October 16, 2025 Board of Education Special Meeting

001be in first. >> All right. >> Okay. >> We'll call the meeting to order at 5:37. >> Notice this meeting was given in accordance with the provisions of bylaw 0164B of the Riverside Local Board of Education which was adopted in accordance with section 1.450 of the OC and the Ohio Administrative Procedures Act. I have a resolution to amend the agenda to add item 2A, treasurer prompor. Can I get a second? >> Second. >> Thank you. Can >> I'm going to just swap. >> Um, so who calls the role then? >> Michael. Hi. >> Mike, can you call the role? >> Scott Fisher. >> I absent Denise Brewster. >> Hi. >> H. here. >> Miss Kiski, >> he doesn't call me. >> Whatever. >> I'm good. >> Is that a 4 Z? >> 4 Z. >>

002Motion carried. All right. Um, Miss Brewster, can you call the role? >> Scott Fishell >> here. >> Dennis Keaney is not here. Uh, myself here. Belinda Grassi >> here. And Lauren >> here. Okay. >> Okay. Stand for the pledge, please. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay. Okay, we already made the motion to appoint. >> We do need to make that's the motion we amended the agenda now this time. >> Okay, so now Okay, I make a motion u to appoint >> and it can be Mr. Graassi if you'd like to agenda. >> Denise Brewster as treasurer prom. Can I get a second? >> Second. >> Thank you. Um

003Mike, can you take the role? >> Um >> I >> Keski >> I >> Scottish >> I >> The motion carried. Uh work session report card discussion. >> Okay. Uh we are excited to talk about the report card. Uh today presenting is Mrs. Katie Glennweber. She is our newie higher curriculum uh supervisor and she and I will be going through um some of these stat settings on or some of the rankings on this year's report card. So I'm going to turn it over to Katie. She'll talk about the data involved. Really excited to showcase her skill set in that especially and then I'll kind of get to the what are we doing about some of the stuff and how we're continuously improving. So with that >> okay hi thank you. Um I am Katie Lime

004Weber. I am as uh Dr. Dr. Rino said I am the new curriculum supervisor and I'm excited to be here. Um the the report card really does look pretty close to what it looked like last year. Quite honestly, we're at three and a half stars. We have four stars in achievement gap closing and graduation, three stars in early literacy. And then the college career, workforce, and military readiness component, which is um I there was a rating last year, but it actually counts on the report card this year. and then two stars in progress. Um, going forward, this is the next slide is a snapshot. There we go. The of the individual school ratings. There's actually there's, you know, there's quite a bit to celebrate there. When you're looking at Muth, we're at three stars. Riverside

005is at three and a half. Um, both Melidge and Riverview at four. And then Buckeye and Parkside were four and a half stars. uh some five-star ratings as well when you're looking at Buckeye looking at progress and gap closing. And then um Mel Ridge and Parkside are also five stars in gap closing. Uh Parkside has also excuse me has the five stars in achievement. Um tons of four stars that you see there and you know we have a handful of the the two stars and that gives us a place to start with how we move forward and um do some things to improve. Couple of things to note about this year's report card that differ from report cards in prior years. Um, Buckeye and Mel Ridge are only graded in one grade on progress. So,

006that's a one grade score for progress because we have moved the fifth grade to Lamouth. Lamouth now has three years of progress instead of two because they have the fifth grade, sixth grade, and seventh grade there. So, that's a little bit different um for the overall ratings as well. Uh, Buckeye and Buckeye rose to four and a half stars as did Riverview rose to four stars from where they were. So, so great areas of celebration there. >> This just quickly talks or speaks to um how the report card is calculated for the district at least. So, you'll see that both progress and achievement are at 25% and the other four are at 12 a.5%. That is for the district only. So just so that you're aware, if you happen to go into another building, progress

007and achievement have to be the same percentage. And then those other four also have to be the same percentage. But depending upon what level you're at, you know, the elementary versus the middle school versus the high school, we don't see all four of those bottom components. Obviously, we don't have graduation rate at one of the elementary schools. So the thing that will happen is that achievement and progress those will be the same and like I said the other four will also be the same but achievement and progress have to be twice as much as whatever is left over. So it kind of makes for an interesting math problem when you're trying to figure out what everything looks like at the different buildings when we're going in and um talking to teachers. All right. So achievement

008um I like achievement. I think it is it it makes a lot of sense at least in my brain. Um achievement in a nutshell is how our students are performing on the the OSTs on the assessments. So are they scoring at a proficient level versus an advanced level versus a limited level? And so what you're looking at here on the screens are the bar graphs for the last four year or five years, excuse me. And that little smidgen up at the top is advanced plus. And then you can see all the colors. The green is adv advanced accomplishes the yellow. Um that orangey color is proficient. And then the blues are basic and limited. So, our goal obviously is to try to increase the um what do I want to say the the the length

009I guess of um the orange on up and decrease the size of the blue. And over time, you can see that we are definitely making we're making some progress in terms of um how many students are scoring advanced or proficient versus that blue. Um before I talk about what the numbers are at the top I want to I don't want to forget to say this that little part up at the top the advanced plus that comes from our grade accelerated students. So when we have student or subject accelerated students when we have students who are subject accelerated and this happens quite a bit in math more so than ELA students who score proficient they count as accomplished students that are scoring accomplished count as advanced and that advanced would count as advanced plus you're with

010me? So we get we kind of get a bonus point with that. Um, we have that with our honor seventh graders who are taking the eighth grade test or eighth graders taking the algebra 1 and then nth graders taking the the geometry test. So the number up at the top is called a performance index. We're at 90.2 this year. Last year we were at 90.5. It is very very similar obviously. And in order to get that we take the percentage of the students that are scoring at each level and then multiply that by a weight. There is a different waiting for each one of those components, the top being 1.3, limited being only.3. But when we multiply the percentage of students by whatever the weight is, we get a certain number of points, add them

011all up, and that gives us the 90.2. When you look at this, it says we're at an 82.2% because we then take the 90.2 two and divide it by the max performance index which comes from the average of the performance index scores from the top 2% of schools in the state and that this year is a 109.8. So that's where we come up with the 82.2% and the four stars is determined it's a really a 90 80 70 60 kind of scale on um the next slide only shows the rating and the five stars. So to get to five stars, we would need to be at a 90%. But that's where that comes from. >> Questions before we >> Oh, yeah. >> Go on to um Yeah, I was just going to ask on the

012subject accelerated. Um I know um uh we have a gifted program, but there's other students that might excel. >> Um so is there an attempt to try to see if there are other students that >> Absolutely. So it's not just those subject accelerated students are not just gifted. There are other students who qualify for that as well. Yes. So we're pushing >> at different rate. >> Yes. Yes. Yes. Yes. >> The majority you see in seventh grade, eighth grade, and nth grade. That's where the majority come because that's when they they said they naturally the curriculum matching accelerates. >> Yes. >> In that honors track. >> Thank you. All right. Thank you. >> How does it affect the score if students aren't here or don't take the test? they count as a zero. So, every

013student counts. Um, we have very few students that do not take the test and if there are students who don't take the test, we do everything that we can to have that waved. I know that happened. >> So, we um this year our untested students was 0.1%. And that's not always our students. That's um so those can be students registered to us or at a separate facility including um a correctional institute or anything else. They're still required to take the test. >> There are our students. Um, we we did a tremendous job this year at making it a this is the lowest I've ever seen at making it an obligation that they that we go we want we go to them to take the test. We'll do what we need to do to make sure

014that it happens. Um, this is the first year we actually had a medical situation waved. We we succeeded. We've tried before and have not had it happen and this year was one that we've we've had it happen. Um, and it's been pretty significant disease that we did not get waved. um including a student with cancer or student or they still say well they should take it but this this was a time when we actually got one we we got a win so I'm going to take it as a win and um go from that because obviously you know there are more important things in a child's life sometime taking a test >> remember last year we didn't get away with >> we did not no we we tried for four last year and didn't get

015it I think this year we tried for we were 50% I think we we submitted two and got one so I'll take it um so what are we doing about it and how are continue to approve. Well, I started with this. We put this into place and shared this with the board earlier. It it it doesn't change. We're not teaching to these to these assessments. We're teaching students and we're teaching students um to grow. We believe all students should be able to read on grade level. We believe all students should be able to do some basic math skills along the way. We believe all students should graduate knowing at least what having some idea of what they want to do uh and what they want to excel in. And that's what the pathway to excellence

016really speaks to. um high quality achievement, high quality assessment, an instructional framework that's personalized to students. Uh really truly a rigorous curriculum and materials that are driving them for high success. A designated program with interventions to to move those students along the way to individually identify what they need, what their needs are. Um instructional rounds where we're working and our our teachers are going in and learning from each other in in a community and actually watching and and seeing what our problem practices. the portrait of a beaver. And again, that doesn't necessarily tie to these tests. That just ties to well-rounded uh graduates and well-rounded students with the essential skills to be essential in any type of career force. Uh college and career readiness. We speak about that a lot. And then obviously the ultimate

017goal, what we talk about right now, especially this one, is increase student achievement. These don't change from whatever topic we're we're talking about. This is in terms of what we're doing. This is the pathway to raise every single one of those levels up. We we know that that's going to work. We're implementing it. We're really working to um get into that with fidelity and Mrs. Limeber's really helped a lot with breaking down the report card as well, getting in with our our teachers and our BLTs, showing showing them the nuances and some of the data that's there and and how to work to work on that. And then also our MTSS groups have met to really look at individual students, put them in groups, um ability group them, make sure that they get the supports

018they need to move them forward. Even on MAP testing, we're starting to see the growth from it. we put the new curriculum in. Uh we know that and some of our grades are there going through the first year of curriculum that we're going to have some some adoption issues. There's going to be some struggle from that first year of adoption. Although this is our second year in K1 and two with the bench uh K1 and two is benchmark advance. No wisdom and wisdom. >> K1 and two with the wit and wisdom science of reading curriculum. This is their second year. We're seeing those kind of gains on the math test um in reading comprehension. we don't test those students and that doesn't really show up until third grade because some of these measures are one

019and two years behind. Um so yes, it's the 2025 report card, but it should be the 2022 through 2025 report card because that's where some of the data comes from as well. >> So with without the formal testing, how are you seeing improvements? >> So we're seeing it when our formative MAP assessments. Our MAP assessments are going up. Our growth in MAP and our achievement rates in MAP right now are higher than they've been before. um we're looking in the in um significant levels from that. We're seeing it in the instruction and the rounds that we're doing in the data that they're collecting um through that as well. So, we're using other forms of assessments just not the formal standardized state assessments. What we what we hope and what we think is going to happen

020is that that's going to transfer on to the state assessments as students become not only more um more, you know, comprehensive in what they know, but also how they show what they know. I think part of it too is getting those and we'll get to some more of that in a little bit. Getting those types of questions in front of our teachers and letting them look at what they're doing based on the blueprint of the test. >> Do we have do we have something like a sample test that we can >> I'll get to that in a minute. Okay. >> So, some of our other things obviously sorry for jumping ahead. >> No, no, that's that's a great question. We'll get So, I mentioned um specifically for achievement we have to have high quality common

021assessments. We have to make sure we assess students at the level of rigor that they're going to be assessed at and that they're expected to know. We need that system of supports at MTSS program to make sure we target interventions and not just say, "Hey, you didn't get it. That's okay." No, that's not okay. We need to continue to make sure that they get it. Having our teachers meet together um to grow, share best practices, look at data, break it down um and talk about that. gifted credentials. Really working to make sure we get those teachers working with our students who are um gifted and expanding how we offer our gifted program that works with achievement and also in other areas. And then again the new um ELA and math curriculum, benchmark advance, witten wisdom

022and the CM math. Uh we identify those as significant areas where we need to grow in the the benchmark advance and whiten wisdom were were actually forced upon us by the state using a science and reading based curriculum. Um, but the ones we picked really do fit um, you know, kind of that that higher level, upper level thinking and writing while you're doing some of that, especially benchmark advance. So, I know in fifth grade there's a lot of corn. That first unit is on corn. I think our fifth graders are sick at corn right now because that's what they learn about, but it's a lot of non-fiction type reading that they do moving through. The other thing that we're really excited about, our partnership with um, the ESC of NEO has given us access to

023these data dashboards um, that are driven. And so when you ask about is there a practice test? So our teachers are going to have access to this, our principles have access to this, our curriculum and coaches, these are basically a whole grade. So the grade I chose to put up there is fourth grade math. It breaks the standards down by testing cycles and Katie's become an expert on it. You know, I'm gonna actually let her explain it because >> we actually have a couple of dashboards and um so far we have released the OST dashboard to our teachers and worked through it with them. Um there is there is so much information on this. It gives them a way an ability that questions per strand is huge when we talk about that because it's giving

024you a big focus so that as you're looking at the curriculum you know that okay I have only four questions that are on geometry so that that can wait until maybe later in the year but I really have to make sure that I'm hitting fractions and measurement pretty hard at that point. Um this it it gives us a some information in terms of how we're doing standard by standard. That's what that overall standards view is. Even the detailed view tells us how many students are getting a point on it versus um just zero points. But what I love about this is that as you're going through and you're really looking at all of this over on that right hand side when teachers are in this, those are all live links and it's showing them. So

025to your point or your question before, those are all release questions over on the right hand side. So, I know on this test that that top standard, there were three questions that related to it. And that link links to a Google doc with every single test question. I want to say from 2017, I could be lying, it might be 2019, um, up until this most recent test that has been released from that standard. So, teachers are able to go in and and see what the released questions look like and then truly understand what the standard is saying because they've got both the question and the standard right there. it is it's been incredibly powerful for a lot of people to go through and look at that. >> So, another thing that they do have access

026to in another dashboard is really um you know some graphical by the standards kind of where they where they line up uh by each standard. So, you can see in this one again fourth grade math that top bar is purple. Um in spring of 2024, we did not do as well in the geometry standard, which is why it dropped, but then we came back up again in in the spring of 2025. It shows the students tested every year. Again, the released items are still there for them along the way. It kind of says which standard do we need to work on? Um where are our strengths? So, as teachers reflect on that and they reflect on their class and kind of their assessments along the way and how they taught things, they can kind of

027have that inner reflection to say this is something uh that I that I struggle with or maybe I need to look at some of these questions because I may may have taught it a different way. Sometimes it's a vocabulary issue. There was one time where they used um where one school taught it as a as a box and whisker chart and it was in um it was something it wasn't a box it was a not a scatter plot but a histogram >> histogram >> or something that so vocabulary matters. So are we using the same vocabulary that the that the assessment is looking >> looking at. Um >> and then we do have one I did not put a picture of it up there as well. We do have one that compares all of our

028elementary schools and breaks them out as how they did. Um, so we can as they're working in our TBTs, well, if an elementary school scored, you know, a little bit better, we can talk have those conversations. But then the last column is what are the top 5% and how are they scoring out um in the state? How are they scoring out basically on each of those standards so we can reach out to them or see kind of these are the top 5% and this is where they're at. And they're not all in the 80s and 90s. There are some that are, hey, they're they're struggling with it too. Um, but kind of where where do you get the bang for your buck to really look at some of that as well. So those are our

029dashboards and something we're really excited to use this year. We have more than just the um OST ones. We have them on attendance because we're looking at attendance rates. Um we have them in college and career readiness um to look at that that really allow us to get into it and really work on how we can drive our achievement in one in one smooth spot. So that wraps it up for achievement. Any questions on that? >> Who's providing all this data? like which what system are you using for this? >> This is this is coming out of the ESC of Northeast Ohio. There is a woman there who puts them together. The data comes from Amos and ODAX I believe and I I I am not familiar enough with that to speak to it and

030tell you for sure. But I want to say most of what she has been asking for comes directly from EMIS. So, what's actually very interesting about it is I was in um I was actually in a meeting yesterday and somebody was talking about do we do we have a d get a dashboard or do we not and um we were talking about graduation and I know this has nothing it's we're not talking about achievement but I will say this very quickly and then I promise to move on and the man said well we've been kind of checking everything and keeping track of things on like a Google doc or a Google sheet and he said and that's all fine and good but if this is coming from famous. This is also what the state is

031seeing. So what's on these dashboards is what the state will see. So it's a nice check for us to go, oh did we miss something or oh do we need to go and pull these 15 students and say okay we've got to we have to start working on this this and this so that we can make sure we get through graduation. >> So >> but somebody's actually putting this together for us like >> Yes. Yeah. It's our when we switched to the ESCO this was one of the >> Wow. And do we pay for that? It's It's part of as part of RN in kind membership. >> Wow. >> It's pretty amazing. I mean, it's really for somebody that looks at it as much as I do, it's really nice to be able to pull

032things up the way it's organized. >> Sweet. >> On a side note, the woman who does do it who looks at is a Riverside alum. >> I know that. >> Yes. You mentioned that. >> She's amazing. >> Okay. So, progress progress was um progress is hard. Um it is very datari. it. There is a lot to it when we're talking about the calculation. You can go back. That's okay. Um, and progress is really it's it's growth or value added. They they kind of they're all kind of one and the same. And it speaks to it really looks at how our students are performing in comparison to how they are expected to perform. um that second part down there that regardless of where they entered students should at least maintain their achievement relative to other students

033across the state who take the same test in the same year. So that second part is really if we line the students all the students up if I am 10th in line I should stay 10th in line or move forward hopefully but if somebody else jumps over me then I need to keep moving up. So, our goal is to keep students right where they um not right where they are, but at least where they are or moving forward um in progress. There are two ways of looking at this. And like I said, there's a lot of data that goes into this calculation. Um data that we still have not gotten back yet. It should come within the next uh week or so. But in grades four through eight, only in math and language arts, we

034have something called a gain model. And the gain model, what it does is it takes all of the scores and we use na um normal sorry normal curve equivalents to kind of evenly distribute what the scores look like. And the reason being for that is because if you look from one test to the next, sometimes you have a different top score or 700 is always proficient, but maybe it's a 720 is going to go to accomplished in one test and 730 in another test. So the NCE actually put everybody it gives us a way to have a conversation about the students taking the test and whether or not we are maintaining our place in line or moving forward. So once they do all of that, each student is kind they are I don't want to

035say they're assigned an NC, but they have one and then we're trying to decide did that student stay right where they are or did they move forward. 50 is average. So if I'm sitting at 50, am I still at 50? Did I go to 51? Did I go to 49? Um the predictive model though we need to use um we or we do use I'm sorry at the high school and in science in fifth and eighth grade. Um these are predicted scores and we take the testing history of everybody in the state. We come up with a prediction and did the students hit the prediction or not? Did we did we meet it or beat it or did we lose some ground and fall back? So that is that both of those have kind of

036this expected place where the students are supposed to perform and progress is about did we hit that mark or or did we miss it. Um, can you flip to the next one? >> Yeah. Before we go, one thing about progress and especially in the game model, that's fourth through eight. It's it's did I say my did I did I keep my place in line? But when we sub accelerate a student, they don't count. So they don't count for that year. So when we take all of our seventh graders in math and have them take the eighth grade math test, all of those seventh graders actually don't count for our seventh grade progress uh score in math that year. Uh because there isn't a model from going from sixth grade to eighth grade. they're they're they're

037not in line anymore. So they they count that on the algebra test because we could see them then, but they skip that. So anytime we sub accelerate a kid, we lose them on the progress scale um along the way. The other thing about progress is it's not just one year, it's three years. Um so it's a composite. So when I said this is a multi-year report card, it actually is. That's why it's the hardest to kind of come out of because it's a three year, it's a composite. It's not an average. Um it's really just a weighted addition problem is really what it looks like. And that's where we are strugg because we we dug ourselves in a little bit of a hole in a couple areas and we're working to get out of it,

038but it takes a long time to work to get out of those that progress and to get there. Once you do, it's a great thing, but it's getting to that point that is really um part of the struggle. >> That three-year POS composite can be great if you have a really good year, but if you don't, then you want to get that year out of there. Um so, you know, like Dr. Ratino said it is um it is a composite score of up to three years of data. Uh the blues are good, the reds and the yellows are not as good. Green is right where you want to be. Uh if you look at fourth grade, fourth grade is just doing a phenomenal job. We're doing really well in language arts. We know that we

039have some areas for improvement in in math um and in eighth grade. But we have seen we've actually seen quite a bit of improvement in algebra and I want to say American history also went up as well. Um, algebra 1, just as a side note, algebra 1 and language arts 2, those are the two tests that you have to take for graduation. Um, I want to say you can maybe speak to this more. Um, when we get into students taking AP tests, some are taking the OST as well. I believe in biology because we can get >> in biology they have to. >> They have to. >> Um, in American history, they a lot of them chose to. We left it on to them and they chose to. In government, they did not. The AP

040government test and the state government tests do not line up at all. So, they took the AP test. They still we still get credit for them on the achievement side of things. We do not get credit for them on the progress side. Um, so that's that's where Couple things to note on this progress chart where it is red are where areas where we know we need to grow. If you'll notice um fifth, sixth, and eighth grade math we are definite areas of that need improvement. Um I would say sixth and eighth grade math as well with the um actually achievement scores of them as well. The new curriculum, the um CPM curriculum was designed to kind of bridge those gaps and make sure that we are teaching math. So, and it spirals back and we

041we do think we're going to see a lot of gains in that as well as in our ELA um fifth grade, fifth grade and sixth grade. We took that ELA program up to sixth grade even though we don't have to because we know that this may be a support to drive that instruction and drive that up again, drive that achievement up as well. So, we're we are hoping to see some gains um from that. We do expect to see those as well. Um again, like I said, it's a multi-year grade, so kind of a calculation. And it's a it's a composite, a weighty composite. So, I'll let you explain. >> Oh, no. You and um No, it's it's the three years and this is just how what they do. So, they take your value added

042from um your most recent year and that's weighted at 50% and then the two years prior to that are both weighted at 25%. So, like I said, um that this LA most recent year, it'll stay with us next year and the year after as well. Um and once we figure we do that we um get the overall value added progress and then based on that it gives us our number of stars in our rating. >> And they really don't know how to calculate this because they keep changing it all the time. This year uh for the last two years they've kind of done it with did you make growth or not and then what was your effect size? Um and so they threw in another statistical thing of effect size um into that just to

043make it even more confusing for the general public to understand what does this really mean? Um and really it's um when you look at two stars is we just didn't make growth but the effect wasn't as great um as a school that would get one star which has a significant and an effect size means it's a very significant relationship from a from a statistical standpoint. So at this point our progress or our growth was less than negative -2 or two standard deviations away from what was expected but again um it wasn't it wasn't there wasn't significant evidence that we were that it was solely because of you know poor teaching practices which is what progress is trying to monitor. So when you look at where we're at, I think we are really clo I mean

044our growth index right now is in minus four or five. That can change if we have some good years coming through. But again, we were a deeper hole. We continue to have to dig out of this hole. And it's a three-year composite. And that's where we start to see some of it is it's a composite isn't an average. It's it's an addition problem. It's a weighted addition. So that's the problem in moving out of it is you're still adding those scores. We're working to make sure we get that. It's by number of students. Um so it's not just overall. It's kind of a It's a way each student can count different ways. So, it it's the even the addition is complex in this one. Um, but what are we doing about it? Well, again, it

045goes back to that pathway to excellence. Um, first of all, the instructional strategies, making sure we're personalizing because progress really takes a look at am I teaching to every student and not just um not just to the middle. Ironically, for us, our progress for our tales is really above average. It is really well. It's the middle where we need to improve. So that's talking about rigor the riverside way getting to that high level rigor as well. Um we do have our staff working in personalized learning co so they have the ability to work with that. We provided them the tools with both magic school and the Google+ to have those classrooms that can provide different personalized classroom experiences um for each of them. Again we'll go back to the curriculum. It's about the instructional materials

046we're providing our teachers. We're providing them with new instructional math and English language arts curriculum to support them. Um, again, through the through the programs committee to kind of pick that out, select, make sure we're going there. And then gifted credentials. Again, back to working with our our gifted students who may learn a different way. Are we providing our teachers with strategies to work with those students and kind of get the growth out of those students as much as we do um with our students with disabilities, our ELEL students? Are we providing structures for every single student to be successful? and you were going to hear that again and again tonight because that's what good teaching is about. >> Um, real quick, the new curriculum that we have put in place, we're thinking about two

047years early to start seeing some impacts of that new curriculum. >> So, I what we've seen other schools who have implemented it um and and specifically with the math is for the first year you see about the same. You don't necessarily see the gains, but you see about kind of it's not that sometimes you'll see an inflation gap where you fall back. you see them kind of hold hold true to the same and it's the second year we really start to see the bump up because they're they're starting to have that spiral through. So that's that's the expectation in a typical uh implementation cycle. Now for us in sixth through 8th this year next year we're looking to go um algebra, geometry and algebra 2 um to do those courses as well because we know

048that geometry algebra is rocked it this year. I can't say anything else because of that. But then the but then geometry still there's still some struggles with that and that those are struggles consistent across the state. Um that is probably the toughest test that's on there and there there is really no win for a student who takes it. Um every other high school EOC has some sort of carrot to it. Either it's a graduation requirement or it's a it counts for a seal. Uh geometry is one that we do because the federal government says we have to give a math test in high school. Uh some schools give algebra in eighth grade. It's on a high school grade, so therefore it counts as a federal government requirement. It's a check. Ohio tried to get a

049waiver once before to get it removed because it costs money to give this assessment. It was denied. Uh there are some changes in the federal government and the federal education department. I heard they're going to try to push for the waiver again, but it's not this year, so maybe next year. >> Okay. >> All right. Gap closing. Um so this was another one where we were at four stars. Um, oh, you went backwards. >> And what, um, gap closing actually looks at is how well we as a district are, um, meeting performance expectations for various subgroups. And what's interesting to me, and this, you know, I I am still learning the report card. Um, but I'm, it's fascinating to me how many times you see achie the achievement and progress component keep coming back in

050other ones. So that top line is that achievement. That's where this remember at the beginning we talked about it's where the students were scoring. Are they proficient versus advanced? Um and so for all of our subgroups we met um we met met it in all of our subgroups except for students with disabilities. The English learners for language arts it was so close. It was so so so very very close. Um so just know that that we were right there. Um now conversely when we talk about the growth or the progress um in math any place that it says that we didn't meet it anywhere the yellow ones what I think is important to note in those two lines when you're talking about the progress any place that you see the yellow they're showing the expected

051growth. So students it I can tell you it's a zero and I know that doesn't that may not mean a whole lot but zero is good. So we are showing expected growth and we're getting there but then they put a target to hit and we have not hit that target. So in math with students with disabilities we were showing the appropriate growth but weren't hitting we weren't growing as much as they wanted us to. And in ELA it was most of our subgroups. we were growing, just not hitting the the target that they wanted us to. Um, graduation rate, we're hitting, we're meeting it across the board. The only reason that we don't have um we have NA and um black and and English learners is because we didn't have enough students in the subgroup.

052You have to have 15 in the subgroup for um them to pull the data on it. Our English learners, they did meet the improvement goal. Um, this is based solely on Oelpa and there's a goal and as long as we meet it, we get the points for that. Chronic absenteeism, we did not meet. We're at a 22.9% for the district. Um, they the goal is less than 16.4%. Since COVID, chronic absenteeism has been on the rise across the state of Ohio. Um, and it's not unique to one district, one building. It is it is everywhere. There are groups of people that are getting together trying to talk about how to improve this. We are already looking at it and trying to dig in and um see what we can do. Um there were some things

053that were done I know last year in terms of um some paperwork or you know making sure that we students with late arrivals and early dismissals up here um that that those were not counted because chronic absenteeism counts for about 10 10% of the school year or 65 hours. So, every minute counts if you're late, if you're on vacation, students who travel for sports, all of that adds up. Um, and then lastly is the gifted component that goes in this. Uh, gifted is hard. We met the value added. So, our our gifted students, Dr. Ratino talked about this a little bit earlier. They're growing. So, our those are those those gifted students, they are growing. The achievement part we are not hitting. There's it's it's a performance index percentage that we want to meet. I

054want to say that we are at 96.5%. It might be 0.2. I think it's 0.5% as a district. The goal is 97.5%. It is very very very high. And then the third piece of that is identification and um services. And some of that is paperwork. Some of that goes back to the gifted credentiing credentiing, excuse me, that Dr. Ratino was talking about. Um gifted student, we we earn points. um when gifted students have a teacher um who is either credentialed or certified in gifted and um in in their area of giftedness. So, a math student who had me since I was credentialed, we would get the points in if that makes sense. Anything you would like to add to that? >> I think you did a nice job. >> Okay, thanks. Um we were at

055a 47.7%. This is just to show you kind of where we were at and what it would take to move. Um so we are at four stars right now. To move up to five would be a 60% but um this this is one of the ones that we improved in this this year. >> Can I ask a question? So chronic absenteeism >> and and I know you said that some of it is due to kids lots of things >> students who are absent because of travel or whatever the community right. >> So like do we do we I don't know if I have an issue with that. If I don't have an like I'm not I'm not certain >> I agree >> how we look at that, you know, like is some of that okay?

056Is some of it not okay? Is it excessive here? Like do do we put a some kind of break on that and say it's too much? Like >> so it's a >> it's it's difficult. >> I get it. It's choice and we want students. want our students to have experiences. I think what we're seeing more and more even with >> availability of options and things like that, the expectation for some of our students, even some of our >> students who excel in things that aren't academics or they they excel in academics, but then they're going to go play travel sports or they're going to go do do a club sports or they're going to do something else. that those expectations are they miss school um for tournaments. They miss school for things and that's and

057they will they write us these fancy notes that say you know so and so is is is a privilege to be you know participating in this tournament and XYZ and you know this counts as their excuse from school and that's great. It still counts as time for us and it still counts for time away since CO prior to CO there was the I I did it. There was a give your kids Tylenol, hope it lasted eight hours while they were in school and let them come home. That has changed. Um CO definitely changed all of that. It was you know at that point it was you know we were any sign of a sniffle we were sending you know students went home. they were and it and it kind of shifted it it shifted the

058paradigm and shifted the message a little bit and that part of that is coming back and changing that not that we want kids to give not that we want our parents to give their kids all send them to school if you're sick stay home but we have to understand and realize that that's that that's a part of it as well. The other part of it really is in in parent choice and parent value and some of our families um if they if their vacation time is while school is in and they they want to go on a family vacation that's important to them, they're going to go um we are still responsible for educating that child. We still need to make sure that that child learns um the content whether they're here or not. Those

059parents are going to go and sometimes it's an affordability factor. Walt Disney World is significantly cheaper in February um than it is when students are out on break. Um so for some of our families, that's a great experience they want to provide for their students. They're they're going to do that. We can make those absences excused or unexcused. >> I don't think it's going to stop that parent, >> but they're still absent. >> They're still absent and that counts against >> and and it correct >> counts for them. Sometimes it's a it's a reporting issue where if you go to the orthodontist, those appointments again are during the day. They give you the card. You if you turn the card in, it doesn't count for us. If you don't and save it to, we're not

060going to say you didn't go to the orthodontist. We believe you went to the orthodontist, but that card makes it medically waved versus excused, which doesn't count. So part of it's a follow up on the paperwork and can we get that and all that? Sometimes parents don't ask for the excuse. There are there's just there's a whole lot of reasons that come to play with it that are kind of beyond our control with it. It's one that's growing and we are looking at specifically where it's growing and why. Um and part of it is this year we're um at the high school we see it you see it more in the upper grades. So at the high school we're looking at group gathering a group of students who are being successful in school but are

061still mark being marked as you know chronically absent asking them why what are you doing? And it's not a it's not a hey this is a bad thing. It's a what is what is causing you to miss some of these days and is it a reporting issue? Is it an issue with some of our processes? Because sometimes there's a software issue where we will code people for periods and not necessarily minutes because we can't with the software. Um and so so it's something we're taking a deeper look into and we actually have a dashboard that does that. So, going back to the dashboard, there's a chronic absences dashboard that puts kids in codes and colors and we can kind of take a big look at it where before >> if you were marked chronically absent

062and you're getting good grades, you got a letter from us that says just as a notice that you missed so many hours. Um, but you know, that's and and coming to school is important and attendance is there, but you're but you read that and you look at your child's grades and they're getting all A's, but they missed well. So, they're doing something right and they're still being okay. So part of it is really having those conversations to see what can we do to make school a place where you know we can continue to improve that. >> What is it? What do we do with kids who go on school trips? >> Those are waved you know >> those are waved. >> So like field trips any field trip you know lengthy days away. >> What

063happens when they travel for sports to like the state events or something like that? >> So state event. So if it's a school state event it's a waved event. So it's a school field trip. If it's a um like a J volleyball championship, that is a excused absence. >> Okay. Is there any way to look at calendars? Because I know I've heard people say they are they have a mix a family that maybe has students at our district and then in Menor district, right? And the calendars are not the same. I mean, I have a child at Auburn this year and Riverside and Auburn's calendars. >> So, I would say that is so when Dr. Glven became superintendent at Auburn, he met came and met with me and said, "Hey, what can we I said,

064"The first thing we can do is get our calendar lined up." I said, "That's number one is that we should have our calendar lined up." So, I think they ours has been out. I think he's going to look at ours to try to line it up to see if he can make his lineup next year or soon because that's something from the at least the Auburn consortium we want. Now, in terms of Lake County, Menor's a little bit different. They moved their spring back up significantly where we traditionally keep ours the last week in March. it it was set the last week in March from a standpoint of um for Auburn actually we said it for a while and then that kind of went away but I think we're going to try to get back

065to some sort of commonalities with that but even with our parochial schools they have different count if we could get on the same calendar kind of with the most of the schools that would help us with a whole lot of things more than just even vacation the transportation and >> and all of that as well because our parochial schools have different calendars and you may have a student who goes to uh who has a family member who goes to Parkside and then but then they choose to send their their high school students to Notre Dame or Lake Catholic or something that aspect and then they have different counters and looks a little different. We also run into it with CCP students because CCP students and if they're going to Lakeland or they're and they're not

066going to listen to us. I mean college spring break is typically early March um and when they go so they'll depending on what classes they have they'll make the choices to what they have more of um and typically make those choices based on that. So there's a lot to it um that really do and again we're talking 65 hours or less than 10 days of absence. So it's not even a lot that you know hits that. So So again, what are we doing um about gap closing as as a whole, not just attendance? Same same things, high quality instruction, uh personalized learning cohorts to make sure we're meeting every single student. uh a specific data analysis protocol. So we look at um specifically some of our subgroups when we're looking at some of this data

067analysis and then gifted services and really working to boost up our gifted services to expand it to target it to make sure we're reporting it correctly and on time because they pull at different times. >> Um no, >> it's the other word that works I think. Oh no, I missed it. >> That's okay. >> We pretty much done. >> Um, so we'll get it back up in a second and we'll just go to this port. All right. And now graduation rate. Um okay. So graduation rate is um it's combination of both um the four-year graduation rate and the five-year graduation rate. Uh just looking at the graph, you can see we are trending in the right direction. Um four-year rate was 96.6, six 5year was 93.1. They also weight this as well. So it's 60%

068times the four-year rate and plus 40% times the 5year rate. Uh and overall we're at a 95.2%. Um to get to we were at four stars. To get to five stars was a 96.5%. Uh so we're we're right there. We're making great gains um in that and have a whole host of um we we actually have some dashboards that are going to help us with this as well um so that we can track credentials readiness and credits and and make sure that we're all moving in the right direction. >> So graduation rate again if you looked at the graduate it's the class of 2024 and the class of 2023. So it's a year in the rear. It's not just the class that we just graduated through. That is that'll be next year's graduation rate. We're

069finalizing that. Now, what are we doing about it? Number one, um graduation rate is a cohort and student tracking reporting. Who's in the cohort? Aren't the students who start their senior year and walk across the stage? It's the students who enter Riverside High School as a freshman. And in four years, do they walk across the stage or not? Um the class of 2023 was a challenging one. That's they were in here during those co years. A lot of those students kind of went places and we didn't know necessarily where they went. They went to other schools. They went to home schools. They kind of did their own thing. That was a tougher track. That's a that's a tougher class to track, which is why the number was difficult. That drops off. We have a 96

070graduation percent graduation rate going into next year for our five-year rate. Um, so we're already looking to improve that along with our EMIS reporting to make sure that we're catching kids. We're providing alternate pathways to graduation. We're looking at embedding credentials into things because graduation isn't just did I earn all my credits. It's did I earn all my credits that are required? Did I show readiness? Um so did I get the right did I get the right seals? Did I get two seals? Especially um one state seal. We provide that to our students in their junior year. Um if they're in junior English, they get the Ohio job seal. Do I have the right credentials? And then do I show competency? And that's that algebra and ELA 2 test. Um we provide targeted tutoring. We

071have redone credit recovery for our students who can't necessarily or who don't pass a class the first time need to earn the credit. We've done a more targeted focus personalized hear that word a lot personalized credit recovery program um to kind of give them a a little kick in the pants to get it done so they're not waiting until their senior year. There's stories every year of seniors who have not necessarily pass their classes and get to their senior year and they have to earn like 20 credits in their credit recovery and they earn them and they make it across the stage, but it's not what it's not what we want. It's not these are smart kids. They're just not doing the work or they're just there we're reasons why that they're there. Um, but

072trying to make sure that that's there and then also we know we've known this forever. Kids need to feel safe to learn. So, we provide them with ample mental health supports along the way to make sure that they're safe and comfortable in that moving forward. Really proud of the high school staff and what they've done to kind of track those kids, make sure they're comfortable and really stay on them their senior year um to get them across the stage. There's always a handful of kids who um they're working with and you're we're tracking them to make sure we know we're on that earlier this year. Part of it's our dashboards, part of it's our process with our guidance department to make sure that we know who is not who we're at risk with um so

073that we continue to raise that rate. But again, it's two years in the rear and we think this is something that's continuing to go up um for us. So, it's something we're excited about. >> Ready? Early literacy, right? Early literacy has um has three different components and what it is measuring is um not just proficiency on the third grade OST but also um improvement in K3 literacy um going starting in kindergarten moving up to third grade um so there you can see that there are three components again they are weighted I know all these numbers are really little too as I'm looking at them um the so the top component that proficiency in third grade reading that is measured when you look at the reading subcore on the actual test itself. You need to have

074at least a 50. Um it is frequently students are passing with a 700 as well as getting the 50 but it doesn't always work that way. So in order to be considered proficient you need the 50 on that reading the actual reading component. um the promotion to fourth grade when you we look at that part of it. They need to either students have to either pass the test with a 700 or they can pass um the reading part. They can be proficient and get that 50 on the reading subcore. And then there's a couple other alternative pathways. You see that we're at 100% right there. Um so we have done we've done well with that. this last piece, the improving K3 literacy. Um, I'm going to try to explain this correctly. So, every single fall,

075we give a diagnostic to our a reading diagnostic to our students in kindergarten, first, second, and third grade. That's what matters in here. And once we give that diagnostic, we look at those students and say, "Okay, these students are on track. These are the ones who are off track. So for the sake of easy numbers, if I have 100 students and 80 are on track and 20 are off track right now, a year from now or next September, I am this bottom part is going to only look at those 20 students who are off track right this second. And this is measuring did those 20 students move to on track or are they still off track? And that is what that last piece of it is doing. >> By far the most confusing measure on

076the report. Yes, you were correct. Um when you look at specifically this uh third grade third grade literacy as as a whole slide can come into that. Also we have done some so what have we done for for this? Um we moved our map testing back. We used to test some earlier in the fall. We moved it back a little bit so that we would try to get rid of some of that summer slide, get them used to schooling to move to move through that. Also, the ontrack off track score, it's on track for proficiency, but it is not the equivalent of where proficient would be. So, they're on track, but it's on track and it's typically on track with intervention. So, it's it's on track with the um standard deviation in the test or

077in that score. So, it's it's the lowest point that it could be. So, it's a it's to be on track is very if you're on that bubble of on track, we're still looking at you and making sure that we're giving you some interventions because you're not necessarily the in the third grade. The on-track number and the I am proficient and can read number are very different and they should be a lot closer. So, what we see in that is is kind of that the other part the third grade score is if I'm off track, did I pass the test? And that's an ELA, so it's an English and um writing test. That's that third grade component that means students. That's a small number to start with. So these don't represent the the students in each

078grade level. These represent the handful of students who have measured off track and are moving them. So you could be looking at anywhere between 20 to 50 students at the most for each of these bars. Um and they change every single year. Any questions? >> Go ahead. >> Do we have any and it might be in the data somewhere, but do we have any idea of like the number of students? I know you use 8020. I think for simplicity of numbers, right? But do we have any idea of how many students are on track since this just looks at the students that are >> We do. I can't tell you that right this second, but could we find that? Yes, it's easy enough to do. I mean, they've already I went into um I've been

079into a couple of buildings actually going through the report card data and the teachers were going, "Oh, this is how many I have and this is how many I have and so, okay, next year this is who we're going to be looking at." I mean it's it was a really interesting conversation to have with those teachers >> because I think that number can be a little bit um misleading right because right so for people that don't understand that again it's for the students that are not on track >> um it doesn't really tell the full story so that's why I was wondering so >> this this also includes these numbers also include our students who have diagnosed um you know learning disabilities and reading um so that those are also a part of that this

080also includes Um it does not include our ELELLL students who are in their first or second year in the country but after that it does include them as well. Um it also it it includes there are a number of different students who it just includes all of them kind of taking the assessment and typically when we get them it it wherever they get to us in kindergarten is kind of where we we take them from that point and we they in terms of a kindergarten rate about 40% of our students um when they take the KR are about right score in a ready proficient on that early literacy component. So, that's an area where, you know, working with our prek programs um throughout the county and encouraging our parents to do some things and we've

081got some things in the hopper for that um to help with those that early that that prek part of it so that they come to school more prepared to read. You know, if they have a vast vocabulary, they're going to learn to read a whole lot more and a whole lot quicker. So, the majority of this though is on the third grade score. So, it's a third grade reading score when they take it. That's where the majority of it comes from. That's that passage rate on that third grade score. Are they scoring 700? And they moved that to 700. So that's the bar. That's where we have to go. We know we're going to work to get there. Um what do we what are we doing? Well, again with personalized learning. Um we're data reporting

082though. We're making sure that we have the right ways um to enter this. Like I said, it's very important when we take the assessment, not the first couple weeks of school. We want to make sure students feel comfortable in school, that they're ready, that they kind of knock some of that summer slide off because it's a fall to fall rating. nothing we do throughout the school year this year does it but it's on this year's report card it's last year it's actually last fall and the fall before that um you know again the phonx report we talked about you know being the foundations to read the foundations program the geodess books that we put in we aren't going to see that on the third grade test until this year but we're going to see it

083um MTSS and those protocols on how to look at data and how to put kids in group kids and make sure they're getting the level of interventions they need that checks out with the assessment uh fidelity checks of the program. We can have the best programs in the world that we're not teaching them to fidelity. It's not worth it. Um so are we teaching the program to fidelity um and then the W and wisdom in in K1 and two is really going to make an impact. >> Is there a date? >> I'm sorry. >> Oh, I'm sorry. Is there a date by which we have to give the test the assessment? >> Yes. So, we are required to give the um diagnostic screener I think by the it's the 30th day of school. There's a

084school date that you have later >> the the the later back you push it is better, but you have to make sure you test all of your students. So, you can't push it to the very last day because you're going to have students who miss going back to chronicism. Um you're going to have students who are out. Um so you have to have kind of some of that time and you can't just give it to the entire class at once or the entire school at once because of um our students who have different testing um requirements small group things like that. So we we try to span it but we try to we do try to push it back as far as we can. >> Okay. The heard yes uh phmic awareness it says K

085but is that also in >> Yeah it's prek K uh one I think one does heard too. I've seen some of those. So, it's preK and one. >> Has there been any tracking with our prek kids and where they started and how they progress just because they started a year earlier. There were actually that was something that was brought up and some teachers were interesting and interested, excuse me, in looking at that. So, I'm not sure if it's been done in the past. It has not been done by myself. you know, being brand new to this, but it's it's interesting that you brought that up and I had some teachers ask the same >> might be something that we might >> I think it is something we want to look into. We can probably code

086them in a way where we can start to pull some of those reports. >> Is it is it also like a factor of where they're going to prek? >> PreK does have a factor. Are they a high quality prek program? Uh we have we're doing some initial talks with about some sort of um early literacy programming for for communities. Um and so I've had some talks with um Pinsville City as well as Fairport Harbor because we're all 144077 um talking about a zip code type community outreach program with with some programs. So we're in the early and the ESC who has a grant for this. So kind of implementing it doing some early literacy type things with those not only our pre-K programs just our families >> um to get our families involved in some

087of this. I'm just curious because there's a lot of people who are going to, you know, nonpublic. >> We are seeing a lot of students who aren't going to uh preschool anymore. Even with um work from home, we we see a lot less preschool attendance and just um some of that as well. So, our preschool attendance is is significantly I don't know about significant, but it's seems to be down. not as many years of experience in in prek >> and also um you know just what the libraries are also doing. I know I think Madison was it Madison that started their bookmobile thing. >> A lot of libraries are going out >> representing Melissa. >> Yeah. A lot of libraries are going out to our families as well. She wants a book mobile. >> Yeah,

088I know. >> I know. >> Um I want to I want a food truck. She wants a book. >> But I I think that that's um a lot of libraries are doing that. I know the morningly programming that's out there is is something that can continue but continue to reach out to our families to provide these opportunities for them um so that they know that they're there and getting getting the programs to them and accessible to them and >> right there was also a year where um there was some type of summer program that the the uh Lake County Western ESC did and >> it was at Hail Road I think >> and this is Yes. And that was funded through um co dollars. Okay. >> So, and this is one of those where it

089is more it needs to be more of a counting initiative because I think at this point as as the the zip code and all that uh we don't know where all these students are going, their choices they're making, but they're all they all need to learn how to read and they all need that and the more the more books they have, the more access they have to um you know books and words and vocabulary um the the better readers they're going to be. So, I think it's part of getting the materials to them. Um, and then also providing different, you know, just just parents simple opportunities and families are busier. So there's there's a lot there's a lot to play in it, but it's something that's on our radar and that we are looking to

090address from a larger perspective than just Riverside, right? >> Quick question. I don't know why early literacy why it jumps out more. I think it's because of that um how it's calculated, but I'm sure all these trying to make sure we're um improving our test scores bring a lot of challenges to the classroom for the teachers, right? So, how are we supporting our teachers as we look at making these improvements? And so, and I think the early literacy one probably jumps out because now you have a group of kids that are at where they need to be right and you have kids that are not right. And in order to improve the score, we need to make sure those kids are making progress, but we don't want to lose track of the kids that are

091already where they need to be and making sure they continue to grow. So, that's like a to me that's what brings a unique challenge to the classroom. It's a when you go into a primary classroom, it's it's really a a wonder of of what is of how they are moving through and managing all these students. Um it is it's about grouping. It's about using assessments to group students in levels, but then changing those groups um as they go. So how we're supporting our team, we're providing them new methods and new kind of ideas. Team teaching is one that comes up quite often. We put two teachers together to really work on foundational skills. one one is the expert, the other works as a support teacher. Not that they they can't they can't and they're very

092well at it, but kind of working to to group and to work and divide and conquer a a group of students in a little bit different ways. Group kids, um move kids around, shift them around. So, that's one strategy that is that we're finding a lot of success with. Um but it's giving them the time to learn about it, to do it, and then allowing them to take risks. U to say, "Hey, it's a risk. You know, you're going to go out and do it. It's it can look ugly at times. um we'll support you through those times and we're going to make sure that we help you and hey and it's okay to go up to and and for our teachers to go up to a class and say you know what yesterday wasn't

093my best day I'm going to do better but it's okay to say that I've said that all the time you know we make mistakes as people that's mistakes are how you learn and I think giving our teachers the understanding you're not always going to be on but we're going to support you through it and supporting them through the initiative um with with the items with the classrooms we provide with the furniture the flexible seating all those things we do to make those classrooms inviting so that they can do these different strategies moving forward. That's that's part of the way that we are supporting them. I think the other way is um with our coaches and our supports with that all the the staff we put in our tutors that we've continued to provide some of

094those tier 2 instruction along the way. I know doing some of the robust uh MTSS programs where we provide um some of the interventions for them and do the work for them. So we give them a toolkit to work from um helps as well. and letting them letting them cook is is a big deal, too. They're they're the experts. Let them kind of get in there and and do their thing um with some of it. So, >> yeah, I like the fact that they have, you know, the opportunity at their grade level, but also reaching across the different um schools in our district. >> Well, Miss Brer, it's even more than that. We were at um Sycamore. We had a group go down to Cincinnati to look at some schools down there to see some

095best part. >> Yeah, that's what I was saying. Reach out to high >> performing school. >> So, we are, you know, we we see what the best are doing and and some of these things that they're doing don't fit our students and don't fit our culture. So, it's good to see that to see what doesn't work >> um as well and what won't work here because I think that's a big thing um as well for us is what can we take and bring it and make it so it fits it fits our culture because that's that's important too. >> For sure. >> Last area. The last one we This one's actually pretty quick. So, college, career, workforce, and military readiness. Um, is as I I said this way at the beginning, uh, there was there

096was a rating last year, but it didn't count. This year is the first year that it does count. Um, and we have, you know, we we earned three stars on it and actually we're we're doing pretty well. >> That that three star rating is the second highest in Lake County. >> Yeah. So, I feel like we're we're on the right track. Um, this really it speaks to how prepared a graduating class is to transition into the workforce or college or going into the military. Um, the I hate to say it this way, but it's it's each student that that hits anything on this list, we get a point for. So, it's but you only get one. So, I could hit five things on that, but I we only get to check the box once on

097me. Um, and and there's a variety of ways to go after this. Um, the honors diploma, the industry recognized credential, you need to have 12 credentials um in the same single pathway. The dual enrollment credit, I believe we have >> 12 credits. >> Is it Did I say 12 or what? Did I make that up? >> No, it's 12 credentials and 12 credits. >> Okay, I'm sorry. I think I said the wrong words. Um, dual enrollment credit. Um, is are we still doing welding in 12 hours? That, you know, this is not my strong one. >> Um, remediation free ACT and SAT scores. The three or higher on AP test. Um, enlisting in the military. The only thing that I've heard from anywhere that has been an issue with that one is not getting the

098appropriate paperwork back in time um to know that students are enlisting. I don't know that that's so much an issue here, but I've heard that that could be an issue. Um, gaining either being accepted in or completing a recognized apprenticeship program and completing a pre-apprenticeship program. We have that in construction here. Is that correct? Um, is proficient or better on the CTE technical assessments. That's another one that can be a timing issue. Getting the scores back and enough time to report them. And then this last one, um, the Ohio's job readiness seal, they are working on in the junior level English classes. The issue with this is they also have to complete the 250 hours of work-based learning. Um, and that was one of the areas that um, we weren't able to kind of check

099the box on that piece. Um, so there is the senior capstone I think is going to help with that um, when Dr. Ratino gets to it. So again, when you look at this, it's it's looking for each student to hit the mark in one area and overall where it is 68.9% which put us right in the middle of three stars and as Dr. Retino said we are second in Lake County. Um so it you know is first year uh we're doing pretty well and um again this is another place that we have a dashboard that is going to help us immensely with tracking all of this. So, this is one that I will say had the most criticism from every from anyone across the state in terms of what checks the box because it's it

100it really does pigeon hole students. So, for the AP test, you have to have three threes or better on an AP test. Um, for the college and career and readiness, you have to have 12 credits. Well, if you get one three, we had students who got one three on an AP test, which gives them three hours of credit when they transfer into college. And three and nine credit hours, that's 12. I can do the math, but that doesn't count because they got nine credits and they they technically had it, but you can't do you can't double it from each. Our belief is students have a robust experience. They should take an AP test. They should take AP courses if they want to. They should be able to take college and career. They should be able

101to take Lakeland courses and they shouldn't have to choose. They can do them all. Career career seals, um, those are pretty straightforward. Auburn typically does a lot of those for us. Do they get their seals at Auburn? Sands welding. all of our welding students get their seals from us unless those who are in the welding program at Auburn. Um, but that's that's where some of them are. So, how are we working to complete this? Part of it is we're tracking it now that we know we're working to track it. We're also advocating they change it a little bit so you can double dip in some of them. We've added AP courses. Um, our career electives, we have 11 career electives that provide students in different ways. We've changed those from senior courses to junior and

102senior courses. And the reason why is we added um the senior capstone that will provide the workbased learning for students. The um embedded credentials and seals, we've talked about those already. Our pre-apprenticeship program, we offer the one in construction. Once the CTE building is open, we're going to look at our manufacturing program to see if we can offer um the viability of adding advanced manufacturing course with AWT as a part of in our own house. So, we're going to work with AWT to make sure that that can happen. Lakeland at RHS we expanded to offer 31 hours on campus um for students to get that is an immense opportunity they don't even have to leave they can take in take those credits here and then again I mentioned the senior capstone project as as well

103so those are some of the things we're doing with it um as well as part of it's an awareness with our guidance department to make sure that they're looking to say can you check the box and can you push it um you know we've had students who graduate and and to be honest two ACT and SAT scores. Our students may only take that test once anymore because a lot of schools are test optional. So they'll go, they don't have to give their test score. So why would that's a cost to families. So why would they take it again? Um so if they don't hit it on the first time and they've never taken a test like that, then they're not then, you know, it is it is what it is. So I think we're looking

104at other ways to maybe improve this a little bit. But I think ultimately the state realizes, yeah, this isn't quite where we want it. They're going to make some adjustments too because I will tell you that more than 60 whatever percent of our students are graduating our college and career and that's we have a I saw a stat that 80% of our students are still enrolled in college two years after which is a great number to see and that our graduation rates going up but again you're also think you don't always need a college degree to become successful and that's a part of >> who are you talking with at the state to get >> so we're so we're working through BASA who's the superintendent association and then it's um I have a tomorrow we're

105meeting with um I think it's Steve Dakin who's actually the the chancellor of Duke um to work with some of that to talk about. So we are we're advocating as much as we can. >> Um oh the Lakeland um college credit plus um are we seeing more participation because it's on campus. >> We're seeing some. I think last year it rolled out a little bit late. So I think the more that we have now and the meeting was packed but we had a lot of younger families too who I think we'll see as we continue to offer that we're going to get more and more that come through it. So we are we expect that program to grow exponentially and really um you know it is it is a whole lot easier and nicer more

106convenient for our families and students. >> Any other questions? Okay. Well, that concludes the work session presentation. >> Hey, thank you for that first reading of new revised board policy. >> So, I put this one on. This is the personal communications policy from the policy committee meeting. Um, Mr. McIntyre noticed that I had two words in there that really kind of made it um it said or possession. We do allow students to possess their phones because in an emergency policy it says they have to be accessible and if we have them locked in a locker or in their car they're not. So they just have to be off. Um so we removed the and possession from the having a cell phone on it. So that's why it's there. So that's the first shooting of this

107one. They will be on next week's agenda for approval. >> Okay. Thank you. And consent agenda personnel. >> Okay. Um, I'll make a motion to approve the items listed uh in A of the personal consent agenda as recommended by the superintendent. Do I have a second? >> Second. >> Uh, any discussion? Hearing none, please take the role. >> Dennis Keaney, >> I spruce. I >> Kisses. >> I >> Scott Fisher. >> Hi. >> Motion carried. Board of Education business school improvement tan authorization. Resolution authorizing not to exceed $4 million school improvement tax anticipation notes. Make a motion to approve that. Can I get a second? >> I'll second. >> Any discussion? So, this is a resolution to approve up to 4 million. We have a schedule here that shows we're anticipating borrowing 3 million. But

108again, I'm going to go back and say since we don't have a cost, we really don't know how much we should or would be borrowing. Um, this is over a 10-year period. We're making some assumptions here. We've got this debt service schedule. Um >> I was able to confirm um with Mr. Purcell today that the the aggregate number in the far right column is the total of the TANS and the cops payments every year, >> right? And it's, you know, it's it's still it's still more than what was in the PI forecast by about 60 grand annually. >> Um Is there any is there any I mean we don't have our treasurer here to have this conversation nor do we have Mr. Purcella here to have this conversation so we're kind of going blindly here.

109Um is there any I don't want to say recommendation but just comment from them on interest rates yes going lower. >> I can speak to that uh from Mr. Preselle the schedule I provided you assumes a 5.01% 01% interest rate which he pulled from today. He uh his quote and I put it down specifically is most likely to be a handful of points below um when we actually go out because of the what the markets are doing. So >> so the market had a bond rally today and it ended up I think at 3.97. So just in the last week there's been a strong rally and the trajectory or descending is is is down. So, there's a rally which means the rates are going down and we'll see what happens because no one knows what's

110going to happen with rates but uh they look like they're going down and they did go down today. >> I guess I'm asking are we going to make every opportunity to time it appropriately if we're going to go forward with borrowing to time it. And I I also have issue with the fact that, you know, looking at this whole schedule, I know this is only on the TANS, but you know, we're anticipating borrowing 9 million in cops. What happens when that's just not enough money because we don't have price yet. So, I'm going to keep going back to that, >> right? We've been talking about this for a year now and we know that the money we know that the money is going to go as far as it can go because we have much

111more work to do in this district than we have money to do. >> And so we're going to go as far as we can. What we're doing right now is fixing 20 years of neglect of the buildings. And so we don't have enough money to do everything that needs done. We have an engineers report of $98 million of of work that they recommended because of the neglect on the buildings. Now, >> do we have a guaranteed maximum price? >> Excuse me, I'm not finished. Excuse me, I'm not finished. Okay. And so, what we know we're going to do is we are building an a classroom addition to we're getting the kids out of the moldy trailers. Those trailers are now gone. Unsafe >> and unhealthy. Okay, they're gone. So, we're putting up an eight classroom

112edition. so the kids can be in a bricks and mortar building. We're putting up a new gymnasium. We're doing other updates and then the goal is to take the money as far as we can go. Uh Mr. Keane, you might talk about it. We're looking at uh air conditioning, uh flooring, lighting at Buckeye and hopefully at Mel Ridge and u I know some utilities um and so do you have anything you want to add to that? >> No, we're still in preliminary, but it's really to focus on the basics. You know, the buildings do need air conditioning. that is a uh not a simple task in a building that age. Um the windows desperately need upgrading. Uh that goes along with uh better efficiency uh in running the buildings. Um you know there may be

113some asbestous in some of these. We know what what is uh there. It's just a matter of is it cost effective to remove it or encapsulate it in some way. Uh we're replacing um the furnaces in the original Buckeye building along with this addition that we're putting on because that all come into play when we go back in to do uh the original Buckeye building. So, there's a lot of things that we're just trying to provide the basics to bring the building up to into the 21st century, so to speak, for comfort and uh ease of use and uh for the children and everything else. >> But we don't know that we don't know that this is going to be enough money to cover that. Let's face it, we don't have a GMP for for

114the addition and and we don't know how much money is going to be left over. I I continue to say the same thing after meeting. We don't know what's going to be left. >> And so we may not have enough money to do any of those other additional things in Buckeye, nor have we ever even talked about Melidge. So I don't know why we keep, you know, bringing Melidge up into this equation because we've never had that conversation here at this table about the projects that we're supposedly going to do at Melidge. Um there >> and I and I can hear you say we're going to take it as far as we could take it, but I don't know that we'll even have enough to do any finished Buckeye. How do we know we're going

115to have enough? >> Well, we we've been working very closely with our owners rep. >> Yes, our board hasn't heard all that. And so so what we know what we know in bringing to the board table is that the the addition in the gymnasium um plus or minus is going to be about $7 million. >> I don't know. We haven't heard that information yet. >> So I'm I'm informing you that that that's what his estimation is. So what I'm what I'm addressing is you're saying you're you don't know if there's going to be any money left over to do anything else. Well, we know there's going to be money left over to do other things. We're building an eight eight classroom addition at Riverview. We know what the cost is because we're doing it right

116now. Okay, that's I mean it it's obvious we're doing it right now and and so we know what that cost is or approximately. And when you get into uh like the CTE wing here, we just ran into a gas problem, right? We're going to have to do a new gas mate and then we're going to have to tributary off of that. There's always things that you're going to run into. There are unknowns. It is impossible to have a complete final number. Impossible. Because when you're renovating, you're going to run into things that have to be done. >> But we haven't even talked about renovating. >> Oh, yes, we have. We've been talking about this for almost a year now. >> This board has not talked about what it is we're going to renovate. So, we

117don't have a plan for these are the seven things we want to renovate. We can >> Mr. uh Dr. Ratino, do we have a guaranteed maximum price yet? >> Uh we do not. My understanding is that Mr. Arachi will have it tomorrow at close of business. He will review it. He has a take takes about a week to review that. Um and that is for Oh, I'm not right. MEP architectural and >> everything but civil >> the building basically. Then the the civil one will come a week from that and he will re review that as well to ask questions and kind of basically pull some savings out along the way and making sure that that is there. So we should have it the board should have both of those um within the next by

118two weeks I would say. >> Okay. Do we wait I'm sorry. >> Go ahead. Do we have bids on have we put out performal bids on any of the extras that we're looking to do? >> So, we do have some alternate bids. Uh Mr. Achi asked for some alternates to come with that as well. I know we looked at um I think he put the roof was one. Um replacement of the Buckeye roof. I think another one was air conditioning for the entire building at once. Um I think there's a he did put some in there. Windows was another one. I know for for sure um into those. So, we should see those as well tomorrow because that's part of that package. Um, and then well, we'll see it a week from that when he

119finally has it. >> So, is there Tuesday? >> Looking to >> Well, >> tomorrow we'll receive it, right? >> Yeah, he gets it tomorrow. He will um hopefully have it or start to look at it and go from there. >> Um, >> and then as to the gas managers to speak on that, I did get some information this afternoon. Um, Embridge is going to put it in and trunk off and we we will have gas in within the next couple of days. So, we don't have the issue that we thought we had. >> Yeah. >> So, is there a reason why we have to rush through and approve financing things when when we're going to have this other data coming shortly >> and we can actually see whether or not this would be enough. My

120my my fear is 9 10 11 12 that's $12 million on this worksheet right here as it is. if we need another $2 million, we don't have that in here. And I don't know what that looks like when you're looking at financing because it's not on here. It's not built into that. So, if it were to exceed that or we decided, well, if we're going to do those three things, we should probably do this fourth thing. I don't know. We haven't talked about it. So, we don't know what that looks like because this is just basically capping it at 12 million. So, we've been talking about this for a long time. So, I'll just say it again. We're doing an eight classroom edition. We're doing a new gymnasium. We're going to be doing updates to

121to Buckeye and Mel Ridge as far as the money will go. It's that simple. How far will the money go? Part of it is going to be determined by once we get into Buckeye and see everything that we need to do. Uh what else needs to be done with that? It is imposs it is impossible right now to have a clear and final number. uh whether the the the bids are in or not. The bids are for the new construction and some alternatives. So, it is impossible to have a final number. Now, I've been in construction for almost 50 years. Okay? I understand these things. Okay? It's real clear. The money is going to go as far as it can go. We need to take care of these buildings to make it more comfortable for

122the students, for the teachers, and the staff and administration to do their jobs and for the kids to learn. Right now, we've not we've not been in a very good situation since I've been on the board for four years. We've had kids in trailers. Are you kidding me? Kids, third, fourth graders have to put a coat on in the winter to go to the bathroom in the main building. They come back, then they have to put their coat on to go into the building for lunch and then they have to put their coat on and go outside and go into the building if there's another activity. And they were in unsafe trailers to begin with. So, that is ending. and we're moving forward with this project to make it a higher quality situation and learning

123experience for the students. We're in the business of education. We need to educate the kids >> and it is my >> and we're going to make the money go as far as it can go >> that architects and engineers and design teams calculate costs for renov renovated buildings all the time. That's their business. That's what they do. And so to ask them what would it cost is not out of the question. We didn't do that and we're just gonna decide. Well, we'll just do whatever with whatever money we have left. I I think we're we're putting the car before the horse again. >> Well, to that point, >> you know, they have basic square footage costs >> and we have looked at that. Maybe not necessarily at the board at the board table. >> Well,

124but we do know we do know what some renovation numbers are. We do know what new construction numbers are and we know what square footage we have. >> Who's we? Because you just said the board hasn't looked at it. >> The design team, you know, they they kind of give us some feedback. Okay. If it's going to cost $250 a square foot to renovate and you have 20,000 square feet to renovate, that's what that cost. If you have uh 15,000 of new construction, I'm just pulling these numbers of new construction at $450 a square foot, well then you have a number there. So, you know, we're we have some guidelines that we can go by. We're not just, you know, going out into the wind with this. We know what our cap can be and

125what we can do with that. But like, you know, it's been said, we certainly, you know, we could borrow 12 million, we could borrow 14 million. We certainly can't borrow 50 million to take care of all of these. Yes, there's going to be things in the future that we need to address with different money, but at this point, we're addressing these immediate needs, and that's what we're trying to accomplish. >> And we are just not going to have any money left. This is already showing that $60,000 more than what we originally anticipated. If we did nothing and just kept the money in the bank, would that solve anything? >> This isn't our money. >> Hold on a second. When I got onto the board, there was almost $10 million in the PI fund. That's like

126three years of of PI money. More than three years of PI money coming into the district and nothing was done with it. Since nothing was done with it and we ended up with the government numbers are 20% inflation, we lost $2 million of purchasing power by doing nothing. It I'm in I'm in the construction business. But I will tell you my numbers went up 30% just to keep up. So the real inflation rate in construction was 30%. We lost $3 million of purchasing power by doing nothing. >> But we had plans for that money, Mr. Fisher, when you came onto the board, but you negatively campaigned against the plans. >> Right now, this board is moving forward and fixing the problems because there's a lot of problems and we need to fix them, >> right?

127And we will not be able to resolve any of the other problems after we do this. We're going to sit here for another 20 years. >> That's not That's not true. How much is it to put a roof on this building, which you've you've talked about, how much does it cost to put a roof on? >> Excuse me. We're not doing a roof on this building. So, you said that the money is more than what we projected. It is not. The projection is $825,000 a year. >> It says $885,000. >> This chart right here shows different options. >> Okay, I'm looking at this today. >> This chart right here shows different options. So this option right here, if you take $12 million all in with the cops and the tans and you do 28 years,

128it's $798,000. Okay, that's 27,000 less. >> He gave us this today. >> Okay, and this too today. Okay, >> that's for previous one actually was updated, >> right? This one is the update. >> They're all today's. >> Okay, so the point is that since the there's a rally in the bond market, we're looking at 12 million here. We may very well be able to get 12.5. That's just an aside. Just letting everyone here that's watching and listening know we might be able to get 12.5 million and be at that $825,000 that has been projected in the PI for this. That is approximately 27% of the PI cash flow leaves us 73% to do other work. Okay, we are we are not running out of money in this PI fund. We're being very responsible. It's no

129different than someone going and buying a house and getting a mortgage. The normal numbers, 28% of your income goes towards your mortgage. This is 27%. >> Most normal most normal households know what that cost is before they indebt themselves. We can move on. >> So anyway, thank you for that. Okay, so um we had a motion, we had a second, we've had discussion. Can you take the vote? I >> graci >> nay. >> Kroniski. >> Nay. >> Scott Fishell. >> I >> motion carried. Tax exempt lease purchase financing for school projects. Resolution authorizing installment payment or lease purchase financing in the form of one or more series of installment payment obligations. lease purchase obligations or certificates of participation issued as taxexempt obligations providing for the acquisition construction equipping and improvement of of real and/or personal

130property for school district purposes including one or more installment payment agreements, ground leases, lease purchase agreements andor trust and dentures and matters related there too. Can I get a second? >> I'll second. >> Thank you. Is there any discussion? >> Can you take the role? Crossing. >> Nay. >> Keski. >> Nay. >> Scott Fishell. >> I. >> Dennis Keany. >> Hi. >> I. >> Motion carried. Um, next meeting announcement. Next meeting curriculum and programming committee October 20th at 7 a.m. Board of Education meeting. Oh, >> buildings and grounds October 21st >> at 7:30. >> 7:30. Board of Education meeting October 23rd at 6 PM Finance and Personnel Committee November 13th at 8 a.m. Curriculum and Programming November 14th 7:30 a.m. Board of Education meeting November 20th, 2025 at 6 p.m. Thank you for coming and

131everyone have a great evening. >> Uh, we got to adjourn last paper. >> Oh, sorry about that. We have to adjourn. We do. >> So, I make a motion to adjourn at 710. Can I get a second? Second. >> Thank you. You take the role. >> Keski, >> I >> Okay, now everyone have a great evening. Motion carries.