SMFCSD Board Meeting 2025-10-14

001[Music] I call to order this meeting of the Stoman Row Falls City Schools Board of Education, Tuesday, October 14th, 2025 at 6 PM. Roll call, please. >> Ease Jenkins >> here. Merlin >> here. >> Sheen >> here. >> Sodonic. >> Wind >> here. Please join us in the pledge of allegiance. >> I do a point of order for pledge of allegiance. >> Um I'd like to move uh item number four, the public comments section to the end of the meeting uh to 8C. So, there's a motion to move four to where? >> Well, I don't need to make a motion, but if you want me to make a motion, I will make a motion that we move uh item number four, which is the public comment section to the end of the meeting, which would

002be uh 8C. Any second? Second. Do we have discussion of moving the item? >> Yeah. No, I'd just like to have the opportunity to have the public be able to speak after the meeting, not right before the meeting or towards the end of the meeting, not at the beginning of the meeting. Now, don't we do that in the other meeting? >> Yes. In our meeting next week, we'll have the two comment sections. >> And this is the meeting where there's only one comment. >> This is the meeting where we typically only have one comment section, >> right? >> And in part at the beginning so that um anyone who wants to make a public comment doesn't have to sit for a couple of hours potentially waiting to make that comment. So, I prefer them at

003the beginning. No, I'll let the community make that decision whether they want to sit or not. I think I'll give them an opportunity to speak after hearing the meeting. >> I just thought it was supposed to be so they could give us their comments before on the on the items that are on the agenda so that we know what they think before we vote instead of after we're done. Uh there's some value to that, but bas based on what we're going to be talking about, they may be able to do both by having this at the end of the meeting. >> It would be over, but I mean at that point the comments are just comments. >> They're nothing that we can discuss at that point. If we get comments at the beginning, we can

004consider them in our discussions. True. I said it's just a motion that I made. Um I've heard from folks that said they'd like the opportunity at a work session meeting to be able to comment at the end rather than in the beginning. >> Yeah. >> And I've heard from folks who prefer this format so that they don't have to stay for hours. So, are we ready for a roll call? >> Yeah. Keys Jenkins. >> I >> nay. >> Sheen. >> Uh, yes. >> Wind. >> No. >> Motion fails. >> Please join us for the pledge of 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

005student centered learning experience for every single child. Our strategic plan for 2021 through 2026 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 as 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. We reserve the right to have those who do not comply removed from our meeting. Next agenda item, comments from the audience. At this time, we welcome any comments and concerns citizens wish to bring before the board of education.

006All 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 aside from clarifying questions. If you are seeking a direct response or further information, we ask that you submit your request in writing. Please begin your remarks with your first and last name. My name is Taylor McCaulay. I am someone who proudly helped organize the Charlie Kirk Vigil alongside Mike. For those of you who didn't attend, you missed out. You missed an opportunity for our community to come together in honor of faith-based family man. You missed out on prayers from wellrespected local pastors, honoring our country. And if anything could have resonated with you on that night, it would have been the denouncing of political violence. But

007sadly, that's not the case for some of you. When interviewed by the Akran Beacon, I told them that my Facebook event alone had over 300 responses to attend. What I didn't tell them is that it also had almost 900 interests. And I'm happy to say that we had about 1,200 people that came out and attended that night in Stow. This topic matters because so many in Stow hold the same values as Charlie Kirk, and it's your job as board members to reflect us all. He gave the biggest mic to those who disagreed. Something some of you on this board seem to fail in doing. I'm done watching you bully this man. I'm done watching you silence this man. He is your equal. And since you can't silence me at this moment, I'm going to raise

008some issues I have. Certain board members and her colleagues are part of and being endorsed by groups here in Stow that do not reflect our community. Hanging banners over Route 8, insulting federal law enforcement. These groups are providing minors access to phone numbers and websites to speak about their sexuality behind their parents' backs. Organizing events for men in drag to perform in our parks in front of our children when you know these are shows reserved for adult venues. You've taken it upon yourselves to claim certain spiritware makes a child look racist. Some of us see these banners and think of our fathers and brothers fighting every day to keep our country safe. Some parents teach their children to embrace the body they were born in as a gift from God, guiding them through any challenges

009they face as their young, impressionable minds develop. Should I stop my children from wearing eyeblack to a football game? Should I be fearful you're going to pull them into another political stunt? Our community wants fiscal responsibility. We want achieving academics. You should be embarrassed that more parents are moving their kids to other districts or homeschooling. Your board of elections page is riddled with extreme ideology and you stating that you hope this message gets to our kids. These are not your kids. And if you're going to send any message to our kids, it should be about healthy eating habits, getting outside, limiting access to screens, and working hard in school. Anything regarding sexuality, gender, or race geared towards minors is wildly inappropriate. You do not have my vote. Your colleagues who are part of these groups

010do not have my vote. You all are inappropriate. And I pray Stow sees this as we go to the polls. Thank you. [Applause] Jennifer Sire, thank you for the opportunity to speak. I am a proud Stowe resident, alumni, and parent to a graduate and two current students. But pride in our district hasn't protected my one child from years of struggle. Our family from being dismissed and validated. Starting in third grade, my child was deemed different and excluded by peers. I raised concerns and was told, "We're sorry that happened." In fourth grade, my child began avoiding writing tasks. I was told their test scores are fine. In fifth grade, they hid from the bus and asked if they were normal. I was told they're fine here. In sixth grade, missing assignments increased. I was told they're

011lazy and need to try harder. In seventh grade, feeling broken, they began struggling to get to school. I was told there's nothing we can do. They're not here. In eighth grade, they were selfharming. I was told, "This is mental health, not our role." For six years, I asked for help. My concerns minimized. My parenting questioned. I watched my joyful child become withdrawn and disconnected from peers just trying to survive. Last year, we finally received answers that made sense. A high IQ with challenges in communication, social emotional skills, executive function functioning, and possible learning differences. But the accumulated effect of inaction by the district landed at the high school. So in ninth grade, when they continued the same pattern of struggles, I brought all this to the school. The response, we will try to help, but

012our test results show they are learning and meeting our standards. The impact of years in survival mode is profound. With an emphasis on attendance this year, I'm being asked, "How can we help you get them to school without consideration that school is a place that causes distress?" My child knows education matters. They don't need another specialist or diagnosis. At the core isn't their attendance. They need to feel safe when in school. They need a district that recognizes twice exceptionality and threat survival response that acknowledges their inongruent skills and affirms their distinct brain. My child is lost in a system that prioritizes data over individuality, policy over the whole child. Using your influence, how will you ensure our schools are a place where my child feels safe? Dr. Ross Green said, "Kids do well if they

013can. This isn't about motivation or parenting, nor about one teacher or school. It's about a district that fell short and seeing my whole child and what was going on beyond their test scores. I'm asking Stow Schools to do better. Educate your staff. Stop the harm. Listen. Be curious and creative. Be proactive. Help this child go from surviving to thriving to reach their full potential because no child, mine or anyone else's, should be lost in our schools. Thank you. [Applause] Uh, my name is Marty Simpkins and I'll make this really short and sweet. Um, I was looking at the agenda and I see we're hiring a new company to write checks and I'm curious is does that mean we are getting rid of the two employees we have that are in accounts payable and responsible for

014those kind of things or I'm curious as to why we keep on needing to um have new companies coming in and new programs and things that are all geared towards the employees that We already are paying. Thanks. [Applause] >> Hello, my name is Jonathan Jones. Um, the first thing I'd like to talk about, you know, my kids are four and two, so one of them will be in your school district in the next year or two. And some things are concerning, especially with Castle. That's a big thing for me. Um, it started out as something for social and emotional learning and that's a positive thing in theory. However, in practice, it shifts schools away from academics and into emotional and ideological territory that doesn't belong in the classrooms. Castle began as a program to help

015students manage emotions, but in its 2020 framework, transformative seal, which is part of the satchel uh pulse, which we spent $30,000 on here, now pushes social justice and equity activism. That's a shift from teaching skills to shaping beliefs. Schools should teach kids how to think, not what to think. Castle isn't teaching kindness. It's teaching a worldview. Takes up valuable instructionable time. Since the became a major focus after 2020, reading and math scores have plummeted nationwide. Kids need structure, not therapy sessions disguised as education. When students focus on feelings over fundamentals, academics suffer surveys and journals collect emotional data on children, often without parental consent. That is not okay. These records can be biased and permanent. Emotional and moral guidance should come from families, not curriculum vendors. Districts spend millions on SEAL training and consultations with

016no results. It's a costly distraction from true learning. Let's return to academics, reading, writing, math, civics, and leave emotional and moral development to the families and our communities. Our kids deserve education, not experimentation. Couple other things. One of the things, cell phone reimbursement. $29,000 was spent for that for administrators. However, those same administrators can enjoy tax breaks on those cell phones just like I do as a tattoo artist. If you use your phone, you can get tax breaks for it. That $30,000 could be spent otherwise on education. Also, a weekend retreat, $26,000 for a weekend retreat for administrators. What happened to going into a bowling alley? Um, and with the iBlack situation, why were two young girls painted as racist in our community for supporting their football team? That is a tradition that has gone

017on a very long time. And that's a concern of mine because my children are mixed race. Their mother is black. And as far as Charlie Kirk, this is the last thing I'm going to end on. Um, well, one other thing. I I just feel that the student rep should be elected instead of appointed. That's on your board. That's just a thought and an idea. But I want to get on the Charlie Kirk situation because your school district had not only a teacher but also a board member make comments on social media concerning the death of Charlie Kirk. And in a way to validate it [Applause] My name is Jerry Bio. I wasn't able to attend the last meeting um that the school board had here, but after looking at the video on YouTube, I was

018totally appalled by each and every one of you board members. you had to pick on a certain board member, which is unethical. And besides that, the board president didn't even use her gavvel to silence the uh assistant uh president where she rattled on and on and just about told Mr. She had to go to you know where it's unethical that you ladies I'm I'm using that very liberally cannot hold your tongue and treat persons with respect. This is not what I expect of school board members nor of anyone else in this school system and I hope the electors take toll of what you did. [Applause] Hi, my name is Bella Weber. Um, I went to Stow my freshman through junior year and moved to Woodridge my senior year for a few reasons, sports being one

019and what this school was turning into. Um, I had a few great teachers and a lot of teachers who would target me because of who my mom was. Um, I was always scared to speak at meetings, even attend a meet attend meetings because I was scared I get I would get targeted. Um, now I'm in college and I frankly don't care what any of you think of me, but um, I was once suspended for no reason and the teacher who suspended me did not like my mom. They would frankly have feuds on Facebook. Um, my suspension went under investigation and they found I did nothing wrong and they took it off of my record. Um, I was facing a lot of stupid high school drama like any other student. I confided in school counselors and

020I was told I needed therapy and I was depressed and full of anxiety when that wasn't the case. I was just someone who was in drama and struggled. Um, and about the teachers um, no teacher when you're in school, you're there to learn about math, English, writing, social studies, anything like that. You're not supposed to know what a teacher's political views are ever. Your student is there to learn. And when I have kids one day, they will not be going to Stow as long as the board looks like this. So, thank you, John Sigman. In regards to this board tonight, I would like to point out one particular board member. This board member is the only one who has done what it takes to benefit the kids and this school system. I'm talking about Mike

021Shien. Mike, thank you so much for all you've done. Mike has asked the tough questions to get to the answers for all the overspending, the misaligned policies that this board is responsible for. Mike has been outnumbered and ganged up on six to one by this non-inclusive board. We need the voters to get out and vote for new good leaders this November. This is our last chance to save our schools. I am a lifetime city of Stowe resident and an alumni of Stowe High School. The teachers from my day would have been angry as hell at what goes on in this school today. Please get out and vote this November and let's make Stow schools great again. [Applause] Okay, seeing no superintendence recommendations, do I have a motion? >> So moved. >> Second. Dr. >> Good

022evening. I would like to recommend the following personnel recommendations. >> Any questions? Um yeah, I have a question. It's not so much about these recommendations, but um can you give a update as to when the spring coach's approval is going to happen or the spring coach's recommendations are going to happen? >> Mr. Sheen, we're discussing these personnel recommendations during this item. Well, we're talking about recommendations. I'm asking the superintendent about recommendations. >> Mr. Love is going to share about spring coaches. >> Yes. As far as some of our spring coaches have already been recommended and we're just continuing to roll through it. Um, so there's not a date of when, you know, we'll have all of them going. Some of them have already been approved. Now, are they aware of this? Because I do know

023that spring coaches start their preseason training. Um, you know, do they know? Do the coaches do the coaches know who has been approved and who hasn't? >> Yes, >> they do know. Okay. Because there is also the access to the 300 accounts and things like that. So, technically, if a spring coach is not approved, they wouldn't be able to do any pre-season training or have access to their 300 account. >> Correct. Is that correct? Okay. But there is communication with them whether they are or aren't. >> Yes, there is. >> Would this be something that could be at our October 20th meeting as far as the spring coach recommendation list? >> That's next Monday. >> We can we can definitely have a list of who's >> at least the ones that are approved at that

024time. >> Sure. I don't know um how we can share that, but we do have a list of who's been recommended already >> on the 20. >> I get that for you. Thank you. >> Roll call, please. >> East Jenkins. >> I >> Sheen. >> I >> wind >> I. >> Our next item is Neil policy package A. It has already been through two readings, so tonight will be our vote on it. Do you have any information for us on this, Dr. Gold, or >> No, this is the last reading for those uh Okay. >> three policies. >> I just wanted to make sure. >> Any questions? >> Roll call, please. >> Ease Jenkins. >> I >> Sheen, >> I. >> Wind >> I. I'm sorry. Did I forget to ask for a motion for

025that item? >> I believe so. I just Okay, it just triggered. >> Yeah, I I just realized I I moved a little too fast. Do I have a motion for that one? >> So moved. >> Second. >> Okay, now we can do roll call. >> East Jenkins. >> I >> Sheen. >> Wind >> I. >> Okay, our next item is a presentation from the superintendent. Yes, this evening we'd like to give an academic update in regards to strategic plan goals one and two. Um I want to begin the presentation uh this evening by thanking uh all of the STOR fall staff and students for the hard work and emphasis that has been placed on our students in and out of our uh classroom. Uh we are not just uh performing in the classroom, we are

026also excelling out of the classroom. We'd also like to thank our families for entrusting us with their prized possessions and working to partner uh with us to create um productive citizens um not just in our community but throughout the world. And now with that said, I'll move into our presentation for this evening. And our goal here is to share with the board and the public the wonderful work that is occurring in our schools and to provide information in regards to the school report card and the special education profile. We want to use these as key performance indicators for this evening. Uh, presenting with me this evening will be uh, Miss Christy Pro, assistant superintendent, director of special services, Aisha Collier, K6 curriculum supervisor, and Julie Miller. At the beginning of each meeting, our board meetings,

027our board president reads our strategic plan, vision vision. And I'd like to just um have the opportunity for us to look at that vision again uh here on tonight and remind us that every decision that we make, every policy we uphold, and every program that we implement must be grounded in one central truth. Our students are the heart of our work. With the district embarked on the strategic plan in 2021, we set forth a clear vision that would uh act as our road map. Uh it was a plan that had action steps as well as where we wanted to go for 2026. We wanted the vision not to just be words on paper, but a promise to our families and to everyone in our community uh to hear our shared expectations and how we plan

028to achieve those um things that were in the strategic plan. When we take a look at goal one and two, which we will be sharing here tonight, goal one is about giving our students the tools and knowledge and skills that they need to achieve at their highest levels. And goal two speaks to how we can create an environment where high expectations, respect, accountability, and excellence are not just words, but also practices. Together, these two goals capture both sides of our responsibility. What we provide for students in the classroom and how the leaders and educators organize ourselves to deliver excellence each and every day. As we begin to take a look at the traditional report card, uh we consider the traditional report card a um lagging indicator because it is an indicator that happens at one

029particular time uh to capture information on a students. The traditional report card is derived of six components that make up the overall rating. Here you see the achievement component which is 25% of the overall rating. It is how well students perform on the state test if they meet proficiency. The progress component is 25%. It is how much growth students make compared to the prior years. And early literacy which is 12.5% is how well school students are or schools are helping young learners become proficient readers. Gap closing is 12.5%. It is how well schools are closing gaps for our subgroups and graduation the percentage of students graduating within four and five years. And a new component that has been uh calculated over two years but showing up the first time on this particular report card is

030our college career workforce and military readiness component. and it is what our students are doing after they leave uh high school. All of these components add up to a 100% to pro give us an overall rating. Our overall rating for uh this school year is four stars. And if you look at the report card, it tells you right at the top that it exceeds state standards. Our overall rating um is not is a way for us to give families a way to see how the district is performing across all the key areas that I've just outlined in the previous slide. Each of these component receives its own star rating and then the stars are averaged together to determine the school's overall rating. These ratings also occur across all nine of our schools in the district.

031The school report card also provides families with information regarding uh the district detail information gifted and also financial information so that we have an understanding of exactly what we are seeing when we receive the a school report card. Here we have an understanding of the release cycle. You see the dates the report card is always released at this particular time in September. However, this data lags um from the Ohio Department of Education and Workforce. This gives them an opportunity to finalize data such as state test scores and graduation rates and student progress measures. Where this one year lags is the annual checkup. It is called the where the school report card is summarized and so that we can see student outcomes. These data points come from the previous year and so those data uh points

032are on graduation verification and our subgroups. So the re results that we are reviewing today represent the teaching and and learning that occurred in the previous year not the current year. This means we've already started to implement our strategies and what we're seeing uh and we will address these matters in real time. So the report card that was released on September of 25 is the 2425 report card and the school year data that is being reviewed is from the 2324 school year because the district report card takes a look at district details. Here we are. I'm sharing this evening uh in regards to our certified staff, our classified staff and our administrators. This is a district detail that you will can also see on the report card. It shows that our teacher staffing ratios here.

033You can see in 2023 the um top uh burgundy one is for certified staff. The red is for tutors that we've had in our building. The gold is for classified staff and the gray is for administrators. Based on uh current uh information in regards to how our staff uh ratio is from a 19 to1 type of ratio, we fall in line with districts that are comparable to us based on our current uh enrollment. Here you have a slide that shares the uh district uh enrollment numbers. It is important to note that our district made an important change in the spring of 2024. We changed our open enrollment policy. The district moved from open enrollment with all schools and then went to neighboring school districts. While we have seen a decline and we are working to

034look at our enrollment process, we are also looking at how we market uh the district making sure that we are able to tell our story and so that people understand the bulldog story. on the um in the graphic next to it is the average years of service of staff in each of our schools. That can also be found in district details. Here you have the district overall star reportings for the last three years. Um because in school year 2021 there was not uh this is when the star ratings came into play. Prior to that, schools were given grades uh A through F and then they moved into what we call a star rating uh type of system. Stow uh Mro Falls has averaged between four and 4.5, meaning that we have consistently exceeded the state

035standards on the report card. Here is where you can find all of the information that I've shared. If you go to the actual school report card, you can actually click district at a glance and go to any of those areas that I've shared. As I stated before, it gives district details. It gives uh each individual rating for each uh component area as well as you can see also financial data for the district. Also in the financial data, it talks about what monies are spent in the classroom per pupil expenditures and the sources for our funding. Again, uh our uh purpose of the star rating stom fall continues to exceed state standards in the overall rating. The Ohio School report card uses one to five star rating system to give parents and staff and community a

036clear snapshot of how schools and districts are performing. Unlike previously with the letter grades, the star system is designed to really focus in on growth and continuous uh improvement. And the overall rating combines the five component ratings uh using the state defined formula of those ratings. And the overall rating reflects a moment in time. And this is why we call it a lagging indicator. Um, thinking of the overall rating as a cover story, but the real story is behind each of the components. And now we will share each of those components and where we are on each of the six measures of the report card as well as talk about our action steps that we've implemented and where we're going in regards to uh our next strategic plan for 2031. And now uh Julie Miller

037will now take us through the achievement um process. You want to click that's fine. Uh so you can see this is the achievement component of the report card. Overall our district earned four performance index is the benchmark score against which which all schools and districts are measured. Schools and districts are calculated separately. So this is the district score you'll see. The score is determined by identifying the top 2% of performance index scores statewide for the year and then they find the average of those top 2% schools and that's the max score that we're rated against. As Dr. Ghoul mentioned, 25% of the report card is the achievement component. There are no subcategories in the achievement component. It represents 100% of that particular achievement component, which is the performance index. Stoman Ro Falls City School District's

038performance index was a 91.6. The maximum score was 109.8. Our performance index percentage was 83.4. 4%. The performance index measures the test results of every student, not just those who score proficient or higher, but every student that takes the test. Schools and districts receive points on the index for every student. And the higher the performance level on the state test, the more points are awarded to those particular categories to increase the performance index scores. Each year the maximum possible points is determined by the average of the highest two performance index scores in the state as Julie mentioned. So that denominator that we look at consistently can change over time based on how other school districts are performing across the state of Ohio. You're fine. All right. So to that to dig dig into some of

039our data, our CA our K4 state test result trends for third grade ELA, third grade math, fourth grade ELA, and fourth grade math are in this graphic. As you look at this slide, you can see the last four years of the Ohio State testing data for third and fourth grade students. The maroon shows that SMF achievement scores. The gray shows the state average. We have maintained consistency in third grade math and we are up to 76% in achievement due to staff implementing our new math curriculum. The same is true for our upward trend in fourth grade math being around 82%. Third grade ELA we have consistently scored well above the state average. In fourth grade ELA we have consistently scored in the 70s. When we review the achievement data we look for growth across cohorts.

040That means kids moving from year to year. A kid that tests in third grade ELA, how do they perform in fourth grade ELA? The same is true as we compare across years and looking at our yearly trends. As we move into the next slide for Lake Views uh taste test data, you'll see the slide shows um fifth and sixth grade for the last four years. Again, the maroon shows SMF achievement scores and the gray shows the state average in that subject and grade. We have consistently scored above 70% in the area of fifth grade ELA. Uh again, you can see this is Kim. Uh you can see that our scores for the last four years are in maroon. We've shown an upward trend over the last four years in our achievement data at Kempton. Um,

041I would like to point out that uh in eighth grade, our students split into two math classes. Oh, you got it. Okay. In eighth grade, our students split into two math classes. Um, our accelerated math students take algebra 1. Uh, so they take the algebra 1 state test and then the percentage you see for eighth grade math drops from the seventh grade score. Um so you so you you to demonstrate that um the 55% on math 8 drops from the seventh grade score uh the year before from a 67% and that's because the students move into algebra 1 and those students are taken out. They don't take the math 8 test. That's why you see the drop in the math 8 test. Um but our algebra 1 students that take it in eighth grade are

042passing at a 94% rate. Um, so we're happy about the passage rate increasing though from last year for eighth grade. We went up from 45% passing in math 8 to 55% passing in math 8. So we are still making growth with that cohort of students. So this shows the high school. These are the state test scores from the high school. And again, uh, we see that upward trend in achievement over the last four years. The geometry score you'll see is broken down by grade level. So that 56 percentage um passage rate, that's for the 10th graders that are taking geometry. The 90% is for just our freshmen. So once they accelerate um our freshmen taking geometry are then passing at a I'm looking for it 90% rate. And then our um kids that run that

043typical path from math 8 to algebra 1 to geometry in 10th grade are passing at a 56% rate. So again, we want achievement for all and we're breaking out the numbers to make sure we're meeting all kids what they need. some action steps that we're taking to address achievement. Um, alignment of the school improvement process for our teacherbased teams, our building leadership teams, and our district leadership teams. Uh, we continue to refine core instruction to meet the needs of all students to see consistent growth in tested areas. Um, and we're employing research-based instructional materials and strategies that result in growth and achievement for our students. So those are the conversations that we're having during those meetings at the district level, at the building level, and with each teacher team. So looking ahead, what are some

044things that we are trying to accomplish? Our goal is to reach 80% achievement in all tested courses and continue to evaluate research-based instructional strategies that result in growth and achievement for all of our students. and we're going to move into the progress component of the report card. Um just as Dr. Ghoul mentioned the progress report um in terms of the calculations of the state report card it's also represents 25%. So when you look at achievement and progress together those two components represent 50% of our state report card. So just a little bit of pro progress. The progress component measures the amount of growth made by groups of students compared to students like them across the state. The overall value added composite combines growth across all subjects and grades at the school or district for the

045past three years. So in this measure we had uh three stars. And so what does that look like in terms of calculations? So many times we hear we did really good last year. Why does it not show in our progress? Progress is like a grade point average. It's the GPA. The more that you take classes and get good grades, the more your GPA goes up. We want to ensure consistency with our student growth and our effect size. So, the better we do and the more consistent we are each year from year to year, the higher our progress scores will go up. The calculation is three years worth of data. The last data point is rated at 50% and the other two years are rated 25%. So last year's um progress is rated 50% and then

046the pre previous two years are calculated as 25% 25%. So this then shows you what she was just explaining of where we're at on this report card. So this measure shows how well students are making a year's worth of growth in a year's time. So students with disabilities and students in the lowest 20% of achievement aren't calculated in this. And gifted progress will be used as a part of the gifted indicator in the gap closing. You'll see that um if you look at the color coding, the green shows that we're making progress at the statewide expectation. The blue and dark blue show that there is moderate to significant evidence of progress that exceeds. So the areas in orange and red are areas that we are monitoring progress in those in those areas. So the action

047steps to address that were again refining instructional practices especially in the red and the orange areas, providing professional development on differentiation for all learners. Uh using structured teacher-based team agendas and coaching cycles for our teachers and then monitoring student trend data throughout the year. So we don't just look at it once. We're monitoring certain certain data points throughout the year. So, what are we doing looking ahead to support those areas? We're going to ensure all tested courses meet or exceed statewide progress expectation demonstrating at least a year's growth annually. And we're going to review student projections versus actual data for any courses not meeting growth expectations and adjust as needed. Before we move forward, Mr. Sheen has a question. >> Julie, can you go back to the chart? Yeah, that were there. Um, I have

048a lot of questions, but this chart came up. So, I I'm I'm going to ask this one now. On that fifth grade on the English, language, arts, science, and all tests. Can you explain that or why we are at that we don't seem to be doing very well in those three areas? We have made progress and we've kind of have some es and flows with our fifth grade ELA in terms of us kind of going up and going down. Last year we did have a new schedule and we had some different factors. Um, a couple of years ago we did introduce a new um, English language arts curriculum and we've seen normally when you introduce a new curriculum, your scores kind of drop, take a drop for a little bit and then they kind of

049go back up. So, we've been having some es and flows with that and we looked at that. So the way we're delivering that instruction and we made some adjustments for this year. And in terms of science, we're looking to maximize our schedule for science. We have a very good curriculum in place for science and teachers are implementing that. But right now with our schedule being so full and all of the state mandates around reading instruction, what has happened is we're not teaching science for a full year currently at Lake View. We're teaching it um half of the year in sixth grade and about um two and a half quarters for fifth grade. So we are looking to make some adjustments for yes next year to make sure that that is taught year round. and um

050looking at our scores for us to only be teaching it around two and a half quarters, we're still at the state average. So, if we just make that adjustment in our instruction, I'm pretty sure we'll be well above the state average. >> You you made a comment there, and I've heard this before, that we're not able to get and do what we need to do because of state mandates, but that just seems like a oxymoron. um that we're the state is forcing us to do so much with the kids in the classroom that we can't get to everything that the kids need to get in the classroom. And again, I I would like try to try to understand that. So the state has implemented um for all staff regardless of if they teach ELA or

051not to reading uh professional development that all of us had to participate in even including myself. And so with that came a curriculum approval list curriculum approval list. We had to select curriculum that met uh those requirements. And so that's what uh the board has adopted and put in place. uh with that is also uh some other mandates uh in regards to students who are not uh meeting the expected growth that they should have. They are placed on what we call uh a reading intervention plan and then there's something in place to assist those students uh during the school day. So those were mandates that had to take place within the school schedule. And so as uh Miss Collier has said um uh with a focus in on making sure uh students understand the science

052of reading uh some things had to be adjusted in the schedule. And so we've looked at how our curriculum uh folds out uh and how it's paced out in order for staff to implement that. And so we've made those adjustments based on their recommendations, not the state. >> Thank you. But again, it just seems like are we are we just um over just asking too much of these kids based on what we're trying to teach them to to the point where they're you just not they shut down. Uh and then maybe that could be why we we have maybe the issues as far as the tests. Again, I've heard that it seems like that kids seem overburdened and again, this could just be the kids' perspective, but that there's just way too much that we're

053putting on these kids' plate. And it seems like we're putting it on the state. The state says we have to do this, the state says we have to do this. Of just looking at how can we get the things that they need to get but not put them in a situation where they're just overwhelmed. >> Yes. Um, I wouldn't say that the staff would disagree with you uh on on those particular things, but um as the state mandates certain things, you know, we we try to make it uh fit what it looks like uh in Stow. And so that's why we've gone back and revised uh and spoken with the teachers to kind of really help us to pace out what that needs to look like in real time uh and what and try to

054do what's best uh for our students. As I said before, the report card is a lagging indicator. It's that one point in time. Students sit take a test in March and whatever they do on that day, that's it. And so that's why we look deeper into exactly what is happening with the data because we can see actual growth that is happening with our students and not just that one moment uh that we take that test in March. So we really don't like to have a report card really identify who we are because we know that Stow is much greater than what we're seeing here. But this is how the state looks at every school district and this is how they fund and do all of those things. So we have to do what we have

055to do to to meet those mandates. >> Okay. Um the other one on the 78 math, can you can you kind of address that issue there? >> Sure. We we I've already identified that math eight like our our math along the way needs needs attention. Um remember this is a year's worth of growth in a year's time for all students. So, um I if a gifted student is expected to grow a certain number and they're expected to get a certain score on the on the state test, they need to meet that score um just as much as the student that we're trying to get who has never passed a state test. And we're trying to grow them and fill some gaps for they're really trying to meet needs of all students in both ends of

056the spectrum. Um and and we've been trying various things to address that and different groupings of students and different professional development. Um, but yes, we know that we know that we're working on math eight for sure, math seven and math eight. >> The last one, just on this one here, >> may I add on to that? The growth thing has really been a struggle for my kids for sure. I mean, not to brag too much, but when you get the highest score on the test, there's really nowhere to go. So, you know, and then it looks bad when you look at the report that comes from the state that says they didn't make any growth. Well, you know, the the test is the problem really >> and and we are looking at that for all

057of our kids, our highest level learners down to our lowest level learners and trying to within a classroom meet everybody's needs the best that we can. And just the last one that I saw when I was looking at this um that American government at the high school, >> what what would cause that to be >> um well the American government the students are making more progress. There's significant evidence of more progress than expected. Um the American history is in red. Um that one we >> Yeah, that was the American history. Sorry. >> That's okay. Um that one we are a couple two years ago we re we're re-evaluating and remember this is three years worth of data so it's 50% last year and then 25 and 25 the previous two years so it's really three

058years averaged together. Um so we did look at the standards of when what they were taught and when they were taught every year at this time the state when they release all of the um test data we take all of that we create an item analysis by item. So we create a spreadsheet and teachers and their teacherbased teams um evaluate all of that standards that they're covering and how students are doing on. >> Thank you. >> I have another question about the the testing. When we talk about the state tests in March and we look at these scores, these are tests that our students took in March of 24. Correct. Not this past March. >> Correct. Because they were a year behind. But this particular measure that we're looking at involves three data points, the

059current year and the two previous years. So those are all averaged together to see if we're actually seeing trends within each of those components that we're looking at. >> So when you say current year, that would be 24 and then 23 and 22 before that. >> Okay. I wanted to make sure >> that I understood how much of a lag there was there. Thank So basically, if you were looking at these students here in fourth grade, those students now are actually in sixth grade. >> Thank you. >> Okay. Okay. Sorry. All right. We're going to dive into the gifted component of our state report card. So the gifted component um of our state report card includes three elements. The gifted performance index, the gift gifted progress and the gifted identification and services. Points are awarded

060separately per each of those subsets. They contribute five points to the gap closing component rating when they are met and zero when they are not met. So some things to note about our gifted report card indicator. So, with the gifted performance index score, we scored a sorry, I'm looking at my notes. We scored a 96.1 and we were one point off for actually meeting the our goal of 97.5. So, that could be one student um being identified and counting towards that gifted performance index score. Um our gifted progress score we had a goal of three. We exceeded that goal by having four stars. So that means our gifted learners are growing making a year's growth in a year's time. And then our gifted identification and services, we did not meet that goal and I just

061want to kind of capture why. So right now we service gifted students um in grades four and up. We do not currently provide formal gifted services for grade. When we look to provide those services, we have to do highly qualified professional development hours for teachers that are servicing those students and uh we may have to look at scheduling and things that's that's more of a long-term down the road effect. So, we are currently looking at those things to see how we can maximize services to support our students because our gifted numbers are growing at the lower levels and we want to make sure that we're supporting those students at the lower levels. >> I'm sorry, can I ask a you said one year of progress per year for the gifted students? I thought they were

062accelerated. So when you look at the progress component, the base of that component is can is a kid growing a making a year's growth in a year's time. So that looks like did I actually grow a year? So if I'm gifted and I'm already to your point that you made earlier, if I'm three years above expected growth and then I'm not growing any additional then that shows a negative effect size. So what I'm saying is currently our gifted learners in fourth grade and up across the district, they are making a year's growth in a year's time. So they are actually making at least one year of growth. Now if we look at students with um disabilities, they have more of a ceiling to reach in order to grow. So some kids that operate or learn

063at a lower level that may have disabilities, they may grow two year make two years of expected growth in one year's time because they have a larger margin of growth which increases the effect size. Does that make sense? It gets real wordy and nerdy. Sorry. >> So, so based on what you're saying, so if you have a gifted person who's already at the top has nowhere else to go, does that affect the overall numbers for the rest of the kids? >> Yes. >> Can't we raise the top? >> Yes, >> I think we can. I mean, I just saw something. It was a 10-year-old kid that just graduated from junior college and her dad just kept pushing her, you know. So, yeah. So, what are we Yeah, because I do have questions on the fact

064that we have those two reds who are, you know, are our gifted students getting their money's worth and so what's the plan to kind of address that? So, for our gifted performance index, that top one, um the the state will say um our students once they're identified gifted, um if they take a state test and they score proficient, they actually uh well, I'm sorry, if they gifted and they score advanced, it actually gives us advanced plus points. Can >> can I just interrupt there on that proficient? I hope a gifted student is higher than a proficient because it's my understanding proficient is 49%. Is that correct? >> Oh, I don't know the actual percentage for that. It is 49% because that's what it said on the report card. >> Yeah. >> But my question on

065a little off topic here when I went to school 70 or 65 was an F. Are are we still using that same kind of idea? So if somebody's at a 49% and that's considered proficient, is that am I still on the same scale like 95 to 100 was a and 49%. Is that am I And I was going to ask this when we finished, but since >> were you asking a question about the report card or like our grading scale? >> Well, you you mention you use the word you use the word advanced and proficient and and my thing proficient is 49%. That's certainly not gifted. >> We would expect that our gifted students taking a state test are scoring accelerated or advanced. Um, so what I'm saying is we we that's how we earn

066that gifted performance index score is when they score where they should and we get the points that we are supposed to get for those students. So if we're not and those are the numbers that we look at, we look at our strategies of what we're doing with our gifted population. Absolutely. Okay. So some action steps to address the gifted indicator. So um Aisha mentioned the providing the high-quality professional development for teachers that are providing gifted services um that address the current student needs. So yes, we take that data and those are the conversations that our gifted service providers are having uh in terms of the PD that they get. And then we monitor the growth data for our gifted population to ensure they're achieving at expected levels. Looking ahead here, we want to expand gifted

067services to support all students that have been identified as as gifted. We want to analyze our gifted service delivery model to evaluate our current practices and overall effectiveness of our gifted program to make changes. Okay, so we've been through achievement in progress. We're at gap closing. Um so we're happy to report that we earned five stars in gap closing. So the next slide uh will give more information about the data that is used in that measure. So within this um gap closing measure it takes into account the following components. So they do English language arts achievement and um growth English language arts growth. So how well did the kids achieve and then how are they doing on their growth math achievement and math growth. It counts graduation for student subgroups, English learner proficiency improvement indicator,

068chronic absenteeism improvement indicator, and then that gifted performance indicator that we saw before on the earlier screen. So when you look at gap closing, you look at our subgroups and we have several so subgroups at the district level, but at each building, each building has their own set of subgroups. What is a subgroup? A subgroup consists of at least 15 students to make it a subgroup. So in this slide it highlights English language arts achievement as well as English language arts growth. And so in this particular slide we met eight out of nine goals and in in achievement for our subgroup populations in our school district. And in terms of progress we met four out of nine of those goals. When we look at our math achievement, again, we have achievement as well as growth.

069And we may met eight out of nine of those goals for achievement and five out of nine of those um goals for progress in gap closing. And so what are the next steps? >> Uh so we'll we analyze uh subgroup data to evaluate strength and core instruction. We collaborate through the teacherbased teams and the building leadership teams to identify effective practices that drive achievement. And we use common assessments to monitor mastery and adjust instruction throughout the year. So looking ahead, what does that look like? We want to ensure that our instructional practices lead to achievement and growth for all of our student subgroups. And we want to assess resources to ensure they are effective, align, and support instructional goals. Which brings us to our early literacy measure. So early literacy measure is very complicated. So

070I'm going to take any questions you may have along the way. Um it is 12.5% of our report card and early literacy is comprised of kindergarten through third grade data. The early literacy component examines the effectiveness of the reading and literacy supports provided to students in kindergarten through third grade. It is composed of three unrated measures that contribute to the overall rating. So, our overall rating was 83.5% and those three measures were proficiency in third grade reading, which on a later slide I'm going to break down for you, promotion to fourth grade, and improving K3 literacy. So when you look at the proficiency in third grade reading and you look at the promotion to fourth grade, you will see that we had 74% of our students scoring proficient in third grade. And so what does

071that mean? What does that look like? That means that our students are hitting a 700 score which is the baseline score to be considered proficient or they hit the 50% I mean not 50% the 50 subcore. And so there's two parts of the test. There's a composite score and then there's like a raw and a scale score. And so the raw score is the 700, the subcore is the 50. So they either have to hit a 70, a 700 or a 50 to be promoted to fourth grade. The caveat from the state is that if a student does not hit those subcores, a parent has the option to wave their retention to promote them to fourth grade. So I know sometimes it's why do we have 74% of our students passing the Ohio State test?

072However, we are promoting 97.8%. Parents have a say in that 97.8% and it's important that they do have a say in that. And so, as a result, we promote those students um and they fill out um a form that goes out to promote them to fourth grade. So, that is the difference between the actual proficiency versus the promotion in fourth grade. question. >> Yep. >> So, this chart here is telling us that 26% of our third graders cannot read. Am I reading that right? >> That was about to be my question. >> 26% of our students did not meet the score to score proficient. It doesn't mean that they cannot read. It just means that they did not score proficient. >> Okay, which I'm going to go back to this proficient again. >> Okay, >>

073that's 49%. Is that 49% out of 100? I mean, when I went to school, 100 was a perfect score. Are we are we still using that same those same kind of numbers? >> No, because proficient um sometimes in the report card is used as student meeting um the standard and sometimes it is used as being proficient on the actual assessment. It's being used interchangeably >> because Who who sets those um scores and expectations as far as what is considered proficient and what is not? >> The state sets sets those. So we get those numbers from the state. In this particular component, this talks about a minimum is considered uh you have to get a 700 on the actual uh uh component in order to be considered proficient. Can you give us an idea of what

074that 700 score, what kinds of skills that would represent? Um because >> I don't just because a kid isn't meeting that score doesn't mean they don't know how to read at all. Then what kinds of skills are expected to be proficient? >> Sure. So when you look at third grade and you look at the Ohio State standards, it is the standards for third grade. So falling short of those standards doesn't necessarily mean that you can't read it. It means that you're not necessarily operating at a third grade level. On the flip side, again, when you look at the proficiency in third grade reading, that is just proficiency against the Ohio State test. There we have another vendor approved assessment, which is NWA MAP. And if students score a 192, that was the score last year.

075If they hit a 192, they were also promoted. So the promotion score shows that they are reading at a level where they can be promoted. So if you look at our diagram, that red dot right there signifies who was promoted and actually met the OST guidelines for the state as well as the NWA MAP guidelines. So that test is administered three times a year. We look at it in the winter and the spring and then also we invite kids to summer school for third grade and we administer that assessment again so they have ample time and opportunities to show that they can reach the promotion score. And I also want to kind of talk a little bit about like we have students that have disabilities that are on IEPs. We have English language learners as

076well. So if they're being measured at a third grade level and they're already two or one grade levels behind, they're not necessarily going to meet the state standards for that particular grade level. that's why they are on an individualized education plan or if they're new a newcomer to the USA, you know, they're not going to be automatically proficient in third grade because they are not speaking English as well. So, this figure captures those students as well. >> So, how many of those students in the third grade are on IAP? >> I would have to get you that information offline. Yep. Yeah, I do have the performance level recommendation for Ohio State tests here in front of me. And again, I I'm I'm still confused. Is 49% based on 100? Is it is 100 the top?

077I mean, what what is 49% of is that 49 49%? Yeah. Again, am I am I do we still use 90 to 100 as a and 80 to 90 is B and that is that still >> it's not like that on the assessment though. It it's not figured it's not figured that way. So it's hard to say the 49% like you're thinking from a a grading standpoint in a classroom. It's not the same >> because in this particular measure you're taking three different components that that student is having from K to three. you're looking at promotion score, proficiency score. Um, so you're looking at three different components that is calculated for that particular student. And so what Aisha has shared, even if they don't meet the score of 700, staff are still working with that

078student throughout the year to show that they can meet that particular standard. And so we're using an alternate assessment, not necessarily the state test. were using NWA MAP scores and showing that that student is making the growth that they need and meeting those standards and so that student moves on and doesn't have to worry about that state assessment. >> And I use >> additionally those assessments that the state is using are designed to capture as broad of a skill range as possible. When we test in the classroom, we're testing over certain concepts that that the children have learned and reviewed to make sure that they grasped those. With the state test, it's a really broad range so that the gifted kids who are a little ahead can also take that test and not just a

079bunch of them top out at 100%. They're looking at what is the average achievement that we're expecting of this grade. That's probably why those percentages for proficient are somewhere in the middle of the scale in order to allow a lot of room at the top for those who may be advanced and also a lot of room at the bottom for those who are not as advanced. It's it's a it's a different use than your typical classroom test. And don't you also have the issue where you have a kid that maybe on the state test just doesn't test well but in the classroom in the actual dayto-day work they're doing very well >> and that and that is why we and that's why we use the additional measure. So that's why we're using like I said

080that state test is one moment in time. Oh yeah. And so, like you said, some kids don't test well, but because we have NWA MAP, we can go back and actually have them take that particular measure that we do here three times a year so that we can see if there's growth and that student has made what they need, the expected need that they have on a particular standard. Say I can't decode or I don't know uh phmic awareness. And so as I'm taking my test and I'm showing that uh then I'm able to move forward and not be held back in third grade. >> And so this number here is solely on the state test. >> This is only on early literacy. This is one of the six components that makes up our >>

081these numbers here that where this 74% and that is that >> so the 74% is the achievement piece of it like that's just the Ohio State test. The promotion to fourth grade is a combination of the NWA MAP test as well as the Ohio State RAW scale test score which is 700 and the promotion score of 50. >> Now you mentioned a 700 that's the low. What's the high? >> That's that's actually the proficient level um for the state test. >> What's the what's what's >> the state test has its own ceiling. So there's not a magic number. Some tests goes well above 800. Some tests are it just depends on the test, >> the growth conditional um things that feed into that test as well as the standard deviations. So it just depends. >>

082So let me give you a hypothetical. I'm sitting I'm the teacher of a third grader. I'm sitting across the parents. Let's say the parents see how old are you in third grade? What? seven, eight years old. So the parents might be 25, 30 years old maybe. How the heck did they understand this? And all they want to know can my kid read? How do they understand? How what do we I mean again it used to be I had reading I got to see. I went home my mom said you got to see you got to work harder. Do you is is it the same kind of conversation we have? >> Yes. So let me explain to you some of our processes. So what we do is when a kid comes in in the fall they

083take the NWA MAP test. From there we determine if they are on level above or below. From there the kid gets on a reading improvement and monitoring plan if they are below. The parents are notified. There's some collaboration happening. A teacher picks a goal for that student and they do progress monitoring. They do progress monitoring every two weeks. that information goes home quarterly in a document. Um they use very mechan various mechanisms to progress monitoring based on that student's skill deficits. And so that kind of is what's going on. So the parent knows the whole time throughout the year that your child is reading off track. In third grade, third grade is a little bit more unique. We do the same thing, but they take the OST in the fall, the Ohio State test in

084the fall. And if they don't pass in the fall on that NWA MAP test or not, we're giving parents a notification because they need to be in a know that their child may be at risk for not reading on grade level. From there we track, we um use progress monitoring, we set goals with those students and we support them in the areas that they um are showing deficit so that we can make sure that we are building them up before they take the test again in the spring. So that's kind of our process right now. >> Now I know this is an extra piece, but do you ever does the teacher have that conversation with the parent? This may help your child if you do this at home with them. >> Absolutely. >> Do those

085conver Okay, that's good. >> Um because again, it shouldn't all be on the it shouldn't all be on the teacher. You know, they're only at school and they only have reading for so much per day. >> So So there's that. And then what about the conversation of the parent because of maybe the emotional stigma will put their kid into fourth grade when they really shouldn't? How much does the teacher have in kind of saying that might not be the best idea or are they kind of not going down that road or that conversation at all? >> So, we have a retention protocol in a school district. So, if there is um suspectedness of hey this kid may be better off being retained, there's a checklist that we go through. We look at data. We have

086conversations with principles, teachers. They have conversations with parents and then from there a decision is made at the table. But the parent has a has to agree to it in order for them to happen for that to happen. We can't like supersede that parent's decision. >> Yeah. And I'm just really hitting this hard because the statistics are overwhelming of kids that can't read and at the other end they're in jail. >> Yep. you know, as far as how important it is that we're not just pushing kids through the system and um all of a sudden they graduate, they're 18 and we're done with them and they can't read or do math, you know. So, that's why I'm kind of just hitting this hard. So, as the parents know what their expectations are, um somehow the

087teachers with all these numbers that you know what the expectations are and at the end of the day that this kid can read. And I think we're very lucky in this district and that's one of the things that I hear from folks in in other places that our families are very involved and prioritize our students education and send them to school ready to learn and work with our staff. Um I think that that cooperation and collaboration is amazing in our district and it's very much appreciated by our staff. I'm I'm sure. So, the good news about our our early literacy is the improving K3 literacy measure was not calculated for our district because more than 90% of our kindergarten students were on track. So, this part of the measure is not calculated when we have

08890% of our students um on track, which is amazing. That means our kindergarten teachers are rocking it out. So, what are our what are some of our next steps for action? Um, in terms of early literacy, we're going to monitor the reading improvement and monitoring plans to ensure goals align with student progress data. We're going to make sure we review our progress monitoring protocols regularly to maintain alignment and compliance with state requirements. And then looking ahead, we want to be the goal is for us to have five stars in early literacy. And so we're in the process of evaluating our core tier one and tier 2 interventions to ensure effectiveness and alignment with early literacy goals. So that's what we're doing in the area of K3 literacy. And so next we have our graduation uh

089component of the report card and our college and career workforce and military readiness. Our graduation we received five stars in this area and college and career workforce military readiness is the first time this has been on the report card and this year we have received three stars. looking at the graduation over the last three years. What you see depicted here on the uh slide is in the dark burgundy is our our rating that we received for the graduation measure. You can see we have improved as we continue to go over the years. We are in the goal is the fouryear graduation rate. That is the numerator of the number of students um in our school districts and in the denominator it is the cohort. It is the ninth grade students as they enter into the

090school and them progressing with the same group of students graduating in uh the 12th grade year. And so the four-year graduation rate for this component is 60% of the score and for the five-year component it is 40% of the score. And here on this slide you can see what all takes place in the numerator and the denominator in order to achieve that calculation. And then the other part of that component is the college career and workforce and military readiness which we just call the CCWMR for short. Um so this is the calculation that the department has for postsecary readiness component. Um remember that the CCWMR component is lagging by one year. Therefore calculated using students that already graduated in the 2024 cohort. Um the next slide will show how the students count in that numerator

091of that measure. Um it's mine. So the chart on the left explains ways that students can meet that readiness component. Um so receiving an ACT or SAT remediation free score, receiving an honors diploma. There's some at the top, but enlisting in the military, earning at least 12 industry recognized credential points, um evidence of acceptance into appren apprenticeship program, completing a pre-apprentice, completing an an apprenticeship, um achieving proficiency on three or more technical assessments in a single career pathway, and then also obtaining an Ohio means jobs readiness seal and having 250 hours of internship or approved work-based learning. Um, so one thing to point out is kids only count once in that measure. So as long as they meet one, they count in the numerator, even if they meet three or four of those. Um, so

092some action steps that we're taking to address graduation and CCWMR. Well, we're going to continue graduation practices that we've been using that have been supporting students. Um, reviewing measures for readiness to see that students meet at least one by graduation. Um, we're going to use some tools to track progress starting in nth grade that provide students with regular feedback on where they're at. Uh, evaluating our course alignment with ACT and remediation free expectations. Uh, and then exploring nonwork I'm sorry, exploring work-based learning hours for nonCTE students. So, we have our CTE students that earn the workbased learning, but we want to explore that with our students that don't enter a CTE program in the high school. And I really want to congratulate um our staff uh in this measure because this measure uh happens along

093the way. You think you got to think about kindergarten readiness, you got to think about your transition grades, uh your gifted calculation and all of those things actually feed into this graduation measure. And then once they're in high school, making sure that 90 plus% of our students who start with us in ninth grade and looking at them finish in 12th grade. And so that's how we're really achieving that five uh star uh measure there. In regards to um the CCWMR, we want to move toward uh five stars. We are currently at three. We are looking at a data dashboard to assist us with tracking because a lot of this right now is being done by hand uh by our counseling team. And so this is a lot of work to track all of those measures

094that you saw there for each kid because every student has to have a graduation plan. Um all of our students have a clear path of success after graduation. Making sure that we know exactly what our students are going to do, whether it be college readiness for the workforce or enlistment. And then starting in ninth grade with our students, actually identifying exactly what that college readiness or that graduation path really looks like. uh for them that they are going to pursue. >> I have a question. Do we do we have um numbers on the percentage of our graduating class who heads to each of those paths? The percentage that are headed to college or other training to the workforce to the military. Do we know what those those proportions are? >> Yes, but I won't I

095don't have that tonight. I can get it for you later. >> Thank you. Yeah, I have some questions on that. On there, uh, there was the SAT participation and it showed 85.7%. Um, is that I'm assuming that's juniors and seniors that take the ACT? >> Yes. >> Or SAT? >> Yes. And the majority of our students take ACT. It was one year that we looked at uh SAT. So, you see that one year of calculation in there, but most of our students take ACT. And what we want to look at is um something to assist our students in preparing for that as well as making sure that uh our staff understand exactly all of the components of the SAT so we can do some stuff um in our buildings uh to help students prepare because

096right now we're looking at um our rate on ACT is very stagnant. Uh we're ranging between 19 and 21 uh on those SAT scores. So we want to continue to make that go up. >> So the numbers on the uh college career workforce military readiness SAT participation of 87 85.7. What that's not last year? >> No. >> What year is it? >> Uh so that is would be two years behind. So the kids at that measure we're on are actually sophomores in college right now because remember this is counted after they graduate high school. So we have to follow that data. >> Yeah. So, the kids we're talking about right now are actually if they're in college, they're are sophomore or maybe juniors. >> Can you find that page on there? Can you go back

097to that? So, I'm >> So, we're talking about >> it was it was on the uh Yeah, it was it was um I mean it wasn't any of these. I don't know if you can you don't have access. It's not You don't have the internet on. Okay. >> So, so that SAT participation of 85.7% you're saying that's from two years ago. Yes, this measure is 2 years ago. >> Okay, >> remember we're looking at the 2425 report card. Those would have been students information from 2324. So those students are actually sitting in a college class. They're not even with us anymore. >> Well, well, we'll get back to that whether they're sitting in a college class or not. But the um yeah, the ACT at the time was 23.5. So you're saying that was two

098years ago. So you're saying that's changing? >> Yes. >> Where we're getting more, right? If you average, if you look at the average of the SAT, the ACTs, we're averaging in the 21 range. >> So, a couple my numbers were the percentage of people taking it, >> right? I'm just looking at Right. I'm looking at an average of what we're looking at from a district standpoint >> because because what Well, all right, we're going two years ago. What concerned me and as far as if these kids are in school is that the SAT remediation was 33.9 which means only 34 out of the let's say if there was a 100 students only 34 of them got a grade high enough to uh to um enroll in Ohio schools. >> Am I reading that right? for

099one year there was a shift at the high school and all students instead of taking the ACT which is what we typically do they all took the SAT as the test instead so they were we typically and we went back to it was a one-year thing we typically give our all of our 11th graders the ACT that's the test that we pick and for that one year those kids took the SAT >> so and it and it was quite a few years ago now so we we really only look at the ACT because that's what we give um we didn't dive into the the measures of the SAT and how to refine our practices with that because it was a one-year one year that we did that and then we went back to the ACT.

100So when we're having conversations with teachers, it's about the ACT remediation free score that we're focusing on. >> And that remediation free score, it what does that mean for college entrance requirements? Is that a minimum that colleges will accept? Is that you know a little above minimum where? >> So that's where they would consider you could enter a college course your freshman year and be at pace with the students taking that college course that year and not need remediation. >> Okay. It's not that they won't get into college. >> Correct. >> It's that there might be an area where they need a little extra coursework. So, it's that score that you can get say on the math. Uh, if you scored lower than that, you may be in a remediation type course that won't count

101towards your college, you know, major. >> To put it in perspective, too, the kids that took the SAT that year, that one year that they took it, and they were juniors, their freshman year, COVID hit, and their sophomore year was either hybrid or at home learning. So we we we we put the data in context and it kind of gives us an idea of of maybe where the numbers come from. So >> yeah, because why this stuck out to me and and just as Pam had mentioned as far as you could go and maybe take a remedial reading or remedial English class, that's all well and good, but you're paying for that. And I did a little digging. You know, at Kent State, they're paying about,000 bucks a credit. If it's a three credit class,

102that's $3,000. you're paying for a zero level class that doesn't go towards graduation. Um, so again, yeah, I don't think it would prohibit you from getting in, but you may it may cost you. So, if you're taking 15 hours, you're really only only 12 or counting towards your towards graduation. Is it going to is it possible to get I guess you said this is two years ago. I mean, um, one year current one one year. >> We track ACT scores every year. I share that with teachers every year. That's another component that we do in the fall when I get their >> Is it possible to get something more current just so I can kind of see, hey, we are working. Okay, great. Thank you. >> Can I ask so how are we tracking the

103students after they leave? Because that's a new measure, right, that we're supposed to be keeping track of them after they're gone. How are we doing that? >> So, we have to get data on the students. Um, and so they're almost like self-reporting like if they're going to go to college, if they're going to enroll, if they're going to go to the workforce. So it's a point of u counselors trying to actually stay in communication with that student in order to track it because you got students going across the United States, not just necessarily here. So, it's more so them self-reporting and there's a survey that they have to take at the end that says this is where I'm going to go and then a year later we're supposed to reach out to them to see

104if that's really where they went or if that's what they're doing. >> Are we able to find them? I would just think >> that is why we pray that their emails and all of those things say the same. >> So, the students are given the ACT their junior year. How many of them actually take it again on their own? >> So, we offer a students can take ACT anytime. So, they can they can register and take on their own. And we're actually an ACT site. So, a lot of students take it before they even take it their junior year um when we give it in the February, March, whenever the date is. Um they can take it again as many times as they want. They take it once uh that the state offers that is

105paid for here. And we do that in our June in their junior year. Um but they can they get their scores and then the the um we get all the scores back whether they take it with us on that day or they've taken it previously in nth grade or 10th grade or they take it again in 12th grade. So, there's a there's a chance that those students who didn't make that remediationfree score in their junior year continue to take coursework, finish out their last year of high school, obviously hopefully learn more um and then can score higher if they choose to take the test again. >> Yes. I'm wondering if the fact that colleges are now having ACT tests be optional, if that's impacting their scores because they know they don't have to score a

106certain amount to get in, not realizing that that's going to put them into a remedial class once they get there. >> If you looked at state trends, you saw that happen around uh the COVID time when uh colleges did deem away from it. But now we have more colleges that are trying to move back into taking the uh college assessments. >> And as the parent of two students that entered college in the last two years, um the in addition to the ACT, so even though um neither one of my students needed to um or didn't meet the requirement, they still had to take a math placement test um that put them into a an appropriate class. So there's always that option as well. Even if you don't have the remediation free score, um you can

107take that assessment that the university administers. >> And one other thing that we um have to remember that our students are also participating in. Uh we do have a college credit program. So our students are taking college level courses while they're in high school. So they're earning those college credits in advance. And some of the things that they are taking are some of those uh what we call entry level English, math courses while they're still in high school. Um so they we have a lot of students that are participating in that as well. So that's another thing that we're looking to explore to see if we can have more of our staff members actually be the professors for those courses so that our students can take them right in our building instead of having to

108go to Kent State and Akranu and Stark State. And Felicia, are you talking about the dual enrollment? >> You're talking about college credits. Yes. >> Because I saw dual enrollment credit >> and that's where they're in the building. Um, and I saw now again that was 12 and a half%. Is that from two years ago? >> Yes. Yes. So, >> is that increasing? >> Yes. So what that's why I'm saying we're just reporting on what has been shared with the public in regards to the report card so that people really understand exactly what they're looking at and then how we're moving forward uh in the process. >> Is there any conversation on trying to expand that and keep the kids in the building? >> Yeah, that's what I just said. We're trying to work with

109our teachers to get them certified. But what happens is the teacher has to have a master's degree in that particular content area in order to be uh a college uh credit plus um faculty member. >> All right. So good. So it is something because >> uh because potentially a freshman or sophomore could maybe sit in on those or >> college credit plus goes all the way down to seventh grade. A seventh grade student can take. So, dual enrollment and college, that's the same thing >> because I know there's the kids that actually go to the college. >> Yes. >> And that's it's I know it's called something different now. >> Is it? >> No, that's it. >> And it's called what did you say it was? >> College Credit Plus or CCP. >> CCP. Yeah,

110I know. And it was called something 10 years ago different, but okay. That's where they actually go. Now, the dual enrollment, I understand the kids stay in the building. Is that right? They're actually staying in the building. >> It's the same thing. So, a student could a student is dual enrolled if they're taking a couple classes at the high school and they're taking two classes at Ken State. They could physically go to Kent State's CA campus and take the class or some of them are offered online. But either way, if they're enrolled in high school and at the university at the same time, it's dual enrollment and they're earning college credit plus credits. >> Right. And then you mentioned that you're looking to expand that to where the kids can stay in the >> stay

111on campus. Yeah. >> Building. >> Okay. >> I just had one general question. Um my last one. Um I was reading the National Assessment of Education Progress, the NA, >> the NAPE test. >> Yeah. Yeah. N A P they they talk about uh grade inflation. What what's your opinion or thought or comment on grade inflation? >> I don't have one. >> Do you think >> because grades are subjective because what is a A in one person's classroom may not be a A in another person's classroom. So they're subjective. Dr. Well, this was an incredibly informative presentation. >> We're not even done. >> Oh, we have more. >> Oh my. >> Um, I was I was going to ask with with all of the data that's being presented, is is this going to be like posted

112on the website for parents who want to dig into those report card school scores? >> Yes. >> Okay. Thank you. >> Yeah. So, we want to move into the special education uh profile. This is also another measure um that uh the district receives and this is um a measure that really looks at our students um with disabilities. And so I'm going to turn it over to Christy Pearl. >> Good evening. I promise I will try to be as brief as possible. I know we're we are been talking for a while. Um our we get two ratings from the state every year. Our our um special education annual rating lags two years and be behind. So um last school year our 2024 rating based off our 2022 23 data set was meets requirements. Meets requirements is

113the highest um rating possible and it's based off the special education profile like I said from 2000 or 2022 2023. So we also get our special education profile summary. That's the document I'm going to walk through and that is based off of our 2023 2024 data. So when we get our 2025 rating, it's going to be based off the current profile. Um the percentage of students with disabilities in our district is about 15.59% give or take on a any given day. Um the state average is about 16.8. So for us that equates to around 740 students with disabilities um that receive um special education services through the district. So our special education rating, so again that's the um the one that legs two years and behind is based mostly on compliance indicators. So this measures

114our compliance with the individuals with disabilities education improvement act. So these are the um different indicators that we look at. I'm not going to necessarily walk through all of these because it only tells you that we met requirements. Um so but you can see all of the ones that are up there. Um I'm going to talk about a couple of them do also appear on the profile. In addition to those compliance indicators, we do have two results indicators that appear on our uh special education rating and that's our graduation rate and a dropout rate for students with disabilities. So on the next screen um is our special education profile. So again, this is something we receive every year. This is a more current measure and it's really centered around six different uh questions. So some

115of these are going to be results indicators and some of them are going to be compliance indicators. So, I'm going to go to the first one and give you a cautionary tale as we get there. There is a lot of red um and I want to explain um some of what's happening. So, this is really focused around our preschool students. So um it is um according to the state um so the preschool has moved from the state department of education to the department of children and youth and the department of children and youth um has let us know that the least restrictive environment so the environment that's most appropriate for all students with disabilities that are of preschool age is not in our preschool program. It's not at Indian Trail and it is in a

116community-based program. So, some of the challenges we face with that are students with disabilities. Um, if they attend our little bulldog preschool, um, they come, um, to us at no cost. Um, and we have our teachers are trained intervention specialists. They are als they're all duly certified to also teach the general education curriculum as general education teachers. And so, um, it is challenging to have a conversation or to have a family that wants to go to a community setting that may not have teachers that have that level of experience. And then the family also has to bear the cost of that program. The district does not pay for that. So you'll see that our data is backwards as far as students that are in a community setting and students that are in um what they

117consider to be a most restrict or more restrictive environment because most of our students with disabilities, they attend our little bulldog preschool program. Um, and a lot of our students have very complex needs that require a lot of services and supports. And, uh, we have really highly trained staff and we have wonderful community partners. Um, some of our students do thrive in some of those settings, but some of the needs are are a little more complex for a community program that's going to have more students um than our than our preschool program does. So, um, that's what those top three lines really represent. um are those um indicators um regarding the the setting where students go go to uh preschool. So um the next um set of indicators so indicator seven so there's 7 A

118through C. Um so this measure is based off of a conversation that our teachers have with parents regarding our students um displaying age appropriate behaviors. And again this is only students with disabilities. So um I can give you an example. So what to what extent does the child show age appropriate functioning across a variety of settings and situations based on relating with adults, relating with other children and following rules. So that it's a challenging indicator for some of our students um because again we're just measuring the progress of our students with disabilities. So it is always something we're looking to improve. We actually met that indicator for a couple of our our students um for a couple of years um and some years we don't. It really depends on the needs of the students and

119then again that's a family conversation. Sometimes we see progress and we see skills at preschool that we don't see at home and vice versa. So if you don't see it in both settings and we can't give credit to the student for displaying those. Um that being said, we're always looking to move the needle forward. I'm very proud of our little bulldog preschool program and the support that we provide to our families and to our students and um we do feel that they are ready for kindergarten um when they when they come to us. The last indicator on there, the green one is a compliance indicator. So when students transition at the age of three um from help me grow, which is considered um it's the early intervention system for students before they turn three, they

120transition to us. There are timelines that we have to meet um that are pretty strict and there's lots of meetings that we have to have and we are very proud to have met that indicator um continuously over a number of years. So on the next slide um and again I apologize it's a big chart and there's little writing. Um so the top three lines are are students are participating. So these are students that have cognitive disabilities significant cognitive disabilities. They have an alternate assessment and we get measured on the number of students that participate in that alternate assessment and we have continually met those indicators. Um the next three lines are participation in um so we only get scored on grade four, eight and high school. Um, so we did not meet the participation um

121rate in eighth grade. Um, sometimes we have families that opt out of our state test. This is the regular state test because they don't feel like it's an it's an accurate measure of what their student knows and they don't and that's a parent's choice. Um, they also don't want to put their child through the stress of taking the assessment and that again that's their choice and we respect that. And so we did have some more students that um had opted out at some of the higher grade levels. Um so that it did affect our participation rate in reading and in math. Um the um fourth one down. So this is our proficiency rate. I'm very proud. We've worked really really hard. It is a moving target for us every year. So every year the percentage

122gets higher and higher and higher. But we've worked really hard over the last eight years on making sure that our students with disabilities have access to grade level standards, have access to the general education setting with our teachers that are highly trained and have high quality researchbased interventions when they are struggling in in different areas. So we are really proud to have met that um language arts uh indicator for um grade four. Um we had a dip in grade eight this year. We had met it the previous couple years and we did have a little dip in high school. But I am also very proud of our high school team because this does not measure the competency score which is different than the proficiency score. But we only had three students with disabilities not meet

123the competency score for graduation in English language arts at the high school last year. And that is incredible. And that goes to show the work and the dedication of the staff, the general education staff and our intervention specialists and working with students with disabilities and being creative and finding wonderful ways to have kids learn. Um, with math, um, we met the indicator in grade four and in high school, had again that dip in grade eight. Um, and so we have some additional work to do with that grade eight cohort as they move up into high school. And that's one of the things that we'll continue to focus on. On the next one, um, so again, this is a compliance indicator. So it's the number of students that we have that are being educated in the

124general education setting. So again, that's a big focus for us. um students learn best when they're um in the general education setting with their non-disabled peers. And so we have um continually met those indicators um over the last few years um and and the results show um that that's working. All right, the next one. So you'll notice that our graduation indicator says not met and we just really had a discussion around that we got five stars in graduation. So, let me explain to you a little bit about why um this one is different. So, um there are a couple of calculations that go into this. So, students with disabilities um can stay after they meet graduation requirements if they need additional support and services in order to be ready for employment, enlistment, um or further

125education. Um, so if a student stays after that fourth year because the IEP team has that discussion and says, "Yeah, they need to stay. They need more services." That counts against us for graduation. Um, that's a federal rule. We've been arguing about that for years. It's a it's a right under the federal law that students with disabilities can stay, but when we make that decision, it counts against us for our graduation rate. The other thing that counts against us for our graduation rate is a is an IEP team can make a decision that a student cannot meet that competency score and still be eligible for graduation. So, and that's only on English language arts 2 and the algebra 1 test. So, again, when we talk about some of our students, especially some of our students

126with some more complex needs, an assessment on one day or two days is not a measure of what they know. And sometimes, and we always have kids take it once, we do intervention, they take it again, and then after that, if they keep taking it at at some point, it seems cruel and unusual punishment to have a student keep taking a test that they're not going to um pass. So, we have the opportunity to exempt them. If we do that, that also counts against our graduation rate. So, um we knew that this was something that was coming up. So, um I'm going to talk about some of the things that we have done um in order to really address that and have students meet graduation requirements in other ways than demonstrating competency. All right. On

127the next slide, um so um the only measure on here is um any student that qualifies for special education services has an evaluation. We have very specific timelines we have to meet in regards to that evaluation. And again, our school psychologists, our speech paths are very, very diligent and it's something that we monitor to make sure that everybody's on track. Um, and proud to say that we continually meet that indicator as well. And then the next slide. Um, so this is our children receiving equitable services and supports. So these are some of the things that we have to focus on um as a district when we look at our students with disabilities. Um, making sure that um we don't have disproportionate representation. um we're not inappropriately identifying students for education um that we're looking at

128their placement in um the general education setting as much as possible and that we're not disproportionately disciplining um students. So we know that we're at risk on that last one and we've already put some things into place um and last year to address that because we had seen that that was coming. So just some of our next steps you want to hit the next slide. Um, so we are looking at um, can we add more peers to our little bulldog preschool classroom to get more towards that early childhood education setting where you have it you have to have one more peer than kids with disabilities. There's some factors that you have to think about with that. We don't want to reduce the number of kids with disabilities we can take into our program and we

129want to make sure that we have spaces available for for those students. Um, but that is something that we're looking at. We continue to assess and address the accessibility of grade level standards, genetic curriculum, and research-based interventions. And again, I'm really proud of the work that we've done um for our students with disabilities. So, we um did a lot of work last spring. So, we have some new plans for meeting graduation requirements through earning those 12 points um for the industry recognized credentials. So, for example, you get one point for having a driver's license. Um there you can get a couple points for meeting um a serve safe um um test. So, there's a whole lot of assessments that are available. So, um we're adding in some additional instruction and some additional um layers so

130that we can have kids meet that 12-point credential and um and graduate and um and meet all those requirements. Uh we know that sometimes um some we have some students that school is not the best place for them to learn. So, we're also looking at um increasing options and and opportunities for students to meet graduation requirements by doing things that are more nontraditional. So, we've done internships with um we've worked really hard with a local HVAC company um and we've placed a couple of students out there um and they've gone into full-time employment and um that has been um something that's worked really well. So, we're always reaching out. We have a lot of businesses in Stow that are wonderful to work with and we want to continue to expand those opportunities and so that

131we have um we have successful plans for kids um with and without disabilities that going to college is is not their plan. But we need electricians, we need plumbers, we need HVAC, we need all those things and they make a lot of money. Um, and then we want to continue to refine practices. So I I wrote EMIS on there. So EMIS is our our data system that the state um makes us submit all of our data through. So that's something that we're always looking at as well is how are we reporting the data around our students. So again, I talked quickly, but I also know everybody's a little tired. >> All right. >> Thank you, Christie. Thank you. >> So again, we'd like to just thank uh our staff um for the hard work that

132they've done to uh get us to this point um with the um rating that we've received on our report card. And when I say staff, this includes everyone. This is from bus drivers, kitchen workers, people in our classrooms, our support staff, from counselors, psychologists. This is an all hands on deck uh effort in order to get here. and also thank the families for entrusting us in educating um their children. So that concludes um our strategic plan update. Any further questions? Okay, thank you all for that extensive amount of information. It might be long but it is much appreciated. Okay, our next agenda item. Uh first of all our treasur recommendation on appropriations. Do I have a motion? >> So moved. >> Second. >> Okay. So we are amending our appropriations that we believe we are

133going to spend for the fiscal year 26. Uh these numbers were set in the June meeting uh the very last meeting of June. just a permanent improvement, a permanent appropriations of what we believe we're going to spend at that time. With House Bill 96 taking into effect, our appropriations have to match our current forecast. So, we are modifying our appropriations to match our forecast. So, that's why you see that up there today. >> Can you let those of us who have not necessarily been memorizing House bills um know what that one is? >> Yeah, I'll go into more detail during the forecast. >> Okay. Thank you. >> Yeah. >> Any other questions? >> Roll call, please. >> Ease Jenkins. >> Hi. >> Merlin. >> I. >> Sheen. >> Uh, no. >> Wind. >> I. Okay.

134Our next item is presentation of our forecast. Do I have a motion? >> So moved. Second. >> Mr. Galano. Okay, earlier than usual, which I will go into detail on why we are presenting it in October versus November. Okay, so like I mentioned earlier, House Bill 96, uh the current state budget provided no increase to foundation funding, only small amounts of outside formula. But this past uh this past spring and one of the modifications was it took a five-year forecast to a four-year for forecast uh so to say. So you have your current fiscal year which is fiscal year 26 and then they have a three-year looking outwards but we are still allowed to show five years just so we could have a better better understanding of what's to come so we're not blindsided. Uh

135so more importantly, there are about 17 um proposed laws that impact local pro property taxes or evaluations that could reduce local funding to all schools in Ohio. Sorry, I went ahead. Still talking about House 96. So the current state budget changed like I mentioned. Um, and I believe it's safe to say that we all agree that property tax reform is necessary, but the core question is what's the best way and the Paris way to do it. So, some of the the bills that have are in place are looking at looking at the 20 mil floor and looking at replacement levies, continuing levies, which really would affect our our district alone and many other districts to to be exact. So, they're still trying to do what's best for the local property taxes, which is good, but

136they still haven't gone into the right way of doing it that benefits everybody as a whole. And later on, we'll see the the local and state shares for funding school districts in the state of Ohio. Some of the purposes just to engage the board of education and community in long range planning. You know, these are not new to anybody. We do it twice a year. One of the other differences in House Bill 96, uh, you know, we used to do the forecast in November and had to be done at the end of November and then we did a true up in May. So, we're still going to do the two, um, but this past summer they changed it to August 31st. So, they did give us some leeway for this fiscal year and gave us

137till the October 15th deadline. So they gave us some leeway because I don't think it was done by the time August 31st rolled around. So it would have been a really quick turnover to get everything ready and presented to the board. And then we have to do our second one in February of 20 in February due by February 28th. So they moved it back a forward a month for the first one and several months for the second one. So before we get to the numbers, it's a financial forecast that's like a painting of the future. You know, we don't know what tomorrow's going to bring. We can only hope and project that what's going to happen is going to be for the best interests of everybody involved in school districts, the community, and the state.

138It's also viewed as a key management tool and should be updated periodically. My forecast, my monthly reports mimic my forecast just so everyone is getting more aware and familiar with what the forecast looks like and what it is actually trying to tell. It also encourages district management team to examine for year future years. I think every cabinet meeting that we're in, we're constantly talking about the forecast and the financial issues that Stow is receiving at the state level and also at the federal level because it's it's we're in rough rough waters with not just the state but also with federal as well. So the five-year forecast is divided into two sections. You have your revenues and then your expenditures. The district revenues is mainly made up of this of the state uh local funding and

139expenditures are mainly consist of the salary which are the wages, the benefits, the purchase services and the supplies and materials that go into educating students on a daily basis. Sorry. So once again I touched I touched on house 196 and some of the implementations and there house 196 is not just local government it's the whole broad of the state of Ohio the bianium budget. So if you want further information on the nond district information you know please uh do your research on that. The one thing that is also concerning, which as a taxpayer, it's great for them, but as a school who relies on the the piggyback or the homeowners 2 and a half% reimbursement, you know, they get that credit and then the state would reimburse us. Well, if this passes, the state would

140no longer reimburse that 2 and a half%. Which is great for the homeowner, but it's not good for the municipalities who rely on that 2 and a half%. you know, this could cost our district millions of dollars uh if this is approved. So, like I said, it's it's great for the homeowners. It's just not great for those who rely on that 2 and a half%. So, in July, the House overturned uh one of the governor's vetos on a levy type. The Senate, the Senate has yet to consider this veto or override the vetos. You know, the Senate can act all the way until December 31st, December 31st of 2026. So, we could be in limbo for another year and several months until they finally figure out what they want to do with House with House

141File 96, the Taxpayers Freedom and Trilogy Act. Uh, this was introduced in August. So, you have House Bill 420, House Bill 421, and House Bill 422. Uh these bills, if passed into law, could eliminate continuing levies potentially set aside inside millillage and create more than 50% of approval margins for new levied approvals. So this is still in the works and we'll keep you updated as soon as we have information. Like I said, everything's changing dayto-day, so it is it is difficult to keep track of everything that's going on, but we'll do our best to keep everybody involved and updated. Like I said, any changes which could be significant state funding and property taxes will need to be watched and evaluated carefully. The one thing I do want to mention is that the the House and

142Means Committee the House and Ways Committee are meeting tomorrow at 11:30 which unfortunately I'm not able to go to present my testimony to advocate for Stone Monroe Falls. I did submit two written testimonies which I will share on the website for everyone to read. Uh so I'm always there to advocate for stone stone and row falls to do what's best for the community and the the students. Okay. So this one I think is just great to look at. So in fiscal year 24 you know they increase the inputs. So what you know true dollars up at 2000 at fiscal year 22 like what were the expenses at that time? you know, they they finally updated the input based in 24, but as you can see, they slowly start decreasing how much they're going to give

143that fair share to school districts. So, as you can see in in fiscal year 99, the state was giving a percentage of 45.7%. And in fiscal year 25, we saw that decreasing and decreasing and decreasing to fiscal year 27, which is only a one fiscal year away. That's 32.2%. So, it's great that they're trying to give the taxpayers a break, but where are we going to get our money if they keep decreasing both avenues of funding? You know, that's why it's like we're we're in limbo because we're scared because if all this happens, what do we do next? and where does the money come into come from? So, not only are we looking at the state level, but we're also looking at the federal level. We have $1.9 million roughly this year coming in from

144federal dollars in through certain grants. You know, the Department of Education layoffs the other day, the special education oversight and civil rights enforcement were just laid off. And when we look at that, we look at what's all implemented and Miss Mrs. Pro just talked about, you know, special services and all that goes into that and making sure that we are able to still give a safe and equitable education to everybody in need. If these were to go away, you're looking at roughly $1.9 million moving back into the general fund. So you have your state funding possibly being reduced and now your federal dollars possibly reduced. How do you think it's going to look when we have to put into an already deficit spending forecast in adding more money that we're just going to have to

145add back into it. So it's very challenging for Dr. B and I to look at this and look at, you know, looking at the future, being optimistic and hoping that everyone does what's right for property owners and school districts that we we could come to an agreement on how we make this work because if all of this were to pass, you know, we are looking at a lot of difficult and tough conversations to have. The implementation would not just be human capital. It would be like the arts, supplementals, everything from A to Z inside and out would be looked at on how we could start saving dollars. Looking at tuition increases to preschool, kindergarten, and even looking at the statemandated, you know, we don't have to provide busing for high school students. We don't have

146to provide busing less than two miles, but that is something that we do because it's what's best for our students. So when we look at this and it some people might think yes it's the schools get too much money there's more that goes involved to dollars they're just not they're teachers or certified staff classified staff behind every dollar there's somebody who's there to help educate and make that portion of a bulldog exist. So looking at our revenues and expenditures, we are set to deficit spend this year. Uh roughly $600,000 deficit spend. That is as of currently. Like I said, Dr. Golden and I are always talking about ways we could reduce the expenditures. Somewhat difficult to increase our revenues unless someone out there wants to donate millions and millions of dollars to Stone Row Falls,

147which we would gladly accept and be very appreciative. Um, you know, it's it's a it's hard because it's where do we look at cutting and how? >> I mean, we'll name anything after someone who gives us a large chunk of change, right? >> I'm sure within confines. So, which deficit spending, like I've said before, isn't a bad thing. At some point, we're going to deficit spend. You know, I don't know any school districts to be able to cut cut cut and have a cash cash positive balance. you know, we just passed a wonderful union contract which given gives our working hard employees 3% for the next three years. Um, but you know, that that takes a toll on the budget. One of the things that we do have coming up in the May in May,

148which I'm which we do have a levy expiring, but with some of these House bills, you know, we can't we possibly can't have emergency levies anymore. So what does that look like? We have a four emergency levies. So this one comes to renewal first, which can't be renewed. So it could either be a fixed sum levy, which would still bring in the same amount of money, but that would be a new levy. You know, some residents get scared when you look at new levies, new money. You know, what's that look like for their for their bottom line? So this is just one of the other things that the politicians I don't think understand uh what the understand the outcomes of when they are doing what they are trying to do to help the residents. So,

149the cash balance without the renewal, just so you so if the renewal were not to pass, you know, we're looking at losing uh $2 and half million next year and then the full amount the following year because we collect half in the fiscal years. Uh we would bleed through our cash faster. So, those dollars that have been voted on and approved help us every single day run the district and educate those children. So looking at our revenue like I said it is basically thank you uh local and state funded uh we get 70% local sources and 29 and a half% from state sources. So you can see there's a huge discrepancy. We are heavily locally funded which I don't think is fair. You know, I think that the constitution says we children are owed a

150free and fair education, but yet it's at the local level who are funding that fair and free education, which is it really free? I like this graph because it does show that, you know, you could really see that the local level, which is in the red, and the state level, which is in the the gold, it's just it's not there. There's no really fair funding when it comes to public education. So, how do we actually fix that root cause of what's fair? When we look at the expenditures, it's broken up into several key several pieces of the pie. The highest which is our human capital, which equates to about 80% of the budget. So, 80% of our budget is going to human capital, wages, benefits, excuse me, in supplementals. Next we have our purchase services.

151So anywhere from our utilities which our utilities are really high uh anywhere from a half a threequarters of a million dollars to over a million dollars in utilities from uh our compact districts to uh some subscriptions which I will be happy to share that I do not have a Grammy subscription. So just making that clear in materials and supplies. So supplies that help educate our students from the pencils they use to the paper they use uh to make sure that they are in a safe environment in a learning environment a ready environment for learning. So all of that is in our expenditures which is roughly $76 million you know seems like it is a lot of money you know big pill to swallow but most of that is in salary and benefits. So our district

152financial story plus 196 continues to fund the fair school fund the fair school plan current funding has us on the guarantee through 26 future funding is uncertain for the fiscal year 28 through 30 as fair school funding plan not funded beyond 27 it's a bianium budget like we received 29% from revenue in our state 17 local so just looking at our district as you know, Stoman falls and how we are different than every other every other district because every district is not the same. You know, we are similar in that we are always facing cash problems, inflation problems, uh, and everything's in increasing which makes it harder for us to give the same opportunities to those kids than they did when things were much cheaper. But we still try to navigate the the rough waters

153and make sure kids are getting what they need to be educated. So, I know that's been a lot of information the last two hours, so I'm happy to take some in some questions about the five-year forecast. >> I'm curious. I obviously have not memorized the May forecast, but I'm curious if you could give us some highlights on the things that have changed from May. Yes, that is one thing that I was hoping to do, but I know we were about to swing uh in May, just from recollection, I believe we were going to be cash positive uh roughly 600 some thousand dollars and then this year we're about a ne negative 600,000. So about a million million dollar swing, 12 $1.2 million swing. Um but that is also increased of uh utilities some other purchase

154services that we need compact district payments and our foundation payments also we saw the most increase in our purchase services which we are taking a deeper look at and seeing why the huge increase. >> Yeah I have those numbers. Um yeah, revenues and other finance financing sources 6.010. Yeah, in May it was um 692,962 and you were correct that in October of 25 it is a negative or minus 619845. So yeah, very very significant swing from May to October. Um you mentioned the purchase services which the May number of fiscal year 90 or fiscal year 26 was 9,889,774 but then I look at the October and this is 3.03 03 purchase services is 11,274,387 that is a 1,384,623 increase. So what why what happened? >> Yeah. So as I previously previously said some of that

155is towards uh increase in costs like our utilities and some of that is we no longer have in-house subs. So we are using a uh purchase service Renhill to open the pool for more substitutes and so what we would spend in substitutes which is roughly 600 700 some thousand dollars in substitutes. You know the bigger cause is we need to make we need people to come to work and do their jobs. So then we're not waste we're not spending all this extra money in substitutes and there's a shortage for substitutes. So when there's a shortage for substitutes, we have to then do class coverage. And class coverage is more expensive than substitutes. But that's just excuse me, that's just a couple examples of why we've seen an increase in purchase services. Um >> so you're

156saying utilities and purchase services accounted for almost a $1.4 million increase. >> We spent around $700 some thousand dollars in utilities last year and we're going we're probably trending towards over a million dollars in in uh utilities this year. Why then? Okay, knowing that but you but we're just talking from May to October, right? That these numbers, >> correct? >> Or what? That's five months. So we we went up utilities and services a million poor. >> Not just five months. It was just the projections for for those areas. >> Your projections. Okay. Um, >> so when it comes to the purchase services increase, those substitutes would have been counted in a different category prior to using Renhill and now they've moved categories. >> Yeah. So those would be showing in the 100s and 200s salaries

157and then benefits and now we're seeing that in the 400s because Renhill pays them and then they invoice us and we pay that that invoice out of a purchase service which is the 400s. >> Okay. So, it's moving the expense from one place to another. Um, do we have a sense of the comparison of the costs from in-house to using Renhill? >> We we don't have good data yet. Um, because it there's more than goes involved. We have to look at our uh substitute fill rates and then um we've received three invoices so far. So, we don't have the greatest data yet. So, that is Yep. Yeah. Okay. You you said the revenues that's where the substitute teacher money was used to come from. >> Nope. The 100s the salaries and benefits 200s. So still

158looking at the ex the expenditures. I believe it's the first line of expenditures for revenues for salaries >> in which fiscal year? I I mean I just have the report here which the which the fiscal years. >> Yeah. So what we did was for this for this year we took what we would originally spent in substitutes projected of what we spent last year. We would move that from personal services line 3.010 and move that projection into purchase services line 3.030. Okay, let's just look at that. So, you're saying 3.010. So, we were at in May at 42,727 [Music] 268. Let's just see um in October we're at 43,128,45. So, it's not a big difference. I'm still not understanding how we where this 1.4 million uh is now that that we're having to pay as far

159as additional purchase services. >> Yeah. And that's also why I that Dr. Ghoul and I are taking a look at a deeper dive of what really say are causing these issues, but what is the need for the increase in these purchase services? But you say you moved it from one to the other and the one you said you moved it to, they didn't really change in the last since since the May one, >> but the but this other number did considerably. >> Yeah. So it's not going to you're not going to find a exact comparable because we are we have new people coming in. That's where their supplementals are being paid out of. So there's more variables that play into that than just taking $500,000 from one, moving it to the other, and it being

160the exact amount from the May forecast. I guess 1.4 is more than just a little variable, but anyways. Um >> I never said it was a little variable, Mr. Sheen. >> All right. Well, you said a variable. So, um the one that Well, there's a lot of them, but the one that really concerns me is uh 10.010, which is the fund balance. Uh if we look at If we look at and the fund balance, if I'm correct, this is a balance of that we need to have to certify contract, salary schedules, and other financial obligations. Is that right? >> Partially. Yes. >> Okay. Um, we are >> so >> based on this, we're in a world of hurt. >> So, you're looking at uh >> No, you know, I'm sorry. I'm I meant to talk

161about 7.0 7.020 because I'm I was on the wrong line, which is cash balance. That was the one. >> Yep. So what you're looking at those lines assume that levies don't pass like the renewals don't pass. So if you scroll down or look at line 12.010 those are identifying if levies do pass. Um so the worst case scenario is time line 10.010. Best case scenario is line 12.10 but you you are correct. So, in the event that the levies don't pass, um we would be looking to the state for some >> Yeah, because we on the 10 010, we need um we need to be around 12, I think it is, isn't around 12 to pay our contracts and salary schedules and so on. And looks like at five on 525, you know, we were

162at 7.3 and and and we're already we're at 26 million. I mean, we're Yeah, we're >> so it's >> we're in a world of hurt here. >> It's nice that you brought that up. So, this is as of now. So, like if those House bills pass and the federal dollars are gone, think about adding. So, the one House bill 186 could be roughly $9 million that could affect Stone Monro Falls. Take that negative number and add $9 million. And then take that NE $9 million plus that $2 million negative, add another $2 million. So all of the stuff that the state and federal levels are doing really impact Stone and Monro Falls City School Districts, not just the employees, but really the students who are coming here for the best education possible >> because Yeah.

163I mean, if if these appropriations don't work out, we're um we're unable to certify ourselves by 2028. >> Yeah. And it's not uh not that the appropriations work out. It's more of the the levy and funding sources we are getting from the state and local government depending on what how those work out will influential will be influential on how our forecast will look. >> So Patrick in in our May forecast we were looking at the worst case scenario um of losing that levy kind of running out of money in 29. And currently given the things that have changed in the months since we're running out of money when >> so if let so let's just say the levy that is expiring at the end of next calendar year December 31st 2026 we would be out

164of money in fiscal year 28. >> Okay. So it it pulls that that point of zero balance a year closer. >> And then if if some of this other if some of the other proposals pass and we're limited further in property tax revenue, but the state isn't replacing that with any other funding options, then we're looking at running out even sooner. >> Yes. Yep. And at some point, you know, with discussions either at the end of next fiscal year or early fiscal year 27 of having new money being passed to sustain the the deficit or the I don't say the deficits, but the the changes in the local federal funding on on school districts. So, >> and we're not allowed to renew that. It will look like new money regardless. Even if we do a

165fixed sum levy, that would be the same amount as the one that's expiring. Correct. >> It will be on as a new ley. >> Okay. >> And I I've been working with uh some of my colleagues on a kind of levy analysis. Um so I'm planning to have that ready by November or December, but some of that it might be null and void given what's happening with the state level. So yes, so that's where we're working hard at like look tightening the belt and like wants versus needs. Like I get you want this, but we need to spend what we have and stay within our appropriations and our budgets. >> Are we able to get like an A, B, or C? Because these seem like moving targets. And you're going to ask me in a

166minute here to approve this. And I would have a hard time approving this since these numbers are just like because of this and because of that and this might happen and that might happen. Um >> we get an A legislature. >> Can we get an A, B or C as far as we get we get all the money and we get some of the money we get none of it. And what that looks like as far as the buildings, teachers keeping buildings. I mean what you know what your plan would be. We although we briefly would talk about you know options A, B or C, we have not really gone into uh the depths of what that would look like. But let's say option C is the worst. Like I said, you're you're cutting everywhere,

167all programs, all class offerings, transportation where needed, uh field trips. So you're really coming to school and learning what you need to learn and then going back home. you know, you're not seeing those clubs or those sports or those art programs really being involved because we just don't have the money for it. Um B would be like, hey, we could do a little bit more than the bare minimum. So like, hey, we're going to bring back some sports for the arts. Um but maybe not as many because sports are very costly to run. Um a everything goes as planned. We're going to keep doing what we're doing, still watching our spending, cutting where we can, but uh making sure that those children have the options to do what they want to do throughout the entire

168school year. >> Yeah, I didn't want you to have it right now, but I'm just saying something a little more more detailed than that, but I mean that would help because yeah, I'm just looking at cash balance. You know, we're looking at cash balance. Go to year 20 uh 20. Let's see if I match them up right. 28. This is interesting here. All right. In May, you have cash balance at 2,84,000 and your forecasted for 28 oh is a minus 2,ion53. So yeah, so it's a pretty big pretty big change between October and or May and October far as cash balance. >> Yeah. And those that all that has end has to play with the money we're receiving and the money that we're spending >> and it sounds like there are a lot of variables

169sitting at the state house right now. Um how how can you make assumptions for the forecast? how how is that being navigated? >> Yeah, mentioned being optimistic uh but also knowing the the weathering storm, the the great cloud above us when it comes to funding for schools. Uh just being optimistic and hoping for the best. Uh but knowing having that in the that plan B of like, hey, if this happens, we have to deploy this and roll it out quickly. Uh, so we have a principal meeting tomorrow kind of giving them the heads up about like, hey, this is what's coming and don't be alarmed if you see get hit with plan B of like got to raise some spending. >> And we we started looking at this um last year. It's not like we've

170just started. And so we're into phase two of this with all of our departments to take a look at all of our budgets um and to go back and revisit um some of the things that we said uh in our last budget analysis. So we're going into phase two um right now because we know regardless they're going to do something about property tax. We are we are very much sure about that. We don't know exactly what that's going to look like, but regardless of that, we still know that there are some things that we're going to have to cut. >> So, there's a lot of discussions and a lot of plannings that or a lot of planning that has been ongoing for some time and will continue. >> Any further questions? >> Roll call, please.

171East Jenkins >> I >> Mery >> I >> Sheen >> uh no >> wind >> I our next item is bonefish pay do I have a motion >> so moved >> second >> so we currently use bonefish for compliance matters and the nice thing about bonefish pay which is new and it's something we're just trying out to see if it's something we would even like to do uh we do have one accounts payable person. Uh but with a lot of the public records requests coming and it's it's uh bogging down my department's time to really do things efficiently and effectively. Uh so one of the things that Bonefish Pay does, it takes on the risk, the liability, and the hassle. So one of the hassles is outstanding checks. You know, when those outstanding checks don't

172get cash, we have to put them on our books, put them on our liabilities, and in five years, if it's on our books, we send it to the state for the unclaimeds fund, which was designated to the Brown Stadium, nothing beneficial for schools. Um, so they're really taking on that that risk. So, the nice thing about it is once we pay, let's say Amazon, well, Amazon for widgets, Bonefish Pay will take that amount out plus a $2 transaction fee and they would then distribute it to Amazon. At that point, we would get a re we throughout the year, at the end of the year, we would get a rebate um and projected that it would we would get money back for that stuff. So, one of the things is just compliance and hassle-free of not

173really having to really follow that check and hound people like, "Hey, you have a check that needs to either be reissued." Um, the other thing we're also doing is sending payments through a so there's no longer that hassle of finding the check because it gets lost in the mail, it gets shredded or I forgot to deposit it. It's not easy to then rerun that check. So, it's just something we're trying out. It's not that we're de we're dedicated to this. We just have to approve it to try it out and if it's something that me and my teamm like it's something we would move forward with. But if we don't like it, we would not be moving forward with it. So it's just a trial and test run. >> How long of a trial? >>

174Um I think they roughly said like um several like five to 10 payments because not everybody is going to be uh go through Bonefish. They already have their vendors set up and they said they have like a good like 50 vendors that we currently use that use Bonefish Pay through them. So, it would be a nice easy test for us to do. But after like 10 20 payments, if we don't like it, we just stop using them. >> So, does this stand to save your staff a significant amount of time? there would be uh yes some time saved because we would no longer be um those who are we are paying through bonefish pay if we were paying them through a check we would not be writing the check for folding the check stuffing the

175check stealing the check putting in the mailbox so there is some type of time savings um I don't want to say it's a great deal of savings but it's a savings where they could be working on other tasks >> do you know of any school districts around here that are using it >> um Bay Village uses on the west side of Cleveland and the treasurer really likes it. Um she said it it helped open up some time um for like PD for the staff and also for the accounts payable to work on other tasks associated with their job. But I could also get more districts who use it Mr. Sheen. >> So all right so are we just approving the trial period? Well, we're approving to use Bonefish Pay and then because we had to

176work with Fifth Third Bank to enter an agreement with them and then um once that's approved, if we don't want like it, I can inform you guys that we're not going to be using it. But normally, it's we just select what payments we want to send to Bonefish and then they take it from there. >> So, you said we already use this. Is this additional software or >> Yeah, so it's it's the same software, it's just more capabilities within the software. So, we use it for compliance. So, anytime we have a check run, we run it through their database and it checks for um it gives you alerts like, hey, you paid this vendor $50,000, just making sure over $50,000 for this fiscal year. Um and also it checks the vendors who you should not

177be paying because they're not active with the state of Ohio. Uh so it gives you a notification before you pay them like hey you might want to look into this compliance factor that we have to provide auditing at the end of each year. So they do a lot of that bulk. They also uh provide Ohio State with our new hire report. Every 60 days somebody get hasn't gotten paid. They get paid in 60 days. They have to re uh notify the state. So they've they've done a lot to help with our compliance and uh efficient reporting to the state. Would 90 days be enough time to evaluate this? >> Oh, that's more than more than enough. >> Um, yeah, I don't I don't want to have to change the what you're asking to recommend, but

178I I guess maybe a gentleman's agreement that at 90 days we see this again and if it's not working, we can opt out of it. Is that We're on tape. So >> yeah, we wouldn't need to opt out of it. I would just stop sending the the payments to them. So once we upload the once the accounts payable employee uploads the file when I approve the file that hey, it's good to pay. Verified everything's good. When I'm in that file, I could say, okay, we're going to pay this company, this company, this company, three companies totaling $1,000 to Bonefish Pay. And once they get that, they would pull that $1,000 plus the $2 transaction fee out of our bank. So really I have control whether we want to continue to use it or not continue

179to use it. >> And I guess at that 90 days we'd you'd be able to evaluate is it saving us, you know, what's it costing us and is there a a cost benefit >> Yep. >> to it. All right. >> Roll call, please. >> East Jenkins. I >> Meritti >> I >> Sheen >> I >> wind >> I >> Our next item of business is our first reading of Neola policy package B. Do I have a motion? >> So moved. >> Second. So, as promised, uh I have provided for you package B of the board policies. Um there are several policies here. Um they there's four that are looking at being rescended. Uh there are several that um need revisions and there are several that have technical uh corrections. Are there any questions on any

180of those at this time? >> I was wondering, it looks like we're the in this package is we're sending several um non-discrimination policies. Are those going away? Are those being folded into other policy? There are some other policies from Niola that are coming uh forward at this time. Um those we actually held on the anti-arassment ones. Um and so those will are being rescended and if um there are some in the future that uh we are currently looking at other questions. Okay, seeing no further discussion, let's move on to our next item, uh, Ohio checkbook resolution. Do I have a motion? >> So moved. Second. >> Mr. Gano, could you give us an explanation? >> Yes. So, we've been talking about the Ohio checkbook. This would give authorization for the treasurer to start using the

181Ohio checkbook which Mr. Sheen brought up several times throughout the couple months. Um yeah, that's what this resol resolution will be doing. >> Questions? >> Roll call. >> East Jenkins. I >> Sheen. >> Yes. >> Wind. >> No. >> Okay. On to the next one is the resolution to resend the prior resolution which was um set in September 2015. Resolution number 22 2205 authorizing participation in the uh checkbook as pres as as presented. >> Do I have a motion? >> So moved. >> Second. >> Yeah. So this was in the event that the first one were to pass, we're just going to resend that one to make sure that this is the most uh accurate and up-to-date resolution for utilizing the Ohio checkbook. questions. Roll call, please. >> Um, wait. I I want to make

182a motion on this. Can I Can I make a motion before this? >> We're in the middle of >> or I don't know if it's amendment. >> Well, we could talk about it. >> Okay. Um, yeah. Frankly, I would uh I'm looking at tableabling this um until after the election. >> Can I ask why? We've already >> Well, we're already we're using it. Now, this is saying not to use it. Well, we may based on the outcome of the election, we could be back to um approving it. >> So, going back to the the form we just approved, that one's giving me authorization to start using it, >> right? >> We have not been using it. So the one we just voted on beforehand, you just voted and passed that I I'm to start using

183it. >> Correct. >> This one just resending the old one. >> Oh, the one from 2015. >> Correct. >> Oh, okay. That makes sense. Okay, so it at this point, yes, we are using it. This is just rescending the old resolution from the Yeah, the 20 220-15 is from the 2015 resolution. >> That's correct. so that we don't have two competing resolutions about. >> So this would be brand spanking new. >> Yes. >> Okay. Then um I reverse resend delete my motion. >> Z else roll call please. >> East Jenkins. >> I Sheen I. Wind >> I. >> Okay, moving on to our discussion items. Uh the first one is our public comment signin sheet. I asked Mr. Galano to uh bring this back in front of us. We talked about it this summer. uh

184having a sign-in sheet that is not intended to discourage anyone from um participating uh in public comments, but it does allow us to gather names and then also contact information for anyone who might want follow-up contact. >> Yep. And a lot of it's really just uh housekeeping items, making sure I I could see the printing. uh spell people's names correctly. Uh and also just a follow-up followup to it. Uh and also just kind of reading our board policy uh 0169.1 really the presiding officer is to call up the people who are want to speak. Um so we don't have to make just kind of putting the thought back in your mind if this is something you want to do. the signin sheet will be somewhere visible um whether it's with me with the board policy

185uh and it gives you the guidelines uh just making sure like you understand a lot of this stuff came from the policy just like decorum addressing the board topics to one per speaker until other topics have that topic's already been discussed about before talking again >> that print is tiny do you have a printed version or can you read or enlarge it. There we go. That's better. And then once the meeting starts, you know, this could be up for 20 minutes, 10, 20 minutes. And then once the meeting starts, I would take it away and that's when public participation would be over. And once we get to those topics, we would then give it to the presiding officer. The presiding officer would read up John Doe, you may come up to speak, yada yada yada,

186and go through the list. So something that we could do, we don't have to do, but um I know a lot of districts do do this. So just putting it up there. >> So as as proposed here, this would kind of have a cut off for folks to indicate that they want to make a public comment. >> Correct. Yeah. >> Okay. >> And just and our board policy as well. >> So, >> but a citizen that wants to speak is not required to fill this out. Correct. >> Um I would have to go back through the policy again, but >> I don't believe so. You can't force them to give us he can say he can say he's the Easter Bunny >> that on there. >> That's that's correct. >> So So if they choose

187to Yes. but they're not required to if they want to speak >> and this has not gone through legal or anything. This is just pretty early looking at the policy and trying to put it towards something that could be helpful for housekeeping and uh minute taking. I know for myself I would I would prefer not to have a cut off. Um just because as the board talks we still have those two public comment sections. Um you know as things happen during the meeting sometimes folks hear something that they want to ask a question about or share a reaction to. Um and again I don't want to discourage folks from getting up and talking at the mic if they'd like to. Um, so is there a way to manage sign in where we're not cutting that

188off? >> Yeah, we could also if they come up to speak, they could just fill out their name and what they they talked about afterwards just so I have a clear indication of who they are because as much as I try to uh spell the name or AI tries to dictate the name, um, you know, mistakes happen. So, any other thoughts? I think it's helpful too in case people bring up an issue that and they do want followup. I would like to see you maybe put name and then optional contact information or something like that. And that way if they want somebody to call them back to answer their question or to explore the issue further, that's their option to put that information in there that somebody can follow up the next day. >> Yep.

189And we also have other avenues to do that exact uh option. No further comments. Okay. Hopefully we can proceed with getting this cleared with legal and move forward. Okay. Next topic. Um HCR 22. Mr. Sheen, this was your ask and um I'm not sure what uh the discussion is, but you have the floor. >> Um no, I'm just wanted to share this with the board and also with the uh with the folks listening in and the folks here. Um I'm really excited about this right now. This is House uh HCR 22. It's is it's been adopted by the House, so it's moving pretty quickly. Um, it was introduced by one of our local representative, Bill Romer. What it is is it's to encourage students in grades one through 12 to read the US Declaration of

190Independence in the classroom during the 2526 school year in celebration of its 250th anniversary. So, this is moving very quickly and uh I was pretty excited about that. Um, and I because of my excitement, um, I have about 3,000 of these. So, at the point that it's either approved and we have to do it or maybe it's not and we do it anyways, uh, I'm going to want to speak with, you know, the the the history teachers or whoever would be involved with this because I want to make sure every student, if I can, uh, in the district has their own copy of the um, Constitution of the United States. Um, something did another bill came up today and this will just be really quick. I just want to bring it up and I appreciate

191being able to add this. Um, this is House Bill 486 and it's currently in the House committee, so it's it's it's pretty new. Uh, the co-sponsors Gary Glick, who happens to be a pastor, and Michael Da de Da Dilla. Um, this one I was very excited about because this will uh it's going to amend some sections that are already in there. I'm not going to read them. What this is, um, to enact the Charlie Kirk American Heritage Act to permit teachers in public schools and state institutions of higher education to provide instruction on the influence of Christianity on history and culture. So, I just heard about this one today. I was very excited about it. So, I'm going to be watching this one very closely. Thank you for the update. And I just would like

192to share, Mr. Sheen, that our students already participate in the Declaration of Independence, grades 8 through 12. >> They each have one of these because I'm going to make sure find out because I can get them all one of these. >> Oh, I will find out. But how many? >> But they already participate in doing something with the declaration. >> Yeah, I was assuming there was already some of that built into our curriculum. Thank you. Okay. Our next item is executive session for um under 121.22G1 to consider the employment of a public employee or official. Do I have a motion? >> So move. >> Second. >> Roll call, please. >> East Jenkins. >> I. >> Meridy. >> I. >> Sheen. >> I. >> Wind. >> I. So we are in executive session at 8:50. There

193will be no formal action other than adjournment afterward.