not an AP course equivalent, CC courses follow the normal 4.0 scale. >> That's the first time I've ever heard that. And I've had well, three kids go through and do both AP and CCP and have always thought every CCP course they take, it's a five. >> But apparently, >> and

053it may be with the courses that they did take. Um I mean so like it would be for instance like a business class. We don't have an AP business class. So that would be an example of one. But we have AP in almost every single subject area. So we have um you know AP in English, we have AP in social studies, we have AP in art, we have yeah so many of our subject areas um do have that AP. So it's just a subject area specification not like correct a course. Okay, that makes sense. which it doesn't come up often >> because we have so many that cover >> so art history CCP would be our >> yes >> okay >> so fees uh the fees for AP class does come down basically since they're

054all taught in house to the exam and that is just a transferable fee we're not making a ton of money on that or anything of that nature we're just passing that along to our parents um and then CCP P fees. Of course, Rick's the best person to talk about this, but the district does pay for CCP courses unless a student withdraws past the deadline or they fail the course, which is sometimes not a great conversation, but they sign up for it and they they know in advance that that is the case. >> Yeah. Rick, how much does it cost for a C CCP course for student? Is there a specific number >> by institution? >> Okay. >> The numbers have grown significantly over the years. there's more participation, >> right? >> Student county of course

055count, >> but it's just automatically deducted from our twice monthly foundation payments. >> Okay. >> Or invoice for the textbooks by each institution. Those are paid separately. Direct payment to them. So the tuition costs are deducted by the state transfer to the institution. So the next couple slides then and the enrollment process. Um this is something that's changed even just as recently as this year. The deadline used to be April 1st for the entire following school year and just recently now students have the option of that November 1 deadline and jumping in the spring semester. >> That's a nice change. >> Yeah. I mean >> offers for the student >> for the student for the student. It is it have a couple dozen take advantage of that, right? Yeah. So, we had 15 to 20

056of those types of situations. >> And again, that goes back to what Nick was speaking on earlier where we're trying to help students map out a multi-year plan similar to what they do in college. I mean, we're really bringing that college experience down to the high school level >> can be extremely overwhelming for our parents and I think the message is like it doesn't have to be set in stone. Uh so when we have a conversation with our rising freshman parents next week and any other high school parent that wants to come um it's just going to be like hey this this is what this is what we do now and it's it's an ongoing conversation. So any question about CCP enrollment requirements, >> any other protocols, accommodations? I think pretty good on that. We've

057talked about that. I think all the things on this slide have already been said, but any further questions of essence of time here? Not that we had to rush this conversation. I have a quick question about um you your role, the three of you role in guiding parents through the CCP process because >> from experience I know that you guys are really really helpful and then I get to the wall of whatever university you're looking to take so true courses in and it is >> so I I think I don't even really know what my question is other than as a parent that has been really difficult to navigate >> even when I feel like I'm really like I come to when Nick sees me back to back every you know like I am one

058of the parents that comes and tries to stay on top of things and so um I guess is there a way for you guys to say here's all the places you can take CCP like just to have and here's who you contact or something that helps parents have a tangible resour of these three individuals and their desire to make sure that the kids and the parents are making the best informed decisions. they in effect have become also >> um default employees of multiple college institutions and so they they honestly >> go above and beyond which I would expect nothing less knowing them but it's also not fair >> that they have to do that which is >> I think a conversation we're have >> we hit some walls too >> yeah we have too like

059try see to be honest very very difficult >> and who's in the chair changes for you can look at the website. So, >> but they have more options for students. So, those kids like that sometimes sometimes we have students that if they don't get into Akran, they can >> and they're really adamant they can figure out a way to get in to try C. >> So, they're bouncing um different places. We um >> you know, we we have a good relationship with Akran because they they al because they've had somebody is amazing there. So, we're in constant communication. We have a list of their gened requirements. >> Yeah. >> Chelsea Elsie, never a name you're going to forget, right? >> Yeah. They're easy. >> The other ones though, you know, we really talk to students

060about like if you're going to go elsewhere typically because nobody's nine times out of 10, they're not going to the campuses. So, if they're going to go elsewhere, that's a conversation where you know, are you going to go there? Um, if you're thinking you're going to go to Ken and you already know that, you know, as a sophomore or a junior, then let's do it. Like, let's start making connection. Let's get you some CCPs. Then it's the smoothest transition possible. Um, >> but otherwise, um, you know, we try to do our best, but like said, sometimes we're also running into walls >> and there's lots of moving parts. I think that's the other piece, too. A lot of times there's okay, we need to help you with this step, then you need to go do

061these next three things, >> but we're not getting the feedback from the university until >> the day before classes start and then we find out that it didn't go through. So, there's a lot of those moving parts where we are working. Um, and I think both >> Terry and Denise in our office are doing a phenomenal job of like increasing that communication. They're now using Slate, which really helps us to see where the application process is. That used to be a point if a kid applied or not. So, we couldn't figure that out unless they told us that to make sure that we're getting all their paperwork done. >> Keeps it all because when they say they didn't send it or we don't have it, she's like, "Well, we sent that on this date. Let

062me resend it to you." >> Um, >> so it is like of like their registars's office like in a way like >> fair. You're right. Not not fair to ask them. And yes, I didn't even think about all the moving parts because every time I do try to contact CC or try to see it's somebody else. >> Just this year they added two more forms from the state that need to be completed. So it's like it's it's one thing with just the this one form and this one application. Um and then the other um difficult point is that once a student is admitted then I think they'll do one communication to their their school email but then after that everything is that at through their Akran portal their Akran email or their tric portal their

063trice email >> trying to get teenagers to check even their email is one thing but then now adding on a whole another now this is an outlook and you need to go to your and they didn't even know that they had that email and they log in for the first time and there's 50 emails telling all these things and those don't come to us. So there's yeah there's a >> back and forth and complex >> growing up period for some of these kids like this is what college is like kids >> buckle up. >> It does get them used to it. >> It's not going to get easier. Right. Right. >> And how great for that to happen in such a supportive be able to kind of sc I do like CCP for that reason.

064>> I agree. It does pro I think it does set them up for what the experience is going to be like and it puts a lot of responsibility on them >> in a safe way that we can man help manage. But yeah, I think I do like that very much. But >> actually your question about to I have total cost you you asked per student. I don't have that 215,618 is our current aggregated cost plus textbooks which I don't have. >> Thank you. So as you're processing that heavy number um >> I think to this is the last side but I I don't want to not say this at every opportunity we get in front of kids and parents we talk a lot about balance and the high school experience. Yes, these are college opportunities

065and that's great but there is also a time for college. Um, inevitably we'll have a parent next Wednesday and they'll come up to us. I want my kid to take every AP class and every CPC class and fill them up all seven periods all four years. >> And I'll look at that parent, I'll say, you'll have a kid freshman year of college that will fall flat on their face >> because they just are so burnt out. >> So we and I know the three of them do and you'll hear me say it. Where is the balance? And especially cuz I don't know what is it like 80% of our kids participate in extracurriculars whether that's sports or music or players or they're an equestrian or they're doing something. We tell them all the time there's

066a chance for you to take a study hall in the day if you would like. That's not a horrible thing. And then just find that balance. Take a class just because you want to take a class. You Mrs. De La Honey has these amazing culinary classes and we have music classes and like we stress that over and over and over. Just because it doesn't say honors or AP or CCP in front of it doesn't mean that you can't have a rich experience and become a better overall student as a result. So just kind of definitely >> just wanted to emphasize that and I know that they have those conversations in private and we say it publicly but we're not like churn in kids just to take as many as they possibly can because it's such

067a bigger experience. >> And I think even like the state is recognizing some of the different ways that students are um you know earning credit and even recently with um courses at CBCC they've increased um it's called Cags and they they can get college credit through the CBCC courses and those are now also weighted as as a 5.0. Um, so the excitement that and this went retroactively for students who were seniors this year. So we went back and kind of fixed their transcripts to update that, you know, that reflection there from the courses they took last year. And I mean, I I had a student who was just in like happy tears because she was so excited that what she was doing at CBCC was equivalent to then what some students um and she knew

068the work she was doing was college level. And so for her to get that recognition for that was really, you know, pretty awesome. >> And we do process that as well, those paperworks for the CBCC students. >> And one more layer. >> It that's okay. Um because I if you look at the comparison of the students who are enrolled in our TRIC classes from even just three years ago to now, it's probably tripled, I want to say. But if you look at those students who are actually doing the TRIC classes, these are students who wouldn't necessarily be able to get into the University of Akran and this is not only giving them that opportunity to realize that they can hang in a college class, but they're actually like they're doing it. And so me to

069me that is such a win. I don't care how many authorization forms I have to do, you know, to make that happen for a kid. um just because the TRIRC standards are lower, slightly lower to get in, it's giving them that opportunity and that confidence to say, "I can do this." And it's also increasing their GPA, which is helping them. >> So, strategically, when you have a kid in your office, end of their sophomore year, early junior year, and they're like, "I screwed up." I'm like, "Okay, all right. Well, do you what what do we want to do about it?" You know, there are different options for them. So, I'm thankful that we have the partnerships that we do with these community colleges. >> Yeah. And Akran and Kent. >> Any final questions for us?

070>> Thank you for all that you guys do. >> Yeah. And much credit to Liz for building the ship and then we just >> we just kind of >> threw ideas at her and she adjusted on the fly. >> Thank you guys so much. I I just have one comment maybe because the genesis of this conversation really centered around tier 2 support >> and this came in lie of tier 2 support and I think we kind of missed that in the presentation tonight. So, are you talking about the >> We're gonna have it right now. That's coming. >> That's part two. >> Part two. >> I thought it was part of the >> We We initially were just going to do it all at once and then I saw the agenda and I'm like, "Guys,

071we got to >> be fair, Mrs. Bracket pointed that out to me and stuff and I said we would get changed, but we had already printed all the agendas." So, I said, "We will like these next three will go really fast. There's no items." >> But from here on out, all over the top. >> Yeah. >> Four, five, six are pretty much already done. >> Yeah. For example, four, there's no act no board action items this evening. Five, Mr. Bine, do you have anything this evening? >> Okay. Superintendent's agenda. Anything, Mr. White? Okay. >> I haven't even I haven't even cracked a new water yet. >> Um, all right. So then, yeah, we'll move right into the discussion about counselors and you guys' needs at the high school. Yeah. So, I definitely want to thank

072Rick and Dan and some other members of central office who weren't here. I know Mickey Kron and Karen Arvagast had a big part in starting the conversation yet last year and then it carried over into this year and of course our counseling team input from middle school and the counselors there. We've had a it's been about 18 months of conversation and we are here to advocate and truly just request some additional help at the counseling office at the high school. I think you heard just a snippet of what a day in a life is like as a counselor and the addition of a fourth counselor would take what we do really great and make it even astronomically better. Y >> um with the addition of a fourth counselor, I want to compliment the three people

073I get to work with each and every single day. They studied six models of area schools um comparable schools that have four counselors and they have different models and um they did a very in-depth analysis of each of the models and we kind of settled on a couple quickly. Um, I know there was some a lot of conversation about tier 2 support and what that looks like and conversations went in the direction of even that transition from 8th grade to 9th grade and how we could as uh counseling staff and administrative staff work with our friends at RMS to make sure that the students are coming over even more prepared and they have a more focused attention first semester. Um our counseling team the priority when the year starts is our seniors. Um many of

074our seniors are doing early applications. So they are spending you know August getting the school year launched. Of course, we build the schedule starting now, but um they spend August getting the school year launched with the administration and the and the staff. And then September and October is intensely focused on our seniors. And then they move quickly to juniors in November, December, January basically, and now they're starting with their sophomore checks. So, you have this most critical group of our students that don't get seen by their counseling team, you know, unless it's an emergency or something. but to have those conversations about the direction and the path they're going until, you know, the last couple months of their high school experience their first year. We had a wonderful freshman class meeting just last week at

075PLC where we talked about, hey, are you on track and oh, great to see you guys again, >> but it's almost like too little too late. And we feel that one of the models that they studied does have that fourth counselor is almost a uh freshman specific counselor where there would be a heavy focus on the transition and then supporting students social emotionally. That counselor would perhaps and again we might have to consider who's at the table if we get this opportunity who's the candidates are. that counselor would be assigned to the incoming freshman class and they would start to work with the middle school even as early as second semester to start building that relationships, that comfortability. The freshman schedule is usually typically the easiest schedule. You have to get your health and your

076personal finance and your cores out of your way um before you can start to really personalize your schedule, which is a phrase we use for our sophomores. So freshman year is about acclimating. Sophomore year is about personalizing. Junior year is truly that exploratory year. And then it's go time senior year because you're actually choosing your post-secary plans. We feel that the addition of a fourth counselor would help tremendously with that transition. And then as Rick just mentioned, the overwhelming say it again overwhelming need for additional social emotional support. um our counseling team and I said I wasn't going to talk a lot because they're the experts, but they will have their day set and even this morning I was in Nick's office. We had a situation with a student that required both of our attentions

077and it was 35 minutes. Um, so every meeting he had scheduled got put on hold. And um, you know, he was the only one there today because Liz and uh, Emily were at the middle school talking to our eighth graders, which is something that that counselor could be doing and keeping our counselors where they need to be. So nothing's like in stone yet if we had the opportunity um, hopefully from the board to have a fourth counselor. Nothing is set in stone yet, but that's the direction that we're anticipating we want to go and thinking we want to go. Of course, we would have to constantly evaluate how it's working and if it is improving our practice and make adjustments uh as we go. And >> I think I said enough about that, but if

078anybody wants to add, >> can I ask a question? I like that idea. I was wondering what that would look like, how we would do it because you guys are assigned alphabetically. So then would you still have a meeting with those kids in the spring to get to know that? So you would still So that counselor would be uh dedicated to the freshman, but then you would still meet with your set and your set and your set at the end of freshman year just like you normally do now and take them into so that they start to get to know you before sophomore year. Is that correct? >> Almost be like a handoff. >> Yep. >> Yeah. >> Okay. I like that. >> So they would stay, you know, the alphabet split 10 through and

079they but they would be more focused on 10 through 12, >> right? But I love that because I was worried about any kids who have you right now and then what do we how do you rearrange if when a fourth was coming in. And I was worried about that like what some of the kids who have worked with you for two years are now pulled and we've changed the alphabet. So I like this idea. >> I can vouch that this team actually took all of our current 8th, 9th, 10th, and 11th graders and came up with a spreadsheet to determine the exact number of kids that that would impact. And they also were not in favor of that because it would impact some of those relationships. >> I was worried about Yeah. So, I like

080this model and I >> but the model then would allow and again we don't know what we don't know yet but that model would allow a student to feel as if they've almost have two counselors >> through their high school journey. So, as they you know their freshman counselor. So, Kasha, if you're the freshman counselor and then we go to Courtney, you're my counselor. I could if even if I'm a junior, if I'm struggling social emotionally, I could come in and if you're busy, I could still have a conversation with you because we built that you build a relationship with. I would almost graduate with two counselors. >> That counselor ideally would be set up as a tier one approach with a tier two with Bonnie Simmonelli in our office. So it's kind of like

081I'm working with you if we need a little bit more. Bonnie's there. And then tier three is is Red Oak or Beyond in our building, which is Bonnie then connecting with the family and saying, "I think we need a weekly thing. We have this opportunity outside of the school if you would like. here some references or we have red oak in the school um if you want it to be a consistent like weekly meeting. Um so I think that helps us with all the tears. Um we've talked about an example of a you know student coming in with a social emotional issue that that nth grade counselor sees them at. a tier one approach and that quickly that social emotional issue quickly evolves into the main thing is that they're struggling in calculus or algebra

0822 and then it's we're going to walk that person over to even if it's a 10th or 11th through 12. We're going to walk to that person. Okay, here's your counselor. You know, here's what we've talked over. We're going to discuss your options now, you know, to if if that's the situation and how to handle it. So, just some ideas, you know, that we've that we've talked about. >> Obviously, that ninth grade counselor is heavily going to heavily be involved in like like figuring out the RTI process, but like we know that freshmen if they don't start strong with a certain GPA or in English or math that there's going to be future problems. So, like can we attack that, you know, right away with these students that are struggling? um whether it's fixing their

083schedule to have the proper classes or you know the proper interventions with RTI and stuff like that. So >> we would want um our fourth person to to work closely with the programming options and just being present with our students and our and just more frequent check-ins. you know, if that person could almost set up, hey, just like a a first semester check-in at the end of the first nine weeks with all of the students, almost like they're doing graduation checks for their 300 kids still on their roster. Could we do could we create an environment for that? Um, could they push into like a US history class that almost every student at the freshman level is in and just do a quick, hey guys, remember we're here. just that just that ongoing presence that

084that these three do an amazing job at, but they're so restricted. I mean, when you see all the CCP things and then um the increase in number of 504s that we have. So maybe if we had somebody that was more specific and could help with 504s, um we think that the ceiling is limitless on how we can improve our office logistics. We've already figured out where that person would go. they would have a space in the office. Um, we've mapped that out. So, we are teed up and ready. I joke that it's fourth and inches and we're like, you know, got the best fullback. I mean, we're just ready to get this across the goal line. Go ahead. >> To push. >> I wasn't going to say to push in a board meeting, but okay.

085>> It's a work session. >> Yeah, it's a work session. >> Just show that process. So, we talked about like 18 month Doug, Mr. Ferris mentioned 18 months ago talking about tier 2 support. I guess I think on the very first tour Doug gave me of a high school he was bringing up the need for support for our counselors. >> Um and then coming here learning that we did add an additional counselor at one point a number of years ago kind of at the request at the high school but then the decision was made to have that counselor serve at the elementary level because of the number of students that were not getting served at the lower level. Right. So it was recognized. So I think we were really intent on okay, we wanted to

086make sure we were addressing the correct problem. So when we talked about it took a while, part of the reason why it took a while is we were setting up meetings with middle school principles, assistant principles, counselors, high school counselors, principles, assistant principles, bringing everybody to the table to talk about what do we need like what's because Mr. Ferris has promised that he's not going to come back with any more demands. more requests. I should say it's that important. >> Request for was it at least a decade? >> I said I think I said >> no don't do it. >> Five years. >> This is on camera. Doug, don't do that. Look, I'm willing to because it's that important to me. I have people that I care very very deeply about that I get to

087work with every single day that I see sometimes they are at the point of breaking because of the stress and demand. And that that is not in any way to diminish the work that our teachers are doing, that our custodians are doing, that our other admin across the district are doing, or even our other counselors are doing. We just feel that there is a golden opportunity here to let that pressure valve off a little bit. Maybe if that means they have a 10 more minute discussion in the graduation meetings, that has a bigger impact for that kid because then they they will be able to afford the time. So I'm I didn't mean to interrupt. I'm Right. So the um so questions we had like is this just a high school need? Right? If we're

088talking tier 2, do we need it at other levels? And met with both Richfield Bath counselors and the middle school counselors and they talk about the supports they're providing and that are there seasons where it can get a little overwhelming? Yes. But are there also seasons where like they're okay they could give support? Yes. Not they didn't feel they had the need where they needed additional staff. So it seemed to be more of a high school combination of middle school with that transition. And then one of the other things we learned as we asked questions was similar to like what was getting interrupted just like you like we love that you three meet with our parents and their students when we talk about scheduling. I think it's awesome. It is unique to reverse but just

089like today when we have a student in need now it gets interrupted right those schedules can change and it gets difficult for others and plus >> hopefully that student had their needs met today too we would make sure that happened. So as we worked through the process, we considered outside like vendors, people that could uh companies we could hire to bring people in. Would that be more cost effective? As we work through that, we have learned that a lot of those positions turn out to be very transient. So you bring somebody in for a year or two years, three years, and then they're leaving and going someplace else. And not necessarily any fault of their own or the companies or ours. It's just emotions, things of that nature. We value relationships, getting to know the

090students. We thought at the end of the day, if we hire our own, we can hire somebody who will know our students, get to know our families, and be there just like you're sharing for those relationships. So that the day if Mr. P is not at the uh in the office, they can go to somebody else and they will know them and be able to meet them. So in the end, we decided this makes sense to us >> and why we wanted to share kind of. So I just wanted to share kind of the big picture how we landed on where we did. >> So we don't have any presentation. We're just here for questions and >> the big ask. The big ask >> Liz likes to Liz always uses the term which I think

091is great is we are the emergency room and the primary care >> at the same time and urgent care their if the emergency room comes in and we have like these set meetings with parents like we can move students around sometimes but like parents are taking off work or something showing up for that meeting but like you can't turn down an emergency room emergency room today and it's just you have to do it and those usually you can take, you know, upwards of an hour. You got to wait for people, you know, parents, you got to do paperwork, stuff like that. Um, and make sure that everything's good. And then you're also then waiting for the return plan. So, >> and then we have like >> teachers stopping in with academic concerns about a student.

092So, that's where I would kind of level that urgent care, you know. >> So, it's >> trying to, you know, help everybody at the same time. and we're just wanting to make sure that we're able to be present with the person in front of us, whether it's the person who's coming in in a in a crisis that they couldn't plan what time that was or the parent and student where the parent took some time off work and is in there um is looking forward to that once a year dedicated individual meeting. We want to show how much we value that and their their progress there too. And also just like I spent the day, most of my day at the middle school and I kept thinking to myself while I was looking during the presentations

093and I went around to each kid um after the presentations just to talk with them and I was thinking I'm like the next time that I may actually talk to these kids might not be till their second semester of their high school career and that's >> I don't I can't that does not sit well with me ethically and professionally. And I think that I know my colleagues agree with that as well. So, >> so what questions do you have? >> You said that you looked at six models. So, you settled on this model. I guess a twofold question. Were there other models that were close? Was there a disagreement between you guys on the be best way to handle this? and kind of how did you come to this versus splitting the alphabet differently and

094maybe just keeping your most critical relationships that >> maybe are a little more sensitive versus another solution. So if you could speak to that. >> Yeah, I think um the primary things that we looked at was we are starting to some like state state laws that we have to have a graduation plan for every student. So, we do have to meet. Now, there's gray area there and I think a lot of other districts might use the gray area and maybe they're holding giant meetings and then there's emails going out or something about. >> Full disclosure, I actually mentioned that to the team last year. I said, "Guys, we can do this easy for the freshman and they came back adamantly like, "No, we're not doing that, Doug." >> I think we value the um the

095interaction. Like I just know we get a lot out of like the meeting with the parent of student and it's like I didn't even know that was possible you know for my student or I didn't even know this was an option >> and everybody re like nowadays with how many options it can there's so many different paths that every student can possibly take. So it's like we've leaned in hard to like making sure that we're trying to do that and if the parent doesn't come we still meet with the student to try and you know just at least go through it with them. We found that that even just >> it it enables that student to maybe come into our office for the first time and reduces that fear of what is this? It's unknown.

096And so when we call them in to talk about academics and kind of show how we can be a resource for all of those things and it makes it less scary to come find us for support for other things, whether it's social, emotional or for academic challenges or just a schedule. So it's that relationship building that we are so focused on and so unwilling to give up with our students because that it just it pays off um so much for them. >> There's some there's some crazy creative models out there. >> One of the models are not as personal. Is that >> Yeah, I think they just lose that personal. >> Well, we looked at I mean we looked at just a four-way alpha split for instance. Um, and we we said it we still

097would have the problem of not being able to meet with the freshman because >> almost like still having to meet the seniors at this time. The juniors at this time sophomores we really prioritize right around the scheduling time because there's so much personalization that happens for the junior and senior year that the sophomore conversation needs to be now. So in that model, yes, our numbers would all individually go down in terms of our case load numbers, but we would still be bound by those certain time frames. So that we kind of went through like pros and cons for every single model that we looked at. We looked at having even just like a college senior counselor, but then >> how you know what is that like just meeting somebody for the first time as a

098senior when, you know, they haven't taken you through the whole, you know, time frame there. So there's >> there's a model that um >> you know like Liz would take the incoming freshmen and then she would stay with them all four years. >> But then I couldn't imagine what we have 230 coming in next year. 230 all bombarding her office. >> Everything hits September October. >> Oh right senior year. >> I mean she would be working 29 hour days. >> How many letters of recommendation would you like to write? >> Well let's see how many did you guys write this year? But then you're splitting you're splitting families then too. So families would then be working with multiple counselors if they had you know kids in different grades. So >> well and I would worry

099about those kids who have worked with you for three years and then are like wait I have to switch now like in my senior year like that could be traumatizing to a kid who has built a relationship with you >> and they they all recognize that they have different strengths and weaknesses. We're all human, right? I mean >> Nick is very technical. Liz can see a bunch of different things. Emily is kind of more of that like motherly. Not that Liz is and don't take that the wrong way, but she's also just more of that like social. So that their strengths and weaknesses also play off each other. So part of our process hopefully if given opportunity will be to try to find that fourth puzzle piece that fits what we're looking for and what

100we're needing, but then also can play off their strengths and weaknesses too. So, I think we do a very good job. I think we have a very good we take it for granted sometimes and then we go to counselor events and we hear stories from other like you don't get along at your workplace like we're, you know, we're not fighting this out. I think we we've all come from different majors. We've all come from different first jobs and it each works, you know. So, I think um it's been good so far. But back to the other one is we wanted to handle the emergency room, too. So, like if you're still all doing the same thing and you have scheduled meetings with these parents, who's handling that? So, I don't have to stop what I'm

101doing. Um, and I think that's where the ninth grade meetings are a little different at the 10th through 12th grade meetings. So, like there's some flexibility, you know, for that ninth grade counselor to maybe be that tier one initial. If it needs to advance, we can take that to Bonnie as a tier two and then we have Red Oak and stuff like that. So, it still doesn't, you know, gives that ability for us to not >> feel like something's going on outside our door that we need to rush through this meeting because I've we've gotten a high sign from Terry that like, hey, we got an emergency, you know, when you're trying to politely get through a meeting to try and get to that. Um, so I think that is why we kind of landed

102on >> ultimately someone has to have a different role than the other three to make sure, you know, we can still all work together but handle those emergencies well. So what I think we've done a very good job at is personalizing like the approach with our parents and students which I think is the level I believe the level we do it at is unique. It's happening in other schools for sure but I think the level that we do it at is >> I think it's remarkable. >> I have a particular interest in hearing a little more about the social emotional the mental health aspect of this. Candidly, I heard a lot about this as I was campaigning and parents not being critical of what we're doing. They were almost asking, "Are you going to be

103an advocate for those things for my children and making sure we do have enough resources across our district?" So, I guess a couple questions in terms of your time and your roles. Is there one or the other that monopolizes more of your time? Are you spending more time on the academic journey and less time on the mental health just because of the nature of your roles? or is it split or is it is one area you're not being able to spend as much time on as you guys would like because you're unders you feel you're understaffed. >> Thank you. >> Usually sometimes we'll come in and we'll be in a regular graduation meeting about credits and all of a sudden things go sideways and they're it's like we're gone to something different. So it's our

104you know the whole counseling model meets meet the student where they're at. Um >> I would say looking at just like the overall graduation progress meetings though, those individual meetings that we have. >> Um just looking at like my calendar September and October at least three days a week I have probably seven anywhere from 30 to one hour block meetings during each day for those graduation progress meetings or college applications. Um that's yeah September October. Then when we get to November, December, that's the same exact model that we have for. So I try to free up two days a week where I can do other like building management team meetings or meeting with teachers or students. So you know, every time we have those graduation progress meeting blocks where it's September, October, November, December, um

105February, March, and then um April, May. it it really is like >> full days, 7 hours straight of meeting with students. And so that's where it gets difficult to, you know, you don't know when those social emotional problems are going to happen. You don't know when a kid um is going to have a situation at home like I just got an email tonight about >> something a parent's concerned about. So I want to reach out to teachers in the morning. So these things are happening. >> I think I would say there's multiple daily. >> Yeah. that you know on differing levels. We're not sending some we're not doing a protocol every day. >> Um >> but we also have someone at school that isn't coming to school. So we're reaching out to parents and students

106and we got to try and get them back in the building and we have a breakup. >> You know then over here we have a someone came come came back from outpatient or inatient. So we have to re-entry those. I mean, I would say there's probably at least, if we put it in that category, there's at least two or three situations a day on different levels that were intertwining in between like the college and career and the academic planning stuff that's happening. Um, and those aren't like real I mean depending I mean you just there's not like it's not like a meeting and done you know it's right >> steps to make sure that there's followup to make sure that we don't lapse and go backwards you know in that progress so I would say

107that it's >> and they it takes time so you you we don't want to rush somebody who is sharing a difficult emotional time that they are dealing with um so that's something that you you know, we want to make sure we're present for them in that time and listening to them. Um, and, you know, not not rushing that. So, um, yeah, I think and that's we've really turned to to Bonnie a lot and I know that she gets kind of, you know, different roles in different buildings. Um, but she has been such a phenomenal resource for our students. Um we of course would love to have her five days a week, every day in our building because of just the impact that she has um with students. Um yeah, >> or a 10 to 15

108minute conversation with a student. Okay, you know, if we don't think it's going to if it's going to continue, you know, Bonnie might be a a two week checkin with this student, you know, and if we're smooth sailing again, you know, great. Um if then some of it unfortunately you know needs to become more like and we need to get a weekly check-in with somebody you know and then we move into tier three. Yeah. >> Um but at least they go through all those stages so they see now which is the goal three different people or four different people sometimes in our building. Sometimes they're just more apt to come back to a certain one and then we're you know they have a team you know around them. So >> in regards to SEAL we've

109been very great at being reactive. We have not been able because of staffing to be proactive. >> So that is a humongous need right there. >> If you look at us in comparison to other buildings, Richfield, Bath, even RMS, they have more preventative programs because their counselors are able to get into the classrooms and do SEAL programs. We are able to do what we are required from the state which is like our signs of suicide once a year in the fall for one day >> but we aren't in the classrooms we aren't running groups the only times that we are able to we're not Bonnie's doing those after school right >> so I just want to be very upfront that our seal is responses >> to students not necessarily prevention >> right well that was

110one of my follow-up questions was going to be how would this specifically allow you guys to address some of these things you being in the classroom I hear that so that's one of them are there any other things that this would allow us to do that we're not doing in terms of being proactive >> I think that's something that collectively as a group we would need to sit down and really think about like what we could do with an extra person in organizing and planning I'd love to see that person do more in the classroom we'd have to be very strategic in what classroom because at the high school You can't give up a lot of classroom time, >> right? >> We can't. So, we're very limited with that. >> As a ninth grade counselor,

111too, I think we need to catch them earlier >> um to to kind of develop that relationship to find out what is going on. Um we do that now individually. We'll meet with our eighth grade counselors um to work through that. But the fact then that we're only again reacting if there's something wrong. We're not not never seeing a freshman, you know, throughout the beginning of the year. But it's mainly due to some a red flag has come up either social emotionally or academically. >> Um but I think developing that relationship early and having someone there with them to explain to them other than just 230 of them in the auditorium saying here's who Mrs. Simmonelli is. >> We have a red oak here's your counselor you know but actually a face to face like

112hey these are all the people you can come to conversation now you know me I'm here for you and then I'm going to walk you you know into the next step. So I think that will help. >> In addition to all that they do, they're also liaons for all the various things. So when I first got here 9 years ago, they also did testing, but then I slowly started taking testing and moving into administration. And now with Dan's new role, hopefully we can continue to work together to keep testing out of their um office. But like I know Emily's the CBCC liaison, Nick's kind of our CCP liaison, Liz has become our school links expert, which is our our college and career access platform that we use. And they all have these incredible strengths that

113are in in addition to all of their extra roles. And after March 5th, I'm going to monopolize their time a little bit, probably more than a little bit to help create a master schedule because they are the ones that see the the moving pieces. >> So that takes time. I mean, it's just everything we do at the high school is >> it's like the most beautiful big beast that just has all these tentacles >> and we need more help kind of wrangling them in. >> Last question and this is just a curiosity. I think we're all aware of the unique challenges kids have growing up right now. Social media devices, all these things that none of us had and but we had our we had different things when we were growing up that mental health

114and social emotional. H have those things have you necessarily noticed an increase in the amount of kids that are coming to you over the past five to six years with the the social emotional issues. Have these things in social media has that caused more people to be coming into your offices? >> Let me just say by default and again it's no it's not intentional but being at a top ranked school in the state our kids come in and feel that natural pressure to to do well. And our kids our kids don't come to the high school and think like how can I disappoint somebody today? They they want to intrinsically they want to do well for themselves because that's coming from home or that's coming from the middle school or the foundation at the other

115two schools, >> but then they start to see their peers really excelling and they there's a natural pressure. It's something that I wasn't even ready for it when I came from the previous district that I work. I had to adjust my tool belt just like an incoming freshman has to adjust and they're like, "Oh, wow. This really is go time." and that it's so there's that natural pressure there and that's the foundation and then like you said Jeff everything that gets added on the one of our biggest group of stressed out students right now is our seniors who haven't decided about their postsecondary plans yet whether that's college career or military doesn't matter because many of their peers are starting to >> wear the shirts and oh I got in this and I'm done I'm

116excited and I got this scholarship and all those pieces are starting to fall. I had a young lady in my office yesterday just in absolute tears. Like drenching tears because she hasn't decided yet. >> Yeah. >> And she doesn't have the information to decide because she's waiting on the colleges. >> And all I kept saying was it'll work out. It'll be okay. Take a deep breath. But then that kid has to go try to focus into the class. >> And so that that pops up at the same time that they're trying to help our sophomore schedule. And I feel like I talked more than I should. It's is a lot a lot more. I mean, it's almost >> at one at one point in time, you're going to going to get it from every single

117kid like throughout their four year. It's just a matter of when the hurdles coming. >> Um, and they all have different, you know, some of them, >> you know, sadly it's we're lucky if they can they get there that day. >> Um, and they don't have any any support or they're, you know, they don't have where's your homework? It's at this house or that house, >> you know. And then on the other side, it's the seven periods of AP and they're just used to flying 100 miles an hour and not really thinking about them their own selves and then it just falls apart. Um, so it's just it's yeah, it's happening all the time. It usually comes into play and then, you know, all of it joins in. So I don't think from the standpoint

118of our changing, you know, there's never going to be a day where we're going to like take a kid in our office during a graduation plan, walk them over to the social emotional like we're all going to have it. There's no way, you know, to not um >> and sometimes it's necessary to like talk a kid through that, you know, for a kid that's been a really intelligent student who hadn't do an outpatient program um and now ends the first semester with C's, >> you know, and that's never something that this person has ever seen, you know, but for us then to do the scheduling meeting and say, listen, like we're two years away and colleges are going to look at you after your senior year. This is explainable. Yeah, >> I can write a

119letter like we can, you know, there's many students that have gone through this and you're going to college if you want to go to college. Here's all the options to you know, so it has to take place in that, you know, so it just takes time to get them on board to under, you know, believe that again, but it's it's happened yet. It happens to everyone. >> I've heard them talk and especially the lunch with Mr. Ferris and Mrs. too much now and uh I think on scale you asked about being proactive Jeff and I think like it's not the scale you would like but I also know I've heard you say things like you know we have exams and we have a student struggles with anxiety I'm going to meet with this student or

120we're have counselors go and talk with this student I think where we can we try to be proactive >> little bits and pieces it's just not >> to the level I know these three >> bells are about to ring for fire drills. We have a list of students we need to get to, >> you know, before those things go off and that triggers things. Um, >> anniversary dates are coming up, so we're proactive on those kind of things of what happened in their >> family. Um, so those are on our mind as well, you know, in in between, you know, the meetings and stuff. So >> we have an amazing attrition rate of kids that go to college and stay in college >> and I think we can even get that higher because we can

121help them through navigating many many situations. I might have said that backwards nutrition but anyway. >> Yeah. >> Um >> yeah we >> a lot of times with seniors we will connect them and you know show them the options with different resources especially as they're struggling and we will tell them how important it is. Same thing with like while you have this system of support. It's a great idea to get connected with you know some some mental health supports so that when you are off at college on your own you know how to to navigate that you know how to reach out for help. Um, so, um, yeah, it just it's really important for us to, you know, build that as something that is okay. It's it's normal. It's, you know, all part of like

122what we all need. Um, and how helpful it can be to to talk with a third party, you know, person to kind of help you kind of understand those things. Um, none of us are mental health counselors. We are still counselors. And so, you know, we are kind of like the the treeers where we will talk with them, kind of figure out what direction they need and then get them connected with those those proper resources. Um, we hope that that really models for them that it's okay to reach out. It's okay to, you know, connect with a trusted adult and kind of build that support. The last thing I'll say is there's a reason we switched a couple years ago um from administrators handing the diploma to the student to the graduate on stage and

123now our counseling team does it for their alpha because they have the deeper more meaningful relationship with the kid. And that moment is so fun for me to watch as they shake my hand and pass me and then go and it's hugs and high fives and it's the and they could give a 30-se secondond snippet about each kid. I know they could that graduates. I mean, I can do it for maybe half, but not all. And it's just amazing to know that that kid graduated because of a conversation they had or that, you know, they're reaching this next level because of, you know, something that happened in the counseling office. So, >> yeah, >> I think we've said enough, but if there's any more questions, we're here. I know it's getting late. I >> was

124just going to add Mr. Madine been a part of this process since the beginning. >> Do you have anything to add or go? nothing else. >> Thank you guys for everything you do. >> Very much appreciated >> and truly stands out above >> for 18 months of work. >> So much more of what I hear from other schools. You really are >> rivier should be very proud. We are very proud. But thank you. >> Absolutely. >> You feel free to go >> that or stay >> there. I was like, "My presentation was an hour. >> Thanks for staying." >> I know. Like poor Dr. O's like ominous. >> Thank you as well. >> Yeah, I know. They go hand in hand. anything you want. >> I hope to see you at drumming, but >> usually

125I usually make my husband go away. >> That's a good smart move. >> Yeah, >> thank you. Have a good night. >> You probably want to join me. I'm all by myself again. I told him I felt bad FOR HIM. >> NO, I TOLD HIM I FELT BAD. I KNOW. >> ITEM NUMBER FIVE. >> I overheard two. >> I overheard. >> All right. >> Definition of team player right here. All right. Here we go. >> Dr. DOWN. >> I'm glad cuz I actually think I'm going to have questions for you guys on this next topic which is um academic challenge. >> Please do ask now. >> Ask him something. >> So close. >> We really need you to be here. Dr. >> So many questions for you. >> Go ahead. >> Next item is district

126um academic calendar discussion. And so this came up because we were talking um I guess there were some emails that kind of went around um to Mr. White that then brought up questions and I just wanted to bring it up so that the board could kind of discuss the academic calendar and understand better how it developed. Who has a who has input into it? Where does that start? How does it roll up to the district level where the teachers are voting on it? and then um the board gets presented with the winning calendar. So I just wanted to have Mr. White start talking about kind of the the factors that come into play when we're looking at developing that calendar. >> Good. You okay if I ask Ginger Kobe to share as well? >> Absolut

127please. >> Good. So I thought I'd just start off first with our own policy. Uh Mrs. bracket, you sent this to me a couple weeks ago just talking about the school calendar and the need for us to try and collaborate with it says joint vocational schools obviously that would be CBCC for us the impact on community schools. So I didn't talk with Dave Mangus and talked about this. He said with them serving eight schools what they really try to do is just strike a balance. He said so if we can find like if there of the eight schools if five of them are starting on a certain date then they're going to start on a certain date. He tries to match breaks, spring breaks as best as he can, but he said they accepted a

128long time ago that all eight schools with different communities are not going to have the same calendars. So, they're just trying to get that balance to meet that part. So, >> um the other component to this then for us is our collective bargaining collective bargaining agreement with REA. And so article six it states here the school year and in the agreement um this is most of the guidance the school calendar proposal >> shall be developed by the sack right and then we can use that I can use that as a recommendation to the board for approval of the calendar so >> I gave Mrs. Jacobia a heads up that maybe she could give a little history about it because she shared with me today and sack today talked about the calendar for 2728. So I

129thought it'd be good Tommy for her maybe share a little history for everybody because you've been doing the calendar for since Dr. McGomery was superintendent. You shared >> Yes. >> Yeah. So for a while. So do you mind sharing a little history with us? >> Sure. So we have two gurus with the calendar. One's elementary level, one is high school, and the two of them like to do the schedule, the calendar. And since they've been kind of doing it together, they collaborate and try to make sure they discuss all of the things that we bring up at SAC so that it's all covered in that calendar or calendars. I mean, sometimes we start off with four calendars going. We try we cannot present we do not feel it's healthy to give everybody four calendars. So

130we try to get that down to two if we can um by slowly picking them apart and eliminating certain things adjusting making changes um when we're all at the table and we have different we have elementary middle school high school and rea at the table as well as admin so we're all talking together. um when it there was a need for consistency. Um when Dr. Montgomery was here. There were there were times when um the time that we had the schools built and that's really when things really started to change because the calendar >> needed to lend itself the extra time for the construction of Bath which then changed again because then we had the high school built >> and then not long after that co well pretty much. So, the calendar was kind of

131all over the place and one of the things that we heard from everybody was we need to have some more consistency. Um, we did try when when Matt Montgomery was here, there was discussion about can we start at this time or can we start earlier and go, you know, or can we go later. Um looking at back at the history of the schedules at that point um there was a lot of playing around with it. The board the board at that time was trying to eliminate having partial weeks of school and maybe having it more like we didn't come to school one or two days. So in sack we work tried to work around that. The problem was is that we were also told that winter break had to be two weeks because part of

132that was well then we can take some days off here and there and spring break might be shorter or maybe we you know make winter break longer if we do that or we shorten winter break. And anyway, that caused a lot of chaos because the families they didn't want to have winter break or spring break shortened or lengthened. So in order to strike a balance, we started trying to get that calendar to be more consistent with start time and end times so that the families could plan ahead and kind of have an idea of when school was going to start and end. the more the most uh that might not be the correct word but I would say yeah the most attention given during sack when the calendar discussions are happening is around the high

133school. So, we really try to take into consideration how long the semesters are, trying to keep them as even as possible um and consistent with surrounding schools as well, especially since we have kids that um go to CV CC and you know, we're trying to stay close to Copley Fairon and schools that surround us. taking all of that into consideration. When's graduation? When are the tests for, you know, the EOCC test, the CCP, the AP, all of that. So, the high school gets first dibs on what they think is important. But the rest of us, we need to have a say at the table, too. >> Um, and it's important for all of us to strike a a good balance once we figure out when it would be best for testing. We've offered calendars in

134the past to start earlier and most people are not in favor of that. Um it seems that the majority of the people pick the calendar where we end right around the first week after Memorial Day and we start a little bit later in August. Lee Hanum did a ton of surveying of the high school trying to find a balance between what people want and I think um she told us today it was like she did 50 she had 58 responses and 18 of those were they wanted to start one to two weeks earlier than we do. All the rest voted to start around the same time that we typically have. So that's kind of the history behind it. We've looked at so many different things, but really we do focus mostly on the high school

135and once we figure out how to balance those semesters, then we all start to throw in PD and what that looks like. >> So that's kind of how we do it. >> So at the building level, and you probably all speak to this. So Lee is doing a email survey or something like that. >> She did at the high school because it's more important at the high school of how that lands with the college courses and all of those things. Um, we try to start there, like what would that look like if we had graduation here because then the end of the course tests have to be here or whatever, however that I really don't know. But I know that we think about graduation and how that's going to change things. if we end the

136school year here, then graduation needs to be here and then it gets earlier and earlier and that puts a real crunch time on the schedule. Um, so we kind of try to balance that out the best that we can for everybody. >> So that's the high school. So at Bath, are you getting BLT? So do you know BLT? Okay. So SAC is superintendent advisory committee I think and then BLT is building leadership team. Got it. >> DT district leadership team. Yeah, there's a lot. So, um, so I'm just wondering, is there a consistent way that each building is getting, you know, a court collective bargaining states that the calendar is developed by SAC, but does that mean they're not getting feedback in every building from like the whole staff or is it different for each

137building? I don't know. Maybe you guys don't know. >> I'm I'm not a part of that process. don't get involved at all >> part of the conversation today that um individuals that were here representing um the middle school and Richfield and Beth I had to point to where they were sorry um they did share that they get they do ask for feedback during their fact which is the feeder system to sack >> but they did not reference email surveys it was more >> like we had conversation in fact and they represent those at the table but they didn't reference unless unless I didn't hear it you were their um I didn't hear them ref they did email surveys but that they got feedback from their >> okay >> their their colleagues in fact and then

138they brought it to sack >> yeah I don't want to misspeak I know Lee as Jen mentioned did a really nice job and I'm actually seeing one of the last survey >> she has a lot of data >> she has a ton of data yeah so I don't want to misspeak on anything I like Dan haven't I mean I'm here August 1st let's go let's bring kids I I'm here around now. But I mean, so yeah, I don't want to really miss on anything because I know she has done a lot of work and I do know in conversation with her that it was only a smaller percentage that I think some people think that the high school start early >> or >> it is and I'm sure they have very valid reasons. Um I'm

139sure that they do. There's just it's it's hard to work a whole district and to try to please Right, >> everybody. So, we try to strike a healthy balance, but we're also trying to keep it consistent so that parents know in two years or in three years that we're going to begin and end around the same time so that they have that expectation because when I was here earlier in the days, our spring break could have been the second week of March and then it could have been the first week of April. I know because my kids spring break was always at the same time and rarely did I land on it with them but I had a few times was always different but even inconsistent within our own district. It is nice for parent.

140I mean, you know, a lot. I mean, obviously, we know a lot of people that plan their travel and plan long in advance, right? We're planning a whole family trip with everybody from different states or whatnot. It is nice to have that expectation. >> The fact that this is already >> we're going to do this on that week and we always know our spring break is then and we and now graduation is going to be the Thursday before Memorial Day, right? Like those are nice things. >> May 25th, 2028. Now that I'm looking at >> this has not been board approved. Well, >> my concern with the the calendar as proposed is I think we have three retirement teacher retirements and two of the three have asked for an early departure >> this year. We've

141been able to grant those, but I just I professionally have a problem that we are individually looking at that. Frankly, I don't think we have any teeth to enforce it. If somebody says they're leaving at the end of May, they can leave at the end of May and we're going to have a void in the classroom. So, what message are we sending about the importance of the last week of school when we have two teachers now that one's been approved, the second one's coming for approval. Um, the one who didn't request at least yet as a counselor who also gets extended today. So, her time might go deeper into June. Therefore, the end of May might not make sense when when our I know because I I meet with teachers about retirement often, right? >>

142Some end up doing it right away. Some don't, but they're talking with state teachers retirement system and they're getting advice. Hey, you only have three days in June. If you retire at the end of May, you can get your pension June 1. This is what you'll get for a month of that. This is what you'll lose for those three days and this is what your annual pension will be impacted moving forward. They do math and at least two this year. The math said go at the end of May. So, I don't want to speak for what might happen in 2728, but I believe we had at least one that left early last year and we already have two on the books for this year. So, um the past is great, but when trends change, we

143can't ignore them necessarily. >> And add on top of that, there are educators raising testing issues. They're not in my purview. Um but I do have a concern as to what that last week's school means that two teachers. So far, we can say, "Yeah, go go go early. It's okay." >> That's disappointing, though. >> We'll figure that out. >> We can even do that. >> And if I can add to that, then trying to find somebody who's willing to sub the last week of school in an elementary school where every day is a field day or, you know, something along those lines. >> If that may not be my top choice of where I want to spend, you know, that no >> may not be. So I haven't talked to Ren Hill yet about those,

144you know, covering those days, but >> and I'm not looking at CDCC's, but when I look on here for 2728, two of our closest neighbors, Highland and Comply, theirs are identical. >> Well, looking at this and we and Independence are the only two who start that next week. Everybody else starts five four to five days earlier. I want to spin it back to the elementary levels, right? And we know that they have to be evaluated for reading, right, by September 30th. >> Now, that's a hard date now. That's changed, right? >> Right. >> But I think about the summer slump and I think about everything that the teachers have to do to get those kids up and ready in just those first few weeks of school. Wouldn't four additional days make a difference for those

145elementary kids? I think it would not be my place to speak for everyone in that case. >> Okay. So, I put on the spot there. I apologize that I think I think if we're talking about four days at the end of the school year making a difference, I surely think a difference has made four days at the start of school. And I with the midterm exams moving to before winter break, I didn't know what my kids did or my child did in high school for the last two. I know some teachers still taught I didn't see any new grades going in there into progress book after they came back from break. Granted, the days that we did have school, >> um, >> but I I would love to explore the option of aligning with these

146districts and looking to see getting that extra week of education into our kids before they have to sit for AP exams, midterm exams, all of that, and making the most of those educational days. >> Yeah. >> The problem I have is that's really clear. It's just a proposal though, >> but but the school calendar proposal shall be developed by the SACE. So, I feel like for us to come and overstep, I feel like we're going to really upset a lot of people who >> we've done before, >> but the board approves the calendar. That's right. >> Well, we do approve it, but I I I you're right. We don't want to micromanage this. I think that we want to look at the full spectrum of everything and every consideration and have the conversation about it

147and understand the process to get to this point. So that when we're voting, we're voting in an educated manner. >> Oh, for sure. But I feel like there's been voting that has taken I that's just my feeling is I feel like there has been voting that has taken place already now and there's going to be a lot of people who feel that we just took their votes and we're like we don't really care what you just voted on and we're >> council proposal a few years ago during my time here where it was proposed for instruction on Good Friday and that was rejected by the board. Okay. >> And it was sent back and then it was rearranged and brought back to the board for subsequent approval. was because oopsie Oopsy in their in theirs

148their uh agreement is off that day because their days are different than ours. So we can't be here without Oopsy right >> on campus. >> There was also objection to not having that holiday continue to be a holiday. >> So it was not specific just to >> Oopsy. >> So if we don't approve it then what is the process? What? So, the proposal's been done according to contract language, but you you have the right to modify >> and I have been pretty consistent with SAC and saying that this is subject to change for the board of education. Like I've been very clear the past two years, right, Jen, that what is being proposed may not be the final product >> and we've always known that. >> Yes. >> Yeah. I'm more wanted this discussion so

149that we can we as a board can truly understand all the components that are coming into play and how this how this process gets done, right? How is the union t whatever all of the union members coming up and are they considering early retirements and are they considering that we are forced to pay for private school transportation and so whether or not we are in school yet those buses are running for other kids right and then we have exam midterm exams that you would like to be before break and frankly as a parent that was phenomenal my kids got to relax over break but also So then you have to manage a week or a week and a half or two after break and what does that look like and are we considering that and

150you know I don't I don't want it to just be like this is what we've done so this is what we're always going to do. We need to be looking at all of the factors and just truly understanding what comes into play. And maybe as a board like this is voted on and maybe this year this is what we do and then next year yes you developed the proposal but you know ahead of time the board is going to be looking at all of these things. So we need to be thinking about that as well when we're coming up with a proposal. Not that we want to micromanage it but we're going to be asking those questions when the board >> This is 27 28. >> I know >> we're still 18 months I'm aware.

151I'm not saying we're not going to do anything either. I'm just saying this is an initial discussion. >> We we only started this a few years ago. I think it was around the same time as the Good Friday conversation because the board said, "Hey, it would be nice to start to get an extra year out on these things so families could plan accordingly. I might have my date years because I am getting old, but >> I can vouch for that." >> Sounds right. >> Two, three years ago probably. >> Yep. Because one of the considerations in not having a calendar was securing a graduation venue, >> there you go. >> Which was one of the reasons we decided to bring the graduation back on campus because we could more easily secure that because finding a

152venue, >> not having a calendar was next to impossible. >> I'm not slipping yet, Doug. Thanks. >> No, you're you're spot on. >> There is a lot of This isn't just proposed once. These calendars are messed around with and brought to the table and discussed multiple times that we meet and we only meet once a month. So, it's not taken lightly and it's not quick. It's a long process that's really well thought out. So, I don't want you to think we're like we don't even do it. The calendar isn't even what we want necessarily. It's all based on feedback and the need and what other people need, what the high school needs, what so it's not that we just go in there and say, "Here's the team. We're all going to pick what we want."

153Actually, we don't even put our own feedback towards the calendar at all. We just go with what we're told by, you know, the high school, not the elementary levels. We don't vote. I mean, it is by their surveys. Yeah, >> it is by the surveys, but it's not the elementary and the middle school. Um, we just wait until we see like how it's going to play out and then we all talk about what should what do we think it would look like to keep it as consistent as it has been. That's really the driving force. >> I do want to say like consistency is key. >> It is. >> That's really what the what it's about. It's it's just about starting and ending as close to the same times that we have in the past.

154>> I will never forget the 15week summer where we ended school early and we didn't start until late because >> that was not fun. >> That was that was not fun. I did not like that. >> Who votes on the calendars that Brenda sets up? I know. I get it to vote on >> I think every staff member. >> I never vote but I do get it to vote on. >> Isn't it every staff member? >> I don't care what it is. I'm here >> now. I don't care. everyone. Yeah, it's not just the rea everybody that is not yet. Yes. >> Okay. Any other questions about how the calendar is developed or concerns, thoughts, comments? Okay, that's it for tonight then on that on that item. >> Thank you very much. >> Thank you.

155>> Thanks, J. >> Um, all right. So, board policy update is the next item on the agenda. So, this is kind of in followup to last week's special meeting where we discussed 1,000 policies and the changes that would be made on them. Um, and then I know Mr. White sent and Mr. Bine combined tried to catch all of our edits, sent out um the email with the updates. Did you all have a chance to look at them and give feedback or have your feedback here? Yes. And thank you because there were a lot of updates and I appreciate the diligence and speed with which you went through. I'll say >> we gave our best effort. >> It was noticed. >> Thank I were back and forth ironed out. We fig learned our shortcoming is when

156we would stop talking about a policy and we're trying to finish those notes and you move on and then you share what section you're on and we finish those notes and it's like okay I find this section. By that point, we're so far behind. And it's like, well, I'll just talk to Rick about it. I'll talk to Dan about it. And it's like, ah, we both missed it. >> So, that's my lesson learned that I need to also check in with both of you that you're ready to move on. So, my apologies for that. >> Um, >> first time. >> So, I assume you guys got feedback from everybody on the little I know. I think I had three things that you guys had kind of maybe missed that I had mentioned. >> Do you

157mind, Mr. Becket? Doug offered to stick around for 7.11 as the home school and so I took him up on it. Yeah, I had my notes. I was ready to share, but since he stick around, we jump to that one. >> Yeah, that's my question. Did we get feedback that we were looking for on that one? So, yes, please. >> Yeah. So, obviously I have concerns. Um, and I guess I should back up even further. I've had plenty of homeschool students attend dances and participate in sports. captain of the basketball team last year. Um our lead in our musical this year. Amazing amazing families, right? And we want them to engage on a level with River High School that is appropriate and within the boundaries of the law, I guess I should say. Um and

158that's all great. I guess my concerns become if it if it becomes so specific that a homeschool student can almost cherrypick individual courses like what does that look like? Um so um I was thinking about Olivia Pedigrew's honors anatomy and physiology class. So if a homeschool student is really interested in going into the healthcare field, do they just get to come into that particular class? I think I mentioned earlier like we want our students to engage in a student experience that's meaningful for them and allows them to pursue their passions and interests to the fullest of their abilities. Um, but I guess like what level of appropriateness is it for a homeschool student to be able to access those individual classes and then what kind of unintended consequences come as a result? I believe the

159um another good example is the the um gym class that we're looking to back bring back the strength and conditioning allowing a kid just to access that individual class or any of our amazing electives that are offered at the high school. >> So I want to be really clear because I brought this forward. The proposal was not for a homeschool student to become be able to come in and take any elective. It was specific to band because band is it falls both into that extracurricular category at the elementary school level and then also at the high school level because there's required attendance outside of the school day. >> Co-curricular. >> Yeah. And so when I put it out there as band, what I said was, I've thought through and I can't think of any other

160course or programming that we offer that doesn't neatly fall into graded course or extracurricular other than the music program. >> Right. >> And so the ask is >> how band, choir, orchestra. >> Yes, exactly. Anything performance-based that where there is required attendance for students outside of the school day I think would fall into the camp of both extracurricular and a graded course. >> Okay. I didn't fully understand that. >> And I when I talked with Doug we talked about first like an almost like an alocart approach for all class >> because there was definitely a conversation on that. >> Definitely talked about the whole spectrum. after the conversation on that >> and I think everybody was like that open six other doors you don't want to open so I think >> I think you specifically

161>> I specifically said that yes and Doug agrees with that sentiment close those doors >> all right >> then I don't think much I then said to Doug what about marching band and choir I brought both of those like what if we just did those two >> so then we would have to include orchestra >> orchestra choir >> but then again like looking at the our desire to increase our all students access to enhancing their physical performances, but obviously that class is also too mostly geared for our student athletes so they can get their workouts done either sixth or seventh period depending on how many kids we have requesting that course. >> I guess are we opening ourselves up to well that class kind of fits the extracurricular? >> I said that last time. >>

162That's my fear. That's my fear is that >> that's my fear. >> It's a domino effect. >> Correct. >> But you brought up with me additionally like I thought some good points with Mr. Pearson and our art show in springtime. Is that kind of like an extracurricular other like I felt like you just kept adding. >> Yeah, I was on a roll I guess this morning or or yesterday whenever. But those are the these are the things we needed to hear because this is what we were trying to brainstorm last week or like if we open this door, do six more open that we go, "Oh my gosh, I didn't realize that." >> Yeah. And I fully realized that I'm advocating for the senior flex pass and we have language in the handbook ready to

163roll and I think the board got a copy of that ahead of time. Um but again that student has in a sense gone through our system and is at a point in their educational career where they had their flexibility to come and go almost is afforded as a result of the efforts they put in. So if there's a way we can say like music program only then like I guess it would be a good thing for for our families and for kids and for homeschool. I I don't know all the things. I don't fully understand like the financing aspect and all those things, but I mean I don't want to limit any kid, but I also feel like the homeschool is a choice and that's the choice they're making. And >> but there's taxpayers in

164our district, too. >> There is that level though, too, though. >> I Yeah. No, I hear you. And that's that I I think it's wise for us to take everything into consideration before we go looking to change policy. Um, I think my initial question was specific to the music programs because of how because a homeschool student could participate as extracurricular in the elementary and then once they get to most falls off. >> Yeah. They're they're not able to anymore. I mean, they could do jazz band, they could do >> um pep band. Um, >> yeah, but that's not that full immersion into the music program, especially how we do it at the high school with performances and center stage and for ac cappella. I mean, so I I fully get that. Um, yeah. I just

165I think you're going to have the athlete that comes and says, "Well, I don't like I want to work out with my teammates and you have this class 7th period and I'm participating in the basketball program or the football program and I'm homeschooled." So, I don't know. >> But that's different because it's not required. Like if the coach said the entire football team has to take strength and conditioning in order to participate on the football team, then I could understand that as an argument, but that's just a well, I want to do this because, right? Whereas with band, we're saying no, >> if you want to participate, you have to take this class. You have to get this grade. Oh, and you also have to do two hours of practice every week, and you have

166to show up at these. >> For the most part, our choir and band classes are in the first part. Well, bands in the middle part. The choir is mostly the first part at the high school and they have orchestra right at the tail end seventh period. So >> and what we said is that this is not a they only participate outside of the school. They like they would have to show up their own transportation for the class participate in the class as we would expect any other student to participate in the class. I don't think we would give credit, right? But it's an opportunity for them to treat the music programs at the school as their extracurricular as something supplemental to the education that they're getting at home. >> Yeah. I I see the I

167see value in >> Does that mean they have to enroll >> to take a class with a grade? I would assume because >> I'm almost thinking about it in reverse logic now listening to the conversation is the the student is desiring to participate in our extracurricular activity and they must fulfill any other related aspects of that participation which then becomes got to get here for the class and you have to have as I'm assuming some certain aptitude of musical ability, whatever those things are that I don't fully understand. But so they're coming into the extracurricular, but in order to do that, you're going to also have to be here for this practice time, which happens to be during the academic day, but you're not going to be an academic student. You're only going to be

168an extracurricular participant for >> So we call those co-curriculars. So, it's there's an extracurricular element like the games and the practices and the performances and the weekends at Severance Hall. Um, but then there's the the academic date piece. So, it's not just strictly an extracurricular, it's more of that co-curricular. >> Yeah. To me, it's like I play football because I met a young man this year on the sideline that's home >> and he came to our homecoming >> and they're expected to be at weightlifting. I realize weightlifting is outside the school day, but that's an expectation of being in the extracurricular. So now we're talking about here's marching band and an expectation of being part of marching band is you have to get to their practice time. Their practice time happens to be at noon,

169not 3:30. >> Yeah, >> they have to get here. They're not getting a grade. They're not getting anything. They got to get their butt here to do it because you can't be in marching band if you didn't do this at noon. So >> they are getting a grade though obviously for marching band. >> If you're a rever student you are if you're a homeschooled student you are not and we would not >> correct >> because we're only going to allow them to participate the extracurricular and a requirement to do that is to come to rehearsal time. Rehearsal time happens to be at noon. >> Yep. >> Bill, are you saying there's a concern with the student? >> I don't know the answer but I think that's what you're asking. So I'm trying to understand. >>

170So that's not enrolled that's not enrolled in our school system, but we're going to take on all the liability of that kid who's not enrolled with us in our building. >> We do it now though with football. >> Yeah. For sports. >> We have football kids that aren't. >> So the home school they're not they're not in our school during the day in the classroom. >> I don't know when they're here. >> Yeah. >> So we do they're not here during school here during school day. They show up at 3:00 on the football team gets dressed and they walk out on the field. >> We're like extracurricular kids. >> And then there's >> insurance that they have to give you as a as a sports person, you know, as an athlete. There's physicals they have

171to go through. >> I mean, I don't know. I I just think we're up in a can of worms if we let people into our school district group who aren't enrolled with us. >> That's the concern. That's one of the concerns. >> Can I ask one more question, too? So, we have band, we have choir, we have orchestra. What if I'm the home school kid who wants to do all three choirs first in the morning, bands in the afternoon, orchestra? Are we housing the kids in between or do they have to exit like or do we limit them to one? Like >> I'm just curious. >> I'll say this. Because of our new senior flex paths, we are incorporating that use of that VMS system and they have to swipe in or they have to

172punch in. But >> she's saying, do we house them in our building? >> Mom drops me off required. No, >> I also want to do van 2 hours later. Do I sit outside? Do I sit in the vest and be like I'm just I'm just devil's advocate. >> 900 kids in that building >> next year. >> Fair question. >> And they can't swipe in, swipe out because they're not a student, so they don't have student >> and only seniors can do that anyway. >> That senior flex thing is only for seniors. >> Correct. But now we're using VMS for if you arrive tardy to school. We're having VMS be the signin process. So you are absolutely 100% right. Yeah. Our seniors are signing in. So, I hear you guys's concerns and appreciated. Thank you for

173giving your input. I I think I would like to also have the input of our music teachers just because they might have more pain points or more concerns or more thoughts on the potential upside of this plan. So, if you're willing to have those discussions with the teachers at your school that could potentially be impacted so that we can get their feedback as well, that would be appreciated on my part. >> Just how they would feel about is that what you're asking >> just kind of like if this was put out there, what what do you see as the problems? What do you see as the potential domino effects that we want to avoid? What are the liability issues? Are >> all of you too as you go on if you think of other domino

174effects? >> Absolutely. >> I mean, you came up the right way. So, I mean like these are things we should >> Well, I don't want to interrupt and I do want to interject because at the middle school level, you know, you do see a push for kids sometimes it's hard to get them to come to school. And this I know this is talking about homeschool, but I'm thinking about, okay, if we're allowing homeschool kids to be involved in the music department now, I really don't want to go to school. I'm going to find an online school and then I didn't want the other electives. I just wanted band and I'm just going to go to RMS and do band now. So that's just one of my because we already have those attendance meetings with certain

175kids that we try to keep in the building and now that they see a kid coming in for a period or two. Okay, how do I get on that scale? >> Yeah, that's a good thought too. >> And I just think about because the money fall was a good and you know what are we spending? You know, >> are we buying instruments? Are they bringing their own instrument? I I don't know. It's just >> that's a good thought. Yeah. >> Yeah. >> The policy is specific to home education students. That was the scope of this. and and we had had this conversation when we discussed the policy that it wouldn't apply to >> private school. >> Okay. So, the policy wouldn't it would just be specific. >> Sorry for getting all good. >> Mr. Shanker,

176do you have any thoughts about it? >> No, >> he has no thoughts. >> I often find that John has incredible thoughts about things. So, >> I think that we're well served by thinking through the the worst implications and our best ideas. And so I think that you're taking the right approach, getting feedback from all of the people involved. I do have a concern that you're setting a precedent with music that may end up on other things in ways and that that could ultimately affect staffing and other things. >> Um it's hard to meet everybody's needs and especially when those needs are are preferences rather than >> and as someone who has students who didn't go to our traditional local public school through their middle school years, you know, having some flexibility was helpful, but

177that didn't happen through school they were participating. They were doing art for an hour a day and they were doing drama for an hour a day and they were doing music for an hour a day, but it wasn't something that the schools had sponsored uh VMS doesn't tie in with kids that aren't here. So, we'd have to work through >> could create a separate >> sign. A senior comes in to sign in in the middle of the day, it ties with our student record system. That's not going to work. >> Um a student who is not enrolled is not going to be in the student record system. So then if you're doing anything on assessment or grading or credit for a student who's not an active student, that's going to be a problem. >> Okay.

178>> A lot to think about and discuss. Yeah. >> I mean just something happens in the building, >> shelf falls or you know some random thing and that gets impacted. I don't that's all >> you have them do final forms handbook. >> Yeah. >> As they do >> or bambian trans I mean our our performing arts students go all over the place. We send them everywhere >> right >> which is amazing. They represent us but through the transportation. And then you know from a technology perspective the question is do they need a device to participate in that class because every kid in that class has a device that >> no sol issues those types of things that yeah talk to counselors too right >> what right do we have to discipline them >> right what

179if they're not getting graded then and they just aren't doing the work then what does that look like too because usually a grade is a carrot, right? >> Grades a carrot and if there a disruption to the learning environment, then >> what rights do I have? Do I just say stay home for a couple days? >> Right. Yeah. I mean, there's a lot that we still need to think about, I think. >> Yeah. I don't think we can put that part in the policy. I know we have to make some other changes to that specific policy with mostly with just wording based on changes in the law, but that part probably needs more input feedback from our music >> staff. I will have that for you within 48 hours. >> We've got some >> because

180I don't think that like I would like um Natalie is not here today. I think that she needs to be here for that part of the discussion. And there are changes that we have to make in the policy that are sort of unrelated to this question. >> So I don't foresee at this point that part of the policy having any changes to it at our regular meeting next week. >> We need more time to talk and think through that. I don't want to rush through anything like that. So um agree to pull that from >> um I think if we have to you could talk to Dan Lauder and see if we have to have the other language passed and we can pass the other language if it's required. If it's not required right now

181by a deadline, then we can just hold the whole policy until we can have more discussion and more info if that's okay with everybody else. Good. Okay. >> Thank you. Thank you. Can >> I take a dr agenda? >> But thank you for staying because I think that your input was valuable as well. So there you go. >> No problem. anytime you need me. At your service, >> have a good evening. >> Later, doctor. >> Have a good night. >> All right. For real this time. Wow. Montgomery always say we serve with the pleasure of the board. >> That's some pretty significant power. >> That's not how that works. >> It's that little line in the uh contract. >> Mrs. Kimble, do you mind talking about uh the overdose unless Sorry, Mrs. Go ahead. You

182want to move on? >> Yeah, go ahead. >> Okay. Yeah, >> the overdose which Nikki's been working with Carrie Warner with her. So, got some information for us this week if you want to share. >> So, I reached out to her with the idea that you guys had mentioned about having more doses for >> Oh, yeah. >> I'm sorry. I do. >> Is it restroom break? >> Okay. You guys can also celebrate if you get up and move. >> It's a long >> Hey, Billy. Bob, will you bring me one of those waters, please? >> Little one. >> I was worried about you when you weren't sure. >> I feel like we appreciate it, >> John. >> Well, you've got one. >> Waters, gentlemen. Thank you. >> You should >> I'm widening the circle. >>

183I heard you guys can just >> I'm circle instantaneous when they come in. >> Sometimes you're right. You told me that like if there's some even something a little weird. >> No, everybody needed a break. So, we're taking a quick break. >> And he keeps like I really said I was like listen I >> Yeah, >> I have time. I can't promise you now. He was lucky to happen to have been a physician and had a prescription already had his stuff on how the Ohio State pharmacy workc. >> So thankfully his came back >> like boom >> this morning it was here. >> Somebody else I rang yesterday >> they said pen. It still says pen. >> I I have no control. Um but you can tell her to >> that you know she has

184an appointment tomorrow >> and we'll be happy to get her process. can, but there's no promise that it will come back. >> I wish I could do it faster. I really do. >> He has a deadline faster this time. I think it's like March 2nd. >> Last year, he drug his feet forever. >> Yeah, >> but they put I think it's March 2nd. He has to make a decision. are better with other than >> who did I see today? Um, who did I just read today? >> Somebody said >> we'll win two more games >> with Mike and Aaron together. Yeah. So that was just the update situation but but they even though he's not required to he's still going to >> Yeah. Is it only those two policies we needed feedback on 6.5 and

1857-Eleven? Senate level we just went over 65 was feedback from Carrie Warner >> that's all I have >> BCI processes >> things we were waiting on more information from >> send it off to BCI request >> had that packet with me >> what's standing out to me >> I kind of went through before the meeting made notes about the things we had talked about but they all were done mostly just tiny things we >> yes we're Yeah, >> that's high test. I mean, >> did Bill just did Bill just >> No, I think we can start. >> Oh, restroom. Okay, I think we can start with that one. >> We can start with that, though. >> Okay, >> so I reached out to Carrie Warner, um, our district nurse, about the Narian. So, we do

186have they they come to us from the health department in a pack of two. There's two doses >> and um on the outside of the package are the instructions and all the all the important stuff. >> So if we were to break them apart, >> we only have one set of instructions per and the whole point of having two is that you give one and if you don't see them coming out of it within a certain amount of time, the instruction is to give the secondary dose. Okay? >> So they don't recommendation is to not separate the blister packs. So she reached out to the county health department and they said they'd be willing to give us additional sets. >> Okay. >> For the district. So we would have um we would have then five

187more two packs and we'd have 10 two packs on the district. >> Okay. >> The she there's no issue in putting them in the AEDs but she would not recommend them putting outside because they are heat and light. >> Oh okay. >> Oh sensitive. >> That heat and light sensitive if it's outside of the normal typical room light like being in direct sunlight for prolonged period of time can impact effectiveness. So that's why it's in a blister pack kind of thing. Um, so she can get those extra packs. We have like 19 AEDs throughout campus, but we only would have 10 packs. >> She have to decide where. >> So, we'd have to decide if that's the way you want to go where you would want them. And I'm not sure if she responded back

188to your emails. >> I mean, I asked Carrie where she would recommend people because I don't think any of us want to make that decision. >> No, absolutely not. >> Right. So, yeah. She said, "Where would you recommend?" >> Okay. >> Yeah. She and I had a side conversation where we did talk about like those areas that might be more frequently like nearest the gym and the cafeterias and things, but that may not be the same in every building. um we would not have enough um if we if we the extras we'd have one for each academic building in the fieldhouse that would not give us any to place at the bus garage in their AED or here at the board office in our AED which is it's usually attached to the outside of this

189building and she wouldn't recommend it there because it would be exposed to direct sunlight. >> Um >> but kids are not often here or at the bus garage. It's just when there' be like tennis matches or things like things things along those lines. So >> track. >> Yeah. >> Right. >> So that was the feedback she gave. I believe she's already been given a pickup date for those extra packs so we can have them in here on campus and she's she said she delivered them here to central office to be held until a decision was made for you guys because it doesn't hurt us to have the extra packs. But it's where do you want them? How do you want them? >> I would recommend that we do not make that decision. >> Yeah. I

190mean, I would say we made it pretty clear. We wanted kind of two at the middle school, two at the high school. Where you guys put them is entirely up to you. I want it to be known to staff. That is my request. So, wherever you put them, >> they should be readily available and it should be widely known to all staff. That's >> and I think yeah, building principles and Carrie can make that decision. >> Absolutely. >> Okay. And we also did do a follow up on the Epipens, right? >> Yeah, we do have those and she has not gotten back to us on that piece like if she would recommend in the same place again. I'm not sure about their light or heat kind of thing. >> They are heat sensitive. >> Okay.

191>> Absolutely heat sensitive. >> Yeah. So, they probably have to be in the clinic, I would assume. They don't have to be refrigerated, but they but they can't stay in like a glove box or something. They can't >> And you also need two of those together at all times. >> Correct. Okay. >> I do know that they have come out with a a new form of EpiPen, which is no longer injectable. It's it's a it's a nasal spray, but it's not out. It's not widely >> available. Yeah. >> Yes. And if we wanted additional of those, we would have to pay for them because we have already we already hit our limit of what we get for free. And we paid for one additional set to be at the fieldhouse because we only get a

192set per building. Because we had the fieldhouse, the district did cover the cost of paying for one extra set to be out of the fieldhouse. So if we wanted more, we would be at we would be paying cost for those to come to the district. Just >> I think we're good there. >> Yeah. Okay. Those are the only things I think we still had for discussion on the policies that were not covered in your email back to us. Unless you have anything else that you wanted to talk about. >> I did get a chance to talk with Doug and Ferris Marsha Road about financial literacy question. So, and they shared at this point they have haven't had any complaints or concerns. They're pleased so far with the what we have and what we're offering. And

193for right now, they feel like there's other things they're working on. So, unless you know servants pleasure the board us to do more with it, they would just ask that we keep doing what we're doing at this point. Okay. >> While we focus on other things. >> All right. Good. All right. Anything else on that topic before we move on? >> I'm good. >> Okay. Um, next is review the draft agenda for February 17th. Mr. White, do you want to take this? Okay. All right. We have our presentations that were originally scheduled for January, now for February coming in. So, um, pledge of alleg pledge of allegiance by the Richfield Elementary students and then we have a bath listed there for you. I do encourage our principles regularly, I'll tell them I would like at

194least two to three students at each of these, but considering Ava Cooper and what she's been through, I thought for one person back elementary, it would be fine. So, >> absolutely. >> Yeah. and the middle school students there listed for you and the high school students there. Presentations number 2A will have curriculum presentations uh programming approvals for by Mrs. Roach, Mrs. Toth, and Mrs. Yoda for math in the River Middle School intensive needs classroom. And then they'll follow that up with an early literacy assessment instruction updates. And that will be uh Mr. Pavilage, Mrs. Smith, and Mrs. Roach. And then our response agenda case managers will be there as part of part part of that presentation and we will later in the agenda have like a first read for the programming for letter A there

195with the programming approvals request. Then Roman numeral five we have the public speaks to agenda items. Roman numeral six board of educations agenda. Nothing at this time. Um and then number seven uh no report. >> Correct. All right, for CBCC. Thanks, Mrs. Burke. And then that takes us to Mr. Bern. >> Great. >> Items one through five are normal monthly activities. And then number six is annual approval of the tax resolution that we'll submit to the county. Um, which is unchanged except there's some treatment on their end of it because of the passage of the legislation that we've been discussing as to how that millage will get applied. But all the levies that are on there are the same as have always been on because there hasn't been anything new in since the bond issue.

196Uh 20 what 16 maybe that was. Um and the fiveyear forecast I have a placeholder there for it. It'll be filed before the deadline at the end of the month. I may um hold that as I mentioned in our agenda. I may I'll have that filed and review it in March instead of February. We're still tinkering with a few pieces of the software through our provider as they update that. Um, and then we'll have some decisions down the road as we've talked about before as to what we want to do with some of those transfer amounts and things like talent for this time because we're not on the precipice of anything like you I pick up the my phone and read newspaper. We still call that online newspaper whatever. I used to get my fingers

197dirty, but uh >> it's hard not to find a school district going on the ballot in the not too distant future when you read media across the state. We are not in that position. So, I'll file it. You don't like it, we can modify it. We can refile as many times as we want. So, there's really no penalty to it. We're not uh we're not talking about reductions or anything like that. They're things that we have a runway to talk about as we move forward. Okay, >> that's it. Numeral 9 1A through 1E. I'll probably request I consent just to give you a heads up for that. And then I'll talk obviously get a motion in a second and then I'll talk through the revised job description for director of personnel and operations. And then

198we'll have the new administrative position director of school performance and change of employment for Dr. Overberhouser and then change of employment for Mr. Pache. I'll of course talk through that a little bit more at that meeting. And then uh we have at letter E the administrative contract for Mr. Mrs. Smithfield. >> All right. >> I can tell you all of those folks are very happy and >> very excited. >> Yeah, it's been very positive throughout the district. >> Yeah, I've heard good things. Then 2 A 2 B um I do as a consent as well and the letter A will look for a that are appropriate for any salary increases and then B we have that I don't think those two have made it known and to all their colleagues yet refrain from saying their

199names but the two retirements right there. >> Okay. 3 A through 3D. I'll probably also do 3A. That was unexpected. >> Mhm. >> Interviewing tomorrow. >> Okay. >> Internal >> a mix of both. >> Okay. >> The high school office is not excited. We wish Jen well >> of course. But I can tell you she was not excited about it. It was one where she >> Yeah, bittersweet. >> Yeah, of course. >> Okay. >> All right. Then change of position there for Holly Quaos back to Richfield. Then we have a new hire letter C there, Jessica Roondo. >> List of five substitutes for you there at D. >> Student services number four, Mr. Connelly. No items at this time. Not yet. I'm sure there'll be some coming. >> That'll take us to number five, other

200business. This one will be a little walking wonky because we have the new revised board policies. We're not taking any action, right? And so, u the first reading and then I have on there for 2728 the district calendar first reading. I don't know if we need to pull that or not. Do you want to entertain and talk more about moving it up a week earlier? I mean, we could at least draw it up. I think if I'm being frank, my intention tonight was not necessarily to say we need to pull this and change it. And you know it has been voted on by it has been propos the proposal has been drawn. The vote has happened by our staff. I don't see a big enough red flag at this point personally and I'd like you

201guys' feedback to pull it and try to change it now. I think the discussion needed to happen so that we have an understanding so that we're clear on what we're going to be looking at so that in future calendars. So that would be where I stand. I don't I would feel that this calendar has been done as expected. And I feel like if we want to make changes, we can have that conversation and set expectations for future proposals that they submit. But I would feel I would feel uncomfortable at this point cuz we're not just talking about Good Friday. We're talking about a a week >> Like redo the calendar. And I feel like that's that's not the spirit of what that is. So that would be my suggestion is that we we maybe maybe

202we as a board make some decisions and change expectations if that's what is necessary but I don't think it can be for this calendar. That's my opinion. >> I mean I think I I think I agree with that. I think we as from us looking at the the schedule we should be getting input as to what is actually best for our students education in terms of the timeline and get more consensus and conversation about that and then make a decision on that. If have adding a week to the beginning is is really better for our students in terms of their their their schedule. I think then we should take a a look at that and and probably do it um if there's consensus on that by the experts. But I agree it's probably a little

203bit late in the game to do it now. And I think it is I think it's important to to to have a runway and a path and set expectations that we are probably going to make this change but we are going to gather information and make sure we do it the right way. >> All right then I think leave it on. >> Okay. Continue. >> All right. Letter C. We have the college credit plus CCPOU agreements there with those three universities colleges and then the annual membership for the Ohio high school athletic association and then the letter E with the curriculum recommendations first reading no action and that will be a presentation part that takes us to the end of Roman numeral number nine and to Roman number 10 formation discussion items 11 is concerns

204of the public for community announcements And then uh we do anticipate need for executive session. >> Yes. >> Okay. Thank you. >> With no action to follow. >> All right. And tonight we do have um reason to go into executive session to discuss employment of public employee. There won't be any action to follow. We don't anticipate. Can I get a motion and a second? >> Motion. >> Second. >> Okay. We'll call it motion. >> Thank you. Mrs. Burke. Yes. Mrs. Stein. Yes. >> Mr. Bowler. >> Yes. >> Mrs. Bracken. >> Yes. >> All right. We are in executive session at 803.