001district's business and not to be considered a public community meeting. Miss Allen, will you call the role? Yes. Mr. Lumpin, here. Mrs. Simmons. And Mrs. Kilgore and Mrs. Cherry. Yes. Can we stand for the pledge, please? I pledge algiance 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. Yeah. And then I do have the Sorry, but the document this time I need a motion to adopt the agenda as present. I'm sorry. Are there any changes? Yes. The only change I have is that uh after executive session uh I will be adding a a personnel document a the human resources agenda. I will be adding that document to the official agenda. So we've heard the changes. I
002need a motion. It's been call please. Mrs. Simmons, yes. Mrs. Kilgore, yes. Mr. Lumpin, yes. And Mrs. Cherry, yes. Motion passes to adopt the agenda with changes. Um, was the executive session? Yes. Yeah. Moving to the executive session. So now I will need a motion to move into executive session. I move second. Mr. Lumpin. Yes. Mrs. Simmons. Yes. Mrs. Kilgore. Yes. And Mrs. Cherry. Yes. Motion passes for us to enter into executive session. It is is a review of the updated district personnel chart, personnel organizational chart. In your folder, I have provided everyone your your vanilla folder. I have provided in everyone everyone a copy of all the documents that I'll be going through this morning um along with I will be I will be moving through the um the PowerPoint presentation as well. So
003those are the superintendent report items uh that we'll be working through this morning. The first is a um a will be the organizational chart. So what I provided everyone is a copy of the updated organizational chart that I will be sharing with the district based upon uh what we do do here in a few minutes and the discussions that we have had the board has had. I wanted everyone to get an opportunity to see that in clear view. So you could um ask any questions if uh if you have any. What what we do have is uh the setup that we discussed over the last several meetings. uh the the level of reorganization along with um just some some other other details that that have been addressed uh with the um you know the announcement
004of the board's intent to hire Miss Adams as the treasurer uh the two executive director positions the movement of the secretaries to the directors the vacant director of operations position the assistant principal position with regards to Ram Nation Virtual Academy. Also, uh there'll be an update the 1st of May, first meeting in May with regards to what our plans are for uh Ram Nation Virtual Academy. We have uh we have been having we've had a lot of dialogue about uh what that what that program will look like in the future. So in essence that is the organizational chart that will be shared. Questions? You want to take a minute to look at it? If not, we'll move on. I give you a second to take a look at. Okay. The next item will be denoted
005as agenda item B. It is the approval of the personnel agenda with the um acknowledgment of the step increase for administrators in the section administrative contracts 4 through 22. I am on the on the the matrix that was shared and then that will become the official personnel agenda for human resources agenda for this meeting. I am asking for action on that this morning. Anyone have any questions? A motion. One second. So the one the motion yes okay Mrs. Carson. Yes. Mr. Lumpin. Yes. Mrs. Kilgore. Mrs. Simmons. Yes. Mrs. Cherry. Yes. Thank you uh board for acknowledging and um listening to uh to my proposal and I'm sure the administrative staff and our folks will appreciate the the approval of the personnel agenda. Thank you again. Uh next, see what um what we're going to do
006next is we're going to have a couple of not a couple but five quick department overviews. Each of the directors of of those identified departments will provide a brief overview of their respective departments. Uh overview will include staffing, current projects, initiatives, and a few minutes for any Q&A board members may have. Please refer to document A in your folder. And we are going to start with the one and only Mrs. Tracy Mallerie for the Department of Student Services. And and my intent is especially for our our newer board members just to give you a general overview of who these people are, what their roles and responsibilities are, who reports to them, who are the people that they that they supervise or manage, and then ultimately some of the initiatives that they that they are planning
007to uh to work through over the next over the next year. All right, Mr. M, it's on you. Good morning, board. Um, again, as Mr. Howard stated, I'm the one and only Tracy Ballerie. Um, so currently I serve as the director of student services. Um, it looks like I think Mr. Howard has a brief overview of each one of our departments um, for you to so I won't, you know, read it of course verbatim. Um, there are staff several staff members and several um, initiatives that fall up under student services. Um so special education serves up under um student services um McKenna Vento and um our families who are other families who are in transition like foster play students, students who are in juvenile detention um and things of that nature fall up under our
008department. Um but also health services, mental health therapy, social work, um social emotional, um student registration and enrollment, um um Medicaid, home instruction, discipline, all of those things fall up under um the purview of the student services department. And so with that, of course, I can't do it alone. Um and so I have a student services coordinator who works um directly up under uh me. um the special education coordinators. Um there are three attendance specialists in the district. One at the Madison Park, one at the ELC, um one at the one at Westbrook who serves Westbrook and the middle school, and then one at the high school. Um we have three social workers who are in the district who also fall up under student services. Um and they support elementary and secondary accordingly. Um we
009have a district nurse and five school um LPNs or school clinic aids who also fall up under our department. Um a lot falls up under student services as you can see. Um it's definitely a multiaceted department. Um we also work directly um alongside with curriculum and trying to you know help staff and um students in the building um with those other nonacademic supports that we know that all students need if they're going to be successful in school students and families that is so didn't want to read it verbatim it's there if you have any questions um I do want to um I'll pass around an additional document. It It's the same, but it looks like maybe the back got left off. Um that's okay. It was just a few things on the back where it
010looks um where we talk about just the overview of some projects and things that are coming up. Um so my department is um directly involved with the creation and the revision of the student code of conduct that we use throughout the district. So that's a process and initiative that we're currently working on right now. And our department is um working alongside um Mr. Logan. Um Sisley Berscie who's here today. Um she's a student services coordinator is working directly with Mr. Logan and making sure that you know our um back to school bash and our parent resource rooms are coming along. All right. Thank you, Miss Mallerie. And I want to note that there are a couple documents in here that did have a few items on the back. So, as Mr. manly get started. I'm
011going to go run and get those other documents so you can see those additional items on the back because I do want I don't want to short uh short anybody with that regards. And uh that was an omission by me. I guess I didn't hit two-sided when I when I printed. So if you got any questions for Miss M. Yes, ma'am. What's the social workers primary role? So they are um I use the term lly loosely gatekeepers of all of the resources that are available to our students and our families. So they should be um that main point of contact and making sure that our families um and our teachers know all of the resources that are available to help support them. So they help make connections with outside partners and the resources that are
012available in within the school building as well for the supports that they need. So they don't necessarily have like it's different than like children's services case load social work if that makes sense. Yeah. In school social work looks different. But so often we have um families that enter into the district who are home students. Yes. Families in transition. Yeah. These fall up under foster play. So do they give like an overview or like a social history of the family or or the student because so often I hear that we don't have any information about this student and this kid just feel appeared in the district and now we have to kind of like you know navigate through what this kid has been through, what we need to offer him or sometimes don't even know. So,
013is that part of their role also? So, it's part of their role to help navigate it, but when a student shows up, we don't get any heads up um that a student is showing up or that a student is going to be newly enrolled. Um and so, you know, the law, House Bill 318, I believe it is, um requires districts not to put up any boundaries for our families who are in transition. So they are expected to be enrolled just like another student. We are not allowed to put them on a three or four day obeyance until we get more information on them. Um yeah and so we have to work together as a building to put things in place to support those students to try to put them in the best class we got
014with what information that we have. A lot of times we get a document called IKA. I think that's a document that they use on the other side of social work. Um, and that's the document that they use to enroll them. We don't we can't, you know, we're not allowed to hold off until we get school records, um, and IEP, the ETR, and all of those other documents. All of those other documents will be forthcoming, if that makes sense. So, they don't even register them with them with PUA residence or anything. That one IKA document is the document to say this student is currently foster placed group home under the guidance of McGomery County Children's Services or Franklin County Children's Services. We get them from all over actually um and that's what they use to enroll
015them. So I think a follow up to that I don't think um President Cherry was asking if there's delay in their enrollment. I think she was asking what kind of once a student is enrolled what type of Yes. Resources and a social worker trying to make those dots and connect the dots all the things you're talking about once the student is enrolled not delaying the enrollment but however once the student becomes a student the registration is over how is the social worker key to connecting all those dots. Is that right? Right. So each school operates differently. Right. So we don't have one social worker at each building. So there's a secondary social worker who works with middle school and high school and then there's elementary social worker who works with the other schools. And so
016um each school should be should have processes in place for when a new student is enrolled and who all hands are on that new student when they are enrolled. Where can we get to though to them? So is there a place where we can go and look at what resources are provided to students when they show up in the district? Oh for sure. Yeah. So, um there's another slide that I don't I don't want to go through, but we have a whole shared drive for student services that lists all the resources and everything that's available to families, all the administrators have access to that, the school social workers, everybody in that department has access to that drive. Yes. And do all of all of the resource providers that are actually in Trowood that are community
017organizations have have access to that as well? They do. And how often do we update that? Well, I mean, it's updated as yearly as the resources become available, but that kind of looks different from year to year. Well, I'm saying like inside the district. Yeah. You're talking about inside the district like who all like our mental what's the process for referral for our mental health therapist, our social worker or the resiliency coordinator? Yes. And and I can share that guy with you guys. I can share what that job work. All right. No problem. I think you said under student services. Yes. To some degree. I know Miss Anderson came a couple months ago, did a presentation to our um to the board at the board meeting. So, the district attendance team that Mr. Howard put
018together. Uhhuh. Do we have any results? We'll have an update in May. Okay. We'll have an update in May for Miss Anderson. she'll come up and just kind of share where we are. She through um through the district leadership team has been been providing updates to that team. Okay. On a uh on a monthly basis. So come May, we'll uh that's we'll provide updates. Sorry. Any more questions for Miss and so attendance-wise those individuals who work up right up under our department, Mr. Bikes, Mr. Wilson, Miss Serat, they are responsible for um home visits um tracking attendance of our students who are um who's who have met that threshold of hours um making sure that attendance intervention plans are put into place for those families as well. No, not okay. Uh, Mr. Mayor, sorry. Good
019morning, Board of Education members. Good morning, Superintendent Howard, Treasure Allen. Thanks for this opportunity. I think you have a document in front of you that says uh, human resources. One of the things that Mr. Howard wanted me to highlight is currently we have 424 staff members. 207 of those are licensed or certified personnel. 217 are classified. Beside that, in the chart you see that we strive to be the human in human resources because we all know and it leads to my next topic. Human connection is what makes the world go around if it's going to go around effectively. And so we realized that and the staff that I work with, which includes the two people you see listed and Miss Adams this year has been our process coordinator uh as assigned by Superintendent Howard and
020she has helped us a great deal and we're going to count on her to continue helping us even in her new role helping us with our processes that need cleaned up. But all of us, including Jill, Lucas, and Denine, work to make human connection with people and take time to actually listen to them, get to know them, understand where they're coming from, and then if we have news to deliver to those employees that may not be the best, to do it in the most respectful manner and clear manner that we can in fairness. Each of these topics could be the source of a long presentation. Mr. Howard limited us today and I respect that. Under number one, human connection again recruiting or induction, hiring, any of those things could be this uh it generate a
021whole presentation on its own. But I highlighted for me under number one F facilitation and problem solving because we're called upon in human resources to solve problems and facilitate situations on a daily basis from major to minor and everything in between and that's a very important part of our work. Labor relations number two is a very important part of our work and I cite uh I highlight number letter C legal and contractual interpretation and compliance. Again, that is daily work for us as I collaborate with the entire administrative team, the association leadership, others, sometimes individual employees on what that labor contract means or what legally binds us, what what um guides us in the work that we do. So, that's very important. And of course, you see there, number two, labor relations negotiations. I've been
022working closely with Mr. Howard Legal Council, the entire cabinet as we prepare for upcoming negotiations. Three, workforce development and workforce planning. A major goal this year has been B3B, performance evaluation and developing evaluation as a growth model because all of our staff members, including all of us as administrators, need professional growth opportunities. We need high quality feedback on our work and specific ways that we can improve our work for the good of the students of Trotwood and the families of Trotwood and evaluation falls under human resources and everyone. It's not us alone. Finally, I think people would be surprised uh Roman numeral four data management and reporting in particular letter B beyond benefits ensuring accurate pay managing salary schedules and monitoring a myriad of data entry connected to pay. This is the daily work of
023Lucas Klein and Denine Ross. They work closely with Dana Scott, expert payroll specialists. Dana has been engaged this year in providing a lot of learning for Denine and Lucas as they learn their new roles. There was an extensive collaboration session between Dana Lucas and Denine yesterday morning for probably 45 minutes. That's most days because Dwana knows the processes and how it works and she continues to share with them to improve our process along with as I said Miss Adams who has come in almost from an outside view and helped clean up some things so that we can be better. We continue to strive to be better in human resources every day. The work we do affects the students of Trotwood and the families of Trotwood and we take that very seriously. Mr. Mr. Miller, can
024you speak uh real briefly? And Miss Adams, can you chime in on uh what we did at the beginning of the year to ensure we are adhering to the timelines for evaluation uh of staff and administrators? Absolutely. Before the year started, when we had our administrative professional development sessions, Miss Adams and I provided extensive training on the mandated teacher evaluation procedure which had not yet been fully implemented in this district. We are working for full implementation this year. Internal timeline, external timeline. At every administrative meeting this year, Mr. Howard asked us to address teacher evaluation. We have also addressed classified evaluation. Mr. Howard chaired that committee. There are minimal changes to what goes on with classified employees, but we have reinvigorated that process as well. We can only get better as an organization. If we
025do evaluation correctly, approach it as a growth model and when we have to use that evaluation to say this might not be the right fit for you at this time. People ask me how I do that work if someone does have to be let go, laid off, terminated, whatever the case may be. And I remind everyone every day, we are standing up for the students of Trotwood because parents will always stand up for their child, but they're not always in the seat and have the authority and the obligation to conduct evaluations correctly. And if someone's not a good fit for Tropwood, getting them out of there. No parent has that ability, but we do. And I've learned that in my work over a period of many years that sometimes it's not the right fit. And
026our children, they're great. They deserve the best. Jill, do you have anything you would like to add to this? Cuz she really comes from a different perspective sometimes. I I would just add we did do a lot of um intentional laying down of the timelines and things at the beginning of the year, but then also just being available to I think almost every building, someone in that building has they felt comfortable and called one of us over to say, "Hey, could you just come sit down and look at these things with us? I know this deadline's coming up. Can we look through my things?" um in a in a non-evaluative of of them, non-judgmental way of being able to help them meet those timelines. Um and I think people have responded well in being honest
027with their questions, which is what helps us get the job done. Any questions? So I know um they work everywhere. a national thing, national thing with busing, bus driver shortages. Have we done anything to um retain um the bus drivers that we do have? I know that this year and the year before was a problem. Are we doing anything to I'll speak Yeah, I can speak to that. So, one of the things that we are anticipating uh to have some discussion about in negotiations is some of those um retainment strategies. Okay. Uh I I can't I don't want to speak to them right now because it's you know it's some things that are going to come to the table. Yeah. Yeah. But uh we are we are looking at um some in-house training. Okay. Uh
028where if you uh if you do not have a CDL that uh if we get the appropriate trainer that we can train and recruit people that are interested in being bus drivers. Uh, we also talked about people that do have CDLs, whether you worked at RTA or or whether you drive a whether you drive a 18-wheeler, if you're interested in being a bus driver, providing that training for the school bus endorsement and us taking the onus for that because you can have a CDL, but in order to drive a school bus, you got to have a school bus endorsement. Uh and then uh there will likely be some some financial things that we discuss and and I'll share I'll share those with with you guys when we get a little further down as far as
029negotiations are concerned. I know that that's a huge concern everyone. Yeah. Yeah. Yeah. And I and I'll speak to uh when we get to operations, I'll speak to kind of where we are as far as staffing is concerned. I would add on to Mr. Howard. First of all, I really emphasize he and I have talked about this extensively about the need to possibly provide for no cost for someone to get their CDL. There's a bit of a legal thing of how we once we give you the training, you got to stay with us at least a couple years or whatever cuz the CDL is a barrier to some people. Second, the best retention strategy we have is Alicia Starks because she works so well with her people. she should uh she could train others on
030how to deal with people and keep them in place. She is really excellent at doing that and has great relationships with with her drivers and knows them all well. I agree. Great question. Good question. So, where where are we versus where we were a year ago as far as reviewing teachers are concerned? Like what progress have we made? because I know when we first came on the board there was a lot of conversations about how that wasn't taking place. So like what what's the difference between last week and this? We are still aiming for and have the potential to meet 100% of the mandated requirement this year. That would be very different from last year where we might have been at 60%. 60. Yeah. It's not that. And it isn't that 40% of the teachers
031didn't get evaluated at all. It's that it wasn't completed properly. But by monitoring and I'm so thankful again for the support of Mr. Howard also the support and work of Miss Adams in helping me do this that we have followed up. Um they all the principles got a midyear and assistant principles got a mid-year matrix saying if are you on track or not? um and and where who is not on track and why and then some of them backed up and got dates like I did have this meeting but I didn't enter into the electronic system. So we are on track to be 100% compliant for this year and that remains our goal because it's so important. Now there's work to do because we still have to consider we hire a teacher. No one is
032perfect. Everyone has room to grow. Some are definitely less than perfect and we need to grow them or move on and that is an area for growth and again Mr. Howard and the entire cabinet, we're on the same page about that. And even with me, from my perspective, you know, I I keep setting dates and I have to push dates back knowing that at the end, I think it's June 30th, that I have to complete these. But I want to I'm because of the the emphasis we've put on it. I'm reminding myself, I got to get these done. I got to get these done because I want to set an example. And I've I've worked with with the the directors and I pushed their dates back, but we got our midyear done that we're g
033But it I think it's just more of a prevalent mindset now that we know that we're going to start taking evaluation serious in this district and as we all it's such a huge part of accountability. It's huge and people need to know not in a punitive manner but that we are watching and monitoring the work that gets done for the students and families of this community. It's too important question. So our recruit our recruiting and retention data for teachers. Um how do we kind of like engage with the teachers and the recruiting and retention um especially good teachers and then how do we recruit incentive money from those who have left I'm not I'm not sure I heard your whole Okay. How do we recoup the money from instead of pay teachers? They leave the
034district. They leave the district. Yes. When you say recoup, when someone they they sign a three-year contract and if they leave before that, then it's either prorated or we get all the money back before we um issue their last paycheck. So now that that is we're working real close with HR about that because we've had I think two two people left this year and we were able to get their money on both of those. So, it's really important that we keep track of those new teachers and when we gave those bonuses and that they leave before the three years and we get money. So, I know um vice president asked about um the shortage you know busing. What about the shortage of teachers as far as as far as core subjects? the the shortage is
035very predominant in finding intervention specialists and finding secondary math teachers. We are already engaged in the process of hiring for next year. We have um just as an example, I had to send an email to the principles this week to make sure we all stay on the same page. We interviewed two intervention specialists. before we could get back to them within 24 or 48 hours they took other jobs. Um intervention is unbelievable. Math is secondary math is also like it's unbelievable. So we're using a process um that we set up a year ago where we screen people here in HR and I screen teachers. I have administrative team members that screen those teachers. We move them to the building. the urgency of getting those turned around quickly so that the building administrator has some input
036on it, HR has had their input on it. Uh we are moving as quickly as we can. And as I said, we I spent a significant amount of time the last three weeks in reaching out to applicants for positions, getting them in for an interview and get them moving through the the system. We are very fortunate for some of the other teacher vacancies that we will have multiple applicants and and have a a good chance to screen and interview determine the absolute best candidate for those positions. I will say I forwarded two great math applicants to Mr. McCrae this week and I'm waiting to hear because I'm very hopeful that we get them. So when you not just to Mr. McCra but any principal, what's the turn? What's the deadline time so we won't lose
037that potential a week? But it really needs to be 48 hours, especially in the in the urgent areas. It really and that's also a whole other story that this isn't the time or place to talk about, but it is a concern on some vacancies. We cannot wait because we not only we have a plan for not only getting you a job offer, hopefully you accept it, but then what's the connection between today, April 12th, and August 1? How what are we doing for you in the meantime to keep you here? Can we connect you with that building? Can we connect you with the curriculum department? Can we connect you with teachers in that department or that building? Can we meet with you this summer? can we get you? Because it that's also a whole new
038game over the last 10 years of we don't want to hire you and then you you're still free to go apply for another job and you accept and you leave. So we do have a plan in place. We just need to get these people hired. Thanks everyone. I really appreciate it. Thank you. Thank you for all your work. Thank you. Thank you M. Murdoch. Good morning. Um, so like Miss Mallalerie and Mr. Manley, I do have that onepage outline of what my department does. Um, I would start with saying that what curriculum does centers solely on student learning. Okay. So everything we do is to support that to make sure that student learning is at the forefront always and that means supporting teachers and through training through guidance through resources to make sure every child
039gets the education they deserve every day. Now along with that we are very much focused on school improvement. So you see a lot of that reflected in the document. um we want to make sure that every child gets core tier one instruction every day. So that's been very much a focus in the two years um that I have been here like to stop trying to intervene our way out of what is a core problem. Students need core instruction. Um so that is definitely at the forefront. Um we are always monitoring that instruction through assessment. So we give multiple types of assessments throughout the year. We give benchmark assessments. We give short cycle assessments and of course this week our students started taking their state assessments um and those are the results that will will be
040reflected on our report card. Um so we're cognizant of that at all times. Um along with that school improvement umbrella um grants is under our department and I listed who who's going to be in our department next year but of course Miss Adams has been doing grants for several years. Um, but those grants fall under curriculum because they're designed, the federal grants to support learning. Um, so we will continue to use those grants as wisely and judiciously as we can to keep students moving forward. I will highlight a couple of things. They're not listed on my department page, but one of the things we use our grant money for, our title one money for is for instructional coaches in every building. And we meet with those coaches every month to review data, give them some
041guidance, make sure they're helping to implement all of our curriculum and resources. And we also use those grant funds for reading specialists at our elementary school. They have been very strategic this year in groups of students that they are pulling so that we make sure that when we have students on the bubble of proficiency, we can get them pulled for a period of time until they get over that bubble and are on their way to being proficient readers. Um, I'll highlight a couple of things. I'm not going to read the document to you either. Um, but we do in that vein of training manage the professional development for the district. We want to make sure all of our professional development supports our um goals and that it supports student learning, but we do also take
042input from the staff. We we give a yearly survey to the whole staff to ask what they need and we're able to incorporate their needs as well. Um curriculum also manages special populations of students. So, gifted services comes under the curriculum department as do our English learners. And I think that's about it. There are um a few projects that we have been currently working on. We did as a department apply for the comprehensive literacy state development sum grant. You may have seen that in the news. The US Department of Education gave $60 million to Ohio and that was opened up as a competitive grant. So, we did submit that application earlier this week. Should we get that money, we will put that towards our early literacy. I know you've heard Superintendent Howard say that multiple
043times. If we get it fixed when they're little, if we get it fixed in early literacy, we won't have the resounding problems that we have had in the past. and and we have made progress there this year um in early literacy. This year's first graders are going into second grade more prepared than we've had a first grade class for many years. So, we're very excited to see that's the class of 2036. I keep telling everybody that we're going to watch the class of 2036. They have great potential. Um we also of course are in state testing starting this week. Um we have two textbook adoptions underway. You'll be hearing about those in May. That's K through five math and 6 through 12 ELA. Those adoptions had run out. So, this is an opportunity to look
044at new materials both in both content areas to make sure they are aligned to standards and serve our students best. And we have teachers piloting those curriculums in their classrooms right now. And then the last thing I would highlight is our work with the secured data center. We've been working with principles with that all year. That's where all of our data goes. And that's an opportunity for us to look at data, make sure it's accurate, make sure we know which kids count and how they count and how we are doing before it gets submitted to the state report card. So that's been a big focus of our work as well. And I want to acknowledge uh Mrs. Murdoch and her team. You know, the the secure data center is is something that I think uh
045for years the district has kind of kind of overlooked in a sense. um you the the secure data is the center as you stated is where you go in and all of the data is there and we were um and I can't remember the actual details but we we were short a certain percentage as far as graduation rate and we went into the secure data center and her team along with Gail Niece they went in the secure data center and they found seven kids six kids we were able to appeal seven students we we found seven kids that were not were still on our role that were counted against our graduation rate that were no longer kids in our district. So, um, so what what what our our our focus and and what you know
046we're really trying to drill down to our principles is because is that this data is important and we all have to own it. And then what Miss Murdoch and her team have done which I have been uh I've been really really happy with is gone to each building and walked each principle each principal through the secure data center and and how the information that is in this data center affects what we you know what we get in the spring as far as our report card is concerned and I think it's opened some eyes uh from from the standpoint of you know if we get two or three kids to move this way or or two or three kids over here to to move from from from limited to proficient, how that can affect our data
047in the spring. So, I really think it's put a microscope uh on on that and and I'm I'm really uh really happy and excited about the work that Miss Murdoch and her team has have done and and I think uh I think we'll see the benefits of that in the years to come. In that data, do we like are we tracking the high dose to ensure that we have been tracking that. Yes. Um we know that the the most impact we're going to get is from our core instruction through the day. But yes, we are tracking those students who have participated in high dosage tutoring to see what the impact has been for them. And we're doing that through their test scores. And then just for through some anecdotal data from what teachers observed while
048they did the tutoring, we did make a change in our provider for example because the first provider we had um wasn't pay using the core materials that we expected. So we made a change in provider in response to that. So who are we using now? Signition is the name of the company. Okay. But I will also say that the grant funding for that was abruptly ended on March 31st. Um, we were going to end that week anyway because we were right on the cusp of testing, but that came as you know, there are many changes happening with grants right now and the state government. So, um, that grant has ended. We don't know if it'll be available next year. All right. Thank you, Mr. Smith. Good morning, everyone. Good morning. Um, all of you should
049have my one pager as well. Um the athletic department um oversees 22 varsity sports, 16 middle school sports, and then we have a partnership uh with the YMCA at Salem and Philadelphia that used to be out here in Trotwood. Not all of our student athletes participate in intercolastic athletics. So um they have recreational programs that we try and push our kids to and we share that uh via final forums with our parents and students. Our main focus uh in the athletic department is academics, skill development, uh team building, and um making sure that our student athletes understand the true art of sportsmanship. So, this this spring, my my focus has been our outdoor facilities. Um and you can see some of the things the projects that athletics has been going on. Um we we installed
050uh new baseball and softball scoreboards. Our old ones were were put in when the the building was built back in '05 and they haven't been fully operational uh for about a decade. And so um just trying to enhance our our outdoor facilities as well as um our track and field um field events at at the stadium as well. Um also on Tuesday, Mr. Howard and I will be meeting with um Dayton public schools and Jefferson Township local schools uh to go over the draft of u the constitution and bylaws that was put together for us for the Dayton City League. Um we're going to tweak a few things. Everyone's going to bring some some changes to the table and we're all going to try to to agree and then uh move forward with um bringing
051that to Mr. Mr. How will bring that to the board for approval as well as as we talked about at the last board meeting then the position of commissioner will be we posted uh for the Dayton City League and then we'll move forward with with hiring a commissioner um and what have you. Any questions? So Mr. You said 22 sports and 16 middle school. 16 middle school. That is correct. And a middle school child can't grade. Is that right? That is correct. confirm that. Okay. Yeah. You get you get four semesters uh at the middle school level and you get eight semesters at the high school level whether you play or not. So once you start seventh grade that's when your your clock starts and the same thing for nth grade. You only get eight
052semesters of eligibility. I guess you ask about the seventh grade. Is it some districts that start with six? So some well we have six graders in our middle school. No you cannot being a member school of the Ohio High School Athletic Association. those uh competitive sports start in seventh grade. Uh we do have um our our pee-wee program for football out here as well as a date metro for basketball. Uh date Metro basketball's fourth, fifth, and sixth and then um pee-wee footballs could start uh in kindergarten on up. And those are our two feeder programs into our two majors. Okay. Okay. Thank you. Are we still under the 2.0? Yes, ma'am. We are. We and we have one probationary per year where if you get between a5 and one nine uh you can be put
053on academic probation u but at the end of that quarter you have to have a 2.0 to uh participate and since we implemented the 2.0 no GPA. We have not had a lot of students uh academically ineligible, which I figured and that's something that I implemented in previous districts and which I think is a good thing with all the student athletes that are moving on to go on and participate at the collegiate level, which you have to have a 2.3 to play D1 and a 2.2 to play division two with those 16 core courses in each division. Anyone else? Thank you. Thank you, Mr. Smith. Uh, last document is operations. I will be reviewing um the operations department. Uh, transportation. Currently, we have 30 staff members, uh, 30 drivers, um, is what the the route
054requirement is at this point. I believe we're at 26 or 27, but 30 available slots, eight aids, two mechanics. So, I think at the beginning of the year, I believe we started at about 24. Uh we were about six drivers short, but now I believe she's gotten gotten back up to 27. Uh Alicia uh Starks and Gwen Gisham are the uh the supervisors, and Brandy Kurley serves as dispatch. And what what I want to be very transparent about and I'm not gonna talk long about each one of these, but from the standpoint of transportation, dispatch is necessary because when bus drivers are out, the supervisor and the assistant supervisor has have to drive. This week, Alicia and Gwen drove all week, and there has to be be someone on the phone able to dispatch the
055drivers, able to call drivers, able to talk to buildings, able to talk to parents. Sometimes there's misconception about why they have a person down there. They think that she's a secretary. She does clerical duties, but her main role is dispatch. and uh her her her her role is is important extremely important to that to that organization. Uh Scott Mays is the building and grounds supervisor. Uh those are the number of custodians. Eric Briner, Mr. Brinter over there is our supervisor of technology. Another uh individual that uh you know that that his his uh importance to this district is immeasurable. Uh currently we have three help desk technicians. There are two network administrators. Allan Matthews is is uh one of the guys that you have seen before and there's a vacancy currently now. Uh Mr. Briner
056is in the process of hiring for that. Um Katie Baes is the supervisor of nutritional services. You guys will see her a little later in the year when she'll come and uh get board approval for the um the acknowledgement of us uh being accountable to the the standards, the state standards by the FDA and the Ohio Department of Education. And of course, Tia Rogers serves as the secretary to all four of those departments in operations. Uh those are the primary areas of oversight, transportation, food service, maintenance, custodial, district technology, uh resources, and equipment inventory. Tia is responsible for management of all district owned equipment through operations. She's responsible for the capital inventory of all of those items. Uh those are the current projects and initiatives for uh transportation and of course we talked about recruitment
057uh continued evaluation of efficiency, fuel usage, time management, communication, uh buildings and grounds, upkeep of building facilities, all district owned real property. real property being the old Triwood Madison High School site, the Broadmore site, this this land right over here, those are all of our real property sites that we own that are not uh currently being used as uh school facilities. You look at your wheels are turning. So, we still own Broadmore. Yep. Get that. Still own that site. We own this land right here. and we still own the old high school site. So those are still parcels of land that we do own in the district and we are responsible for the maintenance and upkeep of those of those parcels. Um preventative maintenance and capital planning. Uh big point of emphasis is that you
058know our oldest building at this point is 2005. That high school is 2005. The other buildings were 2006 or seven. I think we moved in 2007. Buildings are starting to get older. So, as they get older, there's a um there there's a level of capital replacement that we uh that we're going to start to really evaluate. Our biggest cost or expense over the last couple of years is we replaced all the chiller units, all of the air conditioner units in a sense in all of the buildings. And at the high school, we place we replaced chillers and updated the boiling the boiler units. So, as um as as time progresses, we're going to have to start looking at roofs. We're going to have to start looking at asphalt. We're going to have to start looking
059at um you know, cement as far as curbs and and and sidewalks and those types of things. And Scott does a really good job of of keeping up with that. And then we do have a capital replacement cycle of for 20 years that uh we try to embed in in uh in any forecasting that we do. Is the fire panel. Yo, well, see, so great question. The fire panel, you talking about the one at the high school that we talked about, right? So, currently, right now, we are getting that evaluated for for you guys that don't know the fire panel, fire suppression system at the high school, the auto dialer system where if if there's a fire, it automatically dials out to first responders. That was destroyed through a a windstorm. So, we are in
060the process now of getting that evaluated by the insurance company. So, if the insurance company comes in, they're in their second phase of of approval for that. They come in and then they give us give us the the green light. I say red light, give us the green light. Instead of $50,000, it's going to be $5,000. So, we're hoping that that that works for us because it was determined that by the insurance company that that damage took place during the uh the high wind storm that we had, the electrical storm, and it it kind of zap that. So, I'm glad you I'm glad you remember that. That's a good point. Um, and the pool, uh, you know, our pool is, uh, getting older. We just had to replace a motor in the at the pool
061the other day. Uh so we're we're responsible for the maintenance and and the upkeep of of that as well. Food service, you can see all of the responsibilities and of course our huge summer uh food service program when we are at our our best. We serve close to 25,000 meals in the summer across the city. Um that was post excuse me pre-COVID. We're hoping to get back to those pre-COVID numbers with expanding our sites and getting uh getting in more apartment complex apartment complexes, neighborhoods, etc. to offer free meals to uh to anyone 18 and under throughout throughout the summer. And uh Mrs. Bae is uh is very um very attentive for that. upgrades to district technology, uh adding updating the district network, adding additional access points. One very uh exciting um I would say
062step towards that is the uh the summary of the rates and I'm going to look at Mr. Briner. Mr. Briner, how much money did we receive for 430,000? Okay. So, we received a $430,000 rebate for um implementing uh upgrading district networks, internet, etc., etc. So, of that 400 something thousand, we are responsible for roughly 60,000. Okay. So $60,000 of that $430,000 amount we're responsible for for 60,000 of us. So if we we put forth 60,000 we'll get that additional money and then with that we are going to upgrade a lot of the the district network infrastructure here over the next next year or two. Uh we've already gone out to public bid via and got vendors and we're looking forward to uh to uh those upgrades this summer. What's -ate is what what doesate stand
063for? What I don't know off but it's a federal right it's a federal fund for networking infrastructure. So will that 60,000 hit like a general? Yes, but it is something that it's it's definitely worth it and it can already kind of be accounted for with some of the things we sp spend on a daily basis. And instead of us having to pay $100,000 to do some of these things, we're only going to have to pay $60,000 to do a whole bunch of different things. And Eric has an itemized list of of upgrades that we're going to do. Just run off a couple. here. Wiring. We're going to organize the wiring and battery which easily accumulate to over $400,000 and way over $60,000. So, with our $60,000 match, we are going to be able to accomplish
064uh all of these upgrades here in the district. One other question. Yeah. Yes. You said that provide what breakfast and lunch. Yes. Where does the I thought each family was being like a a EVT card or something like that. Okay. So that process has changed. Okay. So during the pandemic, great question. During the pandemic, every student that qualified for free and reduced lunch got the the EBT. I think it was $200 $200 for the summer since the pandemic has closed out. Now, only students that officially qualify through whatever system they are in, whether it be Medicaid, whether it be there four or three different requirements. Okay. At one point the certification for the district was because we qualify, the district qualifies, everybody eats free, everybody gets the gets the the EBT card. It doesn't happen
065like that anymore. Now it's those specific students have to verify their qualification through the state of Ohio. So what we do is we send the information to them, the parents. parents are responsible for going into the system and qualifying and then they will receive their EBT card directly. We still qualify for 100% free and reduced lunch because under the community eligibility provision because 65 or 75% of our kids, something between 65 and 75% of our kids qualify for free and reduced. Everybody eats. But no longer do you qualify for that summer. They're called sunbucks now. No longer do you qualify for those sunbucks automatically. You have to actually go in and verify based on your qualification status that you are eligible for that EBT. So did they start that this year, Mr. Howard? Because I
066know most families were still got the EBT card last summer year. This this will be the first official year of that of the new. Yeah. Okay. So, so in essence, last year they started the program, but they had not had this primary qualification status. Okay. This year, and I've already sent out we've sent out two notifications to families because they they looking at us like, where's my we we're not responsible for that anymore. Yeah. So, this is the first year under that that new qualification status that they have to actually go in and verify. And if they contest it, it's up to them to prove that they qualify. Not not us anymore. We send it out. So it's not like the social workers the district. Yeah, we sent it out on the district level because
067we want everybody to know that is no longer our responsibility. All we had to do is we had to just go in, click a button, verify that all these kids are are are uh enrolled in our school district and then everybody who wanted one got a call. But it's a new process now and we and we sent that out and we shared that contact. Yeah. So we going to send it out one more time too. We'll send it out one more time. Great great question. Uh and then uh of course one of the uh the big initiatives for us is just the capital replacement cycle of all the devices in the district. Chromebooks last three years. Chromebooks last three to five years. So we we've got a we've got a batch that's probably due to
068uh to um to get recycled. We work with a green recycler that comes in, gets all of our Chromebooks. They write us a check. checks usually aren't big because after about three years, these things are about worth the same amount of a piece of paper. But, uh, that's a part of the process. And then we do get, uh, we do get really good deals. We do get really good deals as far as, you know, our large batch purchases for updating Chromebooks. So, we didn't get a grant for those. That's a paper shut down on me. Yeah. So, you got any questions with regards to operations? Nope. Sure. Great information. Okay. And uh I do want to definitely uh thank all of the directors for coming. I asked them to keep it to uh keep the
069overview to uh a few minutes. They did a good job because everybody would love to talk about all the great things that their that their department is responsible for and acknowledge um you know I wanted to make sure I acknowledge their role and responsibility in helping with uh keep this district keeping moving this district forward. Thank you. All right. Okay. Uh, moving on. Once Mr. Brener gets it up, uh, and again, if you don't have, um, if it's not up, we can you can take a look at the the print out. The next agenda item is uh just a a review of a review of uh some of the goals that I have set for uh myself over the over the next school year. Some of the the goals are still concurrent with what we're
070doing now. Um implementation of a systematic and measurable plan to continue to address early lit literacy in our district. And I think uh as we move into next year, you'll start to hear a lot more about our our reading achievement plan. Some of the uh the things that Mrs. Murdoch kind of alluded to with regards to our our our district seeing some growth uh in our uh in our early grades. and she's very uh very very on point with with the perspective of that if we fix early literacy, if we get our kids reading and achieving at the lower levels as they progress throughout, you know, throughout the years, we won't see some of the drop offs that we've been uh that we've been seeing. So, I want to make sure that that stays in
071the forefront forefront of uh of some of the things that that we're working on. Number two, continue the implementation of accountability system to ensure staff evaluations are completed with fidelity. You heard Mr. Vanley. Uh you heard him talk about uh he and Gio talk about some of the things that we've implemented and I want to make sure that that stays in the forefront and it stays very very prominent in in the things that we do because teacher evaluation is is our way of holding staff accountable for what they do on a daily basis when it comes to working with our students. If we got teachers in our in in front of our kids that are that are that are struggling, our number one goal initially is to provide them support. But ultimately, if we can't
072support them, the next step is to try to help them find um help them find their um their calling likely in a in in another profession. But our number one goal is to support them. And I believe and and I think through some of the evidence that has been shared with you guys, I think our teacher evaluation and our emphasis on teacher evaluation has been uh has been limited in the past and and I think we are at a point now where we are really really ramping up our expectations with regards to our teachers and administrators and the evaluation process. So I did not those are two goals that uh the first three goals are are are concurrent with the goals this year. Number three, continued evaluation of all departments and buildings to determine measurable
073levels of e efficiency, financial, operational, and instructional. Those are self-explanatory. Uh and as as we continue to move down this path of of financial uncertainty, you know, making sure that our money is equitable to the services that we provide to the best of our ability. And as we uh we work over the next couple of years and as uh Miss Allen heads out and Miss Adams transitions in, really doing a deep dive to make sure that all of the programming that that we can h that we have is number one efficient and number two we can afford it. Uh and and I think that's important from the standpoint of everybody understanding that you know the microscope will be will be on that. and four and five. Uh, two of the things that I'm gonna highlight
074here and I want to make sure that we're all on the same page with four and Miss uh Murdoch kind of alluded to it in her presentation a little bit in in one of her bullets drive and support the implementation of implementation of professional learning communities PLC's and its foundational concepts to improve student outcomes. The professional learning community concept is the concept that educators are working together to enhance their teaching practice and create a learning environment where all students can reach their full learning potential. I am a huge believer in the theoretical concept of professional learning communities and you can that's on the next page if you want to turn the page. Um, so with that being said, we are going to commit as a district to the framework of the of the PLC of
075the professional learning communities. The PLC has three main focuses. Focuses on learning, focuses on a commitment to collaboration, and it focuses on results. And through these three big ideas, there are four essential questions that are going to become the prevailing mindset and the prevailing thought for all of our instructional program, instructional programming and district programming in general. Those four questions are what do we want our students to learn? Clear and targeted learning objectives. How do we know our students have learned it? evaluation, assessment developed collaboratively amongst our staff, amongst our teachers. What do we do if our students have not learned it? What are our targeted and strategy strategized intervention strategies that if we got kids that are struggling? If we got kids that are not meeting the mark, how are we going to address
076each one of them directly? And what do we do for those students that have already learned it? We got some kids that have mastered these concepts. We've got some kids that need additional things to do that need a push, whether it's AP, whether it's college credit plus, whether it's um different forms of of job opportunities or internships. What are we doing for those kids that have already met that mark? And through the PLC, if you focus on those four concepts, all of your instructional programming, all of your district programming ultimately, from my belief and from what I've seen, will move forward. So, what are we going to do with PLC's? We are going to streamline our professional development, streamline our levels of of of implementation. We're going to streamline them all through the professional learning
077community process. So our our professional learning community process, our PD, our training, all of that stuff being, you know, I want to go here and I want to do this or I want to see this, I want, you know, it all is going to have to align with the concepts of the professional learning communities. June and July. There are going to be, I believe, three sessions in June and a session in Indianapolis, a professional development in Indianapolis that we are taking five members and the principal from each building to really do a deep dive in the in the uh in the concept of professional learning communities. That's each principal from each building. each principal from each building and five of their staff members are going to a PLC implementation of a PLC in Indianapolis, Indiana,
078Indiana in July at the end of July when all of the assistant principles come back and then in June right before they leave the the principles and staff will have a introduction to PLC's here in the district. Will curriculum be going as well? Curriculum is running it. Okay. Yeah. curriculum is managing that. Yes. So with that being said, at your desk there is a you don't mind there is a book that I have provided all of you and it's learning by doing. Learning by doing is the framework of the professional learning communities. It is the it is the cookbook in a sense and all of our training, all of our uh all of our consultants outside of the things that we have to do for the state and you know uh progressive instructional strategies all
079will align with the concepts of professional learning communities and with that inside the uh inside the book I've also included a copy of our instructional framework and And that instructional framework, that's that that document identified as document B in your um inside your your book. With the instructional framework, with the PLC theoretical process, the this is going to be our guideline to improve tribal matters in city schools. This is going to be our focus. So I wanted to share this with you. So when you hear us talking about PLC's, you hear us talking about I got to go to a PLC meeting or I visited a PLC or instead of the DLT, it's the district level PLC, we're talking about professional learning communities. Now, Tribal Madison City Schools is going to be a professional learning
080community where we focus on those three big ideas and we focus on those four essential questions. Those are the questions that every one of our staff members who deal with kids should be familiar with and should understand when it comes. You said every one of our staff members can deal with kids. So that's bus driver as a bus driver. Yes. How are you how are you focusing on learning? What is your role? And then we'll work through each of the individual groups from that standpoint for their world. Yeah, we'll work on that. But we're going to start with instruction. Y we're going to start with instruction. We're going to start with um with with transitioning to the mindset in the framework of the PLC so everybody understands that instruction and student achievement is is first
081and if we're not talking about kids and if we're not focusing about kids focusing on kids and if we're not doing things to ensure that kids are getting the best instruction the best resources etc then we got to find somewhere else to go and uh my um my belief and because some people have their own belief. Well, he's doing this because of this or he's doing give me some facts that say anything that prove anything that I'm doing does not have to do with what I believe is for the best interest of students. And that through the concept of the PLC is is where we're headed next. So, I'm excited about the transition. I'm excited about our opportunity to really dig deep and dive into the concept of the PLC. I think we got some
082really good consultants that we're going to be working with this summer. And then I'm also looking forward to spending some time with the teams in Indianapolis for uh for a couple of nights because it's not only going to be PLC work, but it's going to be an opportunity for us to do some PE team building as well. But I'm really looking forward to to really investing in the professional learning communities and getting this district. So, how many sessions you I think we have a total of three in June. I think there's a total of six and six three more during the school year, right? Six throughout the year, three in June with the with the the the dedicated training in in July and then three along along the year. And uh up there I provided
083uh some resources learning by doing and then the all things PLC uh Eric this is touchscreen right? Yeah. All right. All things PLC website where you can actually go in and look at all the resources. um all of the resources that that the PLC's off the PLC's offer all of the articles and research all of the school districts that have implemented PLC's. Um what's some districts in this area that use the PC? I I would say the closest one to us that have have utilized it and and and implemented it to to its fullest extent is a district in Columbus, okay, that I visited probably about probably about 12 years ago. Okay. But um all of the other districts that they they have very similar demographics to us and and you know, I don't want
084to spend a whole bunch of time, but you can do all that. You can go through all of this all of this information, all of the they have. So, you know, if we want to spend a little more time on that, we can do that. The nine commentary go down and Richard Richard and Rebecca are the fours are the uh the creators of the concept. So, but this is just kind of what the website about clarity, purpose, collaborative culture, collective inquiries who empower teachers. So, so all of these resources are all right. So, with that being said, excited about that one, right? And and you'll have all the the the resources and you'll hear you'll hear a lot more about our commitment to the uh to the implementation of professional learning community. Miss Murdoch, you
085got anything to say about that? Yeah, I'm excited about doing the work and I do think we have a good consultant that's working with the district. She definitely sounds exciting. All right. Uh and last uh the last item I have is um item five, uh revise the district's strategic plan to ensure all district stakeholders understand and understand the direct and intentional focus of Tribal Madison City Schools. I said 45 minutes, but it's not going to take that long. So, Miss Cherry and I have talked about our strategic plan over the last couple of years, uh, last couple of months specifically, and Tribal Madison City Schools has a strategic plan. And after a lot of review, I believe it's a it's about as good as the paper that is that is written. This is our strategic
086plan. I think it's a total of 18 pages. Maybe there's 60 or 60 or so metrics. Um, and it's in your it's in your document and metrics. To me, what it looks like is research. And what I would like to recommend is we spend some time revising the revising the strategic plan and making it a more workable understanding and appeal and document so people can get a clear understanding of what tribal magic city schools is about. My concern with stratees and deltas. It's very detailed. It's got clear goals. The vision and mission are clear. But there are some deltas. Too much detail, too much text. Are the goals measurable? Are the metrics measurable? And can it be easily communicated? The district plan is a very solid is very solid in this foundation, but it's overwhelming
087and outdated. Too much print text report format. It's a report format in general. document is not catching or revisiting strategic plan should be easy to understand very clear goals should be easy to understand with very clear goals and action steps that all stakeholders support and work with conventions that have been established. So what I provided you in your folders I identified as document C. If you look at your folders that is a that is a just a a packet of three strategic plans of the two highest performing districts in Montgomery County and one of if not the highest performing district in the state in upper Arlington city schools right outside of Columbus. It's one of the highest performing. I don't know if it's the highest performing, but it's close to it. Of course, Oakwood is
088the highest in Montgomery County. And if you look at those documents, if you look at those strategic plans, they don't look anything like ours. They're very short, very to the point. Ours again looks like a looks like a book report or a research paper that was done. So, What my goal and if the board the board agrees is first refine the five core principles in our strategic plan into two or three points of focus. Collapse the six goals because there are six goals into three very clear and committed statements of focus. For each commitment statement, develop four or five action steps that can easil easily be monitored and measured. Four, align the district messaging to the plan and ensure all internal stakeholders are aware of the statement commitments and the action steps align with the
089state. Share the plan to ensure that the focus of the district is clear within the community. Meet with the team of stakeholders at least three or four times a year three to four times a year to evaluate the progress. modify, update or maintain the plan necessary and share with the board of education and staff by monthly meeting to provide updates on the progress of the plan. Refocus, plan, align, communicate, revise, revise, review, and monitor in. That's what a strategic plan should. That's what it should look like. shouldn't look like a a like I said a research page or a or history class. It should look like something that everybody can read, everybody can understand, and everybody can use this is what's online. That's what's online. Correct. So step one, as I just and I revert
090back to that, these are the six seven recommendations. I had six I said I need to have one more and that was the core principles. So in the plan online there are the four principles that identify our students will our staff will be our learning environment will be our instruction and learning experiences will be our finances and operations will collapse those and make those a lot clearer and a lot more focused with two to three bullet points for each one. So in developing that though with the new change in professional learning communities should we start at a baseline at least adding what we're changing with what what what I what I don't want to do that's a great question what I don't want to do professional learning communities is a theoretical concept okay it's a
091it's a it's a it's a plan in itself this needs to be overarching specifically speaking to our focus. Our focus of professional learning communities are how we going to get there. This is what it should look like. What it what what what our goals are. Professional learning communities are how we going to get to our goals. Right. Help a little bit. So four principles, student center focus, excellence in teaching, safe and supportive environments, high quality instruction, equitydriven operations. All of this information condensed and refined into one, two, three, four, five. Five areas of core principles with two to three action steps. Excuse me, two to three bullet points. Press one plus. Step two, condense the six goals into two or three focus stages. High quality instructional programming for every student. Safe, supportive, and inclusive learning
092environments. Transparent and efficient financial and facilities operations. These are our three goals that through our strategic plan have been identified and they are the same goals that are identified in that strategic plan. What is condensed and why why do I feel like we don't need to go through a huge strategic planning process and we need to invite all these stakeholders and do all this purchasing lunch and because we don't have time. We don't have time. If you saw the article in the news the other day that they're already talking about implementing some type of new new accountability system for schools that if schools don't perform, they're going to close schools, which is bizarre and and outlandish. But this is the framework of some of some of the people in Columbus and in the state and
093in the nation in general. So what I've done is simply just collapsed the goals. I've collapsed collapsed them. Those six goals have been transitioned into three goals that that incorporate all of that all of that gold language from from the book report into these goals. High quality students programming for everybody. Travel Madison City School students support learning for all through curriculum and programming alignment that fosters a culture of continuous improvement, college and career readiness along with social and emotional support for all students. Safe and supportive inclusive learning environments. Charl Madison City School will provide a safe physical, social, and emotional environment that is inclusive to all. Transparent and efficient financial facility operations. Charlotte Madison City School will maintain the trust of the community by managing the finances and resources responsibility resources responsibly to ensure that
094they are aligned with the needs and interest of the students and the community. So those six goals with all of those metrics, all of that information, we collapse them into three goals and incorporate all of the information that is outlined in those in those six. And then from those six goals, instead of these highly detailed matrix, my team comes together, the DT, and we work to provide four to five action steps for each of those. So what are the four action steps for high quality instructional program? What would that look like? Number one, implementation of professional learning. Distribution and I'm just saying I'm I'm just saying that in in you know in in just but that action number two safe supported and inclusive learning environments. What are the four action steps to ensure that this
095takes place in transparent and efficient financial facilities? So four to five action steps for each through our DOT session with summer planning. If needed, the district will work to create measurable action steps that will allow us to observe, monitor, and evaluate the district progress towards those alignment. Evaluate all the district programs to ensure it aligns to the strategic plan and ensure all internal stakeholders are aware of the statements of commitment from the goals and the action steps align to the statements. These are the groups that will be responsible for administrative cabinet, the DT, the administrative meetings, the teacher and building PLC's and of course the board of education board communication share strategic plan with internal external stakeholders to ensure the focus of the district is clear the community and abroad. How are we going to
096get our strategic plan out there? What are we going to do? What is our specific strategy to make sure everybody understands and knows what tribal matter city is about? Meet with the city of Trib Chamber of Commerce and other other local businesses to share the plan. Call petition marking the plan with Alex Hill. District branding of the plan at all the buildings. Everybody's going to know what the strategic plan looks like. And instead of going into a building and seeing 18 pages of stuff across the wall, you going to have a poster that identifies our three pillars. These are the three things Tribal Madison City Schools is focused on. Update our website and social media platforms to share the revised plan. Handouts and announcements at extracurricular activities. We're going to talk about the strategic plan
097at a basketball game. We're going to talk about it at a football match. We're going to talk about it at after school events. We're going to talk about it at peer teacher conferences, newsletters, updates, etc. What does that look like? What does marketing look like? Let me give you an example. And and again, the reason here exists volume. It's more than a word. It's our way of life. At Oakwood Schools, we come together. creating a vibrant community where every student and every staff member thrives together where every it's more than a word. So why why am I using Oakwood as an example because it's the highest performing district? Yeah. Okay. I'm not going to pick somebody that's not I want to show you how quick, how simple, and how efficient their messaging is for their
098strategic. Okay. And Oakwood works with the same group we work with as far as marketing is concerned. Together, it's more than a word. It's our way of life. At Oakwood Schools, we come together, creating a vibrant community where every student and every staff member thrive. Together, we prepare our students. We learn the connections between dedicated every student and every staff member thrive together. We prepare our students for the future. Our strength lies in the relationships we build. We thrive on the connections between dedicated staff, supportive families, alumni, parents, grandparents, aunts, uncles, neighbors, and friends. Together, we create an environment where every student flourishes. We're not just focused on past success. We're forward thinking, always looking ahead to what lies beyond and how we can shape it. Together we believe in endless possibilities. [Music] Together we
099learn. Together we achieve. Together we prepare students for tomorrow. Our new mission embodies voices from across our community who helped create a collective vision for the future of Oakwood schools. We don't just aim for high school graduation. Together, we prepare students for life. How so? Through high quality learning, a safe, secure, and welcoming environment, and effective, transparent operations. Highquality learning empowers every student to succeed. Together, we invest in professional growth, align our curriculum, and foster critical thinking. We prepare every student with the skills they need. A safe, secure, and welcoming environment ensures every student thrives. Together, we enhance physical safety and nurture an inclusive culture where everyone feels valued. And effective and transparent operations means ethical stewardship and clear communication. Together, we maintain our community's trust and manage our resources responsibly. Oakwood's success is built
100on our unity. Together we learn and achieve greatness. Let's move forward united and shape a brilliant future for our students. Together. Together. Together. Together. Together. So there's no question what Oakwood City Schools focus. You know, now again, yeah, the group of kids that they deal with, yeah, they may be a little different, but there's no no question about our expectation is get the same outcome, provide the same type of high quality instruction to our kids, provide the same type of resources. We'll work to address all of those other needs. Yeah. But when you look at their school play, they focus on three things, not six with 27 or 30 matrices matrices that can't. So from that, my point and what I'm trying to express is our messaging goes from this. This is our strategic plan.
101This is the way it is highlighted and outlined on our this. I'm not here. Yeah, I just sent you access. I'm going to give you access to this drive. I'm logged in over here. So, keep that in mind. Yeah, this is sick. Get it to this mass city. Our vision mission stay the same. We Focus on our core principles. Student center focus, excellence in teaching, safe and supportive learning environments, high quality instruction, equity driven operations, and then our three goals. Deliver high quality instruction for every creating safe, supportive, and inclusive learning environments. Operating transparency and excellence through those high quality instruction for every student. Looks like Chicago Madison City Schools is committed to rigorous online instructional programming that supports continuous improvement, prepares students for college and careers and addresses their social and emotional needs. Our
102students will leave our schools ready to think, critically, solve problems, and thrive in life beyond high school. Create supportive and inclusive learning environments. We are building school communities where every student feels physically, emotionally, and socially safe. Our students foster active participation, respectful communication, strong and strong relationships between students and staff to ensure every child feels seen, earned and valued. And three, operate with transparency and excellence. We manage resources and facilities with responsibility, transparency, and alignment to student needs to student needs. Families can expect qualified staff, high quality instructional tools, clean and safe buildings, healthy meals, and reliable transportation. All supported by a sound fiscal plan. So all of that in those 18 pages convinced the five core principles and our three people. Now, can we get the little commercial going too and be like committed?
103Yeah. Okay. We can do that. We can do that, too. Committed. Say what? It's a little pretty little round brown baby show. Yeah, because he showed it. They showed that last year. Remember I came back and I was like it was it was nice but nobody look like us. Yeah, we we can actually do that because we work we work with the same people and the same people that did our attendance commercial. The same are the same people that did this and I think the parents that's something they will look at and be able to connect to. So this is a draft. I love it. So, what I'm asking for right now is just feedback on the draft and then and if this is something that we commit to that we can commit collecting. Marlin,
104where is that? That's not in the in the right. This is this is we'll save a couple of pages of paper proprietary and it's not going to be shared with anybody. So, how do Yeah. How do we provide feedback on I mean, how do we get to that to look? You're not going to get to this is mine for now. Verbal feedback now. Yeah. If you have any feedback now because cuz we don't have we don't have time. We spent three days four days. No, three days doing a big strategic plan and and and the minute that it was done and the minute that the state did not come in here and take this district over, we never looked at it again. What I've done is I've simply collected all of that and put it
105into this document and then the action steps will be the responsibility of this group. That will be our group and then we'll bring those to you guys and we'll share those with you and then through those action steps it'll be our responsibility to continue to update to monitor to revise in the event that we go this way. But what I'm saying is from the board standpoint, is this feasible? Is this something that that we can we can believe in? Is this something that because it's the same stuff, it's just in a different format and it's just a lot strategic and deliberate. Oh, I love it. God damn great. I think I was the first person to say it. I think this the way we should go. It's more connective. I I think it's just short,
106sweet and it's clear because this right here five core principles, three definite clear measurements. Yeah. But I think it gives the board something to hold everybody accountable to. We have a standard and and the good thing is you came up with it under these five things. These are our expectations. These are our principles. These are what we believe in. And then this is these are the goals that we are going to focus on. Three goals. High quality instruction for every student. Create safe, supportive, and inclusive environments. Operate with transparency. Good. Yes. Move forward. Yes. Murdoch. And I say that help me get all this together. All right. So I look forward to another district pulling up ours. That is a great point. All right. So director's principles. We are going to revise our strategic plan.
107We are going to spend the next couple of months working through identifying some action steps to achieve our strategic goals. We're going to present those to the board of education and then from that point on once we do that we are going to we're going to put this in the face of every stakeholder in trouble. That that was my next point. I know you do all this great work Mr. power and sometimes you don't like to toot your own horn. But this I think revise like this. I think other stakeholders will be able to put their teeth teeth into it too and adopt and come on board with us as well with it like this versus the book. I doubt if any of our stakeholders have read all of this but how you have just
108laid it out for us in know what was in it. Right. So I'm I'm I I want that to be highlighted and I saw how you have it laid out in the communication wise. I would like for everybody to know and be able to understand this when you walk anywhere in the community. I mean, I think these are points people could very well be able to adapt to and understand easily. Yeah, I think once it's fully functional, it would be good to do some town halls just to get people to come in and get everybody in one space, one place and talk about where we're trying to go virtually and in person. Yeah, absolutely. And that that's some stuff that we'll definitely work on for this is and it's and it's I guess and it
109would be really to get the parents buy in, the community's buy in. Um I'm hope I'm hopeful that our teachers are already in that we don't have to get their buy in, but I I think it's a I think this is much better than this right here. All right. Well, that's all I have. I'm excited. I appreciate you guys taking the time to review and you go the folks that that help me with this they do a really good job and I would like diverse I would like to see some of our um special need children. Yeah. All kids because one thing that's you didn't see that in Oakwood. You didn't it wasn't diverse in any way. I'm not talking about just race. I'm talking about do they have students with handicaps, disabilities. I think
110people need to know what we're really working with. So that is it for break. You got any questions before we close out? No. All right. Can you come get this up on presentation? Did we get That's That's just my update. Oh, I do want to remind you guys their updates. I'll wait. Yeah. for kids. was an opportunity. We always talk about one thing general fund basically. So this was an opportunity for for the whole board to um see other funds and talk about other funds and at the end I will talk about the fiveyear forecast. So in your folder um in your black folder on the left hand side you have a a list and you probably I probably have given this to you before of who works in the treasur's office and exactly what
111they not exactly but what they do um their primary task. So this green um folder you can um peruse at your your leisure. Um I um will go through the presentation. Um Jill is going to tag team with me because obviously when I get to get to the topic of grants she can interject some other things. Um Jill and I had the awesome opportunity for the last four days to attend the Ohio Association of School Business Officials which primarily is our treasures organization in Columbus. And we came back with our head spinning because there was so much information. So, at the end, we'll talk about um what they voted on the substitute House Bill 96 and how it's going to affect us, which is um a lot. And so, um I've just it it is
112it's mindblowing what's going on um in at the state capital. It's just mind-blowing for me. So, so um this slide I wanted to just um indicate what is our total funding. Like I said, we always talk about general fund, but we we deal with a lot lot of different funds. So, our property taxes obviously from um our wonderful residents of Trotwood, our state foundation, other revenue. Our other revenue um includes lots of things like our interest. Our interest right now is we'll probably hit almost a million dollars in interest because of the investments that we've made over the past year. This next year we won't hit a million because the interest rates are starting to fall and um that will affect our in affect our um interest income. U Medicaid reimbursements are part of that
113other revenue as well. Facility rentals. So, anything outside of the regular uh grants and and state foundations, there's other revenue. We have bond retirement, and I'm going to go through these in in a second. Uh permanent improvement, we have our food service. So, our bond retirement is fund two. Our permanent improvement is fund three, and our food service is fund six. We have other um funds. We got our scholarship funds, we got principal funds, we have other grants, and those really small grants, and we'll talk about those. Um you um I think Mrs. um chair you talked about high dosage. We have a high dosage um grant and a stem grant. We have unclaimed funds. Every so often we have to move when someone doesn't um um cash their check in. We have to move
114that money into a um a particular fund. And and we might do this every six, seven, eight years. It's not a lot because most people we have direct deposits. So we don't have a lot of unclaimed funds. We have tournament funds, fund 22. I deal with um talk to Jonas a lot about that when we hosted a state tournament. All of that revenue has to be accounted for. And fund 22. We have facility maintenance 034 fund that um operations manages. And then we have our student activities. And then of course our state and federal grants. So there's a lot of of dollars that we uh that we manage. I thought this would be very telling. Um, this graph shows and I calculated it's probably a little bit more about $44 million that we're dealing with
115for this year. Um, obvious as you can see state foundation um comprises the the majority of of that and of that is like 28.2 million $28.3 million for state foundation. Homestead and Roadback is $1 million and that also comes from the state. Homestead and Homestead and Roadback is a certain state credit. Um they give credit to citizens that are elderly. Well, I shouldn't say elderly because I'm elderly, 65 years and older. Uh seniors um are are given a credit. Also, there's a 12.5% roll back for um owner occupied residencies. Uh we have real estate is um our property tax is $8 million. All the other local u revenue that I talked about is $2 million. Our federal grants is two $3.8 million. And then our state grants are about $1.9 million. So about 44 million
116that um our district flow flows to our district in FY25. So, I wanted to our every month the uh financial committee um we review um the data for every month. And so, uh with Mrs. Currington and Mrs. Simmons and myself, we sit down and we go through almost like 20 different spreadsheets um that just talk about what what's going on in our district. All of that is um provided also to the rest of the board in your exe on your executive tab when I present the financials. So the when I present the financials for next next Thursday, it will be in your um financial tab. So, you can always go back on board docs to look at um uh look at the financial report, but I wanted to um just talk about where we are.
117Um this is the November 5-year forecast that I submitted back in November. The May 5-year forecast is due May 31st. We'll be working on that. Um and we will present that for approval at the end of um May. But you can see we forecasted um these numbers 8.3 for property taxes 27 million for state foundation homestead a million other revenue um is about 2 million that's about $ 38 million for this is general fund right now through March and these are are hot off the press March numbers u we have half of our uh property taxes and that those property taxes we we are um trending exactly where we should be um about 50% um through March. We are anticipating getting that the property taxes either in April and I I'm hesitating because I'm hoping
118it's not in May because that is holding up our our fiveyear forecasts. We we haven't even started because we have not gotten the the information from McGomery County. So, I just sent um a young woman at at Montgomery County a a a email just a few minutes ago asking them when are they going to um post our property taxes for the second half. And so that is holding us up and I I won't be able to start with um completing the five-year forecast until I get that information. um state foundation um is trending right exactly um where we anticipated. Um March is nine months out of 12 which is 75%. So I'm really pleased with that that we um hit that right on on on target. Homestead and rollback we've hit right on target because
119we get that um twice a year. So we're at 50%. Um other revenue we are a little um low on that at 68% but overall the revenue is um trending pretty well. It's like 7% lower than we anticipated but that uh we take into account the 50% and so we should be able to hit our target for revenue. This is expenditures. So salary, I'm always holding my breath when we run the numbers for salary. We have um projected that right on on target. Um retirement salaries and retirement um or benefits, I should have put benefits. Um that is right on target. target purchase services at this point we are trending 95% um higher and I have a note about I think purchase services well purchase services includes our vendor contract professional development travel and tuition
120from other district so we are um ahead way ahead of what we have anticipated when I do the May 5-year forecast that's going to increase because we're at 95% % of what we had anticipated through March. So we have three more months and so that that causes me concern just on that line. Supplies and materials also are over um what we anticipated but we know um exactly why we spent um a half million $400,000 on these whiteboards. So we were able to buy I can't remember Marlin how many we bought or Eric I should say. How many whiteboards did we buy? 150 whiteboards. So we um uh use general fund money uh for that and so we know exactly why that that is trending 103% above. So I know exactly um why capital um outlay
121is is is right where we um forecasted it and we don't anticipate anything um going over that. So we're good at that. And then everything else is um trending um trending like it should be. So the overall for expenditures is right total is right where we uh we are anticipating but when we when we're looking at April, May and June that will be telling when we do our May fun um fiveyear forecast. So fund um two bond retirement I talked about that a little earlier. Um we in two 2002 the citizens of Trotwood approved a $35 million bond um levy to build five schools and so we have been paying the debt and principal the principal and interest I'm sorry um since obviously since I got here was before I got here we have 12
122more payments two per year and that that debt will be paid off in December of 2030. Um, every November the county auditor office calls me to ask me if we have enough money to pay the principal and interest. And when he first called, this was many many years ago. I'm like, God, I I have that power to actually say whether we increase that because the um the the citizens voted for this millillage. So, we have to make sure that this bond collects enough money to pay the principal and interest. And so luckily, knock on wood, last year we were able to reduce it to 8.7 mills. And so we're hoping we can keep that millage there and won't we won't have to increase it. And like I said, there's 12 more payments and there's basically
123six more years, I guess. Yeah. Five five more years um to pay to pay this debt. And so I'm sure the citizens will be um happy about that. Um, another fund, permanent improvement is fund um 03. What O3 was, the citizens again approved um a $10 million levy and it's called locally funded initiatives. And what that is is the niatorum that we have, all of the auditoriums and the football field were not under the um state provided program to build the schools. we had to pass an additional levy in order to um fund those and so um we are are um getting money for that. We refinanced this in 2015. So we had to go to Chicago refinance the debt and we save the district we save the citizens I should say almost a half
124million dollars. This debt also will be paid off in December of 2034 and we have 20 more principal and interest payments. And so each year the district has to transfer $300,000 into this fund um in order to continue paying for half of this fund pays for our technology as well. And so you'll see um in on June I think it was 26 27th when we have our financial meeting at the end of the year we will move $300,000 from general fund to um this fund O3 and we do that every year. We've been doing that um to keep that fund flush. O6 is our food service fund. Um obviously this fund is is related to all everything food service um relate related to to um feed our kids. Um last year the um general fund
125had to supplement this fund by a half million dollars and I looked at marches and it's still $500,000. It looks like we might have to do the same thing um at the end of this year. So, um, keep in mind that's $800,000 that we have to move from general fund to u make sure that fund six and fund three are um in the black at the end of the year. This is not um atypical. This is typical of um school districts across the state. they're having to do the same thing with their food service funds because we don't get enough federal funds um to to to um finance our food service. So, we have to use some of our general fund monies to um to to keep that fund in the black. And for practicality
126standpoint, let's say 500,000 versus 5 million or 4 million because we do get reimbursements for meals, but that would be the district portion that's paid. You get that? Okay. So, um there are other funds as I've talked about um that we use to classify both revenue and expenses. And all of these funds that I talked about um I bring to the U board meeting and you guys uh approve these every month, every other month, every three months. Um and I I actually gave you an example and you can't hardly see it and I can't hardly see it either. Let me let me walk up closer to it. When I bring this to you guys, this obviously um this is the appropriation for all of our funds. And this $58 million um total. So you have
127general fund, you got a bond retirement, you have permanent improvement, and then you have all of these other funds here. And so one of the distinctions between anything that starts with a four is our state and the rest of the five anything that starts with a five is federal. Then you have your crew service and then these seven eight are scholarship funds. 022 as I talked about is our tournament funds and that was just the first page of that. So, I just thought it would be helpful particularly for new board members to know when when um I bring that to you, I'm asking for the appropriation and after I do that, I have to send that appropriation to McGomery County and then McGomery County gives gives us a certificate to say yes, the appropriation matches
128what what you expect for your it's called certificated certificate of estimated resources and they give us a um a document to say yes, you're you're in compliance. And so we do that all the time. What did you say five represent? Five is um federal. So for instance, 572 is title one, 516 is um special education. So that's the document that I bring to the board uh for you guys to approve. Okay. So, I just kind of listed um our state and federal our primary state and federal um grants. And um this is where I'd like Jill to kind of um pipe in. But these are the major grants. Like I said, Title One um improving basic programs. We have IDA B special education. We have our early childhood education. And then there's two newer grants.
129Well, the newest one I know is strategy secondary transition student with disability. So, you might want to talk about what that is, Joe, because I I don't know exactly. I think the first thing I would say is I also got to state conference earlier this week and Ohio has already grants. So we're not concerned about losing funding because of changes next year but the year after the year. So the strategy secondary transition is a grant that department help students with disabilities secondary level transition. Okay. And so we're purchasing that and it's only about $4,000 this year. So all of the so the the majority of the federal grants are under CCIP and it's called comprehensive CC I'm sorry continue improvement program right CCIP um we have about $4.2 $2 million underneath that and um all
130of these are um the the um we're looking for goals that uh are in the CCIP. So Jill does a lot of going back and forth and I think with Rachel's help um to indicate what those grants are going to be used for and at the end all of the things that we say that we need to use the grants for in terms of employment and programs. we have to stick to that particular what they say unless um we will have to pay money back and we'll we never we've never had to do that um because we um you know we've done a really really good job in terms of looking at our grants and making sure that we're aligning our programs and the staff to the particular grants and so you can see those
131are the four or five different things um goals that we have under our CCIP consolidated grant applic So, other grants and I just thought this was very interesting. I just put the student wellness grant up here and um Tracy and I always um Tracy is the keeper of the student wellness so to speak. Uh this past year we had $826,000 aotted. This year we have 679,000. um we um have to have to submit a report I think it's in May of what we spent on student wellness and we have to spend that 826 and we're going to spend exactly down to the penny 826308 because we do not want to give any money back to the state and so like I said the keeper of student wellness did you want to say anything about that
132job in keeping it you do an excellent job because it's funny when I go to tracing. I'm like, "Oh, Tracy, no." She said, "Jan, I got it. I got so and she does have it." And she and Clarissa Bird do a really, really good job. A lot of the Yeah, I was going to say things that are mental health therapist. Thank you. Samaritan that takes a big chunk of that. Okay. We have seven mental health therapists throughout the district. So, there's one at each of the elementary schools, two at the middle school, and two at the high school. Um, And it also pays for a lot of the other services that we get for alternative learning services. So Webster Street, we still have to pay right. Um and then there each of the buildings have
133been allotted some student wellness dollars as well. Some of them have spent on flexible seating. Um some of them have spent on social emotional um sensory tools. Each of the build had a wellness room um that they created and used the funds by providing funds for that. So, I also listened to some smaller grants um that we've received this year and um I would the Ohio Arts Council grant are all things that teachers or so that's that's wonderful when they do that set up and the money spent. Um but I think it's good as an example because sometimes there's this idea that well our funding gets cut or other grants program and these amounts are kind of representative of what you might find in other grants. So I I think it's we really when there
134are those federal or state competitive grants those are big ones and those are the ones we want to focus on but these smaller ones while they're for specific initiatives for one year there really isn't a lot of money out there to replace that. And so just thinking like, oh, we can write a grant for that. Yeah, it can help shortterm and with small projects, but it isn't a longterm solution. And these grants are very specific. You have to be specific to whatever that grant is. That's what you have to do. You can't just do whatever else. You have to do specifically what's designated in that grant. So we thought this this slide was very indicative like you'll say of of the smaller grants. So I wanted to talk a little bit about the May 5-year
135forecast and the reason I wanted to do that is the next slide we're going to talk about the legislators or legislation or what's happening as fair school funding plan. So, this is what I'm hoping to uh to to do. Uh during the month of April, which we're in now, we will work with our K12 consultant, Chris Moore, uh Marlon and I, and Jill. The three of us will sit down and we will review every single line in this U five-year forecast. And so, that will go from revenue all the way to expenses. We'll look at um where where our deficit spending it lies, what we anticipate our cash balance, every single thing that uh that goes into this. All of the budget, staffing, everything, every single thing financially affects this five-year and we'll be u
136deep diving on that. Um like I said, school and department budgets, we'll start to work on those. Those all impact this. So every every budget that we um implement will go into this five-year forecast and we'll make sure that those budgets align in terms of five-year forecast. Um we said we'll um have meetings with principles and department heads and then I'm hoping that on May 15th that we'll bring that five-year forecast to the board for approval. That five-year forecast has to be filed by May 31st. And so that's why I always bring it to the business I try to bring it to the work session. I think it's May 1st. I think I will try to bring it to the May 1st um work session. Hopefully, we can have it um by then, but we're
137really running out of time. But on by the 15th, definitely um I may have to present it and um ask for approval, which I don't like to do because it doesn't give you guys a lot of time to look at it. But keep in mind, we can um submit it and if things need to be tweaked, we can submit it again. So we can keep submitting and submitting submitting. Uh most districts don't do that. They might they might resubmit it another time, but generally we we submit it once and then kind of every year like we do in the finance committee, we look at how we're going against it. So are you still on? Yes. Yes, ma'am. Yeah. So I want to talk about this and um there was so many things that that were
138coming at us um at this conference and so I just wanted to highlight a couple things. So the auditor of state has implemented this new it's called financial health indicators and what this is is that they're going to look at each of the our what our fund balance looks like what our net assets look like what the spending trends and what and whether we're compliant with the audit. What they're going to do then is they have this system I think is green, yellow and red. And if you have I wrote it down. If you have I think two reds or something then basically you're on what I mean they're gonna um write write the treasurer and the superintendent and the board president a letter to say you're out of line in these three areas. Please
139um talk to me or send something back on how you you plan to fix that. Is that basically how you heard it now Jill? So this is something brand new. It's effective July 1st. And I have to smile because all of this stuff and I and I'm going to be around um on the periphery helping Jill navigate all of this because all of this is brand new. All of So I'm not going to leave Jill out there by himself, but this is brand new. Um the second thing, just an FYI, um the the Ohio House, they don't like this fair school funding plan. And so basically, I think Erin, last night, and I didn't hear anything last night, they they they voted they voted on the um not fully funding the fair school funding plan.
140And so the I think I did this maybe on Monday, I think. Um at this point, they were going to underfund Ohio schools by 2.75 billion dollar. So you can imagine, you know, billion, I know we're talking about 600 and so um school district, but 2.75 billion dollars, that's very very scary to me because it's going to affect every school district. This third one is crazy. So I didn't have a chance to do this, but um yesterday or the day before they u increased that 25% to 30%. And so what that means is that and I and I did a calculation and I'll I'll just go through the calculation real quick. So what they're saying is they don't like um districts having any cash balances over 30% of the preceding expenditures. And so what I
141did is I did I just looked at 30% of FY24 expenses. Um that comes to 11.6 6 million. If we had $22 million in the bank, so to speak, we would be over by $10.4 million. That means they would take away $10.4 million from us. And you know, I mean, this was the hottest topic around there. So, if you think about it, when we go out to look at our bond ratings, and Aaron, you you know all about this, and Eric can speak probably much better than I. when we go out and look at um trying to buy bonds, they look at our credit rating. If you don't have so much money in the bank, then your credit rating is going to be affected. And so I don't know why they're doing this, but that
142that was voted on last night, the 30%, right? Yes. So So it passed this initially. Okay. So we'll be looking at that and um that there were some suggestions um on that. So, we'll just we'll just keep you updated on that. Um, and then the last one is that if we do have that 30%, if our carryover balance exceeds 30%, they want the county commission to reduce the property tax rates. So, therefore, they want to to pull back our property taxes. Yeah. Uh it's just it it's re it's just redirecting federal federal and and and tax money into voucher programs. Well, and that's where they're saying they're going to move the money into the state um savings. Right. Exactly. Yeah. I looked at um they they have a a report that I do the similar
143report is called on the money. They their estimate they're way ahead of what they estimate. So there is money to fund these schools, but like you just said, I think that the whole thing is to funnel a lot of the money to the um parochial and private schools. So um we we have our task cut ahead of us, but we might we'll figure it out. And so my last words is this uh budget bill or substitute budget bill will have a great impact on the five-year forecast. Uh we must plan we must put a plan in place to address the deficit spending and the district has to recognize that its financial status recognize the financial status and make decisions accordingly. And so that's just the last at the last words from me. Um, so we'll
144be looking at that, like I said, in the next couple weeks and really doing a deep dive on um, preparing our May 5 forecast. And that is all I have. Were there any questions on that? So, I hope I I know we gave a lot of information, but that just gave a a high level picture of other funds. I just didn't want anyone thinking we're only dealing with just general fund because we're not. Um there's a lot of other funds that we're dealing with and at the end of the end end of the fiscal year all of those funds total have to be in balance. They can't be negative. So we got to make sure that uh we move around within the fund so that that fund won't become negative. [Music] Are there any questions
145for Janice and uncertainty. A lot of uncertainty. It's a lot of uncertainty. You definitely really is. I don't I don't have anything. I think I spoke on excited about uh you guys kind of greenlighting our move to refining that strategic plan and we're going to start implementing the the PLC process. We've already taken some uh some steps toward it, but we're looking really forward towards the uh the summer and uh the spring early spring and summer as we start heading into the next year school year. Well, I will say it's been a very amazing and informative retreat. I'm going to speak for myself. I really appreciate this information and things that you look in think for the school. So I appreciate all the work and bringing the information just over information. Thank you so very
146much Mr. L. I did go out of this not official but I did go out of turn. So Mr. uh we all uh wrote letters to Congressman Turner and Senator Moreno about what you just talked about like the the cuts on um on public education and the redirecting of public funds into uh charter and and and private schools. So each board member, our board of education, board members from all over Ohio, uh were urged to write letters to their uh to their Congress people and their people in the Senate. We did do that last week. And I think it's important for people to understand like we have to keep pressure on our elected officials, on our other elected officials about what they're trying to do to public schools. Um, we were at NSB last weekend
147and I found myself in some of the sessions that I went to. Um, we went I went to one about combating vouchers. We went to one about language about diversity, equity, and inclusion. And um, really it was a brainstorming session about how to combat those things. So, it's like in Ohio where vouchers are on the move and they're running because our governor has decided that that's what uh the move that he wants to make, vouchers are any anytime anytime that there's public funds that are directed into private schools, it's a voucher. And you know, proponents and people who love vouchers don't like to talk about it as a voucher because of it's a catchphrase. But if you take public money and you put it into a state savings account that then the richest of us
148can go and and get tax write offs, that's a voucher. When we're writing checks um to students, for us to be able to pay for transportation out of our district into another one, it's a voucher. So, it's important for our public to understand like as as funding changes and as the current administration and whoever the new governor in Ohio is going to be, it's important for us to understand what's going on. But we want you guys to know that we are keeping pressure on our locally elected uh congressman and and senator to make those changes. Now, we also know what side of the fence they stand on. And I'd encourage everybody to go to their voting records. Don't believe the misinformation that people give you. You can know exactly how these people vote on on
149what they want to do in a public school. That's it. Um, let me first apologize for being tardy this morning. My wires got crossed. I don't know how, but they did. And and um, I'm glad I made it in time. Um because as the two board members who have already spoken said, I think this has been a dynamic um retreat with a lot of information, a lot of good information, a lot of planning, a lot of projecting ahead. Um and I want to thank Mr. Howard for sending us that link so that we could um send those letters to our um congressional congress people and hopefully it will resonate somewhere that public schools really need those finances. Um and for me that's going to be big to just try to figure out how we can
150fight what they're trying to do. Um, there's power in our voices, there's power in our vote, and I just think we need to get out to our constituents, the people in our community, our stakeholders, that it is important, this next election for governor is very important. Um, because it's it's very scary about the future of public schools. I'm a product of a public school. Um, and we just really need to be it has to be on our radar. That's all I have. Um I was just to I think they said everything I wanted to say. This session was enlighten enlightening. Um each of you um do a remarkable job. I think behind the scenes I think we don't give um all of you enough credit. Um Mr. Manley, you said something that resonated with me.
151when you evaluate correctly, your approach using the growth model and I think that's how we have to go with that. Before we weren't using evaluations as a growth model, but use it as a positive versus a negative. U Mr. Howard, outstanding job on just presenting the strategic plan in the way that you did. So strategic and deliberate. I like in sync. I like points. Um, I think that will resonate with our stakeholders and the rest of um, our parents and all of our everyone. Um, thank you all. You do a great job uh, every day. I think Miss Murdoch, you said if we start early um, and catch those deficiencies early and find out where we're going with that, I think we'll be on to something. As always, Janice, you do a good job at
152presenting transparency. Um, we know where the money is. There are any questions that we have, we don't know, we can ask you. So, thank each of you for what you do every day. And Mr. Howard, this was phenomenal this morning. I appreciate all your hard work. I know you guys have worked really hard behind the scenes on all of this information. So, every time we take a vote, we get information so we can make informative votes like we did this morning. So, looking forward to our district moving forward. Thank you all. Same here. It is very very big thing. I'm just excited to be here. Nothing. Do you all have anything? Anything additional? Go enjoy your rest of your Saturday. Yeah. Thanks. Yes. [Music] I'll make the motion. Mrs. Simmons, yes. Mrs. Kilgore, yes. Mr.
153Lumpin, yes. Mrs. Currington, yes. And Mrs. Chair, yes. Can you put this in a PowerPoint? that probably not. Can you give me the bullets? Yeah. If you pull up that website, All Things PLC, I mean,