SMFCSD Board Meeting 2026-05-18

001Good evening. I would like to call to order the regular board meeting of the Stow Munroe Falls City School District Board of Education to order Monday, May 18th, 2026 6:00 p.m. Indian Trail. Mr. Hammond, roll call, please. Here. If able, if everyone could please stand for the Pledge of Allegiance. 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. Everything we do is designed to provide a future-ready student-centered learning experience for every single child. Our strategic plan for '21 through '26 will help us accomplish this goal by considering every facet of a student's learning experience from curriculum to infrastructure to wellness and everything in between. As members of the Board of Education, we serve

002as trustees. Therefore, this is a business meeting being conducted in public, not a public meeting. We are grateful to serve an engaged community and therefore encourage and respect input from citizens. We expect that everyone present will behave in a manner consistent with the behavior we expect of our students, and we reserve the right to have those who do not comply removed from the meeting. There is one late addition to the agenda on the treasurer's recommendations, a new item E, revised appropriations for the 2025-26 school year. With that new addition, do I have a motion to adopt tonight's agenda? So moved. Is there a second? Second. I have some items I'd like to add to the agenda. I want to add them as item 12C. And I did make copies for everyone here at the front

003table since they are there is nine items I'm looking to add to the agenda. Let's get those passed out to see whether there's a second. >> it. I know everyone's still looking at this. There is a motion to amend tonight's uh listed agenda to add these items as item 12C. Is there a second to that motion? Uh Mr. President, I don't believe there has to be a second. To to add items to the agenda, there does have to be a second and a vote. I don't believe so. Not in adoption of agenda. It does not have to be voted on and approved. It does. There's a motion to approve the agenda as it is. And I'm adding items to the agenda, which does not require a vote. The board members individually do not possess the

004authority to add whatever they want to the agenda, though. I believe they do. They do not. I I they do. Respectfully, that the board agenda per board policy is set by the superintendent with input from the board president. >> And I'd ask that these items be added and they weren't. Correct. Um and we we have that discussion. Um there has to be a time at which that agenda is set. Well, this was at 12 This was at 10:00 on Thursday morning. I don't know how much sooner I would need to send my items over to be included on the agenda. Well, we've got a full house here brother people and I'm not going to entertain adding those to the agenda at this time. If we can talk about adding them to the June 8th agenda.

005Well, there's some timely items that need to be dealt with now. Yeah. Well, they're not they're unfortunately, I'm not going to be in a position to add them. There is a motion and a second to adopt tonight's agenda. Roll call, please. Perrady. Aye. Lawyer. Aye. Shean. No. Wlodarczak. Aye. Whitaker. Aye. Next item on the agenda is a building report for Indian Trail Elementary School. Good evening, everyone. Thank you for coming out this evening. Uh I'm going to turn it over to Principal Marconi and the wonderful students that are behind me to share uh some great updates in regards to Indian Trail. Let's welcome Miss Principal Marconi. We would like to welcome all of our board members, Dr. Gold, Mr. Hammond, and um our wonderful students and staff that are here as well as the community.

006We're happy to have you here tonight at Indian Trail. Um I'm going to use the clicker. This is down much? >> So like Dr. Gold said, my name is Nicole Marconi. I am the principal here at Indian Trail. Miss Kelly Dentici is our fabulous secretary here. Indian Trail is a three and a half star rated school. We have an enrollment of 353 students. We have 28 certified staff, 17 classified and one administrator. Our attendance rate is 94.2% and our chronic absenteeism rate is 15.3. So that's something we're really working on with our PBIS to improve. We're hoping to improve that by 3% and we are the home to our little Bulldogs preschool unit. So on the 24-25 school report card, we're going to look at achievement and early literacy. So our third grade English language

007arts, we were 75 70% proficient. Our third grade math was 76% Our fourth grade ELA was 61% and our fourth grade math was 58%. I am happy to report that our current scores have just come out. We took those in April and our math came out. We are up 7% from last year. So we are super excited about that. It's still work in progress. Um but anytime we see scores that we aren't happy with, we attack it and go after and we hope for growth. And so that's what we've done. So we're very proud of Our early literacy, our promotion to fourth grade is 97.6% and our kindergarten, first and second grade when they take a reading diagnostic, they did that in 2024. We had about an average of 90% of our students that were

008considered to be on track at that time. Something we really really place a lot of emphasis on here at Indian Trail is our growth. We want all of our students to grow. And so we take an assessment called the NWEA MAP assessment. We take it in ELA and in math. We take it three times a year, and our goal is to grow our students. And so when they come in the fall, they take this assessment, it lets us know where they are. Where are their skills? What are the areas we want to really focus on? Where do we want to provide some enrichment as well as interventions and and our supports and resources. So as you can see, when they take it in the fall, then they take it in the winter. In the winter

009we make adjustments. We intensify interventions. We change them. All the things we need so that we know by spring we can have the growth that we want. Our building goal was to have 75% growth in every grade level. And in ELA you can see that we are very close to meeting that in every single one of our um in one each of our grade levels there for ELA. And in math MAP we actually were 80% or higher as far as our growth in our building. So that's something that we are very proud of. We want our students to grow. They come in in the fall, we assess where they are, we meet them where they are, and then we want to grow them. Of course we want to grow 100% of our students. Um that's

010always always what we're aiming for, but we're very proud of the growth that we have shown. Everything we do is tied back to our strategic plan. So tonight the things I've presented, um the information the kids are going to present behind me very soon, are with our um mission one, which is our curriculum instruction. Mission eight, which is our staff and student wellness, and mission nine, opportunities for all. So we have lots of clubs here at Indian Trail. Um walking club is not new to us, but as you know our weather um this winter was a rough one for us. We spent a lot of time inside for inside recess, and our spring has been quite rainy. Um and that's very difficult because the gym you're sitting in right now is also our cafeteria. So,

011the children go back to their classrooms for inside recess, and that's extremely challenging. So, we have a walking club. So, instead of going in their logical room, it's optional, but they can walk the hallway. They walk with friends, they chat, and we have it measured out that 12 laps is equal to 1 mile. And so, the kids are always trying to see how many laps they can walk. Then the next time we have it, they try and walk more. Um, it gives them a chance to walk with kids from other grade levels. So, they love doing that. They're always like, "Are we doing walking club today? Are we doing walking club?" So, they really enjoy it. So, that's something we do. Uh, kindness club is another thing we do. This is just a way for

012kids to make cards or notes. Those are for their peers, for staff members, just to cheer them up, posters around the building. And so, they give up their recess time, and they want to do random acts of kindness here in the building. This year we had a reading club. Our, uh, library assistant, Mrs. Altier, started a reading club for our fourth graders. They read a book together, discussed it, and they had a really, really great time. So, she's looking forward to continuing that next year. And then we have our student council and our choir. Um, they do lots of community projects. Our choir performed at a evening concert for our parents, as well as the national anthem at the Rubber Duck game. So, a lot of lots of opportunities for our students to join different

013clubs. Um, this is just a picture. We have our PBIS is working. Um, each month teachers nominate students that get to sit at a table up front. All the teachers join their, um, join their students for lunch, um, and they're announced over the loud, over the morning announcements. We have a staff shout-out wall in the lounge. Um, we all need those shout-outs, those things that we just sometimes don't recognize in ourself, but others do. And so, staff just pick up different, you know, that it was hearts and give shout-outs to each other. Just a way for us to keep the morale and um recognize each other in all the awesome things that we're doing. And then, those are just some of the cards that are um kindness club makes that they just randomly put in

014mailboxes or give to friends, especially on days when they think someone's having a bad day. You are now in for a real treat. Our second grade um team, Mrs. Hartman, Ms. Labor, Ms. Mormino, um have a great presentation with our second graders, and I'm going to turn it over to them. Good evening. Um in uh at the end of our HMH poetry unit this past year, our three second grade classrooms hosted a poetry reading for the entire school. And while they were sharing their poems uh with a partner, uh they also had the opportunity to show off their uh reading fluency skills, uh which is something that we uh talk about and do a lot and work on a lot uh to develop in second grade. Um these students, they have worked so hard all

015year on learning how to sound out words and blend them together, and they have worked so incredibly hard. So, they're going to share their poems with you. Um but, first we have three young ladies that are going to share some information on literacy with you. I'm Nora. Fluency is a bridge between decoding and comprehension. We focus on reading fluency a lot in second grade. Decoding is matching up the letters and the sounds that they make. Comprehending is understanding what you read. Mariah is going to tell you what reading fluency is. I'm Mariah. Reading fluency is made up of accuracy, automaticity, rate, and prosody. Accuracy means getting the word right. Automaticity means knowing the word without having to sound it out in a snap. And reading and rate is not reading too fast or too slow.

016Prosody is reading with expression. I'm Vivian. I'm going to talk about orthographic mapping. Orthographic mapping mapping happens when the brain matches up letters and the sounds that they make and knowing what the word means. And when your brain stores it in your long-term memory so that you know it in a snap. >> [snorts] >> Logan, Grayson. You guys can move up if you want to see the TV. Come in. Logan, come in. Okay, go ahead. >> [laughter] >> That was awesome. Good job, you guys. I am Logan. And I'm Grayson. Today we're reading The Ant and the Dove. I'm an ant upon a path. I think I'd like a little bath. In a while I take a bath, I think I'd also like a little drink. I am a dove. I love to coo. I'm

017in a tree not far from you. Here's a spring to quench my thirst. I'll think I'll drink until until I burst. Oh dear, the water's racing down. That's That's little ant about to drown. Help, I'm drowning. What a fright. Help Help, he's drowning. What a plight. I'll drop a leaf. The leaf will float. Ant Ant can use it for a boat. Look, my Look, a leaf from up above. My life is saved. Oh, thank you, dove. Glad to be of of a help today. And now I shall be on my way. Oh goodness me, what do I see? Someone is be is behind that tree. He's catching birds. He's laid a snare of sticky twigs. Oh, dove, beware. Something's smelling very sweet. I think it may be good to eat. I'll give that hunter man

018a sting and he will yell like anything. And when he yells, the dove will flee and fly be cut away because of me. What's that yelling in the wood? It must be bad. It can't be good. A hunter may be coming, dear. I'd better to away from here. Well, you helped me and help you. That's the proper thing to do. We should always help each other. One good turn deserves another. I'm Bree and I'm Elena and we're reading I hate my hat. I hate my hat. I think it's my I hate my hat. You said that twice. I hate my hat. Now that's the third. I hate my hat. I hate that word. You hate that word. What word is that? That word you said. >> You mean my hat? No, not your hat. Your

019hat looks great. I like your hat. I just hate I hate. But not my hat. You don't hate that? Of course I don't. I like your hat. >> You like my hat? I said I do. I think your hat looks good on you. You like my hat? I like it fine. I like your hat. Do you like mine? Why yes I do. It suits your hat. Now let's do something else instead. Something else we both would like. >> Let's wear our hats and ride a bike. That sounds good. We'll take a snack. >> What should we do when we get back? Something that we like to do. You'll read to me. I'll read to you. I'm Natalie. And this is my partner Joanna. And we're reading The Fox and the Grapes. As I was walking

020in the wood, I spied some grapes. They looked so good. Look what we see around the bend. Here comes a fox. Is this our end? You lovely grapes, you smell so sweet. You're just the thing I'd like to eat. >> That greedy fox, he likes to steal. He'd love to have us for his meal. You pretty grapes, you're quite a bunch. I think I'll munch you for my lunch. Oh, here he comes. He's getting near. He's right below our vine. He's here. I'm right below and there you are, but I can't reach. You're up too far. The fox The fox can't reach us, Glory be. We all are saved. We still are free. Those grapes are sour. I won't stay. I didn't want them anyway. Moral: When you cannot have a share, don't pretend you

021do not care. If you sour grapes you're crying, everyone will know you're lying. I'm going to put Natalie on the spot for just a second. Natalie, can you tell us your first and last name? Okay. Natalie Merletti. And do you know somebody on the board? Yes. Can you tell us who? My aunt. >> [laughter] >> Hi, I'm Jason and this is Levi and today we're going to read The Lion and the Mouse. Look at the lion asleep in the shade. I'll go tickle him. Not afraid. What is that tickle I feel on my snout? Look, it's a little mouse running about. Lion, oh lion, forgive me. Please do. Someday I'll do something special for you. You help a lion, you tiny wee thing? What in the world could you do for a king? If you

022If you don't eat me and let me go free, someday I'll help you. Just wait and you'll see. Oh, run along then. Get out of my sight. You're hardly worth eating. You're only a bite. Thank you, dear lion. Someday Thank you, dear lion, and don't you forget. Someday you'll be happy. Be very happy we met. Time for some dinner. How hungry I feel. I must go hunting to find my next meal. Help! I'm trapped from my tail to my snout. Caught in a net and I cannot get out. I hear the lion of something is wrong. I think I can help him although I'm not strong. Don't worry dear lion, never lose hope. You'll soon be set free when I chew through the rope. >> You saved me wee mouse from a horrible death. I'll

023be your protector until my last breath. Moral: Strength is fine, but please recall kindness matters most of all. My name is Lennox. My name is Autumn and today we'll be reading Jack and Jill. My name is Jack. My name is Jill. We both were climbing up the hill. The hill was steep and very high. But at our house our well ran dry. We climbed and climbed along the trail. To fetch some water in a pail. We didn't have a lot of time. We've gotten tired from the climb. And when we finally reached the well and filled our pail. Guess what? I fell. Everybody knows your story. It is really very gory. I must have tripped and I fell down. I scraped my knees and broke my crown. I tumbled after down the hill. The townsfolk

024cried, "Poor Jack and Jill." We both were hurt, we went to bed. My mother bandaged up my head. It really was a scary sight. But pretty soon I felt all right. So once again we climbed the hill and each one took a pail to fill. And after we had reached the well, neither of us tripped or fell. We filled our pails up to the top. We didn't lose a single drop. This time the water didn't spill and that's the tale of Jack and Jill. Hello, my name is Cain Caleb. I'm Jensen. Today we'll be reading Little Red Riding Hood. Little Red Riding Hood's my name. My grandma made my hood. I'm visiting her house today. She lives inside this wood. My name is Big Bad Wolf it is and I'm in grandma's bed pretending to

025be grandma. Her nightcap's on my head. Why grandma dear, you're looking strange. Your eyes are big and wide. Never mind Red Riding Hood, just sit down by my side. But grandma dear, you look so odd. Your teeth are very long. I know they're not Red Riding Hood. Believe me, nothing's wrong. You're not my grandma, not at all. Just look me in the eye. I am. I am. I really am. I wouldn't tell a lie. Oh, yes you would, you mean old wolf. I should have known it's you. But see the nightcap on my head? I'm grandma through and through. Now Big Bad Wolf, tell me the truth. What did you have to stop? Well, if you really have to know, I ate your grandma up. You ate her up, you naughty wolf. I ate her

026in one bite. Well, hurry, cough her up again. I hope she's still all right. >> [laughter] >> Oh, grandma, dear, you're not dead. Now wolf, give grandma back her cap and give her back her bed. But I'm still starved Red Riding Hood. Well, if you promise to behave, I'll take you out to lunch. We'll go out to a restaurant and while When cooked, we'll read a special story out of a special book. It's called Little Red Riding Hood. >> Just like your name, I see. Let's now let's begin. I'll read to you and you read to me. Hi, I'm Maddie. I'm Mariah. And today we're reading Humpty Dumpty. I'm all cracked up. I really hurt and look, I tore my pants and shirt. I must have met I don't know whether I can put you

027back together. The king's men tried, his horses, too, but there was nothing they could do. Well, I'm a doctor, as you see. But eggs are not my specialty. Dear Dr. Brown, please take a try. If you don't operate, I'll die. Well, I'm a Wait. Dear Humpty Dumpty, don't despair. I'll do my best on your repair. Why, Dr. Brown, you've done so well. You've patched me up, you fixed my shell. Dear Humpty Dumpty, that's so kind. And now my fee, if you don't mind. Why, Dr. Brown, you charged a fee? My operation wasn't free? I never heard of such a thing. Why don't you ask your friend, the king? I'll have to tell him what you charge. I hope your bill is not too large. I never fixed an egg before. I have to charge a

028little more. How much is that? A dollar five. Why so low? Well, you're alive. Why, yes, I am. Then pay my fee. If you're alive, then it's thanks to me. Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. The doctor came running, he got the return, and put Humpty Dumpty together again. It was awesome. >> All right, boys and girls go ahead and head out. Thank you so much. They were so excited to present for you. You did a great job. We hope you enjoyed our presentation tonight. All right, the next item on our agenda is the Bulldog Center Stage Awards. I'll turn the floor back over to Dr. Gould. This evening we have come to our last set of Bulldog Center Stage Award winners for the school year. And so I

029it was great pleasure that we announce our May winners. Starting with Indian Trail, Catherine Aarons, our preschool teacher. She is an amazing preschool teacher. Kathy is not only excellent in her role in the classroom, but she consistently goes above and beyond by always being a team player. She willingly jumps in to help wherever needed, often before even being asked. Congratulations, Ms. Aarons. Next from Lakeview, Megan Alderman, speech therapist. Megan is always there to support student and goes above and beyond every day. Megan comes to school with a positive attitude and communicates with staff and parents. Megan is an advocate for student but but does not brag or boast about her accomplishments. Congratulations. From Echo Hills, Sandy Chastain. Sandy is a second grade teacher and she has been instrumental in bridging the gap between school wide

030operations and classroom excellence. As a key member of the building leadership team and safety committee, she has gone above and beyond her contractual duties to ensure our building runs smoothly and securely. Thank you so much, Ms. Chastain. And next from Highland, Beth Trebinski, building secretary. Beth is truly the heart and soul of Highland. Her unwavering dedication shines through every day as she supports staff members, leads the office with grace and cares deeply for our student. Beth approaches every challenge with determination and resourcefulness, ensuring that Highland runs seamlessly from the first bell to the moment the last student heads home. Congratulations, Ms. Trebinski. And next from Woodland, Emily Ingle, general music teacher. Emily works to gather community support for our music program by having our choir sing at the Akron Rubber Ducks game. And if you

031didn't see it, we definitely displayed it online. So, congratulations, Ms. Ingle. Next, we have third grade teacher, Jennifer Greg from Riverview. Ms. Greg is an outstanding educator and valued leader among her grade level colleagues and team at Riverview. She is both She is both a continuous learner and a natural teacher in every setting. In her classroom, she exemplifies the role of a warm demander, holding high expectations for all students while working to ensure that every child can meet rigorous learning standards. Congratulations, Ms. Greg. I hadn't gotten to him yet. Kristen Loffler, kindergarten teacher. Ms. Loffler makes every student in her classroom feel special. When one of the students in her classroom was going to be celebrating a birthday, she knew that bringing a treat for the class would be a hardship. She met privately with

032the student and asked what he would like to share with the class. She spent her own money ensuring that he felt special on his birthday and had treats for the entire class. Thank you, Ms. Loffler. Kylie Nickel, intervention specialist. Kylie goes above and beyond for all students. She willingly works with all students, even ones she doesn't uh that she doesn't even know. She is always willing to help accommodate and modify. She advocates for her students and builds lasting relationships with students and their families. Congratulations. From our transportation department, mechanic Natho Nathaniel Roth. Nate has added a positive climate in the garage. He is very approachable and respectful when the drivers with the drivers and works hard to maintain our vehicles and keep our students safe. Thank you so much, Mr. Roth. From our high school,

033we have two winners. Shawn Pennell and Tim Kusko Kusak. Tim and Shawn are outstanding educators who bring positivity, energy, and leadership to our school community and our PE classes. Their ability to organize events, activities, and daily routines helps create an engaging and welcoming environment for all of our students. Thank you so much to Mr. Pennell and Mr. Viskusack. >> All right, the next item on our agenda is to honor our top 10 seniors for the class of 2026 and I will turn it back over to Dr. Ghoul. I'm sorry, see I did that now. Uh I did this last week. I skipped it. Item B, recognition of certified and classified retirees. Turn that back over to Dr. Ghoul. As we begin recognizing and celebrating our retirees this evening, I often refer to the time of

034retirement as rejuvenation. A well-earned opportunity to embrace new adventures, renewed purpose, and cherish moments with family and friends. We want to say thank you for all of the lasting memories, your unwavering dedication, and love that you shared with our Stow Bulldog family throughout the years. Your impact will continue to live on the hearts of our students, staff, and community when we are forever grateful that you made a difference. So, thank you so much. We will begin with me recognizing two administrators. I want to start with Megan Graziano who was not here in attendance this evening. Uh on behalf of the Stow Munroe Falls City School District, we extend our sincere appreciation and congratulations on your retirement. Megan was hired as a grade five teacher in 1993. She taught um that grade level for five years.

035She then taught grade six for one year before becoming an assistant principal at Lake View. She was there for three years. In 2003, she became the principal at Highland Elementary, where she remained in that position for 22 years. Your years of dedication, compassion, and commitment to education have made a lasting impact and count on countless students, families, and colleagues. Through your guidance and leadership in the classroom, you have helped shape the lives and futures of so many within our school community. I want to thank everyone on behalf of Megan. She wanted to make sure that she uh share thank you for all the meals, the gifts, and the prayers that her family has had during this difficult time. And we really want to wish her and her family the best on her retirement. Thank you

036so much, Ms. Graziano, for all of your dedicated years. Next, we have Tracy Kosmac, who is in attendance this evening. We would like to extend our sincere gratitude to Tracy, our principal at Riverview, on her retirement. Throughout her 14 years of service, Tracy has demonstrated an unwavering commitment to the student, staff, and families of the entire school community. Under her leadership, Riverview Elementary School has continued to grow and thrive, providing students with opportunities to both see academically and personally. Tracy has led with integrity, compassion, and dedication, earning the respect and admiration of her colleagues and the communities. Community members alike. The positive impact she has made on the lives of countless students and staff members will be felt for many years to come. On behalf of the Board of Education and the entire district, we

037thank Tracy for her outstanding service and leadership, and we wish her well on her rejuvenation, filled with happiness, good health, and time to enjoy family and friends and new adventures. Congratulations on a remarkable career. And next, we will have supervisor Mark Train, who will come to announce our next retirement. All right. So, I'm here. I'm Mark Train, director of operations, and I'd like to extend my note of gratitude and congratulations to Rick Rimbilack, assistant custodial maintenance supervisor. Come on up, Rick. So, Rick came to us in a very non-traditional career path. Most people may not know, but he is a former D1 baseball coach at Kent State University, right? Wake Forest, ended up at the University of Akron, and when that program closed, went to Perry and helped out around athletics and eventually became assistant

038athletic director and then athletic director. Bonus. Coach Mrs. Marconi's brother-in-law. So, through his experience in his journey around the country, the thing that comes to to mind with Rick is the fact that his effort and his hard work clearly made him a key differentiator in Stow-Munroe Falls City's operations the past 3 years. And anytime that anyone, whether it's a teacher, a bus driver, bus supervisor, principal, superintendent, if they had asked anything of Ricky did. He even drives the bus when and fills in. And talk about a can-do attitude and can do it all. And so with that, I'd like to express our gratitude from the schools and from the Board of Education. Congratulations on your retirement. Thank you. Much appreciated. Next is Mr. Love, who will announce our central office retirement. Mr. Treen got me.

039All right, well this is Colleen. This is Colleen Skover. Um and like I was saying, Colleen has been in the school district for over 24 years. Um and most recently as our ASOP um absence monitor and she does it all. Um I relied on Colleen so many different mornings where as a principal I'd come into the building, see subs run unfilled, and she'd get a panicked phone call from me. And somehow, someway, Colleen always found ways to get staff in there. Uh when I shifted to the HR director position, um me and Colleen became much closer. Because often Colleen would be the last person I'd talk to at night saying, "Hey, we we need this sub vacancy filled." And then the first person I talked to in the morning when we needed another one filled

040and different things like that. And Colleen always found a way. Um Colleen works tirelessly to support our students and our staff. She truly She truly does it all. She's always there. She's always willing to pitch in and lend a hand. Um, Colleen is is often She has the heart just to help. She has a passion to see our kids and see our staff be successful. And because of that, Colleen, we truly do miss you. I miss seeing you each and every day in the morning. Um, Colleen, we loved hearing uh about your passion for our students and then also your own grandkids. And we loved hearing your stories and we truly do miss you. Uh we hope that you come back and sub for us soon. Thank you, Colleen. And next we'll have Principal Hamilton

041come up to introduce Echo Hills retirement. You want me to come to you? I will happily come to you. Yeah. Tonight, I would like to recognize Annette Romko, whose dedication and compassion have made a less a lasting difference in the lives of students with multiple disabilities. Through patience, kindness, and unwavering support, she's helped students grow in confidence, independence, and success each day. Annette's commitment to our school community has touched countless families, staff members, and students, and her impact will not be forgotten. We thank Annette for the years of service and wish her a joyful, well-deserved retirement. Thanks, Annette. Next we'll have Ms. Marconi introduce the retirement from Indian Trail. All right. Michelle, if you could come up. >> So tonight we celebrate someone truly extraordinary, Michelle Dane. For 35 years, Michelle has walked through the

042same doors at Indian Trail teaching in the same building the same grade and even the same classroom. In a world of education where so many things change, she has become a constant for generations of students and families at Indian Trail. When you think about it, Michelle has touched the lives of more than 875 students and families through her kindness, patience, encouragement, and dedication. It is a true legacy. Teaching is so much more than lessons and assignments. It's showing up every day with heart, compassion, and genuine love for children and community, and Michelle has done that. Her commitment to Indian Trail and to this community is truly unsurpassed. Your classroom has always been a place where students felt safe, supported, and valued. You have shaped lives, built relationships, and made a lasting difference that goes well

043beyond the classroom. While retirement marks the end of this chapter, your impact here at Indian Trail will never fade. You will always be part of this family and forever bulldog. So tonight we say thank you for the years, for the love, for the sacrifices, for the commitment, and truly being the heart of Indian Trail for 35 incredible years. Congratulations on your retirement. Once a bulldog, always a bulldog. You will forever be part of this family. Thank you. Next we'll have our retirements from Lake View and Axline Principal Yaconis to please come to the front. First I'd like to mention Mr. Bob McBee. He retired at the end of first semester, so he's not here with us today for this. Um, but his year prior previous to this year, I mean, he had debilitating back pain

044um impacting his mobility and he missed a lot of time the previous year. Going into this year, the words that I would like to say in regards to Bob McBee that I hope he he hears is he demonstrated such tremendous bravery and courage coming into the building every day. It was truly commendable commendable the battles he fought to come in and you knew he was doing it for his students day in and day out. And by the time he was getting ready to retire at the end of this semester, his students knew how much he put in. It was a very special thing to see. We also have retiring Mr. Kirk Wooster. He's not here with us tonight, either. Um, but the Grand Central Station of a school is the library and Lake Lakeview is

045no different. Every student travels through that library during their two-year journey at Lakeview and our station master for years and years has been Kirk Wooster. Throughout his tenure as our librarian, Kirk made sure that every student had a book in their hands. More importantly, he ensured each student had the right book in their hands, helping children discover interests, passions, and a love for reading. Kirk has been a tremendous advocate for students, a leader within our school, and a passionate supporter of literacy and learning. While we will eventually find a new media specialist, there is only one Kirk Wooster and he is irreplaceable. Finally, I'd like to say about Kirk, cuz I'd be remiss if I didn't mention it, I think the thing most of us will miss about Mr. Wooster is those special guest announcements

046in the morning. Um, he woke up the building, for sure. Next, we have Terry Ernest. Terry, you want to come up? >> Terry, take the spotlight. Terry's acting a little shy, but I promise you >> And I am, you know. Terry will leave behind a tremendous hole at Lakeview. If you were asked to build the perfect teacher, Mrs. Earnest would be the model from which to begin. She possesses the rare ability to balance patience with high expectations, independence with structure, and compassion with responsibility. Mrs. Earnest understands when students need guidance, when they need encouragement, and when they simply need the freedom to explore and grow along their educational journey. Her talent as an educator is truly unmatched. And for the latter part of her career, she was the teacher of gifted students, and those attributes

047that I said would could not be more evident. She did tremendous things for those students to support them, and encourage them, and let them blossom. Beyond her abilities in the classroom, Mrs. Earnest is also a fierce advocate for her students. She is always willing to stand up for what is best for her children in her care, and is often the first to raise her hand and speak up for what is right. And that's probably why I brought her up, because otherwise she'd have her hand up to tell me what I need to do. Lakeview has been incredibly fortunate to have Mrs. Earnest as part of our school family, and her impact on students, colleagues, and the community will be felt will be felt for years to come. And next is Jean Biemiller. Take center the

048Jean. Jean has been a steady and caring presence at Lakeview. Always focused on what matters, reaching students and supporting children. Throughout her career, Jean has demonstrated tremendous resilience and patience, adapting to different teaching partners, changing classrooms, and evolving expectations. She always came forth with an attitude that no matter what was in front of her, her focus remained on the students and made the most of every situation. No matter the circumstance, Mrs. BML remained committed to creating meaningful connections with students, helping them grow academically and personally. Her flexibility, dedication, and unwavering focus on children have made a lasting impact on countless students and colleagues. Lakeview is grateful for your years of service, compassion, and commitment, and you will be greatly missed. Our next retiree is Mike McHale from Kimpton. We will show him on a slideshow

049because they are having a award ceremony this evening. So, I'm here with Mrs. Sylvia Dueker, who is hanging it up here at Kimpton after 35 years, 22 at Indian Trail, and 13 here at Kimpton. We're on your screen right now because we're at the high school doing awards. She's working every day and working and working at night, working hard at night. But, I'm here with Sylvia. Sylvia has been You're such an asset to our building and to our district for multiple reasons. One, just the work of what you do in the guidance department, guidance office, with keeping everybody You're the glue that holds this together. Whether it's transcripts, whether it's meetings, um but even the little things. And it's the little things that I love most about you where Sylvia loves to move and she

050loves to walk and she hates to stay seated. So, when Sylvia when we're needed to grab kids or uh you know, round up 30 or 40 kids for a certain club or a meeting, Sylvia will go. She She you know, she's our number one runner and she gets out and she visits classrooms and she gets kids as needed. Uh but she also has another special skill because being Spanish speaker, native, right? Native uh Spanish speaker, she has helped in so many capacities with communicating with our families that has been absolutely invaluable. And those are things that you don't put on resumes, those are things that don't go on a piece of paper with celebrating your your 35 years, but those are things that stick out to me that just set you apart from other people,

051um other humans. And I want to just thank you for all that you've done. I want to congratulate you on your retirement. I'm jealous. I'm super jealous, but so proud of you. So, I mean, this is just a piece of paper, but I have a I got a little something for you. So. There you go. So, I'm here with Mr. Mike McKeel, aka Mr. Kimpton. Uh he's hanging it up this year after 33 years at Kimpton. And I'll tell you what, there is not a teacher here who is not respected more for not just what he does in the classroom, but what he does outside the classroom with students, all this time coaching, coaching many sports, coaching many levels of kids, but and many generations of kids. He has kids right now whose parents have

052come through Kimpton and come through Mr. McKeel's class. And I can say personally, uh my two younger sisters who came through Stow Munroe Falls and they came through Kimpton, when I asked them I said, "Hey, who's your favorite teacher at Kimpton? What was your you had best experience?" And they both said without hesitation, "OH, MR. MCKIEL. He was awesome. We love Mr. McKiel." So, it's been a long time coming, 33 years. Um, I mean this is just a little certificate, but I just have to say thank you. You're outstanding. You're a rockstar and I wish you good luck in your endeavor moving forward. Appreciate it. All right. Hey, lifetime achievement. What do you know? All right, I'm here with Dave Charnet and Dave Charnet is hanging it up after 32 years in education, uh, but

053he's been here at Kimpton for 28 years and he's done a lot to help our students out. Uh, he's been a big part of our STEM program, uh, writing grants, uh, doing cool things like VR and 3D printing and he has been a pioneer in the district for these things and these opportunities that our kids have had throughout the years in STEM. So, I just want to take a second to congratulate you, Dave. Thank you. >> Um, thank you so much. Here's your, uh, official lifetime achievement award from Kimpton. Thanks. It's okay. I appreciate it. Thank you. It's been fun. All right. And next we'll have Principal Murray. Come on up, Mr. Scalzo. I wasn't going to make you stand by me, but everyone else did, so I had to call you up. Tonight I

054get to and I have the privilege of talking about a legend of Stow Munroe Falls High School, Mr. Jim Skelza. It's incredibly difficult to put into words what over 41 years of service means. Mr. Skelza's impact cannot simply be measured in years. It's measured in the thousands and thousands of students who life he's changed, the colleagues he has inspired, and the relationships he's built throughout this entire community. I first met Jim nearly 20 years ago when I had the privilege of teaching alongside him in the math department. And I can honestly say on behalf of every math teacher who's ever worked with him that Jim Skelza is a remarkable educator. We all strive to be even half the teacher he is. When I asked teachers and students what they would say about Mr. Skelza, some

055of your colleagues, the responses perfectly perfectly captured who he is. One teacher said, "Skelza has been a mentor, an outstanding educator, and a dear friend to many. His door has always been open to anyone who needs to chat or kid that needs to store their bat bag before and after school. He is humble and kind to his core and can always cheer you up with a good story or one-liner." Another teacher reflected on the privilege of teaching alongside Jim for 18 years and said, "I have learned so much from him. From his knowledge mathematics and teaching methods to his ability, still in year 41, to connect with students. To this day, I can walk by his room after school and he's still there working with kids." Another staff member simply said, "Skelza is the goat."

056And honestly, that may be the most accurate description of all. He went on to say that Jim is not only a master of his content, but a master of relationships. And his roots run so deep in Stow because of the countless connections he's built with what he called jokingly 137 years of teaching. He also pointed out something incredibly special. That Jim has taught the children of his former students. That kind of legacy is rare. And perhaps one of my favorite reflections come from a colleague who said, "Whenever he runs into alumni around the Stow area, one of the first questions people ask is, 'Is Skelza still there? Do you know Skelza? Or how's Skelza doing?" And to think about that for a moment, after all these years, graduates still ask about Mr. Skelza. That tells

057you everything you need to know on the impact he's made on our community. One of our students, I think, also said it best. A student said, "He's descriptive" This is one of our honors math teachers or students. "He's descriptive. He's in-depth and explains things really well. He's the best teacher I've ever had." Another said, "A few years ago, he asked me about a piano event involved in. And just a few days ago in the hallway, he saw that same student and asked about it again." That student also said, "Pretty much the goat." And that's exactly who Jim Skelza is. Jim has always had an incredible ability to teach math at the highest level, pushing students to think critically, stretching their minds, and believing in themselves, while at the same time building genuine, meaningful relationships with

058kids. Students knew Mr. Skelza cared about them, not just as learners, but as people. His rapport with his students is legendary. He connects with everyone. Whether it's in the classroom, in the hallways, at a baseball game, or cheering in the stands at student events, Jim has always shown up for his students. He's been an integral part of the fabric of the school community. Beyond the classroom, he's dedicated 20 years to coaching our baseball in our district. And even now, you can still find him supporting our teams. He has faithfully served as a long-time scorekeeper for boys basketball. And as a proud Stow resident and parent, he has invested not only his career, but his heart into our community. One of the moments I think about when I reflect on Jim was during COVID. At a

059time when education challenged all of us to step outside of our comfort zones and completely rethink about how we taught students, Jim could have easily decided it was time to retire. Instead, he leaned in. He adapted. He learned new ways to teach. And once again, became an inspiration for all of us. That says everything you need to know about Jim Skelza. Jim, I have the utmost respect and admiration for you, and I speak for the entire Bulldog staff when I say you'll be dearly missed. You have left an imprint on these hallways that can never be replaced. Thank you for an incredible 41 years of dedication, leadership, kindness, humor, and love for students. Congratulations on your retirement, and you will always be a Bulldog legend. Again, thank you to all our retirees. We wish you

060so much success on your next phase and journey. All right, now that I've gotten with the program here, item C, top 10 seniors for the class of 2026. I'll turn it back over to Dr. Bull. I'm going to ask Principal Murray to come back up again. On this evening, we would like to um congratulate 10 outstanding seniors representing the class of 2026. Um this um accomplishment definitely is preparing you for your next journey. Um it was so hard to get to this point that we were even up to this morning doing the calculations for top 10. So, congratulations on this remarkable achievement, and we thank you for leaving a living legacy uh for future Bulldogs for years to come. We are going to call you up, uh share um a certificate with you, uh and

061Ms. Murray and I will congratulate you, and uh say your name and what school you'll be attending uh in the fall. >> Hello. Okay. So, thank you for those of you that are here since like Dr. Gould said they were notified this morning around 8:30 uh due to waiting for all of our grades to come in. Uh but first, Anisha Barua attending Ohio State University. Haley Cotright attending the University of Cincinnati. Go back. Megan Koval Bowling Green State University. Ian Hartman attending Kent State University. Go back. Joshua Jordan attending Ohio State University. Cooper Manion attending Ohio State University as well. Cameron Martin attending Duke University. Cameron has finished first in the class. Samuel Nester Oberlin University. Tristan Roach who Dr. Gould just said is probably running currently uh Kent State University. And Lillian Shamalo, Shamalo,

062I want to University. Shamalo. All right, thank you again and a round of applause for their hard work and dedication over the past 4 years. We're incredibly proud. All right, the next item on our agenda is a 5-minute recess, but it looks like our gym is pretty well cleared out already. Feel free to leave if you'd like to, but we'll move now to comments from the audience for voted agenda items only. At this time in our agenda, we invite citizens to share their concerns about items on today's agenda that will be voted on only. Comments on non-agenda items will be heard later in the meeting. All comments must be directed to the entire board and be no longer than 3 minutes. We will listen to and consider your remarks, but there will be no conversation

063aside from clarifying questions. If you were seeking a direct response or further information, we ask that you submit your request in writing and please begin your remarks with your first and last name. Uh question, are we having a 5-minute break? We can take a 5-minute recess, but it looks like it's cleared out. Okay. Um point of order, uh Mr. President, um I would like to guarantee that the items that I shared with you are on the next agenda. Am I getting them to to whomever in a prudent uh time? So, I will look at them with Dr. Gold. Um if we meet on Thursday, it would be helpful to have them at least the day before we meet at some point on Wednesday um so that we can do that. Um apologize that I did

064not get to them in time this this week. But So, just to get clarity, anything that I would like to have added on the agenda needs to get there on a Wednesday? I think if everyone could bring that unless it's an absolute emergency, um you know, bring it by Wednesday would at least allow me that the courtesy of having a chance to look at it and ask any questions. And one of the items on there was a conversation on changing the meeting location for June 8th. I don't know how I can how we can incorporate that or can we have that kind of can we have that conversation somehow? Well, I think when we get to the near the end of the meeting prior to adjournment, if you'd like to move to change the location

065of the next board meeting, we could certainly do that. Thank you. Any public comment on voted items? Thank you. Hi, I'm Evelyn Kremyar, k r e m y a r. I'm not entirely clear if we're voting on anything financial tonight based on the agenda, so I hope you give me some grace cuz I really just want to say a thank you. Um I would like to thank Mr. Whitaker for the eloquent and heartfelt endorsement of the Stow-Munroe Falls High School marching band that he shared at the last school board meeting. I too was a band kid, and so were both of my children. Uh my daughter even minored in flute at Denison, and my son played percussion in the Ohio Northern University marching band all four years of college. He then wound up marrying one

066of his fellow percussionists. Both of my children also participated in theater and art classes throughout their time in our school district. As a supportive parent, I drove carloads of kids to tag day, helped care for uniforms, made and delivered dinner to entire cast of plays, and helped construct sets. So, I got to see these programs up close. The arts programs in our school are stellar. It is almost like we're an arts magnet school district, which enhances parents' desire to live here. So, as we face cost-cutting in the future, I hope all of you will prioritize the arts as much as you do math and reading. They are what make our district special, but more than that, they deeply enrich our children's lives. I always remember this quote from the movie Mr. Holland's Opus, when they

067have informed him that they are cutting the music program, and he says, "Well, I guess you can cut cut the arts as much as you want on your reading and writing, but sooner or later, these kids aren't going to have anything to read or write about." So, thank you again for your thoughts. Are there any further public comment on voted items? Seeing no one approach the microphone, we will move on to the superintendent's consent agenda. Do I have a motion to approve that consent agenda? So moved. Is there a second? Second. All right. And Dr. Bull. I recommend that the Board of Education approve the consent agenda items B through C. Any discussion on these items? Uh >> [clears throat] >> Yes. What's So we have an A here. So is is is this I'm

068a little confused. It says A motion to approve the consent agenda. But the items that we're approving are B and C. Yes. Okay. Yeah, they're they're base I mean they're essentially sub parts of A, but Okay. I I just didn't know if it needs to be worded differently. I mean should it be motion to approve the consent agenda and then have items A and B. Just just curious about formality here. Yeah, I don't know that the software permits hanging paragraphs, so to speak, cuz that's what that would seem like to me. Like if I were writing this, I would make it a hanging a hanging paragraph, but I'm not sure that the software approves that. I I know I have to say I've not noticed that before and I just happen to notice it here,

069so I'm just questioning as far as if it's being presented correctly as far as it should not be item A, it should be just a subject and then your item should be the written authorization to CCW and Yes. So I don't know if that needs to be investigated or looked at just to make sure that we're following the rules. Fair enough. Any further discussion? All right. Roll call, please. Just real just real real quickly. I jumped in I just jumped back and looked. That's how they all look. So it's nothing different. You must have just noticed it this evening. All ready. Aye. I. Dianne. I. Phil Donley. I. William Kurtz. I. Did you want to read the gifts here? Yes, thank you to our partners, Akrochem Corporation for donating. Akrochem and subsidiaries donated $1,000 to

070the Stow-Munroe Falls High School IMPE program. Mr. and Mrs. Smith donated to Woodland Elementary. The Stow-Munroe Falls High School PTSA donated $250 to the Stow-Munroe Falls schools on flow system, and the Summit County Master Gardeners donated six books to the elementary schools. So, thank you to all of our partners. All right, next item on the agenda is starts the superintendent's recommendations. Item A is a personnel recommendation. Is there a motion to approve? So moved. I'll second. Dutch Bohm. Yes, we'd like to recommend the following personnel recommendations for section A. Hearing no discussion, Mr. Hammond. Who was the second on that? I was. I'm ready. I. Moyer. I. Dianne. I. Phil Donley. I. William Kurtz. I. Next item. What And to Mr. Hammond, um folks have asked if can you pull the mic closer to you

071cuz yeah, in the recordings, it's very hard to hear you. >> Thank you. I keep forgetting to turn it on. All right, item B, administrative personnel recommendations. To approve Sean Doherty as elementary principal. Is there a motion to approve? So moved. Second. All right, any discussion Dr. Bull? This recommendation is to hire principal for Riverview to replace Tracy Kosmac who is retiring. And Mr. Doherty could not be here this evening. We did invite. Uh roll call. Morelady. Aye. Moyer. Aye. Sheehan. Aye. Fuerstenau Dernick. Aye. Riddick. Aye. All right, item C administrative personnel extended days to approve 10 days of extended time for the new athletic director Troy Spiker at his per diem rate. Is there a motion to approve? So moved. I'll second. All right, Dr. Bull. This is to allow our new athletic director

072some transition days with the athletic department prior to his August 1st official start date. And what's the rate? It says his per diem rate. What is his per diem rate? Mr. Lowe? I don't think that there is. Sorry. Sorry, I I actually don't have that information on me right now. That's fine. At the last meeting we approved his contract. Maybe it was the meeting before. I thought it was last week. I think we were at Lakeview. >> But while you're pointing to that I would like to add to the wording because it's important for the finance department that 10 days is on the front end of his contract. So that we know that it starts before his contract begins as opposed to at the end of the contract. So his contract uh according to the

073um April 27th meeting was for $102,054.63. So I assume his per diem would just be divided by the number of days that he works at 260. Yes, he's a 260. Okay. So it would be 102054.63 / 260. I I don't have a calculator. All right. Mr. Love can get back to you with that, right? Looks to me like $392.52 a day. We will get back to you with that. >> Okay. Uh roll call, please. Moretti. I. Moyer. I. Sheehan. Uh since we don't know for sure, uh no. Suedonic. I. Whitaker. I. Next item on the agenda is approval of appointment for certified personnel one-year contracts for the 2026-2027 school year. Do I have a motion to approve this item? So moved. Second. All right. Any discussion, honorable? Just one-year contracts for uh certified uh personnel.

074And these would be at the rates and tables in the collective bargaining agreement, correct? >> Yes. Okay. All right. Uh roll call, please. Moretti. Excuse me. Really? I more here I she in I so the dining I for the car I item e employment for certified personnel two-year contracts for the 26 27 and 27 28 school year is there a motion to approve? So moved. second Dr. Bull same these would be for certified personnel for two-year contracts Yes, I have a discussion item here. I would look to make a motion to change that to one year due to our district financial instability or potential financial problems to be putting us on um a responsibility for a two-year when we could have some issues with the say those particular teachers would not be prudent at this

075time. So I don't know that again I'm happy to hear clarification but I don't know that whether they have a one or a two-year contract it changes if there's a necessary reduction in force is that correct I mean this is all under the collective bargaining agreement. >> It does not change do we have to have a reduction in force we would reduce accordingly. And there's no liability on us if we get rid of somebody who has a two-year contract before the two years are up? There's a process that we have to go through. Yeah it's it would be pursuing to the contract so if they were just like an administrative contract if it was reduced in force prior to a second or third year as long as that process is followed there would be no

076additional liability. But it's possible. I I knowing a speculative, I don't know. So then maybe having the one year would guarantee that we would not have any potential litigation. If we had to let loose someone that has a two-year contract. Without having legal here, I don't know if there's an I don't know if there's an automatic right after a certain amount of time to to go from a one-year to a two-year. That I don't know. So there's a process in human resources where you can offer one year so many times, then you have to move to either a two-year or then the person then after a certain evaluation period goes to a three-year. So these people are at that point where they are being offered a two-year. Is this Stow district itself or is this

077the state or is this the feds? This is law in regards to hiring. So the law says that even though we may be in a potential financial situation that we have to give X number of teachers as in this case two-year contracts. There is a certain amount of time where you can give a one-year contract, then you have to move to another year of a contract or either reduce or let the person go. But there is a process in order to do reduction in force as well as to not employ a person. Any any further? Uh roll call, please. For that I vote I. Moyer? I. Shean? No. Fedorovich? I. Rudecker? I. Item F, employment of certified personnel continuing contracts for the 2026-2027 school year. Is there a motion to approve? So moved. Second. Dr.

078Bull? These individuals have reached a level of being tenured and so they are being offered a continuing contract. This again would be consistent with the union contract. >> Yes. Now, I have some questions on this. Um can anyone here tell me how does tenure uh help our students learn? Well, you have a consistency in a teacher. What if that teacher is not capable? If that teacher is not capable, then there's a evaluation process for um to take place. But what protects bad teachers? I know to me it just could have protect bad teachers and disincentivize young teachers. It seems kind of discriminatory. Well, at this point anyone who would be be offering a continuing contract is not considered a bad teacher. Now, is this But again, as you said on earlier in the 2 years,

079is the state telling us that we have to do this? I said for a continuing contract, these people have gone through the process of several evaluations in order to receive a continuing contract. And how does that help students learn? Because you have the consistency of a good teacher who is standing in front of them. Um I did look up tenure and I found out that tenure was something that was started in the universities. And it was basically to protect the intellectual independence of a professor who may go out and do research. And maybe his research was found to be inadequate and he could be fired. Um nowhere could I find that there was any advantages in the high school arena for tenure other than giving someone a permanent job. You mean in the education arena?

080Cuz you said high school. >> Yeah. What did I say? Educational arena. Um I know it doesn't necessarily mean that a person cannot be fired, but it does make it more difficult. And I didn't research it enough to find out why and how it how it flowed down into the high school arena for again for the reasons that tenure was started. Um So again, I think it gives us uh potentials for issues um based on the fact that you're giving someone a essentially a permanent job regardless of their performance. And if they're performing incorrectly or not up to standard, it's a it's a a whole 'nother layer to remove or switch or change that particular teacher. And consistency, I don't know is necessarily a um has anything to do with how that how how it's

081going to change that teacher and the way they teach and helping students learn. These teachers are evaluated each year, and there is a process of where there are at least seven standards that they have to meet and be qualified. And so the reason that we are offering them a contract for continuing education is because they have met those requirements. So again, you keep referring to the high school. This is for all teachers across K through 12 that have to go through this process. Right. And again, it's it's contrary to why tenure was started. Well, we're not looking to protect anyone from K to 12 because of their research. I'm I'm I'm not negating what you figured a definition of tenure is. I'm here to offer a continuing contract for teachers who I feel are qualified

082to be tenured. And again, we go into the to the realm of the fact that we are in a financial situation that could be difficult, and some of these tenure teachers that maybe we need to um re- re- they're part of a a reduction in force. Uh now we made it more difficult. We have not made it more difficult because we have just done a reduction in force and we have had seven certified teachers who have lost their positions, but because of attrition and retirements, they have found somewhere else to work in the district. All of those teachers have been um evaluated properly and have met the standards for the evaluation and so they are still here with us. Our goal is not to um um distract or break down our classrooms when it's not

083necessary. Any job, doesn't matter if it's education, business, it doesn't matter. There is a process that you must go through in order to remove someone from their job. And that process will be followed if it is necessary. Were any of these that were that um you mentioned were um a product of reduction in force, were they tenured? Were any of them tenured? These people are just going up for tenure. They've never been tenured. No, no, not this group. Any of them that you you said you we we got rid of. Were any of those tenured? Were any of them Were they tenured previously? >> people who got reduction in force? Yes. There were some. Yes. Mr. Sheen, the benefits of tenure on students is well documented. Having low turnover and having consistency in the classroom

084is a very like it it's it's very proven to be beneficial. Well, there's no other industry and Felicia mentioned business, there's no business company out there that it gives tenure. Well, the other thing is that business produce products. We produce individuals who carry on the society. So, you're not even we're not comparing apples and oranges. We are comparing the process of removing someone who does not do their job properly. I'll speak if I can as a former teacher. I've been through the evaluative process for teaching each year assessing as Dr. Gould mentioned the seven areas. And um you know, what teachers do and and how they teach students is um uh goes through what's called the OTES process and it's a rigorous process where each teacher is evaluated regardless of where they find themselves on

085the contract level. So, I'm going to focus for me personally on what is not all the what ifs like if a levy fails, if we get sued. I think planning is important, but what I focus on is what we currently have and I think we have a system that serves our students really well. That's the thought I have. I guess lastly, based on what we see across Ohio, across the country and the dramatic decline of the intelligence of our students, I question and and I I'm I'm sorry if it's takes it personal, but I I I question just in general um the effectiveness of these evaluations. And tenure just adding another layer onto the fact that you have now put a person in a position where they {quote} it's very difficult for them to be

086fired. And I would agree with you that there are concerns about student achievement and how student achievement has flagged and sometimes been failing. It's multi-causal. It's correlated, but not um I have a hard time supporting that if we got rid of tenures that students would excel. I think there's multiple factors and you've brought up some of those in previous conversations, so I hesitate to ascribe student performance to the tenure. I think the it's just there's not a link. When I from from my perspective, even though it says in the agenda item that they're they're granted tenure and they are granted the word tenure, um what the board is approving is a continuing contract and that these teachers have been evaluated what, five, six, seven plus times? Um I don't know what the max At least

087six. Okay. Um and have gotten to the point where their building and overall district administration feel like they've they've earned the right to not have their contract up every one to two or three years. And so it doesn't protect anyone if if in fact there's a reduction in district income, a drastic reduction in district income, that positions are going to be removed. I don't think it protects anyone. It just allows them to not have their contract up in front of the board every one or two years. So I mean, I think at the end of the day they've they've had six evaluations. They've been here um you know, I think we have to trust the building and and central administration to evaluate them um at that point. The process is not unique for one year,

088two year, or continuing contracts. It's essentially the same in school districts across the state, and I'm sure you've noticed that there's often times reduction in force, including in our own. It's It it does not affect whether or not that is a possibility should it become necessary. I move to vote. Can we do that? Unless there's any further discussion, we can just call the roll anyway. Muraldi? Aye. Moyer? Aye. Sheehan? No. Theodorou? Aye. Whitaker? Aye. Next set of items here, we'll go by them one by one. Um they're contracts for services. Item G, contract for services, KidsLink service agreement for 2026-27 school year. Is there a motion to approve? So moved. Second. Dr. Bull. These are annual agreements that we do for services outside of our district. Is it fair to say for the next Let's

089say four items. >> Yes. These are all for individual special services students that we are required to provide certain services and that these are the providers that give those. >> Yes, E G H I and J. Okay. Um is it possible for each one of these that we know how many children this are involved in these and at what the cost is to the district? Mrs. Pearl. This keep This keeps going in and I know how to push buttons. Here we go. Yeah. All right, so I apologize. I should have brought my computer up. Um the first contract is for KidsLink. Um so just in general, um when we have students that have extreme needs, um and then we look at a placement outside the district, that's something we take very seriously and something we've

090actually worked to reduce um by increasing capacity within the district. So um when I first arrived here 9 years ago, we had a lot of students outplaced, about 30. And we've reduced that number down pretty low. Um, this year it varies kind of day-to-day sometimes. Um, but we have really increased the capacity of our staff. They work very hard for some students that have some really unique and challenging needs. Um, but sometimes we it really comes down to a safety concern for our staff for our students and for that student individually when we start to look at a at a concern outside that where we do a placement outside the district. So, I want I don't want to walk all over FERPA. Um, so the Kids Link Kids Link is one of our more expensive

091placements. Um, that cost came in this year at $100,000. And um, that is for one student. Um, so um, and that's that's the cost we pay per student. Um, we do have one student there. Um, and it is a it is a sig- significant need. I don't feel like I can say much more beyond that. It is an IEP team decision um, when we when we do those placements. So, you said 30, then you said pretty low, and then you said one. So, which is it? You said there was high as 30, but now we're pretty low and you just mentioned one at a 100 grand. >> yeah, so it just it depends on which placement. So, overall outside the district we had around 30. We usually we run around 12-15 at the moment. So,

092so just for clarification, are those charged I'm going to say carte blanche and then it's not what I mean, but a number of hours or per day or how how does that work? >> actually by the contractor. So, Kids Link does a a per an annual rate and they run all year round um, calendar. So, we don't pay extra for extended school year services. And Go ahead. >> And and it's also structured based on the severity of the issue. Yes. And we are able to reduce some our our recoup some additional costs for these students. There's a process we go through for it's called threshold cost. It used to be called catastrophic cost where we get a certain amount of reimbursement um back um based on the amount of money we spend. So, for example,

093last year we were able to recoup $640,000 um based on students inside and outside the district. So, we do we we are able to recoup some of those costs. Now, and I'll ask this to Ira um I didn't open this one, but did this have numbers on it as far as the costs, like what we're obligated to? Start. It's a startup and transition is $180 an hour. There are numbers on the contract. >> Yeah, there's an overall annual cost of about >> Third paragraph. So, this particular one cost us $101,000 last year. It will this upcoming year. That's for this year. Okay. And this is And I guess another question is there any other services that any other companies that provide this service? There are a few other companies that provide services that are similar.

094Um it is often a challenge to find a placement for a student that has extreme needs. And once you find that placement, um they work really hard with our students. Um and their costs are generally comparable. So, some of those other Well, no. Actually, we don't have many other companies that are coming up um that are this much um but yeah, this is unfortunately market value. >> so part of this equation is you may have a student who has a good relationship with that person who's working with them. And if we were to change to another service merely for the cost for the price, that person would now have someone different that could really affect Absolutely. >> that child's development. Yes. >> So, there's a couple of balls in the air when you're when we're

095looking at this. >> lots of balls in the air, yeah. >> Okay. Now, I see Kids Kids Link I mean it's on here a couple of times. Are these just different services that Well, I see it's on here twice. Oh, wait. I think it No, I'm sorry. Um Kids Link is just on here once. Yeah. Yes, Kids Link is only on there once. Correct. >> And we having kind of the same conversation and H, which is a contract for services educational alternatives. Yep, we can talk about them individually if you guys want to. Well, I mean for me are are these all kind of that same world? >> They're all the same. Yes. Okay. So, our our ability to just change is is limited based on what I said before. Correct. And I'm assuming these

096are things that are um what required by the state? Yes, we are required >> those services. Yeah. And the IEP team meets and makes a decision as far as placement. We do We are very careful about touring with families, making sure it's a good fit for our students. We are also um very conscientious about making sure that our providers are making our are making sure our kids are making progress. So, if at all possible, they return back to us um because again, we have very capable, very wonderful, and caring staff. They're able to meet a lot of needs in our buildings. Would all of these require an IEP? Yes. Would it be fair to say if if one of our resident students uh chooses to go to one of our local non-public schools and they

097choose Kids Link, we're paying for that. Anyway. >> Not necessarily. So, Kids Link is a is a provider for the autism in the John Peterson scholarship program. So, they do accept some students um under those programs. We do fund that. Um it comes off our foundation payments, but that is not an IEP team decision. That's a parent choice. Right. So, okay. I think I think that was the question. So, if if if a parent does choose to enroll them in one of our local non-public schools, we're still footing the bill for that anyway. Correct. I have a question on K, which is Do we Do we want to get to that one or Oh, well, I was just kind of going to >> Or or I guess if we want to do them all at

098once, we can do that, too. Either way is fine with me. Yeah, I guess I wonder why are they individually? Why are we voting on them individually, just out of curiosity, if they're all kind of in that same Cuz it's four separate contracts. Okay. I think I just remember in the past sometimes they were on the consent agenda and there was some questions from the community on transparency and the idea that we could have these discussions. So, I think Gould uh when she came in just kind of separated stuff out to have conversations. Yeah, that's why I said that items G, H, I, and J are pretty much the same thing. Yeah, K K is a different contract that we'll get to, but that that that's not for these individuals. >> Okay. All right. So,

099G, H, I, and >> I and K or I and J are all in the same arena, but they're separate contracts with these companies. And that's why we're voting on them individually. Yes. And they all provide services outside of the norm. Yes. Okay. All right. Roll call, please, on item G. Alberty? I. Moyer? I. Sheehan? I. Surodonik? [clears throat] I. Riddick-Kurz? I. Thank you. All right. Item H, contract for services, educational alternative service agreement for 2026-27 school year. Is there a motion to approve? So moved. I'll second. Absent any new No new discussion, so go ahead and Alberty? I. Moyer? I. Sheehan? I. Surodonik? I. Riddick-Kurz? I. Thank you. All right. Item I is a contract for services for the LEAP service agreements for the 2026-27 school year. Is there a motion to approve? So

100moved. Second. All right. This is for four students, I believe. So, uh roll call, please. Forlati? Aye. Moyer? Aye. Sheehan? Aye. Feldner? Aye. Whitacre? Aye. And you? Item J is a LEAP Services Agreement, uh contract for services for the 25-26 and 26-27 school year. Um is there a motion to approve? So moved. I'll second. Any Any further discussion? No. All right. Uh roll call. Forlati? Aye. Moyer? Aye. Sheehan? Aye. Feldner? [clears throat] Aye. Whitacre? Aye. All right. Item K, contract for services for the ESC of Western Reserve for the 26-27 school year. Uh is there a motion to approve? So moved. Second. All right. Uh Dr. Bull. So, there are two items that are part of this contract. One is for the Gateway High School field. I'm going to let Christie talk about that. And

101then the consultant services for gifted uh coordination. So, the Gateway High School placement is through the ESC of the Western Reserve. It is also very similar to some of our other programs for the contracts that you've previously approved. Um so, this was an IEP team decision um that placed the student there um at this program. Okay. And this is for the ESC Stow-Munroe Falls City School District Service Agreement. Yes, item K. Okay. And this is item K. K. Okay. Um what concerned me on here is about halfway down it said the district did not acknowledges the estimated costs of programs and services for the upcoming school year have not been provided. Uh the district is responsible for and agrees to pay actual cost of programs and services as invoiced by the ESC. So, what are

102we talking about money wise here? There's no dollars. What was the cost? Last year's cost was around $41,000. Anticipated being close to that, probably plus about 2%. You happen to know 25 by any chance? Like in 2025, what it cost? Yeah, this past year we paid around $41,000. >> Well, this is 2026, so going back 2 years. We didn't have a student back 2 years ago. Yeah. >> this is based on student. Yes. This is our first year with a student there. And the cost this for this for the 20 4 25 school year, no, 25 26, I apologize, um was around $41,000. >> not 24 25 25 26. >> not have a student there. And um but why does it say estimated? Is this child like in and out that we don't know or

103So, again, I I I need to be conscious of of FERPA, so I don't want to release too much student information. Um but I I am comfortable with the language that's in there already. >> Is this a common way that they would state the ESC for this service? Is this common in their in their legal contracts? >> probably July or August. Yeah, they're usually run a little bit late on that. If I might interject and correct me if I'm wrong, please. So, the ESC is able to hire a person that is able to provide a specialty, but it may be for seven or eight children across several districts. And so, they've got a max per person, but then they're able to divide that up between those those seven or eight districts to come up with

104a cost for each district. So, sometimes and I understand what you're asking, but but sometimes it frustrates me. It's difficult to know what that number is going to be because maybe I'm sharing the cost of that support person with three others or maybe I'm sharing it with six others. And that changes your price per student. Hope Am I correct in Yeah, you are correct. That's All right. So, if one of the students in one of the other districts that we're sharing with leaves the district and goes through a different program, it's going to change. Or if they get new students, then it would go down. Correct. Now, it just concerns me when I see estimated and then it says we are obligated to pay what the actual cost is. It's because they can't control it

105either because they don't know I might start with six students in September and go down to three students in October. Or maybe go up. Now, with that, you know, why wouldn't they give an hourly based on that? >> So, ESCs are not-for-profit. Some of our other companies that we work with are maybe not necessarily not-for-profit. Um so, they do um they take the total cost of the program with an administrative cost that they put on top, a couple percent, and then they just divide that among the number of students that are there. Uh roll call, please. Just just as a side note, ESCs are not funded with taxpayer dollars, so to speak. There's no levy out there that any ESC puts together to vote for a levy. Mulready? Hi. Moyer? Hi. Sheehan? Hi. Fedorchak? Hi.

106Whitaker? Hi. Thank you. Next item on the agenda, item L, contract for services, FMX. Is there a motion to approve? So moved. Second. All right. So FMX is a contractor services we are looking to utilize. It will replace the brightly system and the brightly system is used for how we schedule building usage. And so this is a cost saving more friendlier type of um >> [clears throat] >> uniform platform for this. And so we are looking to move to that platform. So is this like for the field house or This is for any building. Any building that we schedule for use. So parks and rec want to use the gym >> Everybody would yeah. That kind of yeah. Yeah, so replaces the brightly system and goes to FMX. Okay. And is that bright link? Is

107that what you said? Brightly. Brightly? >> is shining brightly. Brightly. What's brightly costing us now? So brightly is a combined so it's actually dude solutions. Great name. Two two programs brightly we we refer to it as brightly for our facility management software which replace which replaces paper forms gives us the ability to bill and also the work order system. So both of those are combining into FMX at a savings of $11,000. So brightly would cost $24,000 annually and we would be subject to escalation fees. All right, so brightly is 24K. That's what we're paying for this service. We will hopefully work. Okay. And how long have we have we had brightly? It has been here before I was in the role. So. So the 24 that's the 25 26 school year. Do you happen to

108know what it was the previous school year, 24-25? No. I I can get you those numbers if you'd like, but I would say a slight reduction, but still close to that. I noticed that some of these have incentives and discounts. Are those one-time, and so we'll be looking to pay Yeah, so so what's attractive to this is two things. It's a much favorable contract through the Ohio Schools Council, and that they have basically that we have so much data in both of the systems that what what you're seeing is actually a transitional contract that that gets us from May to to to the end of June, and then July we would go we would go full we'd have like a full a full-scaled up version of that. So, for $1,000, we transition all of the

109data from one platform to the next. And how is this purely a cost thing? Was Brightly effective? Brightly is not well received amongst users. Okay. Cuz I think going off of what Carrie maybe was asking, I'm seeing it's only costing us $1,000 today, but based on my rough math, it looks like 27-28 it would be 13,400. >> So, Cuz we would go back to the regular rate, right? >> what we're doing is we're dropping So, to take a step backwards, okay? Brightly So, the current solution costs $24,000. Okay? The the solution that's before the board, the the base cost, okay? The start of the cost is at $13,000, and we've locked that price in or we have the ability to lock that price in for three consecutive years. So, these are This is actually a

110one-year This is This is actually a one-year agreement with options, but there there's no there's no All you have to do is hit the Make sure that you notify the vendor within the auto renewal time frame. But is this the thousand dollars all we're paying this year and then 13 for the next two? Or is it 13 plus 13? So you're you're going to be a thousand dollars between May and July and then July to June of next year will be thirteen thousand dollars and we'll do it again the year after. So what does this say where it says total net price a thousand dollars and showing all the discounts and incentives? Yes, sir. That uh that represents the transitional payment that we need uh that we need to enter into the contract. So for

111a thousand dollars uh we're going to be able to work with the uh vendor to onboard the system and transition the data over the next thirty to sixty days uh over the summer. So if I'm understanding correct, if we if we had stayed with the Brightly solution, you're looking at twenty-four thousand this year, maybe twenty-five, twenty-six thousand over the next couple years. You're about seventy-five dollars over three years and if we lock in with that FMX, thirteen times three is thirty-nine plus one, so we're at forty. So we're basically cutting it not quite in half but close over the next three years. Yes, sir. So is this thousand I see here to subscription rate five fifteen twenty-six to June 30th, twenty-six? Is that essentially what this is representing? >> Yeah. For the thousand dollars, okay.

112>> And then for the next three we have the thirteen four. Yes, sir. So we're saving money. You say this other system is not is not is frowned upon um I guess to ask what are the um testimonials on FMX as far as their usability? So FMX is actually a um it's a company that's out of Ohio and when uh two things, when the Ohio Schools Council uh vets a vendor, uh we are a member of Ohio Schools uh Ohio Schools council, and then our facility maintenance supervisor, Mr. Frame. He actually has used the system and so and has said it's very impressive, very user-friendly. We've had a tentative kind of a first set meeting with three of our power users, one being our high high school secretary and our athletic director secretary and then

113Zoe Walsh who uh was very very happy with the just the different the slight differences in the software. So, we we believe it's the right recommendation for us. Uh roll call, please. For ready. I. Moyer. I. Sheehan. I. Siladonic. I. Whitaker. I. Item M, contract services South East Security. I think this is our fire alarms for all the building. Is there a motion >> to approve? So moved. Second. All right, Todd Ruble. I'll just X mark to stay what this is for our fire safety service. This is stating 24/7 monitoring of the fire alarms in all 10 buildings. So, this actually this field Excuse me. Excuse me. This agreement is for nine buildings. What this agreement does is it allows um the district to align the cancellation dates with the with the vendor so we'll

114have all 10 buildings with all 10 buildings on a on a similar time frame so that we can renegotiate with perhaps with with either that contract or a different contractor for cost savings. So, we are out out of alignment so this is not only imperative due to we have to have we have to be under 24/7 monitoring, but it allows us to operate a better business 3 years from now uh in 2029 when we when we align those dates. All right. Roll call, please. Merveldy? Aye. Moyer? Aye. Cheyenne? Aye. Shirley Donick? Aye. Whitaker? Aye. Thank you. Item N, graduation list for the class of 2026. I think you missed Did I When was that? Oh. See, I printed this I I printed this at 7:41 this morning, so I don't have that item. So, what

115is the new N? I'm sorry. Tuition application. All right. So, if we could I guess then we'll look to approve item M, a tuition application. Is there a motion to approve? So moved. Second. All right. I'm going to have to ask Dr. Wolfe, what is this? So, this is the tuition student application based on our conversation from the last board meeting in regards to um uh removing open enrollment and going to a tuition-based policy. In the tuition application, it goes over um the eligibility requirements and acceptance require requirements. So, the acceptance for someone on tuition base is that they must be currently enrolled uh in Stow-Munroe Falls School Districts prior to their application. Uh they must take maintain a satisfactory uh cumulative grade point average of 2.0. They must demonstrate satisfactory conduct and behavior consistent

116with the expectations that have been outlined in our student code of conduct. They must not have any recommendations for expulsion during the current year. Uh and they must maintain satisfactory attendance, meaning basically that they cannot be deemed what we call chronically absence in the state of Ohio. Which is [clears throat] missing more than 10% of the, um, of their days. And they must be in good standing regarding attendance, behavior, and academic and on track, uh, for graduation. The tuition rates that were discussed during, uh, the last board meeting were for grades, um, K through 11, which would have been $2,500 per student and a student in the 12th grade at 2,000. Uh, and these, um, tuition rates will be reviewed annually, uh, by the board. As far as transportation is concerned, that is on the

117responsibility for the parent or guardian, uh, regarding this process. Um, all persons who are currently open enrolled will have to complete the tuition enrollment if they choose to stay within the district. The guidelines for that is that they will complete that in final forms by, um, July 1st, making sure that they also have residency of documentation by that time and tuition payment in accordance. The tuition payment outline is also here. We are looking for full payment that is due by August 10th, 2026. The payment plan is to look at semester one, paying payment by August 10th, 2026. The second tuition payment would then be due by December 14th of 2026. Tuition is assessed based on a per student basis. The district does not offer family discount, tuition caps, tuition waivers, or sliding scale adjustments. If

118payment is not submitted by December 14th, the student will be discontinued from enrollment and withdrawn. Notice of acceptance acceptance for uh the tuition base will be by August 11th of 2026. And then there are certain waivers that have to be um in the application, non-discrimination statement, tuition acknowledgement, and acknowledgement certification. Could Can we consider um the possibility of adding one more application requirement, which be that the student the applying student does not owe any sums of money to the school district for anything at the time that they apply or at least they're approved. Um my concern is that someone applies to pay tuition for $2,500, but then they also owe perhaps several years of other fees and lunch items and I mean that that's just one concern. I don't want to have I'd like if

119we're going to you know, go through this that the the tuition not be watered down by prior sums due. Just a personal thought. So you would I'm sorry. No, go ahead. I was just So you would like to add that um no um school no additional school fees just prior to the application process. No sums of money owed to the school district, whether it's school fees, lunch fees, broke three Chromebooks. Mhm. Those This this would be for currently open enrolled students who are now transitioning to tuition. Right. So what at the time that they apply, when we go to approve them, they should not have any past due um other amounts. That's just again one thought. Okay. I just wanted to back this up a minute. When was this added to the agenda? This was

120added this morning. You know, you know about what time? Um no, I don't. I know it was it was in your morning email and in your board weekly connection. It was. All right, one I you know pulled this off at 10:00 and it's not on here. Um and I've asked this before and I understand what you said it's maybe in that but there needs to be some type of separate email when when there's additions to the agenda. And normally we do but I was busy today and I thought Franca had sent you an email. Okay, so with that being said I would like to make a motion that this be tabled cuz I know nothing about this. It appears that our president knows nothing about this. For us to legitimately vote on this would be

121inappropriate. So I'm making an agenda that this item M tuition application uh item be tabled till the next meeting. Is there a second to that? Second. All right, so discussion on the motion to table. The the one concern I do have and I understand again I knew nothing about it. I skimmed it. Um Mr. Moyer had to print it out. I was able to read it. Um I know all of the criteria that you discussed was all things that we discussed at the last meeting. Um the only consideration certainly I would like to have it earlier. I'd like to know that it was on there. My only issue is is that the application process has to open soon if not pretty quickly. Right, when we were at the last meeting we had the discussion uh

122that we wanted to get the application and the policy piece done um so that we would have those um in progress so that families could make their decisions if they were not able to do the tuition base. And we had an extensive discussion at the last meeting. Well, if that's the case then why was it say late addition? I would think it'd have a priority to make sure that it was on this agenda. Well, we also sent it to our legal counsel to make sure that we had everything in order. That's why you were notified this morning that we would add that we had discussed it, but we didn't have the documentation when we had our meeting to add it on. And when I looked at the agenda, I saw that it was not an

123area that was on the agenda. I think obviously we all would have preferred to have, you know, as much notice as we >> Of course. items, but I do think that it's important that this um is discussed right now completely just because of the timeliness of making sure that our families that wish to complete this application are given consideration. I don't really I don't really think it's appropriate to table it simply because it it was late. These are all things we discussed. Okay. Yeah, when is the um if we were to vote on this this evening, when would the application process open up? We are going to send the application to final forms, um and it should be um in there within the next couple of days. So, the tension I have is you know,

124I know Mr. Shean earlier had said, "Can we talk about these items um that he wanted to add to tonight's agenda?" And I'm someone that needs time. I prefer to have time to study and form some thoughts at least initially prior to just something um given to me. Um so, I would prefer to study this more. So, that's one part of me. And then And other part is the in my view, we're we're doing this later than I would like, like in totality of the the months that we're in into May. And uh so I'm weighing do I want more time to study or do I want to have time for parents to be able to have the time to make a decision? And So we So we've already sent a letter to parents in

125regards to the open enrollment piece, in regards to tuition, and all of those things. We are just waiting to look at the application process to include those items that we discussed. If the board chooses to table this tonight, that's fine. Uh we need to look at the June 8th meeting anyway because several board members are not here, so that date may change. I would suggest that we discuss it tonight and then revisit one more time. That way we've talked about it three times and then you can go ahead and upload after the next meeting and that way we've talked about it three times. I I mean, that's our standard anyway, so I have no problems waiting as long as we can kind of talk about some of the points that are in here tonight. And

126that's fine. So in in the context of Mr. Shean's motion to table, I mean, there is an open discussion at the moment on it about, you know, I understand you haven't had a chance to look at it yet. Um I read very quickly, so I I got most of it here just now. Uh the one thing that I it occurred to me since our last meeting was to make sure that we didn't have um you know, a student that was family was chronically late on, you know, lunch bills and other things and then accept them for tuition and have that issue, but if there's any other point of discussion, I mean, it can be an open point of discussion. We could vote on the motion to table. Well, originally we had talked about nine payments.

127And now there's two payments on here. So We talked about nine payments. We talked about nine scenarios. Monthly payments over the school year for the tuition, but in this this example that we've been given, there's two payments. So, to me that's a change from what we discussed >> You you talked about a lot of different payments. You talked about sliding scales. You talked about um capping. You There were a lot of different things that were discussed. So, in this cuz it doesn't specify, are you saying that the first payment on August the 10th will be half? Half. Okay. >> the next payment would be It's not specific. >> December 14th. That's if you choose the payment plan. >> a little more difficult for people to come up with than it would be if you split

128it over the school year. So, here here's the thing. If if you look at splitting it over the school year, you're talking about that kid is with us the entire time and you're paying in small amounts. And so, do you really end up collecting the entire amount over the school year? And And then you look at withdrawing a student. As opposed to doing it if you don't have it up front. And then at the end I mean, either way is bad, Mhm. but you educated that kid still with a with a small amount of money that you've collected. And not that we're making any money off of this at all. Right. Um were we able to determine whether we would still receive the state funding for this? We we would have a reduced amount. We

129would receive the state funding, but we still would be having a a deduction that we would have to send out because of us falling with below that threshold. Okay. And and and I would remind you that when we set the tuition where we set it, you know, we set it basically low. So, it with the two-payment plan or a one-payment plan, it reduces the amount transaction costs that we're going to have to to do also. Well, two things. If we do half and half and let's say the child does um pull out of the school, do we owe refunds? Is this all non-refundable once the payment is made? We didn't put that in there, Mr. Shane. We didn't even think about that. >> And can't we have like most that I've seen, if you pay

130monthly, you pay a surcharge, you pay a little more for partly that reason there. You do have additional service costs and things like that. The answer >> Is there something to consider? The unfortunate thing is that the board approved at 2,500 and 2,000. It wasn't any surcharges added to that. So, the approval rate was at that amount. Well, can we amend that? If we were to add a monthly fee that it's going to be you know, if it was $1,200, if it was let's say $1,200 $100 a month, and you're paying it monthly, so you're paying 105. You know, because of the The The only thing that I I'm trying to track it personnel keeping track of it, but also you want You probably want to make sure that it's either tied to the quarter,

131like the 9 weeks, or the semester, so that you're not Cuz if the first of the month comes in the middle of the quarter, then you're going to you know withdraw the child while they're in the middle of a class, then they've got to go somewhere else. I I do think tying it to either the semester or the quarter is probably appropriate. Um Um it's just does it make it that much easier if it's tied to the quarter or are we going to have a situation where you know, the the the second quarter payment instead of being due on the 14th, you know, now you've got a payment due what, somewhere in October and then the other one on the 14th of December. I just making sure that we we don't have a lot of

132staff time embroiled in making, you know, trying to check and make sure the kids are, you know, we want to make it easy to to stay in, but we also don't want to make it so that our staff is really trying to track all these kids, these families every month to make sure that they're on time. We don't want to turn them into collection agents for sure. All right, well, two things. So, there was a motion. We're We're having a lot of discussion. If we made the motion to table it, should we go to that vote? We can. I mean, that this is part of the discussion as to whether to table it, I suppose. So, all right, and then my second part is, yeah, I'm in favor of two payments. It just makes life

133easy, but I guess the other component, if a kid does pull out within that 6 months, do we owe a refund? There has to be some Well, there needs to be some language in there, I would think, to We can add that. >> that pertains to that. I'd say I mean, my first glance is non-refundable. I That's what I would support. I would support the two payment. I think monthly from a logistical standpoint would just be too difficult on both ends, so. Um So, so those are thoughts here regarding I I I seconded Mr. Sheen your motion for tabling to have a discussion. And I'm wondering on I must submit all residency documentation by July 1st. Can you talk about the process that's involved for me as a potential tuition person to do that? So,

134most of our families, almost all of them, have already applied for open enrollment for next school year. So, for 95% of the families that are going to apply for tuition, we already have their documents. So, there are a couple that and we've sent 10, 12 reminders for families to turn in their paperwork. So, I would say for about four families, we already have that. Okay. And then That's it. Thanks. I lost it. So, what I've heard is to make sure that we add something about school fees and non-refundable to the application as well. Well, like this is just one person's idea. So, you know, this is new to me. Like if somebody said, "We want nine payments." and somebody else said, "I think just two would be better." Like how do we I'm asking the

135question up here. How do we sort that out? Well, it would be So, it's been presented by the by the administration as it is and >> Thank you. asking them to either change it before June 8th or if it's presented to us in this form on June 8th, we can always move to modify that recommendation, but you hate to again, create logistical nightmare. >> Okay. Thank you. Is it Is it allowed to just move to make a change to this form tonight? We could I mean, there's pending motion at table. So, right. I mean, I I think we're offering suggestions so that when we open it back up, then they can change it for then. And open it back up could be as soon as tonight? Or not. If we decide not to table. If

136we decide not to table, then we could be moving to amend it. Okay. Right. Thank you. And And my other thought is just came back to me. The The next board meeting is scheduled for June 8th. We've talked about moving that because of potential board members not being here. Uh moving location. Right. There's also there's also about moving the date. Yeah, and and and it likely would have to be moved back and not forward. So, that would put us even later into that window. Um closer to July 1st. Okay. Thanks. Anything else before we vote on the motion to table? >> I just um Mr. Sheehan, for your motion, could we make it specific to the next meeting just so we're not tabling this indefinitely? I don't I don't think in a case like you

137give a date Yeah, I think on a motion. I think she's just asking if your motion to table to the next meeting whenever that is. Correct. >> Rather than just table it generally. >> If you table it generally, it could be forever. Um yeah, um motion to table this tuition application discussion until the next meeting. The only other can of worms that I'll I hate to bring up, but I I will. Is so we have all of these open enrolled students, and they're being given the option to um convert essentially or convert their application to tuition. Um we've had a couple of emails. Is there any thought about families that are leaving the district, are we just going to keep it as is? You know, they're they're currently they're not currently open enrolled. They're current

138residential student, and then they're they're moving to Brimfield or or Kent or you know, one of our adjacent school districts. Um Just throwing it out there. We've gotten at least one or two emails um from families. Um you hate to on one hand, you hate to have those students theoretically have less priority than an open enrolled student because they'll eventually be in a similar situation, but on the other hand, they are choosing to fully leave the school district. You would open open enrollment back up then. Okay. All right, then then we're not Okay. It was my understanding that last meeting when we closed open enrollment, that that was completely closed. That was I mean, I'm just saying that's what we voted for, so I don't know how we would We would have to open it

139back up for military families cuz that's law. So, we would have to open it up for military families, but we don't have to go beyond that. That would be a the board's decision, but if you do that, you would have to open it open enrollment back up. >> Right. We're not looking to do that, so okay. All right. Any further discussion on the motion to table until the next meeting. All right. Uh roll call, please, Mr. uh Hanan on the motion to table. Rozetti? I. Moyer? No. Sheehan? I. Soladonic? No. Whitacre? I. Thank you. Passes three to two. All right. The next item on the list is the graduation list um for 2026. Is there a motion to approve? So move. Second. This year's class has 380 graduates who will be recognized at Kent State

140MAC Center Thursday, May 21st, 2026 at 7:00 p.m. Uh congratulations to all of them. >> Yes. And uh well earned. And roll call, please. Morality? I. Moyer? I. Sheehan? I. Cyril Jordan? I. Whitaker? I. Uh item P extended field trips. Uh motion to approve. So moved. I'll second. Yeah, go ahead. Wait Wait a minute. It says here, oh, did I Is Am I missing one? >> It It's the the tuition thing that got had gotten added. No, that was M. That was Tuition was N. Tuition list was O. M and tuition was O. Tuition was Tuition was N. And then graduation And graduation list was O. And and tuition or graduation was O. So, extended field trips, P. All right. We have a motion and a second. Uh So, we have two uh field trips.

141High school speech and debate are going to nationals, and then our high school varsity girls uh volleyball are traveling to uh Columbus for a volleyball team camp. I do have a question on the volleyball team. Volleyball is a fall sport, which I'm assuming must start August 1st. There's tryouts. Mhm. Um teams are determined at that time. How were these 13 girls determined or just Do we know how these It was it 13? How How How do we know that these 13 How these 13 girls were chosen if the season or tryouts haven't even started yet for the next year? So, they're taking the girls that they have now. Volleyball season is in now. But, wouldn't volley Wouldn't volleyball start August 1st like football and every other fall sport? Mhm. Yeah, boys volleyball is spring, and

142girls volleyball is fall. So, I got that right? See some heads nodding yes. We have a confirmation. Thank you. >> Yeah, boys volleyball is going on now. Girls volleyball, football, soccer, tennis, they all have a August 1st date with the understanding that there are tryouts to determine who is varsity and JV. Um when were these tryouts again, how are these 13 students determined when the >> season hasn't even started? I will have to ask the athletic director. Cuz I think it limits anyone else who has aspirations of trying out for volleyball if the if the if the team is already decided and the season hasn't even started. I don't think that this indicates yeah. I think they're just going to a a camp. Um and whoever probably paid last year, I'm not really sure. So

143>> Okay, so that that would be different if it was hey, we're all we're going to a camp. How many of you guys from the roster last year want to attend. Yeah, it's the If it's something like that, that's different than >> This is not a tryout. >> Then then this is the varsity team that's going. I mean, would do we know if this was open to freshmen, sophomores, juniors, and seniors? >> I I don't know. Cuz that you know >> that it's specific students for I mean based on the way I'm reading it, there could be a tryout beforehand and it determines which 13 are going on the team before the July 24th date. I I think it's I think it's kids from last It is last season. But to clarify, it does say

144paid from fundraisers and booster clubs. So it's not as simple as it has to be kids that were already there. It wouldn't be anybody new, but I'll check. Yeah, I would like to see how it was determined cuz I I I think you're opening up a potential can of worms here as far as if it's perceived that these 13 are I I don't know how many players a varsity team keeps. I would guess maybe 15. So you're taking 13. So, you know, you it could be a potential problem for someone like a freshman or a sophomore who has aspirations of trying out for the varsity when they okay, in in June, we already know who the varsity team is. I said it. Um, we've seen crazy things with sports and parents and eligibility and teams

145and how they're picked and who's picked. So. I will say there are fall sports that have had tryouts and have their JV and varsity already selected as of before today. So, it's not uh Well, I'm going to as far as the I know for sure. >> the Ohio Athletic Association, you can't have touch with kids until August 1st technically. Yeah, don't Do you know when the um what's it called? The um no contact period is for for spring sports or for fall sports? >> It should be August 1st. Okay, so Well, that's why I said I think that these kids may be from last year, but I will find out. >> Well, couldn't be because the season for for most fall sports starts at the beginning of August. So, that wouldn't be a no contact

146period. A no contact period is when a coach cannot engage with any of their teams. >> that. So, it wouldn't be in August. So, yeah, I'd be curious to know what the when the no contact period, but I I'm just being a devil's advocate to avoid the misconception that this is the varsity team before the season even starts cuz I cuz I know in those sports that I mentioned, that's how it rolls. There's no determination of what team you're going to be on before the season starts. That's just how they And before there's tryouts. That's how they named it. I will get back to you. There there may be a typo. I don't know that this matters for us, but there it appears that there's a typo that says that they're leaving on the Friday

147the 24th of July and returning on Sunday the 6th of July. >> Yeah, I saw that. That was my next point. There's no I don't know if there's no 6th of August that's a Sunday. I don't know whether I assume it's only a week, so it might be the 2nd of August, but I just didn't want to No, that's fine. If there's some request to to to not approve this tonight for some reason, I I just don't want to have this accidentally be Well, could that be July 26th? I mean, just a weekend? Yeah, I don't know. I can't imagine it's it's that long. I'm guessing it's probably just a few days. It It should be just a few days. Yeah, it's probably July 26th. I mean, it's clearly a >> Even if we if

148we move that one to June Um I'm going to guess it's a typo, 24th to the 26th. I'm not sure. I'm not going to guess. We can table it, and I will get back to you. Cuz they have time. It's not until July. We do need to do the speech and debate, though, correct? Yes. Cuz they're going to Nationals. Right. So, is there a motion to table the approval of the girls volleyball trip until the next meeting? Second. All right. So, we'll pull that one off. Uh All right, I guess roll call, please, on the motion to to The table. The table the the volleyball portion. And Merlady was first. Uh Who was second? I I seconded. Uh just quick, we're voting on tabling the volleyball. That's what we're voting on right now. >> Yes.

149Thank you. Merlady? Aye. Moyer? Aye. Sheehan? >> Aye. The Donick? Aye. Whitaker? Aye. Thank you. All right. So, the other item up is the the remaining item, which has already been first and seconded, is the vote on the high school speech and debate. Good luck to them. Who Uh Tina? >> I already had the motion. >> Motion and and Ms. Sudonik seconded it. Thank you. Relady I Moyer I Sheehan I Sudonik I Whitaker I All right, the next item on our agenda is the treasurer's consent agenda. Um I'm going to pull off the discussion for cash flow just to do it right after cuz it's not really a voting item. So, the consent agenda Okay. cuz any one of us can pull something off The consent agenda will be um items B, C, and then

150the new E, the revised appropriations. Is there a motion to approve? So moved. I Hold on. So, we're I pulled off item D. Item the cash flow. >> The cash flow, okay. Cuz there's no vote on that. So, you're you're tabling that. No, no. We're just going to discuss You're removing >> It's pulled off the consent agenda and then it'll be just discussed separately. E is the amended appropriations for fiscal year 26. So >> That's the handout that I sent you tonight. Um I I struggled with this and because it was so late and also running out of calendar days left in this fiscal year and I needed to get it updated to a point in time and quite honestly, I got this at about 5:00 this evening before I could even print it. And

151I would anticipate having one or two more before the end of this fiscal year. And that's normal as you get closer to the end of the year to make sure that you have your appropriations in order. So, I have a couple of questions about these um Never miss an opportunity to display my own ignorance here, but I don't know all of the fund what the funds correspond to. >> sorry. I did not have time to put those in. Do you Do you know I mean some of the and I know you didn't set up the appropriations in October. I mean some of these are are really different. So, so let let me touch base on the 001 fund is the general fund. That's That's where You have to go down your agenda before you go

152to that one. Did you guys vote on the consent pieces? No, we need a motion on the consent agenda. I thought we did have a motion and second on the consent agenda. I thought you approved it. You motioned I seconded. No, you pulled the one item, but I You You readjusted the order. I I think Okay. All right. So, then we'll just do a motion to approve the consent agenda. So moved. I will second it cuz I swear I wrote that All right. So, it's just items B and C and E. So, that's what we're discussing now. >> Yes. All right. So, on on the sheets that I handed you this evening, the first column shows actually the second column. That was the board approved appropriations on October 14th of last year. The 001 fund

153and I'm going to give you a couple of going down the side here just because they're pertinent. 001 is the general fund. The 003 is your permanent improvement fund. We're going to go down to 018 is your principal fund. is severance payouts. And I skipped 006. My apologies. 006 is food service. Can I ask a couple more? Do you know 22? It's it's student paid student fund raised funds. And I I can't give you that title right now. It's it's not in my brain, so. Wait a minute. You said 22 is I thought that's what the 300 account What's 300 then? I thought the 300 account was student fundraising funds. 300 is your band, football, all of your athletics. >> Your sports. Yes. And then Primarily sports. Is 22 is That that could be like

154class of 2027, class of 2028. Uh there there are other things out there, but it's is where they do a lot of fundraising. And so >> To the to the point of 1.2 million? It's done for the benefit of those particular programs. And if you'll notice you approved that in October for 1.197. And the amended appropriation is dropping that down to 120. The concern and Was there a zero in this calculation left that was added? I wasn't here. No, I'm I'm just being facetious. I mean, that's $2 million you're talking about fundraising. >> as I'm looking >> That's a hell of a fundraiser. There there's four zeros in that one, right now. And and maybe I don't want to I mean We're tabling a a decent amount today. I mean, the the concern I have

155is that the student fundraised money is although we're stewards of that money, it's not necessarily money that we the district are spending. But then I go to food services and prior treasurer allocated 187,000 for food services and then we spent two point almost 2 point million. Um I get that the appropriations aren't necessarily approval of any of the POs. I'm just I'm I'm surprised about some of the variances on this. Cuz when I look at this, I say, "Okay, the approved appropriations on October 14th of last year was 84 84.7 million. The amended appropriations, which actually approved and spent was 86.8 million. Can I say that again? Is that the the appropriations? That's just approved. That's not spent. That's That is correct. That is not spent. That's where I anticipated to be. And let me

156give you the two line items that really drive that. Number one is that 006. That's the food service. If you'll see the difference over there, that's $2 million all on its own. We were already short for the food service. And the other is the 035, which is that severance fund. And nothing was in that at all. And I had this conversation with the board, I believe at the last board meeting, to expect about a million dollars there. I'm spending it. I need to get it approved so I can spend it. Those two items alone round up to, call it, 3 million. Right. And, well, then my concern is that when you take the student fundraiser money out, which was a million the other way, puts me at my two. Well, that puts you at four.

157No. Cuz We spent We spent 2.1 plus another three, or plus another nine hundred So, that's $3 million extra. Okay, I see. If then this And then there's another million there. I just I'm I'm trying to wrap my head around this kind of on the fly here. I'm just a little >> Take Take a look at the difference line. Yep. Line six, we're adding, call it, 2 million. For line 035, we're adding a million. So, there's 3 million, 2 + 1. And then, on line 22, we're taking a million away, coming up with the net of 2 million difference from the 84.7 approved in October, to what I'm recommending tonight, 86.819. So, that makes sense. It It does. I mean, my recollection going back to October of last year is that that's when the five-year

158forecast was approved in October that Mr. Cogliano put together. Probably. And so, these numbers would be reflected on that, which means that, you know, again, as we get to our other discussion tonight, it seems like the five-year forecast that was listed was a couple of million dollars better than it should have been. Do not read into that. The five-year forecast is a picture of line 001. Okay? But we wouldn't But then that's Correct. But none of these other items, the the food service and the severance wouldn't wouldn't normally I thought that that's normally what >> severance is going to impact your 001 because I'm going to be requesting a transfer from the 001 account to the 035 account because we tried to separate the severance from the the regular salaries that you see on whatever

159that line is. Uh 3.01 on the five-year forecast. Well, I don't want to get too far ahead, but when we get to the other discussion, you know, when we talk about whether we're operating in the red or the black every year, so when we look at the five-year forecast, um projections as they are now for fiscal year 26, you know, now it's going to be when we talk about it a little bit, it's going to be slightly in the red of $154,000. But it was in the red when it was done in February, but we've all it it All of the improvements that have been made to the financial situation for the year still ends up showing as a negative $154,000, but that's with an extra million dollars in severance that wasn't accounted for. You

160see what I'm saying? Mhm. So, when we try to show our our community all of the efforts that have been made to bring the five-year forecast into line, even though the five-year forecast line 601 shows that we're in the red $154,000, that's including a million-dollar expense that we did not that was not anticipated when this thing was done in October and then in February. Mhm. So, all of even though that's I think a better position than it was in February, we've got this million dollar ex- I would really like to cover the the millage cash flow as a separate item. >> [clears throat] >> I will shut up then for now on this. I I I I just don't want to confuse the two because I I made some assumptions on that. The So, I

161received this sheet just as we walked in and you know, full transparency, what am I supposed to do with this? Like, what information are you sharing with me that's germane to our discussion tonight, please? >> So, actually, what I was looking for tonight, and if you don't want to take a motion on it tonight, that's okay. I understand but at some point I need to submit revised or amended appropriations to the county auditor. Okay. And I was trying to get at least one in now knowing that I'm going to have to do at least one or two more for minor tweakings. But I know these are the big numbers right here. And when does that have to be submitted to the Every Theoretically, we should be submitting one of these every time we know that

162we're overspent in an area. And then, like, define an area, it's one of those line items over here, one of those fund numbers. Most most districts aren't that rigid. But we haven't done anything since October. I need to get something out there so I can get a better picture of where my variances are at. So, you're looking for approval on the amended appropriations of 5 18 26? Yes. And that would be my motion. So, I think maybe Jason the point here is we have no idea how some of these these particular numbers on 101425 where they came from. I don't Yeah, I don't know that Mr. Hammond's going to be able to answer that. >> No, no, I'm just You weren't here, right? So, we have no way of knowing where these numbers came from.

163I I just know that it was board approved, it was submitted to the county auditor in October. That's all I know, and that's by inference that I have a sheet back from the county auditor certifying So, you're saying that in October these were the real numbers. You're saying that on 518 these are the numbers. I I'm saying this is a whole lot better approximate as to where we're at today across all of my funds. Okay. Thanks. Aside from subjecting you to a couple of more weeks of questions from board members about this appropriations table, is there anything harming the things if we table this for the week? I mean, well, are you satisfied? It makes it a little more difficult for me to figure out exactly where we're at for the end of the year.

164Without filing this. I'm sorry. It makes it more difficult without filing this. Yes. I I need to get one on I need to get one on the record. Okay. Probably the best way to phrase it. It's something that matches closely where we expect it to be by the end of this year. And in the form you're looking at, I will take these numbers off of this and put it on the or approved format by the county to submit to them. I mean I guess if you from my And and I I'm not here to pressure you either way. I'm just saying it makes it a little easier. If you want to table it, that's fine. But two, would we be approving B, C, uh E and oh yeah, B, C, and Yeah, this is E.

165This would be E cuz I'm I'm only the only place that I see where that we're voting is under A where we have the Quite quite quite honestly, I'd prefer this to be a motion all of its own and do the consent on just B and C. Well, any one board member can remove the appropriations and so uh from the consent agenda. So, I guess I'll do that. I'm I'll just remove it from the consent agenda. Which will then put it back to its own item. So, at the moment, we're being asked to approve uh items B and C, the financial report. Do you have anything to add to the documents that you submitted to us on B and C? I do not at this point. The uh obviously B is the minutes. C is

166the eight month forecast. Uh I will make note of a couple things. Maybe. Uh I'm not sure. I've not had any comments uh with the new format on the operations. I'm showing you both month and year-to-date this year versus last year. Um And when I transition to talking about the millage, there's going to be some items that I'm going to point out on there that those numbers are pretty locked in stone right now, like real estate taxes and personal property taxes, because we've gotten the collections in. So, the only thing that's likely to change on the operating report, aside from some small adjustments on the the revenue side would be just the continuing expenses for May, June, and July. Or May and June for the fiscal year. Uh Yeah, I'll I'll touch on that when

167I go to the the cash flow thing, I think, is more prudent. Yes. Cuz I that way I can read it out on the screen. Are there any uh absent any further discussion, we'll just vote on B and C, the minutes, and the financial report. Should we remove E first? I just removed it. And any one of us can >> And it's not E anymore, right? Well, it isn't. It's just not on there. >> Okay. All right. So, items B and C only. Mr. Gulady? Aye. Mr. Moyer? Aye. Mr. Shean? Aye. Mr. Donick? [clears throat] Aye. Mr. Whitaker? Aye. Thank you. And now I would recommend that the board approve the amended appropriations for fiscal year 26. So moved. Second. Just so I'm understanding what I'm voting on, this is this is your best estimate

168as to what the appropriation should be for this fiscal year. Yes. >> For these funds. Yes. Okay. All right, I'm comfortable with that. All right, uh roll call, please. Murality. Aye. Williams. Aye. Sheehan. Aye. Sudaladonic. Aye. Whitaker. Aye. Thank you. Then I'll turn it back over to Mr. Hammond for the discussion on cash flow. I think we that was getting removed, wasn't it? I'm sorry. I had on here remove from consent agenda. Oh, it's going to be a separate discussion. >> just gets added after that. Just a separate action item. Yeah. I'm going to see if I can work this from here. I may have to stand up and point to the screen. You need a laser pointer. Good. Good. Good. Good. So, I started out with the approved five-year forecast that we approved back

169in February. I needed a starting point so I could see where I anticipate that we end for fiscal year 26 and then move that forward knowing of some of the changes that we've made. So, what I've done here, very similar to the five-year forecast, we start with revenue. We have current year and the next four years. And so, my starting point was this total revenues at February 1. Pull it up a little, please. Then I took what I knew to be a reasonable amount on where I expect to see things. So, I increased my real estate taxes for this year by 834,000. That's because I know, based on my operating statement for April, that that's just about where we're going to end up for the year. Looking Looking at next year, I took took a

170projection cuz we've got to claw back. I'm sorry, but I've got allergies, so I'm getting some drainage. Um and then moved that across where I expect to see real estate taxes going forward. I took tangible personal property. I reduced it 52,000 because I know we've got our collections in for the year. There'll be little wiggle room in that. Come back down just a little. Let me show them that. I need to get a little more to the top. Good. Good. Good. Um if you notice the tangible personal property for the this year versus the next three, this one seemed to be I'm I'm to guess maybe a typo. I'm not sure why we had it up 1.6 million. And so I knocked 450,000 out of that for next year. Can you go up one? Back

171up back up one. Wish I knew how to work this. So that gives me my adjusted revenues for this year and the next 4 years as compared to this 1.07 line. So I'm focusing on the 1.07 A line and go on up to the expenditures now. Good. So then I looked over the expenditures. I I don't have I'm not seeing a whole lot of stuff here that's that I could say this needs to be changed. I did make some adjustments because I felt the supply line based on where we're at year-to-date is a little high. I reduced it by 500,000. I reduced the capital outlay because most of what we're doing is coming out of the PI And then I had to increase my other objects. Which is this 4.3 line. And that's all the

172goofy stuff. The um interest on the bonds of the county's charge for collecting real estate and personal property taxes. Mr. Hammond, could I Are we allowed to ask a question? >> Oh, please do. >> So, in that >> I'm I'm dying without a question. Yeah, right. So, that in that peach-colored section, what I see in that peach-colored section is these are adjustments that you have made based on your best treasurer thinking. Is that correct? That is correct. Both for the revenue stream Yes. and for the operating expense side. Okay. You mentioned supplies and capital outlay being a too high for reasons. Can you talk a little bit about salary and benefit reduction for 27-28 of 1,300 etc. etc. So, for salary reduction we just 1.3 approved Thank you. Right. Right. >> for 1.3 for fiscal

17327. Thank you. That's what I've got showing there. Yep. And I show it across the whole board because Yes. Thanks. it continues to flow. Yep. And then the 28 we're trying to get to that at 2. million 2.1 million. That's right. >> Well, that's the other 800,000 on that second line. >> Thank you. Um I tend to disagree with purchase services because in our environment today purchase services continues to increase because of the amount of services that we have to provide for our students. And some of it which we had the earlier conversation becomes um we don't know what it is sometimes until it happens. A kid gets placed in the the juvenile detention center. That's our student. We'll have to pay for that. We don't know what that is until we get an invoice

174in. But, just from looking back where I could see it, I I really felt that I needed to bump that up. And that's why you're seeing for next year I think we'll need another half a million and so forth. Um I think we're we're we're pretty much online right now for purchase services, but it could flip in a heartbeat on me. Can I ask another question while while we're So, the other thing we did last meeting was you know, adjust from our current prior open enrollment policy to tuition with the goal of zeroing out that program. Um is that something that we could potentially look toward as far as adjustments in the expenses? I understand that it's not going to be on top and bottom line, but our our net bottom line should be an

175improvement over For for right now, it would be very difficult to to do that. We we could take some projections, but it's it's a best guess at this point. We don't have anything to to judge by. Okay. And that's not to criticize Christie because she had to make some assumptions to come up with the figures that she came up with. And we don't bet your life on those assumptions. But it's a best guess estimate. So, I So, not knowing anything, I error on the side of don't touch it. Let's go on down, please, Felicia. And And that's That's good. Bear with me. We're going to get to the important part of this. Other finance usage, line 5.01. So, we had operating transfers out 100,000. The appropriations that you just approved, there's that million dollars for

176the 035 account. Transfer to the 035 account. So, I'm pulling that out of my cash. So, that gives me my 5.05 total expenditures and other finance usage. For this year, should be somewhere about 77065. And on out. And you'll see that our revenues we're overspending a little, 154 to this point. Quite honestly, that's tight enough, close enough. We could be in the black, or we still could be in the red. We could go 154 up, we could go 154 down. Go on down, please. Keep going. Good. Good. Good. So, we started the year out with a cash balance of 10 million 679. That 10 million 679 minus my 154 leaves me an anticipated cash balance at the end of this year of 10 million five. That 10 million five becomes my new end for next

177year. Minus my overspending of 4 million 790, reducing my cash balance down to 5 million 735. That 5735 begins next year fiscal 28 cash balance minus the overspending, putting me in the red. And so forth, and you can see how that projects out to over the next 4 years we'd be 25 million in the hole. Bring it up about five lines, please. Good. Thank you. I have run. So, this this to me this is your comparison point to 7.02A. That's where I expect to see cash. I'm sorry. 7.02 not the A, the O. The one we just left. This is what I anticipate over the next 4 years and 2 months with no levy. So, we've got for this emergency levy that will we'll get a half a year on it this fall. It's showing

178in that number, but after that there's no more additional money. There's no levy coming in. My scenarios run from a 3.0 levy 0.5 increments to 3.5 to a 4 up to a 5.5 mil. For conversation for the board where do you want to be comfortable within that because I'm showing you what the cash balance looks like based on a 3 mil, based on a 3.5 mil based on a 4.0 mil, which is your 7.02C or 5.5 mil 7.02. Somewhere in there is where we're going to have to decide what to go to the board to the county with. And when I say that, it's we can go zero. We can go 5.5 mil or we can go somewhere in between. But, that's up to you. Any questions over what I've presented to you? Does it

179make sense from where I started to where what you're looking at? So, for context, um we have an ex- we have a levy that expires at 3.24 mils at and raises about $4.7 million a year. A year. A year. So, that is expiring. And the question we're asking ourselves here is with a November levy if we if we do 3.24 mils, am I correct in saying we're just simply keeping the same amount of money we have, even though our expenses are going up? Would that be the right way to say that? Yes. So, so let me give you a good example because I thought about dropping that in. But, this 3.5 mil Yeah. that's pretty darn close to 3.24. So, little over. Let's see where that ends up. It does leave me some cash for

180the next 2 years. And it does you know, we went from 25 million in the deficit up there down to 7.8 deficit there. A 4.0 gets me in the black, except for the last year. So, if we stayed where we're at, we're we are in the red by year four. Yes. Um Sorry. The one The one thing I did do in terms of trying to look at where we have been and that's one reason I keep referring to the last five-year forecast is that I looked at that forecast and lines line 702 in February according to the last forecast we were expected to have 9.56 million in the bank. We're now projected to have 10.5 million in the bank. So we we've improved the cash position from February's estimates by almost a million dollars in

181year one. Um where it really starts to get significant is the year three uh fiscal year 2028 where in February we were projected to be 4.93 million dollars in the red. And we've gotten it based upon the cuts that have been made up to now. Even though we're now factoring in that clawback that you discussed and the severance funds that have that were not part of the forecast before. We've improved our three-year number almost in half almost twice what it was. You know what it was almost 5 million now we're at two and a half. So I think it's important as we keep this discussion going. You know I know I know when you were talking you used the term overspending. It's not that in the sense that overspending and spending more than we should

182be. It's you're just we are deficit spending and spending more than we have. Which is a not Deficit spending would be the correct term. Sometimes I revert to my private industry. Sorry about that. I guess my point is that there's a lot of progress to make in just a few months. The um The the the big concern for me and I I wished I had a a magic number. I wished I could tell you. I still don't have a good feel for what the clawback is. I I just tried to use my I hate to say my accounting gut instinct, but based on everything I was seeing and reading, this this is where I felt it should be. I hope I'm reasonably correct. Ira, that last column, what year is that? What school year is

183that or what? >> That that is fiscal 2030. So, that's 4 years out. Um are you taking into account um decreased enrollment in these calculations? Um Typically, when I do my budgets, I don't take enrollment into account. I take are we planning on eliminating teachers or staff. Well, wouldn't one kind of >> It does, but I I don't look at it from the enrollment side. Cuz you're looking at a graduating class of 380. Our last two classes, kindergarten and whatever, are 280. So, over 5 years, that's 500 students. Now, we potentially would have less than any we have now. Over 10 years, that's a thousand. And if and if the discussion ever goes to fact that we don't need all these buildings and we close a building down, there's potential savings there and I don't

184know what that looks like. Sometimes you say, "We'll close a building down, we're going to save all this money." Maybe you don't. I don't I don't know if there's a direct correlation between that. Well, well, and the other side of that is uh if I close a building, I I I save one nugget. If I change my programs, it goes on into the future. Mhm. A building on its own is one point in time. When when I change my operations now >> No, absolutely. going forward forward, there's a domino effect. Cuz I know we had I think it's on here about real estate. I mean, that's a one-time thing. Yeah. You know, what is that really going to do for us? As I said, if we're 500 students less, that's you're talking teachers, you're talking

185administrative, you're talking, you know, items that could definitely change those numbers there. No disagreement at all. And that's fortunately or unfortunately This this this I did this for cash flow projections. It's nothing cast in stone here. It's my best guess, my best way of showing you where things are at, what we expect them to be at. And it could all blow up in my face or it could be roses and parades. Well, let me just ask you from my uneducated accounting background if we're at what say let's say $17,000 a student and we're now 500 students less is it simply taking 17,000 * 500 is the money that we would I don't know necessarily save or I would say no. And the reason I would say no there is and I'm going my private industry

186side there's a fixed cost and there's a direct cost and then there is a semi-variable cost. And now you'd have to start looking at all those pieces and parts and slicing and dicing it. And we as a school district that's that's not something that we typically or would be able to do in a reasonable with reasonable effort. This is that's something that we already dug into like ad nauseam when discussing open enrollment and how that's not a direct savings per student. We can't calculate that because I mean I think when we when we talked about losing all those students, it didn't even end up saving us that much money. So it's certainly not 17,000. Wasn't part of the disconnect on the savings is that it wasn't from one building. They were spread out. So it's

187it's it's not like you lost 30 students from one building and that could be one teacher. Right? It was a number of students in different buildings that didn't really affect the elimination of a teaching position or an aid position. Yeah, in in theory it sounds good, but then when the practicality comes in it doesn't happen like that way. I think we're also we need to look at the fact that the state's fair funding formula is still based on 2022 numbers and I don't hold any hope that they're going to increase our funding amounts in the next few years. Um historically um their portion of what they pay has continued to decline. So I think we need to also keep that in mind even though we really can't put our finger on it. I'm also concerned

188about what type of levy we do and how that's going to impact the 20 mil floor. So, we got to watch if we're doing I don't want to do a fixed sum levy that's going to become part of that whole mess. I don't know that we can do a levy that doesn't impact that floor anymore. I think whatever what we do, it's going to impact the floor. So, that we have to consider that, too. So, that I mean you know, if they start to have those limits on the floor and everything else, that that's going to have a big impact on us. So, one of the things that I think we're we're stuck with looking at because we have to live in the now where we are is that we know a few things. One,

189we know we can't run out of cash. And so, if we do nothing we know that sometime in the spring of began taking out monthly variances, but at some point near the end of fiscal year 2028, we're currently projected to run out of cash. Is that fair? Yes. So, the other thing we know, I mean, if if you look in the in the news Rootstown fairly recently announced that they were closing their middle school, but because of logistical issues and other issues, it's going to take them 4 years to close that school. And so, as the the administration of the district continues those discussions about buildings it's going to be months before there's really any kind of understanding as to what, if anything, could be closed and how long it's going to take. And so,

190one of the the the the the issue we have is that the day that we run out of cash isn't going to move and necessarily the building kind of footprint adjustment discussion isn't going to probably result in immediate cash savings before that money runs out. And so we are in a situation where we have to do something to at a minimum bridge the ongoing continuing savings that we're doing. You know, because again, we we've improved the position by a couple of million dollars fairly quickly by you know, all of the the reductions that have been made in the changes to spending um on supplies and everything that have been made. But we have to do something and whether it's you know, running out of you know, a a a a levy in November that causes

191us to look at running out of cash at some point in 2029 or 2030, the one thing that we do know is that doing nothing or resulting or doing anything that result in a zero at by the end of the year is going to cause significant heartaches and I guess maybe Mr. Hammond, if you could let's say we we not do nothing, but we achieve nothing in terms of increased revenue by the end of the calendar year. What is the state going to force us to do you know, as we get into December and January if our revenue looks the way that it does now? I'm sorry, rephrase that. Reframe that, please. Yeah. So if we if we are in the same cash position at the end of the calendar year this year as we

192are right now going forward, when the calendar turns over to January 1st of 2027, what is the state going to make us do or or tell us that we have to do as far as you know, what I've heard some treasurers call our do better letter, you know, you got to get ourselves in in What are they going to make us do if we're into January of '27 and we're still projected to run out of cash in early '28. They they are going to look at where we are deficit spending. That's that's the first thing they're going to look at. And we're going to become more prevalent on their radar screen. And we're probably going to have to submit some documentation to the state to elaborate on how we are going to get our spending

193in control to match our revenue. I just want to bring up really quickly cuz you mentioned uh reduction in spending just in the last year, but Dr. Gold put through large reductions last year as well. So, this is already in year two of that. So, I could you remember what the number was last year that we 800 or 700 thousand. We did about 700 thousand. So, 700 last year and then 1.3 this year. And I I do feel like just having a better grasp of of our position, you know, I feel comfortable that that we can continue doing a good job you know, reducing it's as it because we have set a trend already in getting control. So, I don't I just want to not just something that just started. Yeah, and that wasn't meant

194to to say that. >> No, no. I'm actually just saying I feel good about it because I think it's something we can continue to do. I I really like the attacking the money and then really drilling down. And I think you have a good team here to keep going. Well, I think we would all like to find a clump. You know, instead of kicking and scratching and clawing to move mountains to save 1.3 here and 800,000 there. I mean, I think it would be nice to be able to find a clump that that requires significant long-term planning on building footprints that just can't probably be accomplished before we are projected run out of cash. And that's just what we inherited. So, um we we can't expect anyone to fix it for us. And so, we're

195going to have to over the next couple of weeks ask a lot of questions um about realistically where we can be to avoid a situation where you know, come December 31st, 2026, we are in the exact same cash position as we are today. Cuz we can't be in that position. We just can't be in that position. No, and I I just so I can be clear as what you're trying to say like we can't just take a look at being negative being in the red in a couple years and say we'll deal with that with a building closure because we won't be able to realize those savings that quickly to deal with it that quickly. Is that Is that what you're saying? E- Essentially, something We have to do something in this calendar year. Maybe

196it's not you know, i- i- it in this environment trying to get the whole thing to look like it's in the black. Like, I don't think that's possible. Um but as you kind of look at I know Mr. Hammond mentioned there's not a ton of difference between 3.24 and 3.5 and that's and that's true, but from a, you know, I mean, the data we just got an email today with a lot of data from uh May. Um and and the data on complete new money versus continuation of existing um levels, we'll call it that way. We'll say it that way. But, you know, the the difference in success rates is sig- is significant. I mean, you're talking 75% to 24%. So, I I I think when I'm looking at this personally, like I feel like

197one objective we we we can't be in the same position cash-wise on December 31st that we are now. Even if we're cutting and cutting and cutting, it's it's going to take we we need to buy ourselves a couple of years to allow these big changes to to take place. And hopefully, as all of that concerted consistent effort comes, you know, as we continue to talk about this when we get to the the next set of expirings that we're not in the position that we are right now. But to get to that point, we have to do something. Mhm. Can I ask if could we consider Mr. Moyers' uh handout that he gave us? Um he I I'd like to on the the page where it's just the monthly additional costs versus the 3.24 mil um

198so uh when you put this for I I think last meeting we discussed that a average household in this area is $280,000, correct? So, you're saying that in each of these categories, this is in addition to what the current levy is bringing in? So, if we did each of these so um so you have like the 3.5 mil would be $2.10 a month, correct? And then going forward, so that's additional to what people are currently paying. Yeah. Um I think in this this handout here and um for example, our current 3.24 mil levy that's due to expire that is going to expire at the beginning of next year. A $280,000 house uh We we understand it's 35% of its assessed value. So, anyways, it's $318 a year that someone pays towards that levy. If if

199if we moved it up to let's say 3.5 mil November election the a homeowner would pay $25 a year extra. So, it's it's not a lot extra. If if we went to a 4 mil levy, it would be $74 extra. So, we're already paying as a as a homeowner in so I'm already paying $318. So, in the old days when we would renew a levy and if it would pass, you would just continue to pay the same amount as you paid before. Since we could no longer do that, we have to figure out what millage we need. And and Mr. Hammond has shared with us a number of options, but this spreadsheet is just designed to show the extra cost. And I have it broken down annually and then also by month. If if I

200could kind of reframe what he just said that first column is basically what the taxpayers of this district are currently paying, is that right? For this levy? For this levy. I mean the one that's expiring. That's right. For the one that's going to expire this is basically what they're paying right now. I just appreciate the monthly cost portion because most people escrow and pay everything all in one, so for people to really understand what the additional cost would be uh for a levy so that they know that like I said like the 3.5 would only be another $2.10 a month. versus the 5.5 which would be another $18.40 a month. I think it's easier for to visualize in a monthly payment because that seems to be the way most people are paying their mortgage. I

201think it's just I mean the only scenario that you show here where we're actually in the black is a 5.5 mil levy. Mhm. So um in any other scenario we'll have to con- continue to have additional cuts. Yeah, my my guess is probably about a and I didn't try to come up with a break even but probably about a 5.2 mil would get you black on all lines. Cuz you I mean you're you're close in our last fiscal year to 149. Can I ask a question about the expenditures, salary and benefits? Uh so 3 uh 3.01 personal services uh you have them of course increasing each year. I know our union contract expires at the end of 2028 school year. Um the the additional increases that you have projected for fiscal year 29 and 30

202is that assuming a 3% salary increase? Did you build that in? I did not change these from the February forecast. Okay. I only made the changes where I knew that there was and I don't remember what they did for those last 2 years. I want to say 2% but I could be wrong. Current contract, 3%? Is that right? I have a question on the line that's salary and benefit reduction 28. Is that planned reductions for next year? I think the administration is committed to trying to save 2.1 mil. And so we've come up with 1.3 leaving us short eight and I think we're trying to come up with that additional 800,000. So even even worst case scenario here when we're talking about being in the red in year three, that's with an additional 800,000 dollars

203that we have to find. Yeah. So that's not what >> Yeah, on the front of this, if it's in red, it's just meant to be a negative. Mhm. Uh it was redundant. I also bracketed it. And I guess the question comes is how deep do you want the cuts, you know, when where do you you know It's it's an honest question I think that we have to deal with and talk about because at some point you're going to start to affect student outcomes. Well, and and so um I just heard this fairly recently and I'm sure it will refresh all of your minds. One FTE, one person that's probably equating to classified maybe 100 to certified maybe thousand. So how much how many of those does it take to get to a million dollars? Well,

204I'm going to take it into the my professional world where I'm litigating a case, you know, when you get when you have a civil case and you're taking it to trial. You go all the way to trial, you know, winner potentially gets what they've asked for. But if they lose, they walk away with zero. And so a lot of times when you're trying to resolve things amicably before trial and proactively, everyone's looking at trying to buy away risk. And so sometimes, you know, when you're trying to settle the case, whether it's in a mediation or otherwise, neither side's going to give their best or worst day in court. And so, you know, where we might want to say, "Well, in an ideal world, no one wants to look at a five-year forecast with with red

205at the end of it." Um you have to kind of analyze where we are now, which is kind of the worst-case outcome, and where where we're going to end up. And so I think in some regards, as you increase the amount of the of the levy that's being sought, you know, it does get more difficult to to convince um not only people that it's necessary, but that that they they personally can afford it or that situation. And so as you look at as Ms. Paletti said, when you look at the monthly expenses for an average home, you know, that number gets it starts multiplying as you get through the various amounts. And I do understand that we would be mitigating risk or getting rid of risk. Um But it you know, that that's a that's

206a tough scenario to to try to appreciate um you know, ending up with kind of where we are right now because the impact to student services and and outcomes and everything might be pretty significant if we effectively don't do anything. And again, I don't mean that in the sense of not doing anything. I mean not changing anything. Yeah, I don't I don't know what you're thinking, but that 4.5 looks really attractive to me with $10 extra a month and it gets us you know, to to still in the black through '29. And that would maybe leave us time to make decisions that you know, within the next year or so that could help us get back. I'm go I'll go back to what I said before and then just going off what Jason said, at

207what point do we have that conversation that one enrollment is dropping, two do we need nine buildings? I think that. At what point do we have that conversation? And then the other part of it, we're looking at one levy. We have nine. You take 300 * 9, that's uh what, 3,030, 30,200 at a person's paying in in taxes to the school. So, it's not like this is the only item that there might be an increase or whatever cuz the other person could say, "Hey, if I if if we don't pass this, that's $300 I can that I save." Well, and and I mean that the negative side of that is that if you don't pass the levy, if you you save the 300 bucks and that's fair. Um and then you go to sell your

208home before the school district is able to show that it's effectively righted the financial ship, you might lose 10% of your home price if your home school is is not where it's supposed to be. So, you know, it to some degree even the homeowner that's has to make this and and they have to make a very difficult decision when it comes to if there's something on the ballot for them to look at because if their school is under some kind of state watch or or, you know, some kind of oversight, their home values and the amount of people looking to move into their community will drop precipitously. And so, there is some level of that I mean, there's everyone's got a extensive skin in the game here. I think we kind of talked about about

209building footprint is that that type of discussion requires a lot of logistics planning that we're probably not going to be able to get out there even before November. Um and so, I think what you know, I think we all all have a tough set of decisions to make if we're looking to make something that's comfortable, you know, then there's that push and pull about whether it's going going to pass. And then, if it's well, if we buy ourselves another year or two while we're working on these maybe bigger chunks that we can do, you know, with a we may end up you know, we have a lot of discussing to do and a lot of thinking and thinking individually to do before we get to June. I I had reached out to the Ohio Department

210of Taxation. Uh and I meant to bring it with me tonight. They gave me some expected revenues if we went with a school district income tax. But, I didn't bring it with me. Mr. Shane, just to be clear, that's exactly what I When you said, "When are we going to start to have the conversation about buildings?" That's exactly what I mean when I say like it'll buy us time to get to next year and then that's when we start those conversations, which could take us 2 3 years to even execute. And that way by like the by year five, you know, we would hopefully be able to not be in the red. Because even if we if we just did that, we're you know, we we obviously still can't No matter what we do, we're

211we're still looking to do something different in a few years. Like we still have to make additional decisions. Well, I already mentioned it, the elephant in the room is a teacher's equivalent to $100,000. 10 teachers is a million. 20 teachers is 2 million. I mean, you close a building, so there is I I think unfortunately that's where the biggest difference We're not going to save money on copy paper or you know, something clerical that we're trying to cut back on. Right. But, you're not going to save earth earth-moving money doing that. I mean, you it all adds up, and I think that's one of the reasons that there's been a lot of movement. Well, keep in mind you're you're trying to solve a problem that's very difficult to solve when you're at break even. Your

212revenues are increasing at 5% and your expenses are increasing at 7%. And you kind of started at break even. I'm not saying we are or not, but overall revenues do not increase as fast as the expenses do. And that's why school boards are having this discussion every year. And we're not unique in that respect other than we need to understand that, and somehow we got to educate the constituents of the district that we're in a losing game to start with. I mean, I think it's our job as the board to communicate the true picture of what happens in all scenarios. So, I think this discussion's really good, really beneficial, although difficult. Well, I suspect before we get to our next meeting, whether it's June 8th or a different date, um we'll all be having conversations

213with community members and constituents, and hope hopefully some that we sought out ourselves. So, um any further discussion point on on this? Thank you, Mr. Hammond, for putting all that together. Thank you, John, for your church. I'd reached out to Ira and I had a couple of questions that I wanted to have him talk about. Um First one um was the neonet uh contract that was approved in the last meeting. And I noticed in there that item two under term, it said the service agreement will be automatically renewed 1 year unless either party gives notice 90 days before expiration would have been April 1st. This wasn't approved until May 4th. So, my question is if we would have voted no, would we still been liable to pay this for another year? I don't have an

214answer for that. I would that to me would be legal. I'm guessing we wouldn't >> Excuse me, point of order. Maybe this is better in an email. This is not point on the agenda. No, this is items I have as a board member to a treasurer. Well, you can make a phone call. It's not on the agenda. No, this is a discussion I'm having with the treasurer. I mean, is it if it's not related to the current item Well, no. It's a discussion with the treasurer. Well, we all could have discussions with the treasurer about whatever we want if we don't have some kind of order. All right, where am I out of order? I have a question. I reached out to him today. I said I want him I'm going to ask these questions

215at the meeting and I would like to have them discussed. If if they're not on the meeting agenda, I think it's kind of well unfair to him though to put him on the spot. I didn't. He knew I was going to ask these. Didn't I send you an email asking several questions that I just wanted to have some clarity on? I think the public needs to know this. Why does it have to be in private? Well, it's not that it has to be in private, but I think he has to have the op- a fair opportunity because he was preparing all the other stuff for tonight, too. He could have said no. He didn't. I'm sorry. I I I missed the last No, I I you could have told me no, and you didn't. I

216said, "I'm going to ask these tonight." We're talking about a levy, Mr. Sheahan. No, we're done talking about the levy. I'm And these are And he said we were done, and now I said I have some questions for the treasurer. Well, we're not Yeah, we're done here. Yeah, and that sustains to the extent that I mean, we're not going to just bring up new topics in the middle of the meeting. These aren't new topics. I discussed it with him already. We sent an email. Yeah. That's not That's not And it's not on the agenda. I mean, we all have to be professionally respectful. >> Well, I know how that goes. I send my stuff by the agenda, nobody sees it, and it doesn't get on the agenda. No, I explained I mean, that All right.

217So, here here's where I'm at. You know, that that that This this was I'm going to take what was done earlier tonight as professionally dis- respectful to me because I have a job to do. I have a I have a day job. And I took on the role, which I'm happy to do, but we do have at some point have to be able to put together the week's agenda without keep If If we let everyone at it, I mean, I'm not going to out anybody, but there was another board member who wanted to put something on a prior meeting. We said, "No, it was it was just too late." And we put it on today. So, we did put it on. That doesn't mean that we all just say, "Well, it's it's not a It

218can't be a free-for-all. Otherwise, no one can be prepared for a meeting. Because it does kind of start to feel a little bit like a gotcha, like I'm just going to out this stuff where he doesn't have the answers. He just told you he doesn't have the answer. It wasn't a gotcha. I emailed him to let him know I would like some answers to these questions. All right. And then if he doesn't get them to you before the next meeting, then maybe we can put them on the agenda. Can we just move >> So, let me get this straight. I would like as an elected official to put something on the agenda. How many hurdles do I have to go over to do that? You just have to be professionally respectful. Which you were not

219today. Uh what's not respectful in an email? >> I'm I'm I'm I'm at my breaking point. If we need to take a recess, we'll take a recess, but I'm at I'm at my breaking point where you don't just get to be professionally disrespectful to everyone else around the stage and then say that someone's silencing you. We have to have some kind of process. No one says that you have to give them an encyclopedia of background before you put an put an agenda item on. I just ask that you have the respect for me to give it to me in advance so that I can if I have any clarifying questions. I mean, what am I supposed to do with a list of nine items the night of the meeting? So, again, I'm going back. It

220is Wednesday at what time before an amend- that we can have that I can have that that I can reasonably expect that it will go on the agenda. Anytime on Wednesday before we have it before I have a chance to talk with the superintendent about what's going to be on the agenda. And how many days before I have a specific question for the treasurer do I need to ask that question before I can expect an answer? It it's They are two different things, but it depends on what you ask. There are things that I've asked that I've been waiting for since February, but I'm not going to put someone on on blast on a on a meeting. There's a way to go about this stuff in a respectful manner. Well, that's what I'm asking. I'm

221more than happy to do that. But I get shot down, constantly get shot down on things I want to talk about, things I want to I I I email people, I communicate, I leave messages, I give a message, I file public records requests. Point of order. Can we please move on to discussion item 12? Let's move on number 12. Mr. Sheehan, this is your item the revised policy proposals. In fairness of time and it is 9:36 and respect to the board, none of these are time sensitive. I am making a motion to remove these to be added to the June 8th um agenda. I do have copies of these items. There's copies of these for you to ponder, to look at, to ask me questions prior to the June 8th meeting. I second the motion.

222So, Mr. Sheehan's moving to table his item 12. Uh roll call, please. Uh I think Mr. Lady moved. No, Mr. Sheehan moved >> to table. No, I made the motion. Yeah. I. All right. Next item on the agenda is the district property consideration for sale. I believe this was Ms. Sudolnik's um item. Yes, I just asked uh for us to open up discussion again on the dis- uh sale of the property. It's a Which one? The The out the property that I was looking at is the one that is costing us money to maintain. I think it's the one the >> Horsebrook? Is that Horsebrook? Horsebrook, yes. >> fields. Yeah, it has two baseball fields on it now to my understanding that we have to start paying to mow. And I I don't I'm not

223looking to get rid of all of our assets, but if it's something that is costing us money and and we're not using it, I think we should probably discuss, you know, selling it. Whoever wants to go to the next is fine. Sure. Dr. Gold, do you mind uh flipping over to my tab, please? Thank you. So, just to provide an update to the board, uh the three properties that we have um that we're currently working on, um our due diligence is the cell phone tower. Um we don't have an update we don't have a critical update on on that on that range, but hope to do so uh as soon as possible. Um Halsey Road was again appraised at $740,000 um by an outside appraisal group. And Horsebrook uh is appraised at $865,000. Um we

224current like again, just to kind of reiterate, uh there is no youth organizations currently on that property. So, we are uh on the off side, we are we are uh we've developed a tempor- I'm going to say temporary plan, a band-aid plan on how to keep it mowed. Uh we were um we know that we are with nine properties and then adding an additional 13 acres on the south side of Munroe Falls, uh it is a challenge. Um but we are um able we would be able to, um, either, um, temporarily approach another youth organization to get that back in use. Uh, the the shared contract would probably be over the the maintenance of the of the property, but at this time, uh, there is no, uh, no one's on Forest Brook. And so, if

225you remember, our goal was to bring that youth organization up to one of one of the the high school property, and, uh, but that obviously fell through for some other factors. But, if you have any questions. So, the sale of the property and the use of the property are two potentially different income-generating items. And so, if we were to sell the property to someone who would take, for instance, Forest Brook, which you said is about 13 acres, I believe, yes. and turn that into, you know, single-family homes, you know, then all of a sudden we get the forever, well, as long as there's property taxes, you get the forever benefit of those homeowners paying property taxes in. Um, and if for 13 acres, if that's whatever 50 homes, I don't know what that would work

226out to be. Um, if they were nice single-family homes, you know, we talk about something like Cole's Farm, where there's little smaller lots, they're nicer homes, you know, then at some point you could be talking about the long-term income. And so, I guess the point of that whole thing was, is there a way that we could in evaluating potential if if the property were listed for sale, obviously the board would have to sign off on any sales contract that that that was bid on, is there a way to incentivize or prioritize long-term potential revenue? Because I think we have an obligation to our district to to potentially do that. So, you hate to just sell it to just anybody. You know, if you sell it to someone who's going to commit to as part of

227the written contract to to you know, X number of single-family homes at a certain price point, that would certainly be far more appealing, at least to me, than somebody who just wants to buy and hold the land. Does that make sense? Cuz whatever we get out of this, it hopefully is a small amount of money as compared to what the asset could bring, you know, rather than be a negative carrying asset, it's all of a sudden it's you know, five, six hundred thousand dollars in in home property taxes in the aggregate every year. So, is there a way for us to do that? So, the current I don't even want to frame frame it as a as a as a proposal, uh, but the current conversations that we've had with the developer would be, um,

228some type of um, some type of residential develop- development, uh, but due to the fact that we haven't en- engaged in serious dial- dialogue, I haven't really kind of kind of gone past that. Um, our goal was to properly frame the the value of the property, and if we need to do more, um, more get more information, we can we can do that to satisfy your needs. Well, yeah, I I guess rather than and I know we've talked to one developer, but I would assume we would have to list it publicly, yes, and so that person could potentially be outbid. Yeah, and we we do, um, you know, through this process, no no matter what process the board would choose, uh, the the public sale of property or the sale of property does, um, require

229a a public auction, and and it could it could attract different buyers uh, to the table. Uh, the board has has it has the ability to set, you know, floor pricing. Um, in our conversations, um, our due diligence, we we've we've had another person who would be interested, you know, outside of this developer. Um, this person uh, this firm specializes, um, in uh, uh in drilling. Uh, and so they they they looked at um the well and gas or oil and gas um potential of the of the property. Um but that those market rates are are are very low right now. But that firm does have an interest, so they they could participate. So we potentially right now, as it stands today, have two interested buyers. Do we have to put it up for auction,

230or can we just publicly list it with the realtor? I'd have to review policy for that. Cuz I assume if we put it for a real if we put it for a realtor, then we can pick and choose who what you know, once we get a number of bids in. We can review policy and get that for you. I believe, and I it's tongue in cheek, I believe you first have to attempt to sell it at auction. And I'm only saying this from my experience, which was limited Chippewa, but then we ended up listing it for a realtor because we couldn't get a what we felt was a fair price, as he said, you can set a floor. So I could set that we can list it at auction and set the floor at a

231billion dollars, and then when it doesn't sell, then just list it with the realtor. Do you have an uh ballpark of what we're spending, like to Mr. Donahue's question, like what are we spending to maintain the property, like generally? So right now it's um you know, it's it's our own or it's it's our own salary and benefits to that. And I have not asked that question specifically, but it would be um maybe 5 hours, you know, weekly. Okay. Right. Thanks. Yep. So you equate that to 5 hours taking them away from something else that they could be doing on our campus to go to that. Thank you. And you and the grass over there grows very quickly. Yeah. I was thinking to Mr. Sheen's point earlier about declining enrollment. If they were single family homes,

232too, that that could help us you know have some help us with enrollment potentially. If you look at all of our neighborhoods, the homes that go up for sale do not last sometimes more than a weekend. Those nice or nicer newer developments, they sell immediately. Yeah, and there's really no in talking to our partners who have who have been on that lot, you know, there really is no um other There's there's no potential to bring that same organization back. You know, they they've they've been able to develop other properties in in the city and they're doing doing quite well with that. Do we know is it zoned single single family or what's the zoning on that property? I'd have to review the the appraisal packet again. Okay. >> So, I can send that out. Check

233that. Thank you for that. Yep. All right. So, we'll our our resolution is Mr. Sheen's going to go back and get more options. Just for the Lainer property or for we're not talking about anything else at the moment, right? Next item on the agenda is comments from the audience. At this time we recommend or we welcome any additional comments and concerns the citizens wish to bring before the Board of Education. All comments must be directed to the entire board and be no no longer than 3 minutes. We will listen to and consider remarks, but there will be no conversation aside from clarifying questions. If you seek a direct response or further information, we ask you submit your request in writing. Please bring begin your remarks with your first and last name. Uh my name is

234Marty Simpkins. Uh May primary has found all of the Sumter County school levies failed. In the next 7 years, you are all looking at losing four complete levies that are emergency. The voters are suffering from property tax fatigue. Until this district shows a major effort to cut expenses, the only thing you can look forward to is the state stepping in. 380 students graduated in 26. We also have 275 kindergarteners. That's a 100 child difference. So, in 12 years, you're going to have only 275 graduate. You're going to have to make some major changes. This requires serious chart changes. Relying on attrition when trying to lower the numbers is not going to be adequate. We recommend you close a school, reduce employees, and number two, primarily stop spending. Any further public comment? Last item on our

235agenda prior to adjournment is an executive session under revised code 121.22G1 to consider the appointment and employment of a public employee or official. Do I have a motion to move into executive session? So moved. Second. There will be no action, I believe, after this. There's nothing scheduled, so no vote to be taken afterward. At your convenience, roll call, please. Everybody? Aye. Moyer? Aye. Shean? Aye. Swope Adair? Aye. Whitaker? Aye. Thank you. We are in executive session at 9:49 p.m.