Revere Board Work Session, August 12, 2025

001Right. Our meeting is called to order. Today is Tuesday, August 12th, and this is our Revier Board of Education work session. Mr. Berdine, will you please call the role? >> Mrs. Brackett, >> here. >> Mr. Hyen, >> here. Mr. Malik, Mrs. Rainey, >> here. >> Mrs. Stein >> here. All right. We have a couple of presentations tonight. Mr. White, do you want to lead us? >> Sure. So first we have the brain enrichment initiative presentation by Mr. Dan Flanigan. So you want to share anything? >> Um no I just um I've known Dan for a long time and I know this is uh this program is something that's very important to him. Um and they've done some pilot projects for some local schools and the results have been really well. So I thought he would

002come in and tell us about his program and sort of where they've seen success and how it might work here at River. >> Fantastic. Um, do you prefer that we stand? Do you want us just to sit here? This is our team right here. >> All right. The start of our team. >> We're good. Yeah. >> Yeah. However you're comfortable, whatever works for you. >> Okay. All right. Perfect. >> I'm very confident. >> All right. So, I'm Dan Flanigan. Uh, this is my sister, Brianna Flanigan, and my oldest cousin of 28 cousins on my dad's side, Ann Flanigan. So, you're surrounded by Flanigans today. I don't know if that's a good luck of Irish thing or bad thing. Um, I can say that the last time I was not the last time I stepped foot

003on this property because I've been coming to basketball games for years now and to support coach Rahos who is uh the head coach at River. His first year was my senior year which was 2011 or excuse me 2003. Um, and now he's in his 20ome season and so we still come back. I don't know if you know KJ but he's a very good friend of mine. He's getting um nominated into the high school hall of fame uh in a few weeks. So, that's pretty sweet. Um but I can tell you that when I graduated high school here in 2003, everybody in this room, my life was in total disarray. Um I had started to get early onset of of mental illness. Um, I was heavily involved in alcohol and uh drinking at a high level

004as a student here at at this uh lovely lovely school. Um, we grew up in Richfield on Southern Road. Um, and uh, we had a pretty good childhood. Um, we grew up on three and a half acres. All we knew was baseball, basketball, and football. um our lives were entrenched in sports and in academics and getting involved in student organizations and at age 14 it all changed. Um my dad was first diagnosed with clinical depression when I was one. Um it became known to the family that he had clinical depression when I was five which was in 1989 when we started to travel to California to see a psychiatrist out there. Um, and at age 14, he left our house and went to St. Elizabeth's Hospital, um, in Youngstown and had 37 electric convulsives done

005in his brain. Um, I was a three sport athlete here. Um, I started baseball as a freshman here. I was a four-year letter in baseball, as a three-year letter in in football and basketball. Um, my sister was seven, my brother at the time was 12, who's the middle kid, and life was going pretty good until you lose your hero and he goes into a hospital and has psychiatric work done for a year and a half and he's he's gone. Um, and so our life got turned upside down. Um, we somehow we I continued to go to River. Um, my dad was in this psychiatric hospital rehabilitation thing for about 16 months. and he came back into the area. We lived in Southern Road. We lived on in Hunt Club up on the hill. We lived

006in Highlands in the same year. We lived across from Walsh Jesuit and Wy Lake Towers. And we lived in Green and drove from Green to River every day throughout this whole sort of divorce and what was going on with my life and my parents and my dad's real bad mental illness. Um, I ended up uh going to college. Um, I went to University of Charleston into a division two school in outside of Pittsburgh I transferred to called IUP. My brother ended up making it to school. Brianna was all the way through River until high school. Um, she went to AAN Digital. She dealt with a lot of things as you can imagine as a young child sort of navigating this life of broken house and parents separated and um so in uh and you would

007have thought that I would have probably gotten my act together and made some changes throughout the course of all this and that didn't happen. Um I continued to abuse alcohol at a high level. I continued to neglect my my mental illness that I was dealing with uh mainly with depression um and was constantly masking masking masking Um in his early 20s my brother was diagnosed with schizopeeffective disorder uh which is a ticking time bomb of mental illness. It's schizophrenia and bipolar mixed together. He also has an element of addiction. And so we were then dealing with my dad. We were dealing with my brother who had inherited this stuff with me. Uh thank God she didn't get get a lot of this and a lot of this was because of her great decision-m. Um, but

008throughout college and early life and my 20s and 30s still continued to make some poor decisions. I found uh an organization here in Richfield uh called GMS in 2011 um and uh started to really work on my career and my life and um I've been there for 15 years. I'm still there. Um, and uh, I would call it well May 6, 2019, I got sick and tired of being sick and tired and put down my last drink for one day. Um, and about a year into my sobriety journey, um, I was listening to a a podcast, leaving a a business meeting in Menor throughout a Jaco Willing podcast. And on this podcast, they had this guy named Daniel Aemon, who is a world-renowned psychiatrist who just had published a book called The End of Mental

009Illness. And on, you know, in this podcast, they're talking about all these things that just trigger all of these memories and um, thoughts of my past and all of these things. So, I immediately order this book. I peel through it in a weekend. Um, I'm never the smartest person in the room, certainly not tonight. Um, but I had an encyclopedia and a dictionary sitting next to me as I'm going through this book. And I started thinking about my entire life and um, how I could take a life of like true pain, like I've been through a lot of stuff in my life, and turn it into a beautiful, wonderful purpose for kids. So, um, we started to work on it and we started to talk about it. Um, I was opening up more and more

010offices for GMS on the road and so BEI was literally built in hotel rooms. As I was building GMS, I was also building BEI. Brianna runs a and owns a pizza store in barbering called Upper Crust. She was building this simultaneously with me. And when we started putting the whole thing together, we I always loved men mentorship, not only as an athlete, but also as a as a leader in a business and the importance of of mentee mentor relationships. But we've developed a a brain wellness call it curriculum. Don't get too scared. Just a curriculum. Um and that curriculum is designed to help kids get out in front of mental health risk factors. everything from self-awareness to social awareness to uh dealing with mood regulation and your feelings and emotions to being more resilient um

011and and working with your your peers day in and day out with this curriculum and this program. So, we have this curriculum. Okay. And then I started doing all this research on schools and talking to board members and we've talked to nine or 10 different districts over the course of building this and the you guys and administrators and educators don't really love when we come in and say here's our curriculum now go teach it right and so that wasn't going to work and I'm not a big believer in that anyway. So where we're different and how our our program is very different than other brain wellness or mental illness programs is that our curriculum which is copywritten and trademarked is taught to mentors in 9th or 10th grade. They become the mentor in the program.

012They learn certainly enough to be dangerous, but they learn leadership skills, uh, care for others, empathy for others, and then they then teach it to a young mentee. We don't teach anything. We oversee it and we track it and we measure it and we do all of these things, which these ladies are going to talk a little bit about, but we have a curriculum. it really we've got 40 weeks of lessons that we can design and and we're very flexible and um we're uh we're very geared towards being proprietary towards every district's particular issues with behavioral health. Um but I'm a big believer that the teacher becomes the master on the leadership level and these young kids need support. They need help. There's probably a lot of parents in the room. I'm a parent of

013two lovely girls and I know one day they're probably going to tell their girlfriends and their boyfriends and their peers more than they're going to tell dad. Um, and this is already transpiring in our program in Akran public schools where we're piloting and they're going to talk a little bit about this. But yeah, cyclally what we want to see is this movement where these kids find this program. It's going to make them better leaders. It's going to make them more sound human beings. But then they're going to teach it to these young mentees and then cyclically we're going to develop this this wheel where these mentees become mentors >> and in between mentee and mentor land call it sixth grade ninth grade depends on the district depends on the school we're going to wrap them

014with community partners. So they're going to have access to fiscal wellness exercise science uh access to therapy um access to nutrition like a good example would be Mustard Seed is one of our partners on that end. um a company called Half Moon Yoga that comes in and does yoga and also gives kids an outlet to be able to participate in in exercising and and flexibility exercises and all that. So that's the 30,000 foot view. Um the dream is big, the passion is extremely large. Um I've been building this shouldn't say I we've been building this is I've been running a full-time career at GMS. We have 23 offices. Um, I have two little girls. I'm married and I'm still doing this. And I'm doing this because we want to make an impact. And we also

015know that 50% of mental illness starts before the age of 14 now. And so if we don't get under this and get to the root cause of this, then society is this is going to continue to spread and be a monumental problem that it that we're now seeing at all ages, all demographics. We know that the the mental health statistics that you're hearing, you're not probably surprising to those who are involved in education. Um my my background currently is I am a principal in Avon, Ohio. Um I've been educator my whole life, probably just about as long as they've been alive. As Dan pointed out, I am the oldest family. Uh and so what we've done is this uh we've taken the social emotional learning standards based on the Ohio Department of Education and workforce

016and combined them with brain education. So the book that Dan referred to we've taken um and into and many resources well researched this is all very researchbased um and the combination of um social emotional learning tools with the uh brain education that students are learning how their brain responds to their environment and potentially trauma in real time where historically we experience trauma and then well we survive it right. Um, so what we're doing this is a preventative. So it's how it's different from other social emotional learning curriculums that you have is because we are coming to you. We come to you with our um mentor facilitators and we work with your upper grade level. Currently we're working with um 9th and tth graders in Akran public schools. They have we mentor them. and they go

017through a mentorship of four weeks where they are taught to uh where they've just learned like active listening and you know all of the things that they would need to be able to um u talk to a younger student. Um then uh after that they also learn about the curriculum but the curriculum we bring to them and then we facilitate that. So, it's really about um our research has shown that yes, learning about um social emotional learning and tools is important. Yes, understanding how your brain works is important. The key that makes this unique to everything else is the community that we are building. So the community that Dan spoke of where we have community partners, the community that each district, we go to your community, get community partners um and those that we we

018can utilize that we already have um and we uh build this additional support system. So we Bri will talk to a bit about what we've seen through the program already and I will tell you that what I've seen was has been beyond anything I could have imagined happening and a quicker quicker turnaround than I anticipated as well. So, it's a it's a you unique situ opportunity for River to um to to participate and learn about that and see how we can fit into um your district. >> And Bri's going to share >> Nan's got 30 years of education experience as well. Um and now just is a principal at an Avon school. So, every everybody that's involved in BEI right now is is volunteers. We are ready to hire our first two employees at the

019end of the month. Um, and then Brew's going to hit on this probably quickly, but we're also working on a partnership right now with the University of Akran to funnel their student teachers through BEI and also potentially get a credit towards their college. >> Yeah. Yeah. We're going to be a part of >> We had a really good meeting with them last week. So, >> yeah, they're the fedally funded um student work um study that that students can apply for through FAFSA. Um those kids then will be able to work with us. And so we we're gonna be mentoring some college students too to be working, >> which is really exciting. >> Um, Danny, my name is Brianna. I'm his little sister. Um, I actually don't have as many years in education as Ann does,

020but I went to school to be a teacher, middle level education. Um, but unfortunately I decided to change my path and really worked in um, entrepreneurship and started a pizza shop. And I've been doing that for about 16 years now. um this curriculum was built in that pizza shop. Um the majority of my employees are 15 to 18 years old and so I've really used them as kind of guinea pigs for some of this stuff and it's not only been remarkable but it works. So I was lucky enough to be directing um our pilot in Akran public schools and we were there for 12 weeks. um four weeks was the um training for the mentors and the eight weeks was the mentees and the mentors together. Um the outcomes were amazing. Um however, I would

021say just the students and what they are capable of was even better. Um basically you're just giving them the curriculum and then they're teaching it. So you're just a facilitator. You're just giving them the support they really need. And like Ann said, you're teaching them goal setting, active listening. um the zones of regulation. So kind of how to regulate your emotions on a regular basis, how they can use coping mechanisms to kind of you know reflect that as well. Um and I just want to give like one example of when we were at Akan Public these kids um when they first met their mentees, mind you, they are scared themselves. They're ninth graders. They're kind of terrified of the world to be completely honest. Um so they don't believe themselves to be leaders. They don't

022believe themselves to be mentors. Um, our first setting in Akran public school, we had a girl that came in and right when you called her name, she just immediately started crying and four of the mentors immediately went over to her and sat down at her level. And it was just like when you're learning to be a parent. Um, you know how they tell you get down to their level, speak, you know, it was exactly like that. And we didn't teach them that. >> They just kind of jumped into action. And that's kind of what we're doing with VEI is that we're just giving them the curriculum and then they're doing the work. They're really doing the l the leadership skills and we're just facilitating that. >> So that was really what was really amazing in

023Akran public schools and that's what we would love to do with Vervier in the future. Um we did some surveying on the kids and these were the outcomes that we received. Um the Got it. Okay. Yes. So the mentees had decent outcomes and then the mentors had good outcomes. And then these are just based upon those social emotional um standards off of the state of Ohio. So improved emotional awareness, increased resilience. Um, a good example of that is that these kids would every situation, even if kids were acting like their behavior was out or say like there was a lot of cursing and act in public, they say a lot of vulgar language, things like that, they would have to kind of like monitor that and tone that down. They were so resilient. Once the

024mentees left, they would kind of, you know, come up with ideas of how they were going to navigate through that. that was probably pretty remarkable is that again you're just giving them the curriculum and then they actually are doing the teaching and the leadership skills. Um social awareness. We had a lot of kids that um come in and they don't make any type of eye contact. Um they don't smile. They don't look up from their desks. Um those types of things. At the end of the program, we were seeing a lot of change in in social awareness where they realized that not only they needed to make eye contact, but they needed to have the form of skills to to show that act of listening and that then they received that act of listening back.

025So that was pretty cool. >> Yeah. And then the mentors, the mentors really had some amazing outcomes as well. And then like Dan said, everything is back backed by a lot of research. >> Um, so the majority of the curriculum we have around 40 to 45 lessons that go with right now is a 16week program, but it works with whatever district. Um, whatever whatever would work for you. So 12 weeks, 16, 18 weeks. Um, but depending on what you wanted to take out of the curriculum, we would work that with your district. And it was great too just a some of our our mentors the the social emotional learning that they've been receiving or been exposed to they then utilize. So we had you know we had one of our girls like all right talked

026about you know the breathing techniques that you can do to calm down and things like that and so she like demonstrated it and they take that and we was like oh well let's show everybody let's do it and then they all worked on that together. So, um, so I don't know how to say anything else, but it's remarkable and it's going to it's it's something that I haven't seen in my experience in education. And the difference is the ability to create a community that our teachers, they create their classroom community, which is absolutely fantastic. And then this also adds to their uh the students connection to something bigger than themselves, someone else um another community. and and those kids especially who aren't in maybe extracurriculars, you know, how do they connect with their their community?

027>> 2019, I started when we started putting this together, I looked at a stat and um girls the age of 11 to 14, 6% of those girls in in the United States under a survey of I think it was 200,000 kids had thought about suicide. And I'm like, "Holy cow." I did the quick math and it I'm like this is crazy. Same study 2024 coming out of CO and we're now a couple years out of CO, right? >> Yeah. >> Take a guess what this is. How many of that percentage of 11 to 14 year old girls have thought about it in 2024? >> 50 >> 60. >> Yeah. >> Six out of 10 of our 11 to 14 year old girls. I have a three and a half year old little girl and a

028one and a half year old little girl at home. Um, and I don't want them to ever, they they've already got probably the gene. Um, and so we got to get out in front of this early. We got to start educating them early and and give them the necessary tools to be able to succeed when adversity strikes in life. >> Dan, what do you guys do if you're dealing with a you have a mentee, a mentor who's dealing with a mentee >> and they're like, I'm seriously considering suicide. That is I'm assuming that's escalated to someone immediately, >> a guidance counselor. So that's the reported piece. >> We actually had a similar instance. This girl that Brianna was referring to had used the word uh not suicide but it was like close >> thinking debating

029on hurting herself >> hurting herself. Yeah. >> And so then we had to report that through the schools guys counselor had to get involved. You know at that point we're also not trying to you know increase our liability as a company. So we have to follow the standards of >> we come in and base it off of your off your school policy. So whatever your mandated reporting policy is, we we come in and we parallel that. >> So as I'm the right now the director of education. So my role then is the communication with the uh with the districts and how we set that up and how we work with either the guidance counselors or but it's immediately escalated. So something like that is immediately communicated with you like whoever I'm communicating with I'm communicating

030like with you in that in that instant anytime like that. And then the protocol would be that we follow what your district does or you follow at that point. Um but yeah, we have those in place and the students the mentors are also trained about what are the words that you hear that means immediately. Like if they say please don't tell anyone um that's not part of what we do. That's not that's part of it. They they are learned that that anything that is harmful to you or others we are going to be addressing immediately. >> These are also usually group small group settings. So you you've got 12 kids with 12 kids. You don't have three mentees or four mentees with one mentor. So then that one mentor is constantly having to kind of

031go back and forth, you know, facilitating with these mentees. It's usually small group settings. It's usually onetoone. Um and so that way our facilitators can really oversee a lot of that, but also when those things come up, they can immediately address it, write it down, or talk to the director of mentorship that's on site. and we have two or three BEI representatives in each session. So that's where we're we're present. And then Akran, they we also had cooperating teachers that this district had stay with us as well. >> So I'm curious a couple things. Um you mentioned that you are using the ninth and tth graders as mentors with younger kids. So like what what age bracket are the are the mentees? >> Middle school. Okay. >> Yep. So we have a middle school right

032now. >> So you're starting at like a sixth grade. >> Yeah. >> Okay. And then in Akran is where you did it. What did that look like? Like when was when were these taking place? >> After school. So the parents it's a sign in program like you whoever chooses to do it. >> Yes. Permission slip. All all of that is signed. Um and then we work with the district on how to get the kids where they need to be. >> Um for AAN right now, a lot of their their campuses will have two the two of the schools on the same campus. And so that that worked that way. Also we are flexible in looking at it. Do we could do high school you know junior senior freshman sophomore or we could do we we

033also can do day right we can do if it works within the school day does not work within the school day at a public and so is is an afterchool program there. >> But are mentees selected or are they part of the sign up program as well? selected. We prefer them to be selected, but >> yeah, >> we really work and customize the program to like all of the needs that you all have, >> right? Because every district is going to be different. >> Um, >> in A, they focused on tier 2 and tier three kids. >> Um, but really ultimately we don't care if they're tier one, tier two, tier three. We think that every child would probably benefit from this program. >> Um, that's just what Akran's needs were. So that's kind of

034the kids that they they gave to us. So most say tier three >> and I say it and and but I think too I think typically like tier three like we're all we're all hands on deck with our tier three kids, right? So while yes, they they also come in I think it's that it's the the tier two where again that we want to be preventative. This is set up to be preventative. And so yes, we are more than happy to work with tier three students and help them absolutely but our ultimate goal is preventative. And so, um, in every there isn't going to be, unfortunately, um, a single child who isn't exposed to something that's traumatic to them. >> It just it's not going to happen. That's just where we're at with social media,

035with the life the way it is, with family lifestyle, like everything. And and trauma is whatever you receive it to be, right? So, um, >> but yeah, it we do want to be as preventative as possible. >> So, I have some questions for you guys if you don't mind. Um, so do you have any licensed mental health professionals on staff? >> Yes. >> I thought Okay. >> Well, on in our our board of um directors. >> Okay. You have a board of directors. >> We have a board of directors. >> Okay. >> Uh we have a we're bringing on right now a psychiatric nurse practitioner onto our board uh who is a clinician. >> Um and then we also have a lady that runs uh Akan Community Services u who's been on the psych side

036for 35 years. Her name's Artha Brown. She's also on our board. >> Is she licensed? >> Licensed. >> Okay. >> Yeah. >> And then um a lot of the other people that fall on the board are all sort of either on education side, psych side, or business side because this is truly a business. We've got to run this like a business. >> So when you wrote the curriculum, you said it was in a hotel room and in the pizza shop. >> So like who was consulted for the writing of the curriculum? >> Me. So it was that that was tongue and cheek. Okay. >> Um so no, we've been working on building this curriculum for years um together and following and so Bri and I on the education side have utilized the the standards and

037then and then created it >> the Ohio education standards for social emotional learning. Okay. And so did you guys consult mental health professionals while you were writing the curriculum as well? >> Okay. And then it's >> copyrighted and trademarked. So, are we allowed to see it before we would or is that >> Yeah. Yeah. Yeah. >> Okay. >> All right. >> Oh, yeah. Absolutely. Be happy to share it out. >> You're stealing my baby though. >> Protecting all of the babies in the school. >> Absolutely. >> No, you can see it today. >> After the sessions, um, >> is there any followup with parents to fill them in or is it mostly kept? How do how do you deal with with families and parents in terms of the kids that are participating and do you

038keep them filled in or >> Yeah. So with our >> like to fill them in more >> big challenging we had a lot of different challenges. Um >> so ideally yes but no I mean I mean the answer is yes right because when they become a part of the program then they are going to have those those out updates and follow-ups and um kind of like a little quick newsletter that goes out like after you know afterwards like oh you know this is what we looked at today. So the kids can have the followup on um parents can have the followup on oh heard you talked about this today what was that because kids this age and we ask them what they did they weren't even there today. Um so yes so parents I mean

039as as anything as part of this team and uh that's that we do that and the parents are by they'll sign the >> the form and then they'll receive information on what we are and how we work and what we're going to be doing with them >> depending on the district's needs. I guess I feel like with Akran there there was not much need there. Um on the permission slips they were open they were given the curriculum type situation. we couldn't even get the slips back for like the the program to begin basically. So that was kind of interesting and so we would navigate through that with the Google classroom and utilizing stuff like that so that way they always had access to it but unfortunately they just didn't access to it. However available >>

040yes our intention is always what is the need of the district. So if the parents want to be involved, the program doesn't involve the parents. It doesn't involve outside resources. However, if they want to be, that's that would be a great intention because we want them to be continuing this on in their home life. >> So we really think that their involvement is pretty crucial. >> So we could do a kickoff too like we the parents meet us and hear from us so that they know what what we're doing, what our intention, see the curriculum to know um within that. And then that way It's a great find. We would love to have the opportunity to speak to to parents and so that they know like hey this this there's this program do you want

041to sign up for it? Well they are will know what it what we are. >> The facilitator too is also notating the things that are transpiring in these sessions. Um so that the parents can access that that information is also given to the schools from a tracking and measuring. Obviously we want to make sure that we're moving the needle with their behavioral health and that they're improving. Um, so we're using some of those things that are happening in these sessions to analyze it at the end of the program and then provide that data to you guys and the parents. >> So is it the same? Is it a one day a week program >> right now? Yeah. >> Yeah. Right now it is. >> Is it the same facilitators then are attending every week? >>

042Yep. >> Okay. >> Yeah. We want to keep those consistent. >> Okay. >> Yeah. >> How are you guys measuring results? >> So the kids do the students uh do check-ins. So, every um every week when they they come in, they they do check-ins and it's kind of like a social emotional barometer Google form. Um quick check-in. Sometimes they're just quick um also just like they they come in and share what they're where they're feeling on the emotional spectrum. Um >> and check out. So, they check in and they check out based upon that that same spectrum. >> so it's interesting. >> They could feel a lot better by the time they're leaving. >> Oh, we've had we've had some of that already. Mhm. >> Or you could see even somewhat of the opposite too

043with them even just being overwhelmed with their mentees. And that's kind of interesting as well too cuz that's kind of the intention too >> is not making these kids uncomfortable but also those uncomfortable settings are really what >> facilitates leaders. Yeah. >> So >> how did you get the mentees to buy into it? If it's not during the school day, >> how do they decide I'm going to stick around because I might have a mental health issue in a few years or something like that? >> I'll provide pizza for [Laughter] >> um >> I think they're looking for help. >> These kids are desperate. Um I mean I would go in for these observations and I would see desperation on their faces. And so when they came in and it, you know, the program is

044fun, they're working with other students, they don't necessarily have an adult teacher that's teaching it to them, even though there's facilitators and and staff members involved. Um, I think they're just looking at it like one, it's a problem and I know that my peers are struggling, but it's also like this is something that's fun, enjoyable, can help me get better, but it's >> they have to have they're enjoying it while they're doing it, >> right? So it's the mentors who make that help us bring the mentees in on every week. >> So they want to see them, they want to hear from them. They're communicating with them, you know, and so they're that's that's the biggest >> thing is to get there, >> right? >> And the challenge is acronyic is them and then how

045do they get home, >> you know? So >> how long is the program? So when you say like the program, how long is it? >> We can customize it however long you want it. >> How long semester year >> so far with what you've done to get the results like good results. How long is that program take? >> Semester. >> A semester. >> About 12 weeks. >> Yeah. I will say my uh my three boys play football and they started this thing called Faith Sundays where they had like 10 kids come and meet on Sundays and started off with 10 kids and it's grown to about 30 and what's happened is they've started to like talk about their issues and things going on >> and so these kids stop feeling unique >> and there's a

046lot of culture being built >> and what I would say is I was surprised that Um, and they asked me if I they said, "Dad, would you help run the first program?" And I said, "No, you do it." Cuz they don't want to grow up in the room. >> Yeah. >> And they had real conversations about real issues. And I was surprised at like how many kids just struggled with anxiety. >> And you know, sometimes they say they're depressed when maybe they're that's a term that they don't understand, but there's anxiety or >> just um the pressures of what they go through. Not only by trying to perform in athletics or in drama or but then getting good grades and then knowing too that like parents aren't getting along but they're not the only kid

047going through it or you know my dad's really hard on me in the athletic field or great and and what you got was all these kids that came in feeling very what we call terminally unique >> but they're not unique, right? They're they're actually everybody's going through it. And so what they've done is they've built culture and and and now they're starting to like have these real intimate relationships with each other. So I would assume that the mentors are probably actually getting more out of it. >> That's that's what our results have shown >> through this >> which is great which is which is great because our mentees will soon be mentors. >> Right. And so >> yeah, we had two two girls at East that this program's already changed their entire life and they've

048they've told us like multiple times. The moms called us postevent. We we did our launch at Springside and Bernie Kosar was my keynote speaker >> and Bernie spent a lot of time with these these girls in the family and get really got to like their problems and talked to them as like human beings. And the mom has still still calling me about the impact. >> And it was just 12 weeks of just working with them and caring about them. And I mean, there was there was a girl that was doing the roleplay in one of the sessions. And she was roleplaying as a mentor better than seven of my sales reps that have been at GMS for eight years. >> And I'm like, you have you ever thought about getting into acting? And she was

049like, and I'm like, no, seriously. Like, have you ever thought about being like an actress? like you should you should be in the theater and she looked at me like not only was she shocked but she had never received a compliment in her whole entire life. Um and that just that recognition of like that body language that I saw with her but also just how she was doing and just those words you could see then the impact of that for the next 50 minutes was outstanding. That's what we're trying to >> that's what we're trying to achieve with this program. >> All right. Any other questions? >> Where do we go from here? I guess that's my only qu question. Like what are next steps? >> What do you need from us? >> I'll follow

050up with you. >> Okay, perfect. >> Thank you all very much for your time. >> Thank you very much. Thank you. All right. Great. Thank you. Thank you very much. Thank you. Nice to meet you. Thanks for coming in. >> Great. Thank you. >> Nice to meet you. Thank you. >> Thank you. Nice to meet you. >> You too. I'm >> Excited for our next presentation. Can we >> Our next presenter? >> Yes. Miss Mickey Cray is here to tell us about her travel. Super exciting. >> Huh? >> Oh, you're here. Seriously, >> if I weren't someone would have to find the room, >> do you hide it so that you're indispensable? >> You don't want to sit up front. >> Sure. >> Then you have to look around my head. >> What? Whatever is

051best for you. But >> Jody will figure it out for us. >> There's the next tech guru. >> There you go. Just sitting there quietly. That's why I came. I thought [Laughter] >> Hey, Rick has an out question. >> I got you. >> He let me out, but he's on it now. >> Reboot. >> Always reboot. >> The sad part is we did it last year, but neither one of us can remember how. But we think we have a different version of Outlook, and that's the problem. So, It's easy to stump me. It's hard to stump him. >> Okay. >> All right. >> So, thank you for having me. I just wanted to circle back because the last you heard about this, it was a an opportunity. So, I just wanted to share that opportunity

052with you with both what it can help the district with as well as what I I believe it will multiply in our students. So, um, I was able to attend this professional learning tour through these three countries this summer and that was sponsored by BASA and they also partnered with a touring company called Education First. What a combination. And I know Mure that you're very familiar with both of those companies and so is Mr. White and some of you may be as well through your through your lives. You might have touched in there somewhere but what an incredible opportunity it was. So just kind of as a visual you'll see that when we landed we land we started in Stockholm. So Sweden is where we started our trip. We took they called it a um

053a ferry but it was a cruise ship from Stockholm to Estonia. So there the the capital of Talon is where we took the ship to. And then we ended our tour in Helsinki. So, just to kind of give you an idea that Baltic Sea, I'm going to I'm going to talk a little bit about that in a second, but it's really hard to encapsulate all of the learning that happened in in just summary statements, but I want to just kind of give you a little glimpse into these things. And so, some of the things that I when I thought about the drivers behind sharing, it has to do with language, geography, people, places, history, and priorities. And so this was when so these are in kind of chronological order. So the first group is going

054to be Sweden and then Estonia and then then Finland. So this thing that was really incredible to me is this is a candy shop by the way. So you have free time in this opportunity and you also have very directed time. So we had specific professional learning with an educator etc. But we also were able to learn in the context of the culture and that's really important I think with all the outcomes of traveling you you come away a different person because you are made not just more aware of other people but also the kind of context that people live in. And so this language was fabulous to me. Every single place that I went, people spoke at least two languages >> and we are behind in this country in you probably experienced the same

055thing. >> Definitely did. >> And as soon as um for example when I was walking I was fascinated by this place because what those are that pa poca grease is candy canes. So those are the way they originally are made. They're made in a stick. And whenever I went into this candy shop, of course, I had to explore it. >> Immediately when she spoke to me in Swedish, there was a half of a second probably that I looked at her >> like, "I'm not sure what you said to me." And she immediately switched to English. And all of their signs, you also see that it's part in English and part in Swedish. >> And that was true for everywhere I went. All of the people spoke to me, you know. >> So, I just thought

056that was fabulous. There's a ge a lot of geography that plays into the story and the learning that I experienced along with the group I was with. So at this time of year there is I put midnight sun because this sunset happened that what you're looking at it was probably about 10 10:45 in the evening and so the sun rose about 3:45 in the morning and and set very late at night. So to acclimate your body to that change, it took quite a bit of of doing. But at the same time, there were lots of hours of daylight to explore. This is the first thing I ate there. And I trust me, I'm not going to get into like all the details of everything I did, but this was important in the geography of the

057world. There's a lot of seafood in a lot of types of dishes that I didn't anticipate. This is a fish stew. It was absolutely delicious. And I'm not a huge fish person. Of course, when you're in Sweden, you have to have Swedish meatballs, >> of course. >> Right. And so, a lot of the food was um the thing I marble marbled most at thing behind that, by the way, are called leg jimberries. They eat that. It's kind of like a jam, but it's not sweet. And then the pickles and ironically, it makes delicious. It's a delicious combination. But the thing I marveled about most with the food and the water was it is so clean. You could go put a cup under any faucet and it is not chlorinated water. There's a public fountain in

058the middle of the square and people brought their cups and drank from it and the food was the same way when we would go to lunch. Like when we at our professional learning, we go out to the market square, they're cooking the food right in front of you. So the food was tasted clean and the water tasted clean. And that was just a standout to me. And I know that sounds kind of oversimplified, but it was amazing. >> Even the strawberries were different. Like they were red in the middle. Anyway, so the history I I said the history in context. So in America, we don't realize I think in our everyday world how new our country is. So when you think about history, I think about this in context. This ship was raised, I believe

059it was in the 16th century. So the Vasa was a ship that sank in the Gulf. It was um and they raised it again and then put it in this museum. It was absolutely ginormous. and the artwork on it and this those are that's made out of wood. It's >> it was sculptured like that and I to just it was literally like walking into the scene like the Goonies. >> You know what I'm talking about, >> right? So just the history the things that make history in different countries is so differently contextualize where you're at. And I I just was kind of struck by that that all the architecture, the things that are made in, you know, when you hear the year 79, not 1979, but 79 AD, and they're still standing, >> it's it's

060really mind-blowing to me. This is a stone that what that >> that is a Swedish word, >> but this is called the stone church, and it's literally made of stone. like where you're standing is inside. But it was just incredible. So some of the places that that were very market at this time too. So this is the Nobel Peace Prize Museum. And the really cool thing about this place is that whenever they celebrate, and I don't know if you've ever seen the the celebratories dinner they do for each winner each year, the person who's awarded the prize brings something from their country or something that has to do with the prize to this museum and they have this on display. So for example, when Malala was 16 years old and she addressed addressed the United

061Nations, the wrap that she wore that that day on her 16th birthday is hanging in this museum. So really poignant, >> really important pieces of life are here in this one spot. Um they also have the bacteria that created penicellin like the original mold is still in this capsule. So it was just fascinating to watch and learn from and again it just it just remind you how how connected we are and then also how big the world is. This is the hall where the Nobel Peace Prize dinners are held. And if you see that the the walls look like they're gold. Those are actually real gold and they're mosaics. They were put up in sheets. But to stand there in that place where all of those people were just amazing beautiful, isn't it? >> But

062the reason I put this in here is because you see behind me, I'm This is the ship that I told you about on the Baltic Sea. The Baltic Sea is so smooth. It's not like I was just floored by that. like the travel and the the way that that looked. It was like glass and it was an ocean. I just was fascinated by that. >> This this um island that we traveled to after Sweden is called Estonia and it's like a medieval town. It was absolutely beautiful. Uh Finland was the third country we went to and this is a picture of I'll have to tell you the side story privately but this was pretty funny. This was um sauna is very important to Finnish people and so most Finnish people have saunas in their home.

063So the saunas are they make them you know like you want to sit as hot as possible and then you jump into this freezing cold water. I literally thought I was going to suffer from hypothermia the first time I did it. And of course, the travel group wanted us to experience the things that were also important to the people that we were visiting. So, you do that about three times in, then you can breathe again a little bit. But the first time it was that just made me feel like such a >> Yeah. So, yeah, that was that was a fascinating experience. And the crazy thing is when you're done, you feel so rejuvenated and it was something that we didn't expect, but that was interesting. Uh, this lady might look familiar to you if

064you're familiar with Basa. That's Kathy. She is part of the women's leadership for BASSA, and she went as a representative for BAS. The lady to her right is from Pittsburgh. So, this is Helsinki's cafe. And the reason that this is important is because part of the culture in the fin for Finnish people they it's fa. So fica is um like you'll see signs like you can buy shirts that say fica on them. This is a very important time for the English is tea time. This is fica. It involves coffee and a dessert. That dessert is called princess cake. It was delicious. But it doesn't have to be princess cake. But what that is supposed to be is it's important to people in this country to take time to be with each other. And Fica is

065actually like when you gather and you share stories like whether it's gossipy or tea time, you know, or fun stories. But fica to me represented the whole idea about how important their relationships are with each other. So instead of rushing while we eat a meal, you're just going to sit and talk and laugh together. By the way, >> is that a particular time of day? >> Um, that was midday. >> But I mean, fica can happen anytime. It's not like >> I don't know if it's a particular tea time or something. >> But it's it's just the thing of it, right? >> And I have to tell you, I'm not a coffee person, but I do drink coffee sometimes. That was the best coffee I've ever had in my life. >> They're known for having

066some of the world's best coffee. Yeah. So, this was the people on the left. The man with the glasses is part of the tour company. He He's over Ohio and another state. Pet is the man who's beside us. He showed us these those little pockets of food that they're showing were amazing. >> Peter is the he's an educator that worked with us as a group and he works with the National Education of Finland. He also does a lot of professional learning in different parts of the United States. So his perspective on education and instruction was fascinating and I'll tell you a little bit more about that in a minute. That food was just an example of the all the all this fresh fruit and vegetables that was there for you to buy. And reindeer, by

067the way, was plentiful. So you might want to go get a reindeer burger at your lunch break. Soman Lina is was fascinating. This was an island. It was a fortress and they started construction on this in 1748 and it's now a world cultural and national heritage and it was the one of the coolest places I think I've seen. There were all kinds of underground tunnels. This picture on the left was just as we were heading out to the island. >> That's a bridge, but you can't see the bottom of it because of like the mist that was laying there. I just thought it looked super cool. That terrible picture in the middle is a picture of the group. I was just behind them and we she took us through these underground tunnels that were throughout

068the throughout the island. It was just really a neat experience to see that and it was all created um in in regards to Ontario >> camps. >> Yes. So priorities. So, um, these countries took care of their environment in ways that we take for granted and we should pay more attention to. So, not only our food and water, but you see that the lid on this pot bottle is attached. All of the bottles, no matter what they had, all of them were attached so that they weren't left to not be recycled and left to not be, you know, laid on the ground or for animals to Same thing here. So, this is a picture of when I went into any of my hotel rooms. >> You had to put your hotel key for the lights

069to stay on. So, you press it and it then I can turn my lights on. But that's for so that when you leave that room, you're not going to leave the lights on and waste electricity >> and you don't lose your key. >> And you don't lose your win-win, >> right? So just I contextualize that by just saying there's so many small and large things in other countries that I think that we can learn from each other. And it was it was a they were great lessons for me as I also then started to learn about the education systems and um I'll talk a minute about that here too. So we I I believe that the tour company when they set this up did an incredible job of this. So they started by something kind

070of really low, you know, low stakes, low-key, having everybody getting to know each other and then learning the people, the places, and then starting to grow in your own cultural competence. This is the group. Um, these administrators were selected from across the country. There were about 41 of us. They were from several different countries or um, states. These are This was the Ohio group. And this was the school that we went to visit in Finland. So Pedy works in this particular school. It's a very modern school. Some of the things that uh make it similar and different I'll talk about in a second. But these were some principles I think that would have also stood out to you in their lunch line. Their food is homemade food. It's all very nutritious and they believe that

071they want to provide students at least one free nutritious meal a day. Um there are no private schools there and schools are not ranked. Kids do not take standardized tests until they are in the ninth grade. And when they're in the ninth grade, that is for the decision of what types of things do you want to do next in your career. And he said there is some fluidity. You could change that pathway, but I just thought that was fascinating. And the balance in the instruction, the students had more breaks than our students do. Excuse me. For sure. And teachers in schools are trusted to be good. And what I mean by that is there's an expectation that all schools are good and they're doing the right things for kids. And I we had to kind

072of laugh about this because when we look at um that and the curriculum, he said to he said to us one of the things that they teach is industrial arts for all students, grades one through nine. So he said even the young kids do industrial arts but it's with soft materials and then there's hard materials as the kid gets gets older. He said there have been accidents. He said but you know our our communities know that we're supervising them and and accidents still happen sometimes. But the the the independence that they allow and grow in their in their own kids was interesting because comparatively we coddle our kids a lot more than than what I saw there. So I thought that was really interesting too, the independence that they wanted to foster. >> Um that

073that flexible curriculum is a perfect summary statement. the variance on how but consistency on what the when we had our learning our professional learning series with him that really stuck out to me is the focus wasn't on the content it was about the how to think how to problem solve etc because anymore especially you can look up content for just about anything you know you can Google what you want to know but teaching kids how to think and problem solve I thought was fascinating and so Finland is supposed to be some of the best quality schools in the world and that is at their core. Teachers loop with classes for multiple years. Um and there's no political interference in the agency of education. So I thought that was refreshing too. The highquality teachers this uh

074one series that we had that we engaged in I I thought was fascinating. Um, Pedri set up a panel. We rotated and one person was someone who had was new in his career. He had gone, you know, all of this all of the kids there go to the military when they're 18 and he had done his military career and then he became a teacher. But to become a teacher, you had to have a master's degree. Um, and when you did your student teaching, there were four of you that would be giving each other feedback for lessons. So it looked very different in the training process than it does here, which I thought was fascinating. And then we also had a series with the high school principal who talked to us about like what that training

075looked like for students as they come out of high school. And then we had a series as well with Pedri by himself. So that was a lot of learning for me. I thought that was fascinating too. I I paralleled this to the vision of a minute man because whenever we think about those the transversal competencies are the term that pedigree used the all of those T1 T2 etc etc those are the kind of competencies and I thought they paralleled well to vision I'm a minute man so when you think and learning to learn so all of those pieces I think fit kind of nicely into what our competencies are here as well I do think that we could expand, which I'll talk about for just a few minutes when I'm done, is T2, that cultural

076competence, interaction, and self-exression. I think we have some beginning pieces of that in the district. But I think that this especially this district is ripe and ready to grow that. This is Pedri and he does train like all across the really heavily in Finland of course but also in um the United States. And then this is by the way what he's pointing to is that uh industrial arts cabinet that we were talking about. So he's talking about the tools using those. So phenomenon based learning kind of parallels project-based learning that we've done some here in the district and I know Bath still does heavily with project based learning but phenomenon based learning is a little bit more transcend it transcends a little bit more and it's based specifically not just on like one problem but

077one that kind of keeps going so it's it's like a broader scope I guess I should say and the students are generating their questions and their work. So there's a lot of what they, you know, what you would call agency or choice with students and every one of the phenomenon based learning have to do with authentic issues that students then work to solve. This is Ped's home. So that's actually his backyard with the big trees, the big rocks. >> So I I put these pictures in here because I wanted you to see how modern, >> of course, it looked. And this game, by the way, that we're playing at the table, he cooked for all 41 of us, and he made us a traditional Finnish meal. That meal was salmon. It was some of the

078best salmon I've ever had. Like I say, I was I'm not a fish person, but a lot of fish because of the geography, and it was delicious. So, salmon and he made potatoes. He said they're only in season certain times. And these little patties, they look like cookies, but they were rice inside. So, it was a delicious meal. But that game, you can order it on Amazon, by the way. It's called Fortuna. It's a lot of fun. So, if you have families that you like to get together and play and compete, we were having a good time with that. This is something I think when I parallel my takeaways from this trip, the two big the three big takeaways I think are the increase of my own cultural competency, which is, you know, this much

079in context of what you can be, but boy did I grow just being around all of the things I talked about and the education functions and the differences and some things that we can do to grow in that area. This is my third takeaway. Our kids need to be engaged in this and I I believe wholeheartedly, especially after what I walked through. I think that it's one of the best ways to increase confidence in our kids to in to decrease egoentrism and increase interactions with other people. I know you have traveled extensively internationally >> with kids. Yeah. >> So, I wanted to talk a little bit about that. These are some of the things that I mean I had the opportunity to network professionally with people from my own state from across the country and

080from across the world in one trip. It was exceptional and I got to learn of course some educational systems from the best in the world increased confidence and interconnectedness for sure. Now, this last thing I want to talk to you about, this is why I'm saying Education First was such an impressive travel company. They they don't really see themselves as a travel company. They see themselves as an education company that works through international travel. By the way, that was my summary statement out there. So, disclaimer. But the the reason I say that, I mean, if you decided to do some international travel, there's lots of companies that you could choose to do for sure. But the reason that I say that, the experience that I had with them, these are some things that actually went

081wrong. And I'm going to tell you why this is why I was so pressed. The morning of my flight, I had I had three flights that were that would be connecting me before I got over there. I got a call from the education first. It was very early in the morning. and they said, "Your second flight has been delayed. You're not going to be able to connect to your flight. Here's some choices that you have. You need to get on your app and decide if you want to delay your flight a day or if you want, you know, etc." So, I got on my app. It was super simple. All I did, it was actually easier than what I started with. I just chose a different airport cuz right here you have a couple different,

082right? Chose a different airport. It connected me like that. I made all my flights after that and that's how easy that was which shocked me because right away you know you can't sleep the night you're anxious about you know all of the things. >> Um someone lost their passport on our trip. >> Oh jeez. >> Did I say that we were all grown-ups, right? But we still somebody lost their passport. That happens. That was one of the things I was worried about. I was touching my passport so many times a day just to make sure I had it. >> But someone did lose their passport. Someone from EF took them to the embassy. they had that by the end of the day like it was done very efficiently and of course right around this time

083is is when all that was going on in Iraq. So they sent a message out to us to say please know that we have systems across the world at this time your safety you know it is going to be a safe it we you know we don't see a danger right now we will keep you posted if something comes up please know that we do have a system so if something did happen and you were across the country that this is such a broad company that they have offices in I think almost every place that they tour and they have people who are part of, you know, protective service agencies, I'll say that would help then move that ball. So, that kind of thing, just watching that was it kind of blew me out of

084the water. Besides the structure that they use, each like we had a tour director, she was from Transylvania, she was amazing. And then we had small group people. So, EF people had like let's say five or six of us. So anytime we had to go somewhere, you go with your small group person who then reports to the tour guide, we're here before we move as a group. And then each place we went, they had a local tour guide and the and our Transennsylvania tour guide said, I can't know everything about everywhere. So they also employ a local person so that when we went to that area, you know, they know specifically because they live there. So I also learned which I didn't know. So our students who travel as well as our teachers who would

085travel if if they do this and I don't know if other companies do it or not but they offer dual credit. So our students can then get college credit and high school credit for their um company and I think it's through Southern New Hampshire University. And I did ask specifically some some questions about this because I was curious about he said the transferability he's never had an issue that kids have been able to transfer that. Um these are some of the types of tours that they do. I do want to talk to um Mike Hall about this too because I learned that they do career focus tours like if you >> are at CBCC and you are in the automotive program >> they do tours through Ferrari like so they >> culinary too like they

086do through Italy etc. So, I just think it's really this is something I kind of talked about the the this is a list of it's a picture of a slide I took when we were there that I just didn't realize all the opportunities that they have in a structured way. So, if I wanted to travel, especially if I was a young person, that would be a great place to do that with because it's people who have walked that walk. And then this is a question that I ask. And the reason I asked this question is because two years ago, maybe three, Katie Ryan at the high school asked me, and I think I I had a conversation with Rick at the time, too. Um because she was interested in looking into some, you know, what

087would it be like if we did some international travel with and at that time it was about language, but as I showed you, they offer it for a lot of different things. So he told me, Brady told me that if you do a school sponsored trip, he said that so if sponsored the international traveler trip, he said EF covers the liability for school districts up to 50 million and if it's a school sped trip, that means like we're not sponsoring it, but we know that you're going and you know it's our teachers etc. that the company would provide liability for the group leader. So that's the difference in that. I did. The reason I asked that is because Katie had asked me that a couple years ago. So, I wondered how they worked that. Do

088you have any questions? >> It looks amazing. >> It was incredible. >> How long was your travel again? >> I think it was like nine days. They do have when I started then looking into what all they offered. They also do semesters. They do they do mission trips. They do all kinds of time based things. They do some it's a few weeks. Mine was I think nine days and it and it is structured. So they have the day planned out what time and and you also have some free time. >> So that was nice. Mhm. >> When they presented at best, Mickey, if I remember correctly, it was with the idea that like they want administrators to see it so they can we would become familiar with what they provide for um obviously administrators, but

089potentially for students. And the career one is what really caught my attention at the time because like what I understood they could differentiate for families and for students was to do like almost like a STEM focused go visit career u companies or that could obviously provide them careers because they have connections that most families just aren't going to have. where a lot of families might go visit some of those places and do the touristy type of things. It was yes, we can go do those things for students, but we're also going to get you into some of the highest quality manufacturing companies in the world in that area that mom and dad probably can't get you into. And that was how they were going to differentiate. >> Did I understand that correctly? >> Yeah, I

090I think that's a in a nutshell because that's their drive is about the education piece of it for kids. It's about that and they contextualize it in the trip of let's also see some cultural places. Let's also see some history and food so you understand things well. But I agree, Dan. I think that's kind of what sets them apart too is that drive around what are the students learning? And by the way, I'm glad you brought that up because I said, well, if you know when a school takes this on, what are some where do people usually start? Like what do they do? He said, normally you you can do one of two things. you could do like a like if you decided to do a language immersion trip. So let's say the Spanish class

091wanted to go to Spain and Portugal. He said we would do like a pre-EST and a post- test of their language acquisition. It's very focused around the learning of the language. Whereas if you do like a broad cultural scope of a trip, he called it something but it was a broad cultural trip. He said we include more like the culture, the language, the food. He said if if I was to recommend one, I would start with that rather than in a like a language immersion. I would start with a broader experience before I would do. >> Makes sense. >> Mhm. >> So, and of course, if you wanted to know more information about how they do that, he's he was a principal before he joined this company. And so he shares that information and probably

092has a nice little slideshow here. One more information, but it was definitely worth every moment. >> It's great. So, thank you. I just wanted to kind of bring that back to you after. >> Thank you for sharing. >> Yeah, I'm very excited to hear about it. Thank you very much. >> Thank you. >> I'd love to hear that funny story, too. So, >> I will tell you. All right. Thank you. >> All right. Board of Education has no items at this time. So, Mr. Berdine. >> Nothing. Thank you, >> Mr. White. >> Right. We have a change of employment for Kathy Rando. She's switched positions for us. >> Yeah. >> Are we going to take these separately or together? >> You know what? I did. Let's do one and two together. >> One and two

093together. >> Yeah. Sorry. >> Okay. That's okay. So, do you want to mention two or >> if you want to do go ahead and do a motion? >> I'll make Oh, sorry. >> Second. >> Thank you. >> All right. So, I'll start again. Thanks. So, number one, we have Kathy Reno switching from administrative assistant the high school and middle school and she's taking a position for us in the treasur's office. Off to a great starting economy there. Um and then number two is our bus routes for the coming school year. >> Okay. >> Any questions? >> Mrs. >> Yes. >> Mrs. Stein. >> Yes. >> Mr. Hayen. Yes. Mrs. R. >> Yes. Okay. And the last one is the information discussion items of the policy items that we have. Mr. Wright, do you want to

094talk about any of those? >> Sure. So, just a few things for you with these. So, it's come up before just our volunteer policies uh over the course of the past so many months. Uh discussion really around how frequently we're having people get uh FBI background checks. And right now the current practice is once somebody's had that background check then they're good to go pretty much through the career of their students. And so I think we were talking about or question come up should it be more frequent? Um and then just along with some of those things we uh have some of our policies here that just wanted to bring to your attention. I will say this like I don't care what school district you're in in the state of Ohio there's turnover school board

095members administrators just changes happen and so sometimes you'll come along something and say hey this policy says you should be having volunteers fill out a form and sign their name date it and we've got that right and so it's not intentional it's one of those where I've just always had the philosophy when you see something like that let's just address it right and we move forward so like 9.23 23. There's a spot there where we have volunteers. We ask them to fill out what they're volunteering for and on the back they'll sign their name and there's supposed to be a district witness. U I did touch base with legal counsel on that. He was like we can get rid of that what they're volunteering for. Just take out that section. He said they we do

096not need a district witness for them to fill out you know that form having them sign and date it would be something we could do. uh we would have to work up like the process of how we would get those forms and keeps track of that but uh that was the legal represent uh recommendation for 9.23 23 9.36 you know going through that I don't know if we've turned up past the bath carrier and I don't think again some of these things we see in the policy it's uh something that allowed we still going to do that not do that recommend not doing that part with 9.36 moving that uh yeah school visitor 9002 records check we were to you decide you want to make a change in frequency of background checks and we could

097just make sure all those are aligned with that change. >> I have a good question. When I was thinking through just what other districts do >> um there's some that like right now as a volunteer, I think all everyone in the room knows this because everybody has volunteered or um when you come to the district and you want to volunteer, you sort of on your own figure out to go get a background check. Like there's no I the PTA the building's fat we'll pass something out there's no way like I know Brenda gets a lot of calls and my background check clear there's no way to check some districts I've seen have almost like a portal online where you can click to apply to be a volunteer and you fill out your information and then

098at some point it prompts you to get a background check and you can go through and see the process like that it's received that it's cleared and it'll prompt like if you if you're a district who requires one every 5 years you'll get an automated email after like the when there's a year left, you're required for a background check in the next year where your volunteerism will expire. Like, have we looked at something like that? So, I know Brenda gets a ton of calls. >> Eva gets a ton of calls. It just seems I don't know hard to manage and keep track of. I don't know who would manage that. >> I don't know. Do >> you want me to speak to that? Yeah, >> I I won't say it, but I did look at

099my but I just because I just thought I don't know. There seems to be not a great way to keep track. >> Okay. Um, so John and I worked last week and we actually built an online, so if you go on the website now and go under volunteering or fingerprinting, you're going to find that there's an information letter that explains the process. There's an online calendar. So on the link, you select your time to come in and set an appointment. Um, I got trained myself to be able to do fingerprinting along with Eva who's always been doing it. We also trained Christine Boden, our um, district registar. So there's three people trained in the office that can do that. So they can select their time. We give them a good 20 minutes time frame to

100come in. We do the fingerprinting and then we have a process like if I do the fingerprinting it's my job to notify that person that they're clear. But we've kind of done it this way. It takes about 3 daysish for that notification. So within 72 hours if you don't hear from us that's good news. If it's 72 hours I don't have your background check probably means there's something there that we don't want. And so then you would get a notification from Mr. writer myself that either it's going to be mailed which means you have a 30-day waiting period for that background check to come or we've already got it back and there's a denial for a reason which would be board policy reasons we would deny so we've started to kind of build that um

101and then Brenda's been really great about updating the database of our approved volunteers and we're going to try to work on and generating like setting up a system what we would ask those to come back in once this policy solidified so we can start like a notification process so we've kind of started working down that it's just kind of take it like a puzzle piece at a time. >> Right. That's because I was thinking even my own I think my I had one in 2021 so I already called I'm like I'm going to get cuz I anticipation of something changing I was like oh I probably need another one cuz but I feel like on your own you have to figure that out and sometimes people don't keep track and it's because it has always

102been for the life of your student which I thought was >> interesting. Well thanks for working on that John and Nikki. >> Yeah that's awesome. >> From what Nikki just shared with you does that sound like what you saw others doing? >> It it is. Yes. But if yes, for the most part and then like when people come to the district, there's a place on the website where they can go do something. >> Yeah, it's actually under um right now it's housed under my I think my portion of the website is kind of under construction kind of kind of blending some things that Mickey had and that Karen had. So, we're kind of blending some things. So, it's going to show up in two places. It's going to show up um under parents and fingerprinting

103or volunteer uh volunteers. If you go under human resource, it shows up under fingerprinting. Um, so it's going to be in two separate places. So from a staffing perspective and from a parent perspective. >> Perfect. That's great. >> We're happy to go look at those other portals. You can stop with good too if you don't mind sharing or going back and let me know or we can just go research too. But >> yeah, just to take a look and see what we can learn what they're doing. >> Did you see I saw I think like I don't know if you guys looked I saw five years I've seen four years, three years. I I I saw one that was every year but that district paid for the check. So that was a different thing. That's

104a lot. >> But how frequent would you think are you thinking? >> Yeah, I'm really up to I feel a little like I'm kind of I'm not hard set on anything. I think like anywhere from three to five years makes sense. I want to be mindful that usually what $65 to $70. We know off the top of the head what we're paying. Is that like 65 or >> both? It's somewhere around that depending on where you go. >> If you do it here, it's $4725. >> Okay. All right. If you go elsewhere, you can pay up to $60. And if you want somewhere to take card, they're going to charge you with a 3%. >> Um, you referenced Madina. They're still on a um they're still on a >> at least I'm I'm vol I

105volunteered through them and they are um lifetime of your student. >> Oh wow. >> So they are still under that policy, but I do believe that their policy is up for review possibly this year too. Um, so I'm on their web page right now and it's it hasn't it doesn't say that. It just says once you're on the once you're on the list, you're on the list unless you remove. Doesn't say that there's a renewal process still. So they're still under the lifetime. Once you're in, you're in. >> Teachers and st is it five years for teachers and staff. Okay. >> But I will say with teachers, there's a system where they would be notified. That's what I thought. >> I I kind of I would be up with with the price and knowing that

106it's 47.25 here. That makes me feel a little bit better about it. that I feel like 3 years would I would be not want to go much more than that personally. I think that's about how long kids are out of school. So >> you're at Hillrest. Oh, sorry. Wow. >> My kids were at Hillrest. Sorry. Wow. That's a I can't believe that came out. I apologize. your kids are at Richfield and then you move to Bath and it just seems kind of like an appropriate maybe time frame. But for me, I feel like I wouldn't want to go much more than three. >> Yeah, two to three is fine with me. I want to also make sure that there's language in our policies for discretion. So, you should have discretion to say even if your

107background's clear, if you're disruptive or you're something else is going on, principles of the building or the super in my opinion, superintendent should have discretion at any point in time. Do we have language in here that clearly states if something is on your background check that you are not allowed to volunteer? Like is it spelled out that clearly? So, >> right. >> I mean, there's wording. I just want to make sure it's very clear that like >> you mean like specific offenses or you're just saying >> however we want to word it. I'm just saying in general we should visit that to make sure that we are >> not just saying you have to have a background check, but >> they can come back with whatever and you can still volunteer. >> Things like that

108you mentioned. And there's certain things that would flag for a school. Yeah, I know you >> for school employees. Yes. For volunteers, no, they do not get enrolled into ratback. So unless they're getting unless they're going in as a coach, a custodian, a bus driver, a food service, paraprofessional aid, teacher, they don't get you don't get enrolled into ratback, >> right? But when you get your initial test, there would be certain things that would flag you to say this is not someone who's >> Yes. if they're telling me it's going to be mailed, I have a red flag raised in my head because it they do randomly select individuals for mailing um reports, but typically that that's very few and far between. If I get a notification that it's being mailed, I'm going to call

109that person and say, "Hey, it's being mailed. Is there anything you want to tell me that you didn't tell me before?" Um, and then of course when we hire staff, we will always do um a search through the education conduct database to ensure that there's nothing in their background that's reported through OD already, which is a secure database that we can search when we're looking for hiring. Anyone who has an OID, anyone who has a certificate permit, we can search those as well. So before we pull candidates in for um interviews, we typically search those prior to argument interviews. We don't waste our time interviewing candidates. wouldn't want to have here. >> If you're a volunteer coach, does it go into RAP? >> Volunteer coaches still go into RAP act because you're considered >> and

110what is the time frame for that background check? >> It's the same as the background check time frame is the same. Um but it's you would be treated as an employee with a with a so you would it would be every five years just like a typical like a teacher or coach or um educational aid anything like that. >> The difference is there's that wrapback. So there's that notification process that happens. >> Yeah. Yeah. Because I was just going to say like when you're coaching you already have like >> eight hours of homework every year that you have to do and then if you have to go in every two years and do a background too but that's >> come here too. >> Yeah I know but still it's like it's it's >> right it's

111just one more thing but it's every five years for employees or volunteer >> get flagged. Yeah I got you. Okay. >> And it's all determined on the code that I select when we do the fingerprinting. There's a drop down of code and whatever code I assign to that person. Even if it's volunteer coach, it's viewed as an employee coach. So it rolls them into RABback and I associate with them. >> So then Kasha, are you thinking you would want whatever flags that system to say that you would want that in the policy or do we stay with trusting that the state's going or state or I just want to make sure that there is language that clearly states that if there is a violation, it's the requirement is not just that you get a background

112check. is that you have a clear I don't know if you guys 3.02 in the back, >> right? >> Like it it references a higher code and if you go in that high codes like I'm not hang there's like a list of offenses. >> So like >> some policies I've seen other districts they specifically say what those offenses are. We just reference the RC. >> Yes. >> So >> and do we want to look at it and do we want to add anything? Do we like do we feel like it's comprehensive enough? That's all I'm saying as we're reviewing this. >> Yeah. Well, the only thing that's dangerous is like so what if you're a volunteer and you get a DUI, right? Does that mean that you can't volunteer? >> I don't think that flag

113does it. >> No, it's not on the list of ours. I don't think so. For for staff and for staff, there are certain things that would automatically flag would be an automatic nogo. Um, but that list that you're referencing in the OC, it's pretty lengthy. So, to list everything it has in there, that policy would grow to several, right? So I think when you and and if there are any offenses that the state legislature decides determines to add to that list then you'd be editing the board policy time. >> No, I like that. >> But I just meant when you said it's under his discrepancy like what if he says well >> you know I mean I don't even know if you would know that but what if you know a volunteer is volunteering and

114they just recently got a DUI. or you do you have the power to say, "Well, I don't think they should be working with kids compared to something else that could have happened." Like, I'm you're just walking a very slippery slope when you're the one who's making these decisions on like this is greater than this, right? And that's what I would worry about. So, that's the problem that you, you know, like >> there's there Well, yeah, for sure. But, >> so I wonder >> I don't know the answer. I just don't want to be liable, >> right? So maybe we just need to to your point, Kasha, just clear up like the very last sentence of 923. In accordance with board policy 302, all volunteers must submit to a criminal records background criminal records check conducted

115by the Bureau of Criminal Identification Investigation. So that references that you need to pass it in the back, but maybe do you want to add something there that says you also have to pass it? You know, it's I mean, it does say you all volunteers must submit your records check, >> right? >> And also pass. >> I mean, maybe you should. I don't know. I mean, it's good to consider. >> It says it in this. That's why I'm looking at these like I I mean, I have crazy notes. I was like, this feels like it's a little >> Well, that's why I mean, it references 302 where it says you have to pass it. So, it references it, but do you I mean, are you saying you would like it to be more clear in

116the volunteer policy just in case some >> crazy parents going to read that and be like, I took the test. That's all I have to do. I mean I don't know we hope not >> had a situation where it's like yeah so >> we have been able to not deny people when their background checks have come questions about it that has not been an issue for us the main thing has just been how frequently are we those background checks >> right >> am I saying that correctly >> well and I feel and now that I'm reading I need to because I did read this >> a couple times but I do feel like you do h I I feel like you have had We've had one or more denials that time period, >> but you

117do have the you can say I'm not comfortable with this. >> Right. And I just changes I want that one to leave because I think it's important agreed >> for >> and I think that there is something to be said about district or building principles also because if you have >> a volunteer that is coming in and they're wandering the halls aimlessly and they're warned five times and they continue to do it their background check is clear, but still like >> you shouldn't be able to volunteer because you're disrupting the class. >> Well, in the building and I think that's what you have the right to >> Yes. >> change it at that point. >> Correct. >> That's all >> because really I mean the information doesn't really come to the board about background checks

118unless >> No, we're notified of it. So, we don't even know that. >> Correct. >> Right. >> Yeah. Administrative function. >> You need DUI removal. Hey, we we've had to remove employees from operating our school vehicles because >> Yeah. I mean, I just use that as >> they can't be insured. So, we've had to >> I'm not champion I'm not championing that call, >> right? >> But I think that's a fair example that that's something that >> wouldn't inter interfere with other duties >> where that was possible. >> Yeah. >> Doesn't exclude a teacher because they don't operate the vehicle. >> But I understand what you're saying. If you're being disruptive or you see someone yelling at a kid or doing something, you have a right to say, "Hey, >> you've lost your birth." >>

119Yeah. >> Well, that's because I do believe I know that I've read it. It does say that, but like that at any point you can say you've lost your birthday. >> Lost driver with a DUI, >> right? >> That's a good line. Yeah, >> of course. >> Okay. >> No, please. Are we still um this memo that care I remember Karen did than did this where it's more like guidelines from is that staying the same you know like I know we made the distinction between visitors that was a big conversation like what's a visitor and what's a volunteer then who needs that background check >> may I see what you have I don't know >> it's just like I think we went through was that last year Halloween time the exact same thing that we

120so this is right off this was actually updated one with the has the link in it. So, this is what John and I updated. So, that's everything we've already updated. >> That's awesome. Okay. >> And in the vis in the 902, I'm sorry. >> In the 902, it is kind of clear about visiting where they're allowed to be. So, you can't be gone right in the house. I >> was going to say it was funny, Natalie, because I was that was just about what I was going to say was that just so I were clear and it came up and I know all of you I think understand too, but just Yeah. So, everyone's on the same page. We are talking about volunteers who went to work with our students and work like with staff.

121We are not talking about like somebody's doing the presentation and parents just coming to sit and watch presentationally different things and we don't Yeah. >> Right. We don't >> I know there's been a lot of conversation about background checking and what who's permitted and what not, but we don't check that. So like >> who was at our graduation? I don't know. Like >> whoever came to graduation, right? Like who comes to a band concert? who comes to a football game, right? Those things, correct? >> Right. So, there's a difference. >> Now, we always have the authority to remove somebody if they come and start to disrupt, >> right? >> But we're not doing when people walk through the gate, we're not background checking them. >> Of course. >> Right. >> If we change to say

122three years, in between like during that three-year period, the visitor management system also grabs something, right? Is it just I don't I'm still unclear. Is that stupid question? He can tell you, but it it gets >> the big stuff. I mean serious offenses or >> it would definitely notify you if they're sex offender they have an active warrant or if they have any restriction and they would have a restricted area they shouldn't be accessing the building. >> Thank you for bringing that up because that's a good point that can give comfort as well that within that threeyear period there is a system >> fairly limited once you get >> it is limited but it's something that I would catch. >> Oh you were waiting on Hi enjoy myself. Quiet time. >> Welcome, Officer Dressler. >>

123Hello. >> How is everybody? >> Great. How are you? >> Good. How are you? >> Good. >> Can you answer some questions about what flags in our system when parents put their ID? >> I will do my best. >> Okay. So, we have different ways that things flag. Um, the first way is if they are a registered sexual offender throughout the nation. >> Okay. um it's nationwide. Um that flags automatically um there's a lot of times when we do get a false flag in that situation, it's due to the fact of names and date of births match up. Um, but all you have to do is go in the system, you look at the original photo of the actual offender, and then you look at the photo of whoever swiped in, and you can basically

124tell if not, I do my background checks and figure out who it is and if they're allowed to go in and we clear it from the system. Uh, the second way we flag is we could put things in the system oursel. >> Oh. >> Um, do not enters, parental restraints, custodial rights, stuff like that. Whatever we want to put in, we could put in. >> Okay. And if it flags, they're hell in the vest in the >> guest. Yeah. So, every school is set up the same way. It's three layers of security. The first layer is you have to buzz in and be identified. Then they let you into a locked vestibule. And while you're in that locked vest, it sounds horrible to say you're in a locked area, but you're in a locked vest.

125Uh you use the visitor management system. If it's flagged, it will not tell the person swipe in they're flagged. it'll just tell the secretaries that it's flagged. The message that that the people on the other side get is along the lines of error with the system, see the secretary or something like that. They totally li um which is acceptable in that case. Um so then that at that point um the principal, vice principal, myself and Jeremy are getting alerted once it's flagged and everybody knows that. So and the secretaries do not let them in at that time. They'll either just sit there or poke their head and say, "Hey, we'll be right with you." >> Okay. >> How often is that other How often has that happened? >> Yeah. >> Um over 15 times. >>

126What do you say? >> How many times has it happened? >> Um probably five to seven a year. Um, and most of it is, well, all of it so far has been uh some kind of error with date of birth, matching date of births and names. Um, so yeah, it doesn't happen as often, >> right, >> at other places, but it does happen. Yeah. >> And your question, >> because we're talking about the how many years we said, let's say you have a background check every three years, like what in between getting the new background check, what else would flag? Is it just serious offenses? >> The only thing that flags on a visitor management system is it's basically they can only do what a public records search could do. >> Um so they cannot

127do the NCIS or NCI um database which police use. Like if we run somebody, we're seeing >> every ticket they got, every offense they got and all that stuff. We run them by social or date of birth. This is basically they do not have access to any of that stuff. Uh, so it's just running basically the national registry of sexual offenders and that's why seven eight years ago we really didn't go with it. Correct. >> We were going to go with one back then and >> it's pretty limited. >> It's pretty >> not that it's bad to know what you get. >> It doesn't give you really much beyond. >> Yeah, that's basic. >> We bet you we could add things so you could flag in there parental >> custody disputes or things like that.

128We can add those. >> It's not allowed to pick up. We can put that in the system that do we do that because I think that's a good >> We have a couple things in there like our do not enter books we have at every building which a lot of people don't know we have those but we have do not enter books in every building. Um and as of right now it's just a photo and a reason why they're not allowed in the building and every secretary has a copy of that. Um so some most of them are in the the air management system. >> What do you think about how often I mean is it is three years back? Yeah. But >> personal opinion, not the opinion of Bath Police Department, Richfield Police Department

129or local schools. I'm getting very good at saying that. Um I think it should have been done yearly. >> Yearly. >> I just think so much happens with people's lives. Um situations arise quickly and something they could have done something in the last two years and you'd never know about it >> until it's too late. I'm a fan of every year. >> Um >> appreciate that. >> That's just me though. No, I appreciate your perspective for sure. >> It's a crazy world and things happen continuously and you just >> How far back do I know this? Is it seven years? How far back? >> Seven year look back is >> right. That's what I thought. >> It's a sevenyear look. >> But if it's expuned, if it's then you're dealing that's but that's not our

130business. That's to deal with but situation where >> Yeah. It's basically doing an FBI uh BCI background check and they're checking for certain criteria in the background check and if it's been taken out by a judge or a court or um dropped or sealed or whatever then that will not show up on a background check. >> There's ways of finding out but not that way. >> How many volunteers do we have? Do we have that list anywhere? Like how many active Well, obviously it decreases as they age. I have it. This will definitely for you. Yes, Brandy does have an active list. >> Okay. >> Um but >> well, I'm justating if we're going to contemplate annually, which I respect your opinion and I think we should take that opinion seriously, then we also might

131want to plug your ears, Rick. We also might want to talk about what that means >> finally >> financially for our families. >> Sure. >> So, um >> does the district help with C if it's a financial burden? Do we know? We I believe we've said that, haven't hasn't I think that's on that form. >> I thought it was >> I think it is that if it's a if it's a burden that the district will >> I believe it foundation is actively looking into helping out with that if it's a financial burden to help out with background checks. It would not inhibit anybody from volunteering just because of money, >> right? >> I mean, do we have over two do we have over 150 volunteers at Rich alone? Keep going. We scrolled. We did several

132scrolls to look at the whole list. >> I mean, I'd be surprised if it's less than a thousand if you're talking about Yeah, cuz there's what six some 600 and some students at that school. >> That's a lot. That's a lot of right. It's a lot of money. >> 100 grand a year. >> But the thing that gets confusing is that I don't think that people realize there's a difference between volunteering and there's a difference between just coming in coming into the school. >> We did talk about that. >> Yeah. So, you know, it's coming into the school. Yeah. There's hundreds and hundreds weekly coming into. >> I'm just wondering how many like I wonder how many people are currently >> checked in. >> Um, yeah. I don't know who would have that. >> Well,

133I would I mean I I mean I would never want to prohibit any or or um not prohibit but um I can't think of the word I'm trying to say, but encourage people to not volunteer. But you wonder if it becomes a yearly thing, there might be people who are like >> not worth it. >> Well, I mean or or just that I really h I mean I've done it just in case I want to but I haven't volunteered so maybe I won't. Or as you get older certainly there's less volunteers that you're seeing in the middle school and the high school the high schoolers. It's a handful. >> Correct. So I think the same right to seven PTA people. >> So true. >> Yeah. Um Yeah. So, I mean discouraged, that was the word

134I was trying to think. Not that you want to discourage anyone from doing it, but I mean I just think it just might be a natural thing where some people might just be like, I don't really, you know, I've done it, but I don't really do it. >> Yeah. But I definitely value your opinion. >> I mean, I'm I'm comfortable with how you guys have been have how we have been doing it recently. And I didn't like the five years. I thought that was way too long. Um, it's just I don't know. I always air on the side of super caution. Yeah, >> I would rather buy be super cautious and say here's what we're doing and sorry it's a little bit of an expense but you know maybe we can do something to accommodate

135that and help you out somehow along the lines but I don't think you can ever go wrong on air on the side of being overly cautious when you have >> can't put on the kids in the district. >> Yeah. Right. Agreed. >> Okay. Thank you. Any other discussion on Okay, >> I think that's >> not a problem. >> Okay, >> I have one more 9.36 talk about real quick. Thanks. >> Thank you, Scott. >> You're welcome. >> The parent and family engagement. >> What's the Can we talk about the history? Am I the only one that What's the history of that policy? Do we just because I was in here? I think this most recent was 2018. Um I feel like it's a lot together like it talks about you touched on like the back

136parent and teacher compact. I don't even So I can speak to that. >> So that speaks specifically to some title program. >> Yeah. >> And so when I would do title meetings during the fall that's something that that I would bring about any revisions that needed made to that. Does anyone have any feedback on that? So that is and we should probably update the date like as far as the review but not necessarily revised but that is something that we speak to in the fall each year the title and that's in the works of being updated. He worked on that with Brenda getting it was under your website. So we're kind of working on it and that work. >> So this whole policy is regards to students who are receiving services. Correct. >> That's any

137thoughts? No. >> Compacts are just it's like an outline about what parents say they will support their student at home and students will do it with it. Thank you. You're welcome. >> Okay. So, we're going to review the draft of next week. >> All right. >> We do. You have We don't have that. >> I don't have it. >> We don't have it. >> We can get it on here. >> We don't have >> We don't. No. >> Can I have it? Is it in your >> Nope. >> No. Is it in the back of >> It isn't because I went through these. These are all policy. Yeah. >> It's somewhere cuz I know Brenda said she printed it. >> So, it must be somewhere. >> You can share. >> Yeah. >> Sorry. >> That's

138okay. >> It in case this happens. >> Yeah. Me, too. >> I printed every >> We're good. We can We can all access it. Are you able to access it? want this. >> Yeah, I'm pulling it up right now. >> I'm okay. I can do this. >> John knows how to use a copy machine. He claim >> we can go through it and if you have if you want one gra I think we're good. I'm good. Yep. >> Okay. So, we'll start off with of course call to order. We'll call pledge of allegiance presentations. We'll have all of our new teachers here and told me today I think we're 100% I think everybody's going to be here. >> Awesome. That's >> Wait a minute. Two for sure. One has a football game and one has

139to attend their son's football game. >> Fair. >> So, not 100% but minus two. >> Minus two. >> Yes. Uh just the normal protocol. Mrs. Burke. >> No report. Thanks. >> Will take us to Mr. Bai. >> Four routine items. Nothing fancy. >> Okay. Then to my agenda where I have a leave of absence to approve and then substitutes there for you and then we have a list of salary increases at 1C backside D will have co co-curricular non-athletic supplemental contracts and the E is a list of mentors and mentees for the 25 26 6 school year and then so agreement at F two will be the classified personnel resignations classified there of our bus drivers is stepping down. Yeah. >> Then we have a change of employment at B. C is new hires, right?

140Then we have the change in hours and schedule at D. E is our substitutes classified list there for you. Then F is the student auditorium workers. Number three, we have student services. At this time we have no items that might change for us. We might have an item that >> questions before I keep moving through one or two or three. Okay. >> Number four, other business revised first reading for our policy that we're discussing today. Did get an update policies just recently from Mr. Louder. So I'll be working through that those okay email to see changes from the state's budget. And then we go to information discussion items. >> Okay. >> No plans for we don't need an executive at all next week. I'm not seeing it at this point. Not at this point. >>

141Okay. >> High school. >> Okay. So, our next meeting will be at the high school next week on Tuesday, August 19th. Excited to meet all of the new staff members. minus two. But um that'll be good. >> Who are the two? >> They can't come. I don't know. But there's two. >> One of them. >> One is the new gym teacher. >> They can come now. I think we we just >> they we just moved the game to 7:00 on Wednesday night because our room canled. So I think >> Oh, good. >> Minus one. >> And who knows? >> I'll let I'll let Brett know. I He's got to be here now, right? He can't think like he's got a game. Yeah. Okay. So, motion to end the meeting. >> Motion. >> Second. >> Mr.

142Berdine. >> Mr. Haidu. >> Yes. Mrs. Bracken. >> Yes. >> Mrs. Rain. >> Yes. >> Mrs. St. >> Yes.