Revere Board of Education Meeting, November 18, 2025

001Uh good evening everyone. We're going to get started. Uh today is November 18th, 2025. We are here for the board of education uh regular meeting. Mr. Berdine, will you please call the role? Mrs. Brackett >> here. >> Mr. Hyde to Mr. Malik >> here. Mrs. Rainey here. >> Mrs. Stein >> here. >> Okay. I know we have our pledge of allegiance. Um, so you will, >> Mr. Cavalich, you want to come up and introduce our pledge leaders and Mrs. Smith. Thank you both. >> Yeah, we'll have Mrs. Smith come up as well. Good evening, members of the board of education, superintendent White, treasure dying, and honored guests. It's our pleasure to introduce four exceptional students who've been selected to lead us in the pledge of allegiance tonight. These students consistently demonstrate qualities that make our

002school a wonderful place to learn and grow. And welcome what we call rever ready behavior. Our first one, kindergartener, Nila Lewis. Nila has been an outstanding leader since starting kindergarten. She is a kind friend who is always willing to share. Nila is helpful and trustworthy, demonstrating great problemsolving skills in simple classroom situations. Her engaged attitude toward learning and funny personality brighten our classroom every day. Our next student is Megan Welch. She's also a kindergartener and she is kindhearted and a hardworking student who exemplifies career ready behavior. She is a wonderful friend who shares materials and includes others in play. Megan puts excellent effort into her schoolwork and we're so proud of her for tackling challenging tasks like reading consonant vow consonant words, adding and subtracting. >> Our next one is first grader Leo Santo Ferraro.

003Leo is a truly great friend to his classmates. He makes our room a happier place by always being willing to help others. Leo is celebrated for using his problem solving skills to complete tasks and for enthusiastically embracing a good challenge. We are lucky to have him at our school. >> And our last student is Mara Maddox. She's a second grader and she's doing a fantastic job at being river ready. She shows respect by quietly raising her hand and listening to her peers. She is responsible by quickly following directions the first time. Mara is also a problem solver, demonstrating great hallway behavior and always lending a helping hand to anyone who needs it. >> Everybody could please stand ready. Ice to the flag of the United States of America and to the fors one nation under

004God indivisible with liberty and justice for all. >> Great job. >> Good job. Bailey, once Mrs. Wall's done, we'll get her out of the way and you all can take over. Go to the center for >> we'll get her headed that way. >> I'll be quick. Awesome smile. Thank you. >> Don't move. Hang on one second. Couple more pictures. [applause] >> Hey guys. All right, we'll continue with our presentation. Mr. Fry and Mr. Wilson. >> All right, good evening. I'm very excited to be able to recognize both Bath students tonight as well as some students from your high school. I always love when our high school students find opportunities to serve as positive role models for our best students by making our school, the district, and the community a better place. Would Mario Brienza, a

005senior at RHS, and Miss Mrs. Kitty Butler, an institution of your community, please join me. And I see that Mario's brother, Matteo, is also here tonight, although he wasn't on the board agenda. I'd like for Matteo to come up as well. So guys, come on up. And Kitty, come on up, please. Now, Matteo has been joining Mario in his mission of amendment work at Bath because he will be taking over once Mario graduates next year. And I always love when we have a plan of succession like this already built into the program. Mrs. McKenzie Smith, um, one of our fifth grade teachers, is our bass staff leader for the club, and I asked her to join us as well. Now, roughly three years ago, Kitty and Mario met with me to talk about a new

006after school club at that called the mission of a minute man. Kitty's grandchildren were in a similar club in Bxville Broadview Heights and she thought it would be a perfect fit for us at River and she already knew that Mario would be a great student role model for the program. And as we all know, no one says no to Miss Kitty for sure. So when she has an idea, we definitely need to listen and it usually is a great idea. So um I was definitely welcome to um talking with them. Mario had a great plan for the club and as a student leader, he wanted to bring RHS students down to bath to serve as role models for our fifth grade kids, focusing on volunteerism and community engagement. He organized a community leader to attend

007each bimonthly meeting to talk about their organization and the community outreach that they provide. Whether it's someone talking about homelessness and serving the homeless or organizing a food pantry or beautifying our community during Project Pride, the high school students are sharing their passion for volunteerism and are showing our kids how they can be bath team heroes both in the school and in their community. At each meeting, the students learn from a community partner and participate in an activity that directly benefits that need in the community. I'm going to ask McKenzie to now introduce our three BAS students who are members of the mission of a minute man and ask her to talk a little bit more about the specific activities that they're doing. So, McKenzie, come on up. >> Hello everyone. I am honored to

008present to you three of our fifth grade members of the Mission of a Minutemen club. Could I please have Brody Wilson, Quinn Lancaster, and Eden Morris join us up here. I have had the pleasure of being the fifth grade staff lead since the start of our group three years ago. Every year, the group as a whole does a fantastic job of working hard, working together, and giving back to our community. This year, we will participate in three service projects as a group. We completed our first one last week while our fifth graders worked with the high school mentors to put together 100 warm bags to hand out at a local homeless shelter. As we head into the colder months, it is pertinent, especially in Ohio, that we keep our that we give our homeless community

009the resources that they need to help shield them from the cold. We worked with a local homeless shelter lead, Mrs. Campbell to pack our cold bags with hats, gloves, socks, hand warmers, chapstick, and beautifully handmade cards from our fifth grade students. These were made with great care and attention from all of our student participants. I wanted to highlight the three that you see up here for their over-the-top attention to detail and commitment to our group. They worked diligently to ensure that their warm bags could not only work to physically warm the recipients, but also included well-thoughtout cards that were meant to warm their hearts as well. I am always impressed with the kind-hearted nature that our fifth graders, fifth grade participants have, and this year is no exception. Just as well, I want to note

010how impressive our high school mentors are. They work exceptionally well with the fifth grade students and ensure that they are on task and working with care. It stands out to me that they not only dedicate their time to this group, they are also fully present during every meeting. They are lightigh-hearted and fun with the kids while ensuring that our service projects get done. Looking forward to the rest of the year, we have two more service service projects that we will take part in. The first being a food donation to a local food bank. At our next meeting, students will spend time making sandwiches to hand out at to those in need, followed by our final service project, which is participating in Project Pride. This is a wonderful opportunity for our fifth grade students and high

011schoolers to spend time cleaning up our schools. We will meet at BAS and RHS to spend time cleaning up the the grounds of both buildings. We started this service project last year and the students love the opportunity to give back to our school. The mission of a minute is such a great opportunity for our rever students and I wanted to give one last thank you to Grandma Kitty and Mario for this amazing opportunity for our kids. Thank you. Thank you so much. >> [applause] >> least expected. All right, Dr. Oberhouser, Mr. Pachy, thank you. >> Hi, good evening. It's my pleasure to present um we have three students from the middle school today, so I'm going to embarrass them a little bit and read some great things about them from their teachers. So, first, can

012I have El Vincent, can you come up, please? So, I've actually had the privilege of knowing Elise since about fourth grade, and I can tell you she is one of the kindest souls that I have ever met as a person. and I think her teachers feel the same way because when you see her in action at RMS, she is always trying to help someone. So, here are some comments from her teachers. Um, one teacher says, "I didn't have her in class, but I had the chance to work with her on our field trip last year, and she immediately stood out. She was consistently helpful in keeping track of students, helping with headcounts, and organizing materials. She made the day run more smoothly for everyone. I'm excited to have her join the yearbook club this year

013and to get to know her better. Another teacher, not to brag, but Elise is truly one of the kindest students I have ever taught. I could put her in any group and she would immediately go out of her way and make others feel included. She listened to other students ideas and made sure their voices were heard. She she stood up for her peers and found genuine joy in helping others. She also has no trouble being silly. Ask her to sing in an open voice or a southern or an opera voice or a southern accent and she will stun you. Would you like to try? [laughter] Mr. Rogers once said, "Look for helpers. You will always find people who are helping." Elise is exactly the kind of person he met. I still remember how excited she

014was each day to come in and tell me all the fun she had with her classmates in learning class. She is a natural helper through and through. And I am so grateful I had the chance to be her teacher. and every teacher that she has crossed paths with this year all it was the same theme around she's very helpful she's a model student and she is very kind so Elise Vincent [applause] next up Liv Morris so you're going to notice a theme here tonight so a lot of live teachers have said the same things about her and I can say the same every time I see her in the cafeteria. She is smiling. She says hello. She talks to adults, other kids. She's always trying to make other people feel welcome. So, here's what some

015of her teachers have to say about her. She was truly one of the sweetest students I've ever had the privilege to teach. She greeted me every morning with a smile and brought such positivity to our classroom. Beyond her kindness, she was an incredibly hard worker who always put forth her best effort. We genuinely miss having her in the sixth grade. Liv consistently demonstrates resilience and determination. She adapts well to new situations, approaches tasks with perseverance, and carries herself with kindness and maturity. She is a she is highly regarded by her peers and serves as a strong positive role model in the classroom. And then the last one we have here, Liv has volunteered to be part of the classmates for learning electives for which she serves as a peer model for students with intensive needs.

016She treats all students with dignity and respect. So many of the students in that class view her as a genuine friend and look forward to seeing and sitting by her each day. Liv possesses a significant level of confidence and compassion which is rare to see in middle school students. I am so proud of her personal growth and her willingness to share her bright light with others. So we also have one more student. He is not here tonight. So he had a basketball scrimmage. So we are going to recognize Lincoln Wal Turner. So he is an eighth grader. He's an athlete and I can tell you from watching him on the playing field, he is a great athlete and you're going to see him under the lights on Fridays and on the basketball court here when

017he gets to high school. But more importantly, you know, his teachers have other things to say about what kind of student and role model he is at RMS. So, his teachers, Lincoln is a student that has quickly risen to be a leader in the classroom. His peers look up to him as a discussion leader, a role model for what he does in class and how to conduct themselves as a young person. Lincoln works well with any student and isn't afraid to ask for help if he's confused. In fact, he was recently dubbed Mr. Lincoln by class and taken over the role of taking attendance for class each day, which we all look forward to. I am very proud of his growth and I can't wait to see how he continues to flourish this year. I

018was his ELA teacher. Lincoln is an extremely hard worker in every class and is a great leader. I have had the pleasure of having Lincoln as a student in both sixth and eighth grade. It has been amazing to see the progress that he has made over the years. He is very confident in his abilities in and out of the classroom. We are so lucky to have Lincoln in our classes this year. He exemplifies the vision of a minute man in every aspect. Last one. I have had Lincoln as a student for seventh and eighth grade. Without a doubt, Lincoln is a great student to have in class. He is a leader and kind to every student he works with. You can tell that Lincoln takes his schoolwork seriously and is always willing to help when

019he does not understand or always willing to ask for help when he does not understand something. Lincoln is such a great kid. So, you can see with our students at RMS, we have kind students, we have hardworking students in the classroom, and it's an honor to be their principal. Thank you. [applause] He's coming over there. Stay there. Don't run too fast. All right, Mr. Ferris. >> Yeah. Hey, good evening everyone. I'm going to start the same way and Mrs. Mole is going to be thankful. But in the atrium of the high school, there's a beautiful back backdrop uh for pictures that says uh just says River Miniman. It's not specific to the high school. And we would love to see your uh kids with their certificates posted. Uh please tag at River Local Schools from

020Mrs. Mole so we can just share the goodness that happens at these board meetings. Um I'm going to ask my two amazing ladies to come up. Uh both are at opposite ends of their high school journey. And first up is senior Mattie H. So Maddie is a part of the of a bunch of things. uh Rever FCA Recycling Club, Project Planet, Rever Choir, After School Tutoring, and Rever Players. But tonight, I'm truly recognizing her for engaging with a purpose and the work she did this summer as part of a research team through the University of Akran and Walsh University. Maddie took part in an international AI conference. The team she was on presented on the topic of AI integration and skin care. Um, and here's an excerpt from their presentation. The integration of AI with

021skin care in product formulation, business interactions, and therapy techniques creates a more personalized and effective approach for individuals to take care of their skin. This multi- field comparative study evaluated different chatbased AI systems to enhance and refine skin care experiences, strengthening current procedures in the field. Um, so again, that is truly engaging with a purpose. Maddie, I'm proud to say tonight, has already been accepted at Mount Union and the University of Akran. She is waiting to hear back from John Carroll and a couple others before she makes her final decision. But ladies and gentlemen, a superstar that is going to leave us in May, but no doubt continue to do great things, Miss Maddie H. [applause] And then uh next up is Melinda Tucker. She's at the other end of the spectrum. She is just

022a ninth grader, but I guess I shouldn't say just a ninth grader. Uh, starting tomorrow, the Rever Players take center stage, and this year's fall play is titled Camp Neverland, a Peter Pan story. Melinda Tucker, as a ninth grader, is uh our student director for Rever Players. And when I asked her just a while ago, uh, when I was rehearsing my own lines what a student director does, she replied, "Anything the directors tell me to do." Um, so I felt that this represents uh a learner's mindset. Okay. Uh, in addition though, Melinda participates and is going to try out for our softball team. She's interested in horseback riding, spending time with family, and she is on the honors AP track already as a freshman. So, I'm going to cut my part short because Melinda is

023going to tell you about the uh fall play coming up starting tomorrow. I'm hold on to your certificate for a second. Um, so Camp Neverland is a Peter Pan story. When uh we the directors announced that Peter Pan was going to be the full play, we were all excited because we actually were going to be able to write it, we um took the original Peter Pan script and we read through it and then we improvised based on the script and we started adding our own scenes and changing some of the original details. So, it's not exactly like Peter Pan, but still has the same idea around it. And it was a lot of fun because we all got to put our ideas together and everyone's like ideas got heard and um we all wrote it.

024All the students wrote it and then after a little bit of editing we made the final script and it's been a lot of fun to put it all together. And um yeah, so Thursday through Saturday you can come see the play at 7 o'clock and then on Sunday it will be at 2. So it's really exciting. I hope you enjoy it. [applause] So very proud of both these young ladies. There you go. >> [applause] >> All right, >> we have two presentations tonight. First one's titled Common Assessments, Analysis, and Datadriven Decisionm. But before we get to that, we'll pause and let all our parents and students thank you so much. We know it's bedtime. So, thank you for coming. Nice job, everyone. Great job. And take a we'll take a minute and let you all

025go. Thank you. >> [clears throat] >> Jesus. Marsha, another opportunity to wear our shirts. >> We should let everybody know >> one day. Okay. You have to talk into the microphone. Okay. >> Good evening. >> Today we have data with Dan's. >> I've been very excited about that. >> I [laughter] like it. I think it's good. But I am first um introducing the topic and you know our focus this year is that every student thrives and we are continuously working on being under that umbrella of one river that everyone is working on this same goal at all of our buildings and our emphasis in this presentation this literally happens to me every single time that when I hit it it doesn't go. We are looking at the progress component of the state report card. So

026when we first talked about the state report card, Mr. Ferris and I spoke in September, we shared the data had just come out and we we wanted to be able to discuss in more depth the progress component and we shared that EVOS data that's value added data and I'll explain that just a little bit. That was scheduled to be released on October 22nd. It was released today. So that's been a little bit frustrating for us. We wanted to dive into that data as soon as we could. And actually on October 23rd when we were delayed a day, the state shared that there was not a timeline. So we we were happy to get it today. So we can at least shed some light on that a little bit in our presentation this evening, but we

027haven't mined the data yet. We haven't met with teachers to review their data yet because it did come out this morning. Um value added, that's what EVOS data is. It is looking at how students did in growth compared to their projected growth and that uses their testing history to make a projection for how much growth they should have from one year to the next. So that's really what that data is just like in a in a simple way to explain it. Um we receive that data from fourth grade through the high school end of course exam. So every every grade fourth grade through 8ighth grade in math and ELA in fifth grade science in 8th grade science and then all of our end of course exams we receive that data and that data informs the

028progress component. So this delay of the release was actually connected to roster verification. It was not a Rivier issue. It was a state of Ohio issue. No one in Ohio got that data until today. but it did not have an impact on that overall progress component. It was more so at the teacher level and we're starting to see all of that. There are a couple a couple things that weren't on the the data that was released today that we typically look at that go down to the student level. So, we'll continue to learn more about that and we'll go to some training sessions over the next few weeks at the ESC to get some more information. Um, as we've shared throughout this year, our focus is on every student thriving. And we've shared that we

029use our data in service of our students. So, what that means is that when we get our data, we triangulate. We look at multiple data points. We don't just make a snap decision because we have one year's data on one topic. We look for trends. We look for themes in the data. Huge celebration. When I looked at EVOS this morning, we've talked about how impressed we've been by that positive trend in our algebra and geometry courses. And again, for the fifth year in a row, we had light blue with a crescent. What that means is significant evidence of more than expected growth. It's really incredible. That's th those courses that algebra and geometry and the teachers who teach those at the high school level. We've talked with them a lot in the last two years

030to try to identify what are the things that you're doing that you attribute this growth to. And that's a lot of what we'll be sharing tonight to um really be the focus of the work at RMS and at Bath. So I'm going to go ahead and pass it over to Dr. Overberhouser as he shares about RMS. >> Okay. Hey, I am Dan number one for record keeping. [laughter] >> We're going to get you shirts if you don't watch. Dan number one, Dan number two. >> I'll take Dan number one. That's fine. [laughter] >> Um, so just to give you a glimpse of what goes on at at RMS. So we do have some focus areas that are aligned to our staff professional goals. Um, so our our first area is is teacher clarity framework. So

031you know what is that? So, there's something called the teacher clarity playbook and there's three essential questions for every lesson and it's student centered. So, when a student walks into a class, we want them to know what they are learning that day, why they're learning it, and how they're going to know that they've learned it. And the way that the book breaks it down, and I'll go to this graphic to kind of show you a little bit. So there's modules where you're analyzing, you know, the standard, you're identifying, you know, learning progressions, and then there's learning intentions and success criteria. So the teacher is going to tell the student, hey, you know, we're working on this standard. The learning intention for this day is, and this is how you're going to be successful. And then,

032you know, with teacher clarity comes data analysis. And like we talked about earlier, data is a flashlight. And what we tell our teachers because this is it's very personal because they're teaching our students, you know, and they're putting a lot of effort into the plans and, you know, what they're doing each day. So, it's non-judgmental. We're using as a flashlight. We're going to celebrate our successes, but it should drive our instruction. You know, we should look at those areas that need, you know, a little more reinforcement. And we're really focused on growth and achievement with our students. And some of the data that we look at at RMS, obviously you have your OST, the Ohio State test. Um, you have MAP testing. So they take, you probably get those reports if you're a parent. They

033come home three times a year. You have your beginning of the year, middle of the year, end of the year, and that and those are taken in reading and math. And then Marcia just talked about our EVOS aka value added data that comes out and we get it as a school. It's the progress report component on the report card and then also teachers get that individual data and then you know the work that we do each day each week each month is going to involve some classroom assessments and student work samples and that's something that we really want to look at because we're getting that daytoday with the kids and then our professional learning communities at RMS we call them PLC's are same subject teams by grade level so for example like today we had

034a PLC Today we met with all the math teachers in the sixth grade, all the ELA teachers in the sixth grade. And today's focus we were looking at our unit plans with our learning intentions, success criteria aligned to our assessments. So we're looking at our assessments. Are we really assessing what we're putting out there with our learning intentions and success criteria? What standards are we assessing? How many points are coming from certain standards? So, you know, breaking that down, having that analysis, and that's where if you have a student in our building, we don't want it to be, well, if we get this teacher, we know we're going to get this. We want everybody to be on the same page in in our departments and in our grade levels on what they're delivering in the

035classroom and how they're looking at data. So, that's why these PLC's are very important. And we collaborate, you know, building wide. We have to have building wide alignment as well because things go vertically and horizontally. So we have a BLT, a building leadership team. So we talk about ideas like they we have a consultant that came from the ESC and I talked to the BLT and I wanted them to go back to their departments. What is the most beneficial for your department and they came up with what we did today. So we collaboratively built a schedule where he got time and I was with him and we went over things in each department in smaller increments of time with smaller groups so they got more one-on-one time. And then our teachers are presenting at staff

036meetings. And this is a way because you don't if you're teaching math, you may not see what the art teacher is doing. Even though they're doing the same work that you are with teacher clarity and data analysis, it looks different in an art classroom. So we have them present at staff meetings so they can get ideas. We have teams that go around the building and we do learning walks. It's non-evaluative and we're just looking. We have look fors in involving teacher clarity with lesson delivery and we're giving feedback and you know some things that you really want a mindset that all students are our students. It doesn't matter if you're an intervention specialist, doesn't matter if you're a core teacher, all students are our students and all students can grow. And then looking at our

037PLC questions. So we kind of take things from the PLC plus playbook. Okay, we don't do exactly everything that way, but there's some guiding questions when we're meeting like where are we going? Where are we now? How do we move learning forward? What did we learn today? Who benefited and who did not? And we go through our student work samples. We go through our grading practices. We go through our assessment data. And we're really trying to target because if there's kids that are not reaching those benchmarks that we want them to reach, what are we doing that tier 2 intervention to help them? And then we have action plans. Okay, so with assessments, we want to align our assessments to standards. We want to look at the types of questions we're asking students, the DOK

038level. So basically, is it a recall question or is it asking the student to do some analyzing where they have to write a little bit more? And you want to look at your test and you want to audit that test and say, do I have all recall questions or am I mixing in some higher DO levels, for example, where they're analyzing and they're doing some other things that extend the learning. And it wants we want to be student centered. We want opportunities for students to self assess. We want students to set goals. So, you know, we've had students look at their OST scores. We've had them look at their MAP scores, and we have them setting goals in our classes because that's a conversation when a teacher can pull a student aside and have a

039one-on-one conversation with them, and they're really talking about data. And it's not to make the student feel bad. It's to have the student give something to shoot for. You know, have a goal. How can we help you get there? And that's why weekly formative assessment opportunities and common assessments are so important because if you have three teachers teaching the same grade level, we want them to have common data to look at even though they have different students. And then looking at our teacher clarity framework, like this is what we did today. This was awesome. I wish I could have had a crowd of people in every class today because teachers put their unit plans on one side. They went over their learning intentions and success criteria and they put their assessment on the other. And

040then we were going through some questions. Well, how does that align to your learning plan? Okay, maybe we should take that out of the plan or add that to the plan. And it's all about starting with assessments, backward design. So, if this is what you're going to assess, let's make sure we build this into our plans when we're teaching and kids are getting checks along the way. Like, I'm a coach. I coach baseball. I don't want to start in January and then our first game in April, not know how my team's going to play. So, there's some checks as you go along. And it's the same thing in education. Students should have an idea, teachers should have an idea of where you're going to be before you get to the big game. And then with

041teacher clarity, we want to know what PD do you need? You know, how can we help you? And we're doing that to support them off of their feedback. And then we look at data analysis. So, we do go through data protocols. So we have some for our house state test. We have some that we have modified from those to use for non-state tested subjects like science and social studies, sixth and seventh grade because they don't have the state test. But student work samples are a great thing to look at for data because students are producing something for teachers and then talking about what it looks like in my class and your class and your class and then coming up with a common plan. That's important. And then so we do have a PLC folder where

042we house our action plans. We house our data. So with the math and and ELA department, we just went over we have a spreadsheet with our ELA OST scores and our math OST scores from last year. And any kid that may have received a D or an F. And some kids may be on there because of all three. And that's where what's the tier 2 instruction for that student? How are we getting that student that extra intervention that they need so we can help them meet that growth measure? And then our teacher clarity, we have presentations, some sample lessons and resources for our students as well. And that's a little snapshot into RMS. >> And then for Bath, um, our teachers work with us every single year with Andrew and I every year to create

043goals for our building and and that's a collaborative effort that that we have at the end of the last year moving into the the current year. And one of our goals this year was our academic goal. Like during this school year, the bad teachers will collaborate on, develop, administer, and analyze subject area common assessments um for each grade level units in reading, social studies, math, and science. And that's something that we had for some of the units, but we didn't have them across the board for all of them. And we kind of knew this was something that we'd be working on throughout this year and wanted to make sure that we u made that a priority um for our goal. So, we kind of planned everything around it. Um, the second one was a vision

044of Minute Man goal and this kind of goes along with what Dan was saying with with encouraging students to track their own data. But we will refine the implementation of the vision of a Minute Man and foundational competencies with our students and develop electronic data notebooks that will follow our students throughout their careers at Bath and maybe if we can get to work well with the middle school, even follow them into the middle school. Um, we definitely have found that if if the kids are tracking their own data and taking ownership over their own learning, they definitely pay attention and want to do better. Um it's kind of funny how that works out. Um so so those are two things that that we'll be working on throughout the year with um pretty much all of

045our like grade level meeting, staff meetings, and professional development uh days with that that the teachers every year have to create their own goals. So we have we know that our district goal is that every student is going to grow and thrive. We then take that district goal and bring it down into our building goals and the teachers take the building goal and they make it um more tailored towards them specifically as teachers. So their professional growth plan that they created a common teacher goal because they knew that we'd be working on this and that the BAT teachers will collaborate on develop administer and analyze common subject area assessments for each grade level. Um so they're taking upon themselves it's their own goal. they're taking ownership over that goal that we're going to be working

046on that. And I always love it because it's not Andrew and I making them do it. This is your goal that you wanted to do. We're just kind of helping you, giving you the resources to be able to accomplish that. And that all ties in with our district goal alignment with their PGP goals. They have to create their own action steps. So, obviously, we're going to be creating our common assessment. We're utilizing PD days and grade level meetings throughout the year to develop and refine those common assessments. We greatly appreciate Marsha's guidance. She's been coming um every month, two different meetings a month to be able to work with our teachers and she's definitely embedded herself in with our staff and they truly think of her as one of the bath teachers. So, we appreciate

047all of her help. But we are utilizing one grade level meeting each month and we're we don't have as much flexibility of time um as the middle school might with team time. So, our teachers give up one of their lunch periods every every month to be able well one once a week. They give a a grade level meeting um or give up a lunch once a week to be able to meet with Andrew and I. But one of those meetings is designed specifically for working on common assessments. We also have a second one that's just specifically designed to look at our assessment data. So, we're putting time into our schedule to a work on the common assessments and then b to analyze the data from the common assessments. So, that falls on Andrew and I.

048If we want them to do it, we have to provide them the time and the space to be able to do it. Um, one of their other action steps is doing an assessment audit, looking at the standards being assessed, the number of questions assessed on that standard, the depth of knowledge level, and collaborating all of our assessment grading. That was one of the things that that we talked as we're looking at the assessments that we already have, we're not grading them all the same. Like there's different points assigned to different questions. There's different processes. Some some teachers would allow redo, some do not, you know. So we we had to collaborate our grading system too so that we actually could have common grading that we could talk about as far as the assessment goes. So

049so things that that we're you know constantly tinkering with we have to make sure that we're giving a common assessment and having a common way of grading it to to get us reliable results. So I kind of talked about this already with Marshall's help. We're taking that one um grade level meeting to work on common assessment work, one to focus on student data. And one of the things that we're doing with that data is looking at how we're using that to drive instruction. And we have already have in our schedule um intervention enrichment time, we call it IE time that is designed for intervention and enrichment. So um we were kind of looking at how we're already utilizing that time and then looking at student data to drive instruction during that time. So, it's kind

050of nice. We already had it built in, so we didn't have to do too much differently, but we just had to look at how we're use utilizing and use that time better to meet the needs of our kids based on our student data. Every other staff meeting will focus on vertical alignment and sharing the common assessment and IE work that we're doing. We just had a great staff meeting this morning where we did we took that time to say, "Okay, this is what we worked on as a subject area grade level team during our last PD day. This is what we're working on tomorrow at our grade level meeting during lunch." so that third grade is doing what fourth grade is doing, fourth grade is doing what fifth grade is doing, we're all kind of

051working together and um almost holding each other accountable for for that work. If we're not sharing out, we never really know what's happening in the building. And and as we know at all the buildings, they're big enough that you might not ever even talk to a different grade level teacher unless we're intentional at at making that happen. Um we're also utilizing every professional development day um that we have throughout the year. Time is reserved for common assessment, development, and data analysis. So, we're trying very hard to intentionally use the time that we have to be able to meet the goals that our teachers wanted us to meet. Um, this slide is focusing just on that intervention enrichment time. Um, student groups meet with their teachers for direct instruction, focusing on specific skills. That direct instruction

052is something that was a non-negotiable for that time. We have to be meeting with our small groups utilizing our common assessment data to be tailoring uh instruction. The groups were always fluid. they change based on the assessment data that we have. Um we differentiate through pacing, depth of content, breadth of content, and complexity of content. Um that's something that that we've been kind of preaching quite a bit um with all of our teachers. This is also a time where reading and math interventionists and our intervention specialists will pull kids for small group direct instruction. Um, another topic that we've been doing at BATH for probably about a good 10 years is is having instructional rounds or the learning walks that that Dan was talking about the middle school. Um, this year we're focusing on differentiation

053in the classroom. So, we schedule a time throughout every single year where our teachers are getting out of their classrooms and visiting another classroom with the sole purpose of looking at how we're doing teaching and learning. Looking for grade level trend data, looking for building level trend data. This usually is something that like a kind of a check and balance for us to see how we have been doing on our goals either in the previous year or throughout the year. So this is what our teachers wanted us to work on this year. They they wanted when they're going to do their observation, they want to know what data was used to develop the skill focus during the IE lesson. They wanted to focus on what's happening in IE. That's what we're planning around. So we

054might as well be getting out of our classrooms and getting into see those IE lessons. um they're wanting to know how is IE team IE time being utilized examples of differentiation that we're seeing during the visit and then my favorite one that we always want to say what is an idea that I'm taking away from this observation Andrew and I always say we get to see everybody teach and everybody has amazing ideas and everybody has a little bit different way of doing everything and you don't realize that if if you're stuck in your four walls so if we can get people out of their classrooms and learning from each other that's always improving everybody's instruction And this is kind of what our breakdown for. We give them give back time. So we don't have there's

055five different um grade level meetings during December and into the beginning of January that we don't have grade level meetings. That's their give back time to be able to take one of their planning times to be able to do this visitation. So they have to have these observations done by February February 11th. That's when we'll meet as grade level teams and kind of look like what is third grade trend data, what is fourth grade trend data, what is fifth grade trend data. And then we'll compile all of that on February 17th during the staff meeting so that we can look out and say this is what we saw at each grade level. Let's put that together and look at our building trend data. What are we seeing throughout the entire building that's answering those questions

056on differentiation and next steps? We can do this together if you want Marcia. Uh the next steps, yeah, Marcia kind of already talked about this, the EVOS data analysis once it's released, which was today. Um we will get a little bit deeper into that to to get more specific information. The hard part with that is it's always a year behind. So So we're looking at what we've done in the past years, which is nice. It kind of combines very well with our common assessment data, which is what's happening right now. So utilizing both of those um data points is is definitely beneficial. And we're going to continue to use data to drive instruction to serve our students. that is is is a non-negotiable across I think probably all four of our buildings, but definitely for

057Bath and the Middle School because it has been an area of focus for our teachers as to what they're wanting their goals to be. And it really is up to Dan and I to make sure that we're establishing the structure and providing the resources for our teachers to be able to accomplish those goals. Any questions for us? >> I just I just wanted to add one thing real quick. I know sometimes I have a bad habit of just getting right into it, but we could not survive without Marsha. Like [clears throat] she helps us a ton. We plan together. She comes to meetings and we appreciate the support. Everyone in central office and I don't I don't want you know Bill Connley has been at the middle school for a long time. He he's a

058part of this as well. Him and I work together and now Brian is helping out at the middle school as well and taking over. So this is completely a one revere team effort across the board from teachers, administrators and central office. >> Thank you for such a good presentation. Thank you so much. >> Thank you. Was good. >> I have a quick question. Oh >> sorry always. Uh Dr. Oberous, you mentioned that um at the middle school you send the OST reports home. Um >> map reports. >> Oh, I thought Okay. Not the OST. No, those are progress books. Those usually come from the state and the kids can see those on their iPads now. Those scores are in there >> in prog. Yep. >> Okay. >> If you would like a copy, I can

059get you. >> No, that's okay. That answers it. [laughter] >> I don't. >> Okay. >> Do you know where to find that in progress book >> under assess? like under I just wanted to make sure since we're saying it because it is a little bit tricky. You just go into assessments if you have the app or Guan and um it'll show 1 2 3 4 or five and then it I believe it also includes and I'm just trying to think through looking at my daughters. It gives you the number and then the category and then you get the number score as well. 700 is always proficient. The highest score is different for every subject, for every grade, every year. So, it's not a standard that 816 is the highest score you can achieve in eighth

060grade math. One year it might be that, the next year it could be in the high 700s. So, that we get when we receive the data in the spring when it comes out like end of May, beginning of June. But that 1 2 3 4 5 is standard. So you you'll be able to see that and you can see the history. >> I have a question for Dan. >> We're [snorts] just kidding. [laughter] I said it purposely but uh Mr. Fry actually. So you talked a little bit about um collaborating together to come up with like a standard grading method. So some people weren't retesting or letting them do correction. So I just was curious how that process looked as a parent of twins when my kids have been in the same grade but had

061different teachers and there are different standards. Right. >> That's really interesting to me. So can you just talk about >> and that's one of the things that as we have these discussions we're we're unearthing you know because because we we talk about common assessments and and we just make the assumption that everything's common about them you know but if they're if they're being graded differently it totally changes the results of >> that data and it kind of hinders us from even be able being able to discuss you know our our you know strengths and weaknesses as far as our student um growth with that. So, I think that the discussions have been going very very well. Um, as as we continue working on them, we're continuing to unearth different things where where we as have

062um discrepancies on how we view things as teachers and that that's where Marsh and I are kind of providing them time to be able to talk about it and and and to work together to kind of iron those out. um we're telling them we have non-negotiables on unit tests, you know, so so we don't want to take away all of their abilities to to assess their kids formatively or or or to have different ways that they want to test, but we have to have these are the non-negotiables for each grade level, each subject area that they have to be common assessments and they have to have a common grading scale with them. >> Okay. Thank you. >> Did that answer your question? >> Yeah. >> Okay. Now, yeah. So in in fourth grade math, a

063concrete example that I think is helpful, we were looking at a unit test and one of the questions had two parts to the answer. Students were required to first get a sum and there was a story problem and then they had to use that sum and then multiply it by another number and and have a product. Some teachers were grading both of those for the correct answer that it should be for the sum and the product. Others were looking at when students completed their addition task. If their sum was incorrect, but then they took that number and multiplied it and had the correct product for the incorrect sum that they found, they gave a point for that. >> Okay. >> So, does that make it more concrete? >> Yeah. >> So, they can't do that.

064We talked about how that's not an option. We have to agree how we're grading this. So we rewrote the question so that the question was very clear that the product was using the sum of of letter A. That way it really there was no philosophical debate of well really that's not right. It we rewrote the question to remove the ambiguity and to make it very easy to score those separately. >> Yeah. Great. Thank you. >> Thank you. Really good presentation. Thank you very much. >> Thank you very much. >> Thank you. You don't get to sit down. >> Oh yeah, Mr. [cough and clears throat] >> We just have to change presentations here. >> While she's doing that, I'll add to one of the things we're excited about the common assessments as we iron out

065the grading part of it. is that next step as teachers provide those common assessments and then get that back and go through and grade those and then have that conversation about okay you know my students on one through 10 got 95% of them correct and maybe another teacher's like well only 75% of my students got all those correct or something and then you have those conversations about well how'd you teach that differently than I did maybe and we find that when teachers start having conversations about how they instructed certain topics it gets it enriches everybody and helps everybody achieve So >> yeah, that's awesome how everybody thrives. >> Everybody thrives. Love it. Love it. Yes. >> All right. >> Okay. >> I'm going to go ahead and let Mr. Ferris get us started on this

066with some new courses at the high school and then Dr. O will take over with a new course at the middle school. These are on for a first read, not for a vote today. Thank you, Marca. And uh very proud to present to you three new courses. Uh two of which are for next year and then the one in the middle AP research. That would be for the following year. Uh and I want to stop and compliment the uh leadership of Lee Hanum and the English department and also Jeff uh Shane and the science department coming up with these courses. Uh so the first one is AP seminar and the the great thing about all these uh courses is it does they are attracted to um various levels of learners too. Even with AP seminar

067uh this could be a class that a kid steps into to get that first taste of an AP class which is pretty exciting. Uh but AP seminar will be offered at the 10th grade level and it will count for an English credit. So obviously you need four credits of English to graduate from River. So a student could go either comp or honors nine and then step into AP SEM. Uh the course will focus mainly and I'm just going to read the goal statements as opposed to reading the entire slide for you. Uh is to develop analytical, evaluative, and communication skills for evidence-based arguments. Um again, really cool class. uh we're we're not getting a getting rid of honors 10. It will just continue to be an option for for 10th graders. Uh AP research then

068would come along the following year. So this is uh 2728 and this is not going to be considered an English elect um English credit class. This would be more of an elective class. uh and there's some reasons for that but basically it is a self-chosen uh self-guided class that elicits credit uh so students in this class and there is a natural attrition uh from AP SEM to AP uh research so let's say first year we get uh 40 students and it's two sections we might only end up with 10 to 15 for AP research uh for purposes of it is an elective uh and it is I would say it's a little bit more intense Uh so the students in this class they will be um doing a product and there's there's quite a process

069that they go to go through to get that final requirement but a four to 5,000word academic paper and then a presentation and oral defense um I like to think of it as almost a a mini dissertation so to speak. So those two courses combined um will for the first time in in River High School history will be able to offer the AP capstone uh diploma uh and there's an AP capstone uh distinction. So if a student just completes successfully and by that I mean they go through the course they get the credit and they score a three or above on the correlating AP test. if they just go through SEM and research, they get what's called the AP uh certificate. So quite a nice honor in and of itself. Uh if a student does those

070two things in addition to four extra AP courses and scores of three or above on all those courses, uh then they will have the opportunity for an AP capstone diploma. It is a special designation at graduation and kind of based on the research that we've no pun intended but based on looking at this uh a lot of schools and districts um offer a really nice stole so that will be fun. So this year's current freshman will be the first students in River High School history to have the opportunity to get an AP capstone dipl diploma and designation. That's going to be a fantastic uh opportunity for our kids. Um, and our counselors are very excited because now they get to check a box eventually, not not this year, but they get to check a box

071when they're working through college apps that this student is on track to get uh an AP capstone. So, very very excited uh equally as excited uh to present to you zoologology in the science department. So, this will be a semester long half credit class uh available to juniors and seniors. So again, it's a project-based elective. Um students will progress through the animal kingdom. They'll study invertebrates and vertebraes, study evolution, classification, anatomy, physiology, behavior development, and ecology. The purpose of this class is to to give those third-year science students options. And we are really talking at the high school about developing a multi-year master schedule, uh which is really exciting. It's like a massive cross word puzzle that is somewhat terrifying, but many of the leadership team uh is very excited about the challenge. So, we

072might not offer zoology every year. We might not offer geology or astronomy every year. Forensics is kind of a a staple, but we might give kids more options and more flexibility in their schedule if we can say, "Okay, you get through physical science, you get through biology as a freshman and and sophomore. Now, your junior year, you only need three credits of science. So now you get to pick. Next year we're offering zoologology and forensics. Uh the year after that we're offering uh astronomy and forensics. So a student would have an opportunity as they develop their multi-year schedules in school links. If we're also producing a multi-year schedule and they know what those options are, that will give them more flexibility and more control over their interests and passions. Uh so again this this course

073will be available to all students really kind of targeting that that middle level learner uh that would have been me as a young man in in a high school science class. I'm not going to go on to AP Chem or I'm not going to go on if I don't have to to even chemistry uh or I'm I'm not even going to touch physics. But uh that would be interesting to me. So very very proud of the work that the high school staff has done. Um and again kind of those conversations around multi-year schedule making is exciting and we'll have to keep you posted. >> Thank you. >> So we are looking at we're having a class called career connections at the middle school. So this will give us some career tech opportunities with our students

074who explore some careers. So as far as this course like as we say at central office we got a guy for this. I'm just joking. He's it's the superintendent of CVCC. He's going to come meet with us. He is legit. Um so I did get that hookup from Mr. Berdine. He does know him. And um so what's nice about this is it's a framework and a planning tool for districts to help students build a vision and realistic plan for their future. So they have the opportunity to explore different careers. Um, I'm not going to read the whole slide to you, but seventh and eighth graders can take this course. And what is tied to that is also some funding that you can get um for your supplies if if you have these courses. And it

075does give you that career tech component. And it's just exploration to where you know a student is taking an elective course you know they like to take art they like to be in music you know they might like coding but let's look at some careers that you might have the opportunities you know for when you're older and you can get that exploration. So it's really and they have already have curriculum made I have a meeting set up um with Mr. Mang is here coming up in December and we're going to talk more with a teacher that we've identified, you know, to teach this class. There is some certification and then, you know, we can look at how we can tailor these classes to fit our population of students and what the needs are and wants

076are for our students as far as these electives because we do foresee a lot of kids wanting to get into these courses just to get that exploration experience. And that's really all we have at that right now. Is there any questions about that? Do do you see this as a partnership with CVCC or just merely consultation from them at this point and maybe it could grow to something more? >> Yeah. So, I I think the partnership area is where they're they're coming out and kind of informing us on some of the curriculum choices that are out there for middle schools, you know, on top of what we already have. And it's a way and and I don't want to say it's a pipeline. It's more of a student can explore a career and get kind

077of an idea as they're going into high school where, you know, some of their interests may lie. I mean, we do career inventories, you know, with students in other, you know, classes right now through CBCC where they'll have like Nancy Bonjack comes into classes and speaks to them. So, I think this is a good way just to get our kids exposed to what's out there. >> I love it. Great idea. >> Um, can you just talk how it differs from the course that Mr. Williams has been teaching for a while where it's the STEM course and I know that he kind of breaks it into units that kind of follow a potential career path is I mean maybe you don't know in depth what this would actually look like yet so if you don't that's

078a completely fine answer but >> I don't okay >> but I will say that Mr. Williams class, you know, is more favored towards the STEM, you know, like Lego robotics and you actually just met with him today. We were talking about some of his courses and I think this would be more there are more of a plethora of careers you can choose like engineering and then others and students can learn more about these careers. >> Okay. So, more broad. Okay. >> Yeah. >> And then >> and it does have the flexibility to change you. You're not stuck with the same thing every nine weeks. So you can you can change what you offer based on what people are interested in. >> Oh, okay. >> I like that. Good. >> I have a question for Mr.

079Ferris. >> Mr. Ferris, >> of course. >> Put the mic back. >> Just curious about the AP seminar and survey. Is that right? >> Research. Sorry. >> All good. >> Um, you said the AP seminar is going to be offered next year for 10th grade. And then the following year we're adding in the second part of that pair. Are we at all considering allowing 11th or 12th graders to take the AP seminar for ELA credit next year even though they're not in 10th grade? Thinking that then an 11th grader could take it next year and 12th and then those seniors maybe that still need an ELA credit could take the AP course. I don't know that's maybe it's not been discussed. >> Yeah, I don't I don't think that's off the table at all. Okay.

080Um >> obviously we're still gonna have Lint and Lang. So we got AP uh with students. We actually went to Shagrin Falls and sat in on some classes and had a chance to talk to some students that were in STEM and research. Um and there were kids in research that were still in AP Lang or Lit. Um, so I don't obviously would probably depend on the individual students schedules and where they want to go. >> Okay. >> Um, and I don't see why we during the fold in year. I don't see why we wouldn't offer that. But I'd have to I'd have to work with Marcia and our English team to determine like what standards are being taught. Like if they got 10th grade credit already, I don't know if offering AP SEM for 10th

081grade credit would be appropriate. Um there was a young lady at uh Shagrin who was taking research just as an audit just because she was interested in it. Um but uh SEM will be a a prerec for research. So the natural progression would then be AP. I mean you can imagine going back to our CCP conversations. Uh many students could go AP SEM and then possibly go AP research coupled with CCP English. >> Just depends. Um honestly it just we just keep broadening the opportunities for kids. And one thing about River High School kids, they will find a way to get creative. Yeah. So, >> um, much of it is is a desire to keep kids on campus like we've talked about in quite some detail. So, we're hopeful that by offering the capstone uh

082with the four extra AP classes that students have to have, then we can continue to broaden and and keep kids here on campus taking AP classes. that really I think a lot of the conversations we've had at the BLT level come down to um educating our parents. You know, if you want to get into those AP class, the depth and the rigor is what you're going for. Um and you certainly want to align your interests and your potential uh pathways through college to those opportunities. Um so we're really going to work on an education piece for our truly our incoming freshmen that Dan, Dr. Overberhouser is going to hand off to us, but also too for for current parents that are helping those students make those decisions. >> So for that research class, since it's

083student led and student student chosen, student led, I I assume it is still a class that they're taking, that wouldn't be something that they could somehow do additionally to a full day of >> right >> classes. Some somewhat like a CCP class where kids take something else additionally outside of their school day. They couldn't add that on if their schedule was too. >> Yeah. almost like a flex credit. >> Correct. >> No. So, the idea is that it would be a a period here on campus with uh an RHS staff member. Um we will need the support of the district to make sure that our research databases are are up to um par with that class. Um I couldn't tell you what those are right now, but I know that Sugarrin talked a lot about

084having the proper license. So it is a it is self-guided but then it is very much guided by almost a research expert. >> Okay, that's what I >> and they they would meet during you know the class here and there's there's a lot of I think uh somebody was talking about checkpoints along the way. I mean that class there are multiple multiple checkpoints and including a individual review board is that what they called it IRB or something like that another acronym institutional. So made up of administrators, um perhaps a board member, um teachers, I Marcia has already volunteered to be on it, but those students have to continually present to the IRB kind of where they're at. So that class, I mean, if you you think about getting co kids college and career ready, man,

085you you start to we were blown away with some of the topics that the students at Sugarrin were talking about and we felt confident you could take a Shagrin kid and plug them in a river and take a revier kid and plug them in, man. I mean, we were sitting with like our kids >> really. Um, they were a cool group. So very grateful. >> I'm excited about it. >> Thank you. >> Yeah. Good. Thanks. What is that? >> Thank you. >> Do you hear her? >> And I just want to add to some of what they're sharing. Um, as I talked to Mrs. Roach and Mr. Ferris when they returned after that trip to Shagrin Falls, like they were super excited about the opportunities for our students and what this will do for our

086students. Not that anybody would mention this, but something that was never raised was the US News and World Report ranking. This had nothing to do with that. This was purely about opportunities for our students and what this could do for our students and for their future. That was the heart of it. >> Awesome. >> Yeah, >> I love it. Thank you. >> Thank you. >> Great presentations tonight. >> The longer it goes, I'm like, is it going to go off? >> All right. Next on our agenda is public speaks to agenda items. If there's anybody that wants to speak to any agenda items. >> Okay. Uh board of education agenda items. There is none at this time. Uh [clears throat] CBCC, Chicago Valley Career Center. [snorts] >> Good evening. I have two meetings to report

087on because I missed last month. Um so at the September 25th meeting uh I put at each of your places the enrollment report um so REV remains steady at 71 uh students but that is still it matches the highest number that we've seen in 10 years and if we take a look at the overall enrollment for CBCC we are at a 10-year high of 928 students. Um I've talked before about um an enrollment of a thousand. Um I was corrected a little bit on that. The goal for CVCC is to have a thousand desirable seats. Um, and you can see we're getting closer and closer to actually filling those seats. Uh, at that meeting, we also reviewed the five-year plan for facilities. Um, the building is getting close to completing the cosmetology renovation and the

088cosmetology labs. There have been two roofs replaced and HVAC units and the new lab construction is uh going to be completed by the end of December. I had the opportunity to walk through the new construction labs and the um cosmetology labs and just I was really impressed with the thoughtful design. They engaged the instructors in terms of what they wanted in those spaces and how they wanted them to look and operate and it's just going to be amazing. It's going to look really good. At the meeting on October 30th, we had a presentation from the hospitality and food prep program. Um just to remind you, this is a program that is designed for our special needs students. It involves off-site job training along with in-house job responsibilities. So, one of the things that they do

089is they prepare cookie trays um for various events that go on at CBCC, but then they're also going offsite and getting job training at different locations um in our communities. Um at the end of their program, they also can receive a certification in um food handling serve safe. So, the ability to have that certification in safe handling of food. Um, they will also I I just realized I wrote down this note. They'll be making or participating in contributing to the 40,000 cookies that are made for the North Pole Adventure, which is the Kaihoga Valley Railroad. So, they will have um part in contributing to that. Um, we also heard about the 5-year forecast that remains flat from the May forecast and property tax remains the biggest uncertainty in terms of what things will look like.

090And that's it. >> Thank you. [clears throat] >> All right, Mr. Berdine. >> Thank you. I would propose taking all of Roman numeral 8 1- 5 as one action item, please. >> Motion. >> Second, the minutes from the two meetings. You've received those in advance. the financial report for October with the new forecast. I would just say we're we're running about $500,000 behind expectation 60% of that I'm I think it's just timing of tax advances and settlements from the county. Um so I'm anticipating by the end of the fiscal year we will be made whole because the differences in their collection cycles from last year to this year. Um the purchase orders, those are on here each month. If we didn't have a purchase order in place prior to the need for the product or

091service, we bring those for your approval if they're $3,000 or greater. The four donations that are listed from the heart of river, $1,500 to Revier Middle School for the eighth grade Washington DC trip, $3,000 from the Minutemen Takedown Club for our wrestling program. $1,250 from the Ohio High School Athletic Association to our athletic department. It It's kind of a donation, but it's because we host tournament games, so it's it's not really out of just benevolence. Um, and then the last one being the Bath Richfield Kuanas Club to our Key Club organization, $500. Always appreciative for those donations. And the five-year forecast I've provided in advance. I've reviewed it with the treasur's finance committee on a Zoom meeting last week. Um, you know, we still look really, really good. We haven't had an operating levy here

092since 2011, which is amazing. Um, I think prior to that, the district was probably about an every seven, eight year cycle, maybe. So, we've been very fortunate with that. Obviously, the reappraisals of the last two cycles were generous here. um out five years, we're still looking at nearly a $20 million balance, which is significant. And tomorrow, this could all blow up. Um [laughter] because the House has passed. I've been told there's a hundred different property tax reform bills in play. Four, I believe, are supposed to they've moved out of the Senate. I They're scheduled to potentially be voted on in they moved out of the House. I don't think I might have said Senate. there to be voted on tomorrow potentially in the Senate. Then they would go to the governor again. Um I know

093when we talked about the original tax bill, budget bill for this year, I made a comment that I thought there would be some vetos by the governor that did happen. I would not make that same comment tonight um based on seeing the work of the governor's commission that was established to review this. I don't know where this thing lands after tomorrow to be honest. That's my best answer tonight. I'll obviously be working on it. We have to do this again in February because in the budget bill they put the second forecast up from May to February. So, we'll do some work on it by then. Um when it originally came out, the reductions were about $4 million annually, which clearly blows this thing up. But, uh the last rendition that I reviewed was a million.

094And I don't love a million loss, but I'll take one over four if that makes any degree of sense. Um, we tried our best with Representative Romer, three occasions, two phone calls, one uh face-to-face meeting. Um, the article I read yesterday, he's the guy quoted. So, I would sit here and tell you I was unsuccessful [laughter] and so was Dan, but but we did try. So, I since have met um with a likely candidate uh Mike CHO, former board member here, met with him as well just to um express my disappointment with with how that process has gone. And uh I've shared this information and then I'll stop. I didn't even plan on saying as much as I have already, but in one of my random moments of behavior at home one night, I I

095randomly pulled a taxpayers home in in our school district, last name Ror. And I pulled mine. I'm in this district for Representative Ror, although I don't live in River. And I went back 25 years because we each have been in our current homes that amount of years or longer. Um, and I didn't bring this with me tonight, but my numbers will be darn close. But, um, our taxes, regardless of what has happened with our tax bills, so there have been new levies in both of those districts. I promise you, for schools, there have been bond issues in both of those communities for schools. There have been other levies. I don't know what they necessarily were at the county level. um you know perhaps libraries things like that whatever went into that so I just took

096what the total tax obligation was for each of us and if you annualize that over 25 years it was less than 3% that our taxes had gone up and certainly the last two were significant by reappraisal but also perhaps I know in my case where I live it was bond issue as well that impacted it. Um, if you looked on the county's website for the property value increases for each of those on an annualized basis from that original point roughly 99 tax year to 24 tax year because tax years are different than collection years. that amount of increase for each of us was greater than that tax increase has been. If you went on Zillow, it was even more than that. So, if you believe Zillow is the right number to use, the increase in

097his value and mine were both more than our taxes have gone up. Um, and if you look at CPI, consumer price index over that time period, it also was higher than our taxes have gone up. So my point, Mr. CJO, listen, um, was I'm not really convinced as a taxpayer, as a school treasurer, that the tax structure is as flawed as others might believe it is. I am well aware of the potential ballot initiative for next November to eliminate property taxes altogether. I don't know what that looks like if that happens. So, if anybody asks me for an answer, I have zero answer. If I were in Florida and had Disney, I'd have a better answer because of tourism. Because we don't have Disney, I don't have a great answer for what that looks like.

098Um, but it's disappointing to me we sit where we do because exactly what's happened in this forecast when we went for a substitute levy, which you can no longer do. Um, when we positioned the district to get to the 20 mil floor, that was fully intentional. It was with a plan. It was with a plan that went through the treasures finance committee. It went through the board of education. We presented that to our voters and our voters approved it. Do people love getting tax increases? I suspect the answer is no. But over time, if anybody believes we don't ultimately need that money to run the district, do we have to have a $20 million balance? Probably not. But do we need to have sufficient resources to continue to operate the district in the manner we

099do, which is the manner I think our families enjoy? They probably even, some of them probably wish we did more, but we will have to go back to the voters sooner if the Senate approves this tomorrow and the governor signs it. We will be back on the ballot sooner than this forecast you will approve tonight would indicate. >> So with that, I'll be quiet. Thank you for listening. Thank you for your explanation. >> Thank you again. Uh as it relates to our donors, thank you for your generosity. Um and thank you Mr. Berdine for your information. Um Mr. Oh, we need a roll call. Yes. Thank you, >> Mrs. Stein. >> Yes. >> Mr. Malik, >> yes. >> Mrs. Brackett, >> yes. >> Mrs. Rainey, >> yes. >> Thank you all very much. Thank you

100for indulging me. >> Thank you. Thanks for the explanation, >> Mr. White. >> All right. I would recommend we take Roman numeral 9 uh number one A through 1 C as a consent agenda. >> So moved. >> Second. >> Okay. So letter A, we have uh resignation for purposes of retirement. Jed Mcnite submitted that to us. Uh we have two leaves of absence there at letter B and letter C is a correction uh for Kevin Verdie was not taking the middle school STEM position. So we have a correction for that. >> All right. Are there any questions? >> No. >> Okay. Mr. Berdine. >> Mrs. Brackett. >> Yes. >> Mrs. Stein. >> Yes. >> Mr. Malik. >> Yes. >> Mrs. Rainey. >> Yes. >> Okay. Okay. And I again recommend we take Roman numeral 9

101uh number 2 A through 2E as a consent agenda. >> So moved. >> Second. >> All right. So letter A, we have a change of position there. Letter B, we have just a reclassification for [laughter] to intensive needs aid for one of our middle school aids. and C, we have substitute uh custodian. C D we have a co-curricular non-athletic supplemental contracts for the coming seasons. Um you may remember Ying Wong and then we had Min Lee. Uh Min Lee is um we approved his wife last meeting. So if you were thinking we' already done that one, it was his wife before. And then we have at letter E uh unpaid leave of absence. Thank you. Are there any questions? >> Mr. Berdine. >> Mr. Malik. >> Yes. >> Mrs. Brackett? >> Yes. >> Mrs. Rainey?

102>> Yes. >> Mrs. Stein? >> Yes. >> Okay. Number three, student services. We have no items at this time. Uh, for other business, and this is a little choppy. We have some things we have to vote on and some that are just first reads, no action to follow. So, bear with me. For letter A, we do have the annual nutritional compliance policy u for that we have to approve every year for the Ohio Department of Education. It just verifies that we are following state and federal nutritional guidelines and that we are committed to nutrition and quality. Okay, >> I'll make a motion. >> Second. >> Sorry. >> Are there any other questions? >> Okay, Mr. Berdine. >> Mr. Malik, >> yes. >> Mrs. Stein, yes. >> Mrs. Brackett, >> yes. >> Mrs. Randy. >> Yes.

103>> All right. Letter B, we have policy recommendations that are discussion and first reading, no action. So, Mr. Shanker, you want to put those up for us real quick? Thank you. So, the first one is uh 1.10. This is committee. So, as some of you may remember, back in January, uh the board uh decided uh to uh eliminate the not eliminate, but not utilize board committees uh and do more of our work during the work session. Um some of that was because of information we had found from prior policy committees or other committees where uh information may not have been shared with all the board members. uh and maybe got us into some pickles uh for lack of a better word uh and wanted to be uh a little more transparent and the ability for

104all board members to be involved especially when it comes to policy. Uh and we are one of a few districts who actually have two meetings a month. Many districts only have one meeting a month. We have a work session by which it allows this board to work uh by giving notice to the community that we are meeting and then it gives us ability to to uh use that time to speak about uh such things as policies and other items uh that may be uh necessary. And one of the things that I remember reading back u when we made this decision was from the Ohio School Board Association uh when they talk about introduction to board committees and one of the things they say on there is board committees are not a requirement and many boards

105of education in Ohio do not have them. Instead, these boards of education act on all issues as a committee of the whole or with all board members participating in all work related to the items at hand and policy being one of the core responsibilities of a board of education. I feel it's necessary that all the board members should be involved in that discussion that decision making etc. Um and uh for that reason we had made that decision back in January uh to eliminate that uh in addition uh down there we strike through the superintendent also is permitted. Uh that doesn't eliminate the superintendent or the treasur uh the ability to have their own administrative committees. Um it's just taking out the unnecessary language and then you see the strike through uh for the other ones

106down there. really this has been in practice since January. So it's just really uh making our policy in line with what our practice has been. Um you can hit the next one. Uh next is the 7.36. Uh and this is on the career technical educational credit transfer uh courses. Um and uh did you want to hit on this one a little bit more? >> Yeah, sure. uh succinctly it's um basically mandating that we allow for we have weighted grades for CCP and AP so we have to allow that for our career vocational as well so CVCC students will have weighted grades now as well per this law >> it's really a opportunity to be fair for our uh CVCC students >> uh on the weighted scale so all right next okay this one has to

107do with purchases um Mr. Mr. Berdine, did you want to hit on this one? >> So, the legislature increased the bid threshold originally to 75,000, then it's inflation adjusted. >> Mhm. >> So, we have modified [clears throat] that to just be in compliance with OC 9.17 in the bottom paragraph and then we tried to in the middle paragraph just previously that said 10,000 not more than 50 which was then aligned to the former bid threshold. So it just closed that gap to use the identical language. So as paragraph 3 increases, paragraph two will slide with it. We don't have a gap between those two numbers as to where we're required to get three quotes versus bid. >> Right. >> Okay. >> Thank you. We need uh 9.19 and uh this is just to go in

108line with uh 1.10. Uh since we are uh basically uh doing committees as a whole or uh not having uh twoerson committee uh there is no need for this uh policy 9.19 and these are all first reads. >> Did anybody else want to say anything? >> I just want to make a comment on 1.10 one zero because there's a striketh through for the superintendent committees, but I think you [clears throat] can correct me if I'm wrong, but having that strike through doesn't per doesn't prohibit Mr. White from creating a committee. It just takes that I mean he has that right under the OC anyways. >> Yes. So, it's just kind of >> I think we're just not by we're not putting in that restrictive language or anything, >> right? >> Yeah. Okay. >> And if

109one of the attorneys that we use decide that they want to change it, yes, >> we can do that later. They will let us know. >> [snorts] >> All right. Thank you, Miss Bracket. >> Um, so those are just first reads, so there's nothing else that we need to discuss with them as it relates to uh I think we have two. >> Yep. >> Revised, right? >> Yep. Second and final reading. So, letter C, we will be taking action. Okay. >> Motion. I'll second. >> Do you have those to put you the motion? Do you have those to put up there? >> I don't have >> Oh, you don't? >> I did not ask John to have those. Okay. >> Yeah. These are our policies for the three-year background check. Yeah. >> For our student

110for our volunteers. Make sure we're back. >> I just want to clarify which >> for the good of the public. I already clarified this with you, but um because the policy says three years, it doesn't mean that you can't >> correct >> institute one at any point you can have a parent give a background check. So if new information should come to light at any point, you could say we need fingerprinting done. >> It doesn't it can be within that three-year period. Correct. >> Correct. Yep. I can ask it more frequently in three years. >> Right. Okay. I made sure that was clear with you, but I want to make sure everyone understands that. Okay. And this goes into effect when >> it'll go into effect right away. >> Right. So I'm thinking [clears throat]

111I'm just thinking like if are would we be then sending out notices to people who are in need of a background check pretty soon I would think. Right. >> Yeah. So anybody So basically the pra the prior practice was uh it was one and done. So you had one one background check at Revier. Let's just say you had it done in third when your child was in third grade. You didn't have to have another one. Um now you would need one uh I guess when they would be entering sixth grade so the third year. Um so uh the admin team should come together with some type of aformational thing for our parents so that they know uh that they if they it's been a few years that they likely will need one. >> Yeah. >>

112Uh and it's really just for volunteering. it if you're coming as a parent to watch your child that this doesn't fall under that. Um, okay. >> So, or if you're coming to watch a basketball game or a football game, you don't need a background check. Um, but if you're coming to volunteer in a classroom where you're going to be present with other children, uh, then this is one of the requirements that is necessary. >> Cuz I'm even thinking, it makes me think as we're sitting here even there's like standing weekly volunteers. I know at the elementary schools and I'm thinking we would want to get that out pretty soon like >> if you volunteer weekly next week you might not be able to go in because you might need a background check. So I was

113just thinking timeline >> past 36 months from your >> right will be okay right >> are they seeking volunteers right now? >> No but there's some like say you've since since this is now going into place now like there's weekly library shifts every day at Richfield and Bath and if you're you know they rely on those volunteers to be there every day. So, I'm thinking if you're in need of a background check, you probably should get notified pretty soon, >> right? >> Yeah. So, we'll have to ask our secretaries to go back through that list of volunteers and check to see when was that last background check. And if it's not been with three within three years, they're going to have to get it done. >> And I would say parents could certainly be proactive,

114too. If they know they're with they're outside of that 36 months, they don't need to wait for a >> notification. >> Are you flexible the next week, Mrs. Campbell? >> We are checks next week. So, we're not in office. Um, we've been trying to encourage everybody to get their background checks for the holiday parties and that kind of thing like Halloween trying to push them out sooner. We've also experienced government shutdown. We did experience some background checks from the FBI perspective. was still coming back relatively quickly, but FBI was taking no longer. So, and we haven't seen that back up yet since the government reopen. So, even if they come in tomorrow, I can't guarantee that it's going to come back. You know, I once run, I can't come back. So, um, but I would

115just encourage anyone who is curious to get that done or wants to get that done to go online, go to the volunteering tab under families and schedule their appointment and come in as quickly as possible so we can get them, but we have a ton of appointments that have already >> Okay. They're welcome to go to other facilities to get the background. >> Yes. for about half the price of what they're going to pay elsewhere and we can't guarantee that outside will effectively communicate to OD and us will call them and we will run again if there's >> okay >> right >> be willing to share >> okay thank you >> all right >> any other questions >> no Mr. D. >> Mrs. Rainey. >> Yes. >> I That was wrong. Sorry. >> I know.

116I was like, [laughter] I thought it was me, but maybe I forgot by now. I forgot by now. >> I'm having a senior moment. I'm sorry. [laughter] >> That's okay. >> Mrs. Stein. >> Yes. It would have been yes either way. It's >> Mr. Mal. >> Yes. >> Mrs. Bracket. >> Yes. >> Mrs. Rainey. >> Yes. >> Got it [laughter] right second time. >> That's all right. >> All right. >> Okay. [snorts] Letter D. There's no action. We had a updated gifted uh district gifted acceleration handbook plan. It was a presentation for us last month uh with Amy Harkin and Marshall Roach. So uh first read no action. Any question? >> No. I went to her presentation >> um after the last meeting last week and it was phenomenal and there were lots of parents

117there. >> They were engaged. She was engaging um very clear. So, I just want to say like I really appreciate what she has already done in her short time here and I really look forward to having her in our district moving forward and see what we can do for these kids. >> Yes, >> it's exciting. >> Our kids are greatly going to benefit from it. That was the largest attendance I think at a gifted meeting I've seen. >> Yes. In a long time. >> Oh, good. Yeah, it was great. >> Very good. [snorts] >> Letter E, we had uh curriculum adoption first reading and you had that presentation tonight from Mr. Ferris and Mrs. Roach. Any questions on that? Any of those three new courses? >> Nope. >> I really appreciate their due diligence there.

118We've landed on those three. Um, and I say landed, there's lots of conversation, research. Uh, you know, Mrs. Roach doesn't go into how much networking she's doing to find out what other districts are doing, what can benefit our students, u what things we could learn from other districts. Mr. Ferris has done some of that same work. And Dr. over houseser. So just it's three courses but no there's been a lot of things considered and a lot of conversation. We're excited with where we are right now. Uh really appreciate all their time and effort to do what's best for our students and help every student thrive. >> Yeah. >> RMS the curriculum adoption first read no action same presentation tonight. Any questions on that? >> No. Next one's 10. And I know you normally go for

119information discussion items. I do have one comment for that. >> Do you want to go first? >> Cut you off. >> Yeah, I will go first. I want to add something to Rick's comments about our meeting with Representative Romer. Um, just to back up for a moment. One of the things, and I've heard this statewide, his concerns for our senior citizens and the incredible increases that we've seen in property taxes across the state. I want you to know we were very open and said like whatever reviewer can do to partner with uh the legislature or whomever to help our senior citizens that are on fixed incomes, we are happy to be part of that conversation and solution. Um, but I know from my listening and learning tours last year, we have lots of families who

120choose River, who choose our community and choose our schools and move here purposely and they are not complaining about what they have to provide because they understand what they're signing up for. So, I just wanted to be clear like we know some of our senior citizens are struggling especially with the property tax increases, but we're happy to be part of that solution. Whatever that might look like, we're welcome to have that conversation. And we made that clear. >> We did. >> Thank you. >> Thanks. Uh our next uh board meetings uh December work session will be held on Tuesday, December 2nd, beginning at 5:30. It's the first Tuesday uh because of the holiday and the uh holiday break. And then the second Tuesday of December 9th will be our regular uh meeting at 5:30 uh

121here in the media center. Uh are there any concerns of the public or community announcements? Okay, we don't have any need for executive session. So, I have a motion and a second to adjurnn. >> Motion. >> I got a motion. Will you be a second? >> Second. Sure. >> Thank you. >> I'll get it right this time, too. Mrs. Stein. >> All right, Mr. Bine. >> Mrs. Bracket? >> Yes. >> Mrs. Stein? >> Yes. >> Mr. Malik, >> yes. >> Mrs. Rainey, >> yes. >> All right, we're journed. Thank you, everyone. Have a good evening >> and a happy Thanksgiving. >> Oh, yeah.