Cuyahoga Falls City Schools BOE Meeting 11/19/2025

001Good evening everyone. Welcome. >> I'd like to call the to order this regularly scheduled board of education meeting. It's November 19th, 2025 at 5:30 p.m. Miss Stoy, would you please call the role? >> Miss Coco here. >> Mr. Gomez here. >> Mr. Harris, here. >> Mrs. Schaer here. Miss White >> here. Thank you. Item B is a motion to approve the agenda. It is recommended that the board of education approve the agenda of the November 19th, 2025 board of education meeting. Action by the board of education in adoption of a consent agenda means that all items are adopted by one singular motion unless a member of the board of education, treasurer, or superintendent requests that any such item be removed from the consent agenda and voted upon separately. So moved. >> Second. Discussion. Miss Docoy,

002please call the role. >> Miss Coco. >> I. >> Mr. Gomez. >> Hi. >> Mr. Harris. >> Hi. >> Mr. Schaefer. >> Hi. >> Miss I. >> Item C is our opening ceremony. First is ourformational items. This meeting is a meeting of the Kyogre Falls Board of Education in public for the purpose of conducting the school district's business. It is not a public community meeting, although there are opportunities for public participation. If an individual wishes to address the board regarding a topic found on the meeting agenda, the individual must complete a registration form found inside the attendance notebook and present it to the treasurer. Following the introduction of the topic by the board president, followed by board discussion, the individual will be recognized. If an individual wishes to address the board regarding a topic not

003found on the meeting agenda, she or he must notify the superintendent and or board president of the topic no later than three business days in advance of the meeting. These individuals may share their comments during the board business portion of the agenda. In both cases, the individual will preface comments by an announcement of his or her name and address and limit comments to three minutes. All statements should be directed to the board president. No person may address or question board members individually. An unabridged board agenda for this meeting can be found on your electronic device at the address shown on the screen. And for your convenience, hard copies of the board agenda may be found on the table by the signin book. The next special meeting of the Kyogre Falls Board of Education is November

00420th, 2025 at 5:30 p.m. in the Kyogre Falls High School Library. The next finance committee meeting is November 25th, 2025 at 8:30 a.m. at the Board of Education offices, 405 Talmage Avenue. The next regularly scheduled meeting of the Kyoga Falls Board of Education is December 10th, 2025 at 5:30 p.m. in the Kyoga Falls High School Library. And now for our pledge of allegiance and welcome, Dr. Salica. >> Thank you. Good evening. Please stand for the pledge if able. 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. >> Welcome. Our vision, Kaihaga Falls City School District, the hub of our community. Uh committed to a culture of caring. We innovate, we create, we personalize

005education for all. Our mission is every student, every day, every opportunity. >> Thank you, Dr. Celico. Item D is presentations. Item one is awarding of an honorary diploma. It is recommended that the board of education grants an honorary Kyogre Falls High School diploma to the following individual, John Carroll. >> So moved. Second. [laughter] >> Discussion. So, the board recently changed its policy to allow us to uh award honorary diplomas to folks that previously attended our district and for uh whatever reason were not able to graduate. And this is our first person that we are able to award an honorary diploma to and unfortunately they're not able to be here tonight, but uh their family is going to celebrate them with a graduation party uh at another time. So, we're very excited for this person. >>

006Yeah. Thank you to the board for considering what you did was a a great a great thing and much appreciated by the family. So thank you for considering that. >> Mr. Sto, please call the vote. >> Mr. Gomez. >> Hi. >> Mr. Harris. >> Hi. >> Mr. Schaefer. >> Hi. >> Miss White. >> Hi. >> Miss. >> HI. [applause] >> Item two is our friend of education award. I'd like to call up Mrs. Schaefer. Okay, I have no notes. Well, I guess I do have a little bit. Uh, Friend of Education Award is a board award given to a non-emp employee of the district. Um, and the person that was nominated for this award is Mr. Mike Han. If you would like to come up and join ME [applause] [clears throat] I am not used

007to being on a microphone. Um Mike Han um has been the chaperone chair, the vice president and the president of IMP. Is that correct? >> That's correct. >> Okay. Um I spoke with some of his cohorts in the IMP. Um if you're not aware, the IMP is the instrument instrumental music patrons and they are a parent organization that supports the instrumental music program here. um [snorts] not only just in the high school but in all the other buildings of Kaga Falls City School District. Um he some of his people have described him as an integral part of the instrumental music patrons for many years and he is loyal, hardworking. Um, he works behind the scenes and gives many of his own hours to help things run smoothly. [snorts] He always does it with high energy

008and amazing attitude, which is true. Um, believe it or not, sometimes I don't know where to go or what to do. Sometimes when I'm volunteering, I like to show up, but I don't always know what to do. And he's never made me feel stupid or out of place. He always finds a job for you to do. and he [clears throat] never has made me feel stupid. Um, always with a smile. Hi, I don't know where you get your energy from. So, um, >> do we have a certificate? >> Sorry. >> Oh, this is so nice. 2025 Ka Falls City School District Friend of Education Award in recognition for your contributions to our school district. Thank you. >> Thank you. [applause] [applause] >> Would you like to say something? >> Those of you who know me

009know I'm usually not short on words. [laughter] Um I do like to talk quite a bit. Um, but I'm I'm going to uh I'm I'm going to save that for for another time. So, but thank you to the board of education, Dr. Celico, and and everybody from the the district. Um, if you if you're a student here who hasn't taken up band as a uh extracurricular, go do it. It's a lot of fun. All right. So, thank you. [applause] Thank you and congratulations again, Mr. Bergen. >> Next up, we have our staff star award. I'd like to call it Miss >> Good evening. Thank you. Um, my name is Allison Bogden. director of human resources and it is my honor every month to stand before you and recognize one of our own. It's called the

010staff shining star award and every month we recognize somebody that has been nominated by a colleague and this month we are we are recognizing a pair professional at the high school. But before we name this person, I'm going to bring up the people that nominated her. And they are Kathleen Davidson, who's an is at the high school. So come on up, Kathleen, and Jason Smith, the principal. [applause] They deserve a clapping. YEP. [applause] And the person that we are recognizing this month is Debbie Baker. She serves as a pair professional at the high school. Come on up here, DEBBIE. [applause] >> [applause] >> WHO'S going first? >> 20 minutes or less. Okay, got it. >> This is Debbie. [laughter] So, in addition, um, one of our staff members, Kristen Teller, um, nominated Debbie Baker as

011well. So, I'm going to read what she wrote, and then I know Kathleen has some things that she wants to cover. So, um, Kristen says that, um, she works with Debbie on a daily basis, watching her selflessly help our special needs students with patience, kindness, and care. She always stays steady, and students often ask her for help and seek her out. I admire her work ethic and dedication. While she is not the type of person that would ever seek recognition for her hard work, she certainly deserves to be recognized and I can't, you know, say it any better than that. I mean, Deb does so many things. Um, she's incredibly dependable and just builds wonderful relationships with our kids. She's definitely um just an incredibly valuable member of our high school staff. And I'm going

012to let Kathleen go ahead and take it from here. >> Hello. So, I'm an intervention specialist here at the high school, and it's my honor to speak about my friend and my co-orker, Debbie Baker. Uh, Mrs. Baker and I started working together 25 years ago. We were both pair professionals. I left for a little bit to go get my teaching degree, and when I was done, we always said we would work together again, and we did. She spent a short time at Lincoln, but soon returned to the high school as my classroom aid, and we've been a team ever since. I can say with absolute honesty, and I could not do my job without Mrs. Baker. She's the definition of the perfect parah. Steadfast, dedicated, and always there for the school, our classroom, the staff,

013and especially our students. In the last 25 years, there isn't a single student who worked with Mrs. Baker who didn't walk away with more knowledge, more confidence, and a true sense of accomplishment. No matter the challenge, she works relentlessly to break the code of even our most complex learners. Debbie is the heart of our program and I'm so grateful to have spent these last 25 years working beside her. No one is more deserving of this award than Mrs. BAKER. [applause] >> Uh Dr. Celico goes out to surprise the winners of these awards and they post a picture on our district Facebook and there are several students in the picture with you and the excitement for you on their faces is something that I will never forget and that really shows the impact that you have

014on our students every day. So, thank you. [applause] like to call up Mr. Gomez. And if Tammy Brown could come forward, please. She was not expecting this this evening, but I know she's here. >> [applause] [applause] >> Preston Elementary School earned the distinction of being a Purple Star school earlier this year and we're very proud of Preston Elementary School. Unfortunately, when they were honored for this designation, they were given a certificate with the wrong school's name on it. um as a board of education, we refused to stand for that. So, we reached out and received a corrected certificate and we wanted to correct the record tonight and honor Mrs. Brown and the Preston staff with a proper certificate that properly honors Preston Elementary School with a certificate of recognition for their Purple Star recognition for

015supporting military family. >> [applause] [applause] >> MR. GOMEZ, IF YOU can stay up there for a second, please. I'm going to come up. >> He doesn't know about this either, but he's surprised. [laughter] >> I wanted to take a minute to um recognize and for our board to recognize Mr. Gomez. Um we as a board were at the Ohio School Boards Association um convention this past week earlier in the week and Mr. Gomez has served on the OSBA Black Caucus. How many years have you served? >> Five years. >> For five years and he was given this award at the award at the OSBA conference for his service on the Black Caucus. if you would like to speak a little bit about what the Black Caucus does. They're an amazing um organization within OSBA. >>

016So, it's called the Black Caucus, but we represent all ethnically and culturally diverse students across the state of Ohio. And last year, I served as the chair and um our initiative when I was chair was to speak about all the different things the 611 districts across the state of Ohio do to honor Reverend Dr. Martin Luther King Jr. Day. and we got together and um just worked to catalog all of those different things for districts to try to diversify the things that they do. Um and each year the chair comes up with a different initiative. So that's what I did as chair last year. >> So thank you. We just wanted to recognize you here for the community and just to thank you for everything that you do, not only for our district but for

017students across Ohio. So this award was given to him. And it's not by us, but everyone can see this amazing. [applause] And now for the top tigers, I'd like to call up Dr. Celico. I know that's what you've all been waiting patiently for. >> Thank you, Miss Coco. Good evening. Good evening. >> All right. Making sure you're all still awake. Um I wanted to before we get started, I wanted to just mention that those of you who received awards tonight, that includes you, Mr. Gomez, we'll be getting um photographs. So, please don't leave. All right. All right. So, how's everybody doing? >> Good. Excited. You should be. I'm excited. All right. So, how many of you parents in the audience or family members in the audience first time um getting this award? for your child.

018>> First time. Anyone more than one time? Other child. All right. Okay. Nice. Nice. And repeat customers. Great. All right. So, Top Tiger. Uh, let me tell you a little bit about what this award is in case you aren't familiar. So, it's an award given by our board of education much like Mrs. Schaefer mentioned for the friend of education um to all students and uh from each building, excuse me, from each building every month. So, the students are chosen by various staff members in their buildings and then I get that information and I get to have the pleasure of reading it to you this evening about what has been said about your children. Um, so I need students to listen very carefully. All right? Because we have to follow multiple step directions. All right? So,

019when I announce your name, you're going to come forward. Some of you going to weasel your way through here because it's like a little maze. And you're going to come stand right here. All right. I'm going to read about you as everyone looks at you. So, no pressure. All right. And then, um, Mr. Harris is going to help me this evening to give out some goodies. So, we have some, um, prizes for you this evening, including this. Great. Some of you might see these in the community. I know when I drive through, I'm always looking to see top tigers, see where Top Tigers live. Um, you can put this in a window or in your front yard, wherever uh, you choose. And those are compliments of Mrs. Carile's here representing our uh, union. So, thank

020you, Mrs. Carile. the teachers [applause and cheering] union. We really appreciate them um providing those for our students. So, thank you. Uh when we are done, so well, let me say this. When you come up and you get all your prizes here, Mrs. Stewart, where are you going to be? Over here. Mrs. Stewart will be over here. We relocated. So, you're going to walk across here, get your picture taken over there. All right? And then you can have a seat. You're going to wait because afterwards when we're finished giving all of the awards, you're going to head over to the cafeteria where we could get one group photo and um families, you also will have an opportunity to take pictures as well. All right. Um I'd also like to add that uh what you hear

021as I mentioned um here these this evening about all of the different prizes etc. that that is um those are given to us from generous community sponsors. And one of those uh is the uh Kyoga Falls School uh foundation and alumni association. And we want to thank them as well as our partners who just continue to encourage our students to be the best that they can be. So at this time I'm going to call forward Nikki Al Alden and are you coming forward Kathy as well? All right. I don't know if you plan on it but you are now because I introduced you. So come on up. [applause] Good evening. Thank you all for being here. My name is Nikki Alden. I'm a proud to serve as a trustee on the Ka Falls Schools Foundation

022and Alumni Association. Um the foundation is one of the sponsors here tonight of the Top Tiger Award. Um, and in addition to the top tiger award, each year the foundation awards over $150,000 in student scholarships to and for teacher grants um for innovative classroom projects. Um, and we also help connect the alumni by assisting with class reunions and their websites. Um each May we recognize two to three distinguished alumni and host a recognition program and reception. Maybe one day some of you will be um some of our distinguished alumni. Um and all of our top tigers are invited to walk with us in the Memorial Day parade. Um so tonight after the top tigers from all the schools here have been recognized, you'll head across the hall to the cafeteria for your photo. Um, and

023that photo does get posted on the school's district and media pages. So, you can all keep an eye out for that. Um, after the photo, we'll ask everybody to be seated. And then we also will have a top tiger t-shirt um for everybody to receive. And each of you adults will receive a folder with information about um the foundation and to just to keep an eye on the foundation as your students get into high school and senior levels to remember about those scholarships that we do offer. Um so on behalf of the Kyhoga Falls Schools Foundation and Alumni Association, we congratulate all of the top tiger earners. Um, this is a very spectral recognition and we are proud of each and every one of you and we do look forward to hopefully seeing you at

024the Memorial Day parade with us. Thank you. [applause] All right. Thank you. >> All right. So, I have to start with just what confession. So, today was really busy and I have been running non-stop. It's just been one of those days. And so, normally I like practice the names a few times, but I didn't. So, I need your help. So, students, do not let me mispronounce your name. If I say it wrong, like don't yell it and like, "You screwed up, Dr. Selica." Just come up here and politely say like, "No, my name is whatever." Because your name is important and I should be able to say that the right way. So, please, I'm sorry I didn't have time to practice as much, but my assistant, Mr. Jones, does his little spellings as best he

025can. And sometimes I go back to the office, I go, "Mr. Jones that didn't didn't really say that and so um but I blame him all the time so we're all good. Um just kidding. He's wonderful. All right, so we're going to get started. We started last time with our Oh, Mr. Mrs. White will get on me if I blame Mr. Jones. That's her buddy. [laughter] That's her buddy more than me. She'll defend him more before me, I think. So, I don't know. Will um [laughter] see great supportive board. All right. So, um, I'd like to get started with our first, uh, last last month we started for the first time from our preschool students. And so, this is a lot of pressure for my friend in preschool because I gave lots of directions, but

026Miss Subatiki is there and I see mom and dad. They're going to help him out. Our first student's going to come forward is you ready? Your sister's ready? >> Cyro Worthington. Come on forward, CAIRO. [applause] His sister's more excited. >> I know. He's cute as >> I saw Cyro in class today. He was doing great. >> Stay right there, Cyro. Turn around. Everybody see that cute face. >> Okay, turn around. Yes. Ready. Okay. Ready, Cairo. Cairo is an incredibly friendly and outgoing student who brightens our school each day with his huge smile and positive attitude. He consistently demonstrates what it means to be both a great student and a caring friend. Cairo is always eager to participate in songs, dances, and classroom activities. He brings joy and enthusiasm to everything he does. He greets everyone

027with kindness, always saying hello to students and staff, and his cheerful spirit helps create a welcoming environment for all. Cairo is truly a joy to have at school, and we are so proud to celebrate him with this award. [applause] [applause] >> Well, Dr. Sco, tell a secret. Who's the favorite in his family? >> Well, I She's LOOKING RIGHT AT ME. [laughter] THAT'S MY BABY GIRL. YEP. >> She knows. Look, [laughter] you and me. Yeah. I'm known to like steal her for a few minutes to snuggle time cuz mine are grown and I miss that little stage. All right. Look, she's making her way. I mean, if you want to come up here, I'll Yes. Come on up. All right. Our next student is from Dwit. And uh the student is oh ready to come on

028up is Carson Morgan. CARSON [applause] CARSON. Hi bud. All right. Carson is a wonderful student and citizen. He is such an excellent student and has the highest level of integrity. He is so kind to all of his peers and he treats others with the highest respect. Carson is a great role model. He works very hard on all his schoolwork, always eager to learn. He tries his best on all tasks and always puts forth his best effort. Congratulations, CARSON. [applause] All right, our next student from Dwit is Rosalyn Vatal. [applause] Congratulations. >> We would like to nominate Rosalyn Fatal for her outstanding responsible and respectful behavior in class. She consistently demonstrates maturity by completing assignments on time, following directions, and setting a positive example for her peers. Rosalyn treats classmates and teachers with kindness and respect,

029contributing to a supportive and productive classroom environment. Her reliability and positive attitude makes her a role model for others and makes Dwit a great place to learn. Good for you. [applause] >> [applause] >> All right, moving along to Lincoln. We have Aiden Massie. [applause] >> Hi, Aiden. >> All right, Aiden has all the qualities of a top tiger. He shows his best black tiger pride every day. He comes in with a smile on his face every day as well. >> No, no, no, NO. I'M NOT DOING [laughter] YOU. He's like, "That's it. I'm getting RIPPED OFF." NO, I GOT MORE. ALL RIGHT. [laughter] He is such an asset to our class. There, I got a smile. All right. He always tries his best and gets along with everyone and everyone. Anyone and everyone. We appreciate

030him being a good role model to his peers and is a great brother at home. Nice. He loves spending time with his family. We are so proud to have you as our top tiger. Congratulations, AIDEN. [applause] All right, our next student is Aina Sububa. [applause] Thank [clears throat] you. Aina is a shining star in fourth grade. Her grades are reflective of her hard work and determination. She is excelling in school while also maintaining strong and supportive relationships with her peers. Aa is consistently doing the right thing. She is the definition of black tiger pride. She is respectful to her teachers, follows directions when asked the first time, and is kind to everyone she meets. She does all of her homework and gets all of her assignments in on time. We know that Aina always sets

031a good example for her peers. CONGRATULATIONS. [applause] All right, moving along to Preston. We had a student from last month that I believe is here this evening, and that's Trinity Howard. No, not here. Okay. Oh, again. Okay. All right, Trinity, we'll try again. All right. And our next uh student is Avon Johnson. [applause] Okay, Principal Brown, roll for two. Let's see if this one's going to come through. >> Ready? >> Kchan Ramal Kchan. All right. [applause] >> [applause] >> I was getting nervous there. >> All right, right there. Kchan is a top tiger in fifth grade at Preston Elementary. She is an excellent student who always puts forth her best effort. She is extremely helpful to her peers and her youngest younger sister, demonstrating kindness and generosity. Kchan is polite and respectful. She loves her

032culture and enthusiastically shares it with others. She is also a dedicated member of our dance team of a dance team and takes classes at the Himalaya Dance Academy. Keep up the great work. CONGRATULATIONS. [applause] All right, moving along to Price. We have Babisha Demal. [applause] Yeah. Babisha treats teachers and classmates with kindness and respect. Always using polite words and actions. She takes responsibility by staying on task, completing assignments on time, and proactively offering help to others when needed. Bisha also practices safety by thoughtfully following all classroom rules and consistently making careful choices. Her infectious positive attitude and exceptional teamwork make her a wonderful role model for others and a student we are proud to nominate for this award. CONGRATULATIONS. [applause] >> All right, our next Price student is Jacob Kesler. [applause] It's a long walk,

033huh? You made it through the maze. Good job. All right. Jacob has had a fantastic start to the school year. He's shown remarkable growth in the classroom, especially in math, where his level of understanding and participation have improved. His self-confidence has not noticeably increased since the beginning of the year, and he demonstrates that growth daily. Outside of his performance in the classroom, Jacob sets a great example for his peers. Jacob always comes to class prepared, ready to learn, and treats both teachers and classmates with kindness and respect. We are proud to have Jacob represent the fifth grade class at Price Elementary. Good [applause] job. And we had a student from last month as well, Aaron Ramal. Is Aaron here? Oh, you're here. HEY, [applause] CONGRATULATIONS. All right. Aaron stands out as a true leader guiding

034guiding his peers not with words but through his actions. His leadership shines in every class from the physical education classroom where he encourages everyone to do their best to the music room where he always is always ready to share his passion for rhythm and melody. In art, he consistently tries his best and shows respect for everyone's creativity. Aaron demonstrates what it means to make the right choices. Whether it's helping a classmate with a difficult problem or taking the initiative to clean up after an activity without being asked, his positive attitude and unwavering commitment to doing the right thing make him a student to look up to and an inspiration for the leaders of tomorrow. CONGRATULATIONS. [applause] NICE. All right, moving along to Richardson, we have Maline Garcia Cruz. [applause] All right, Maddie. Right, we go

035by Maddie. We got it. Maddie demonstrates kindness, gentleness, and a caring attitude towards others. She consistently shows respect for teachers and fosters an inclusive environment for her peers. Maddie takes ownership of her learning by maintaining focus during class and completing her assignments in a timely manner. She truly embodies the spirit of a Kaihoga Falls black tiger, showing determination and a commitment to excellence. Mattie's unwavering dedication inspires those around her, making her a remarkable role model for her peers. CONGRATULATIONS. [applause] All right, our next student from Richardson is Mickshen FGO. [applause] Mickshen is an exceptionally kind and compassionate student who actively includes his peers. He embodies Black Tiger pride through his commitment uh in taking responsibility for his own learning every day. McShen consistently listens attentively in class, engages in discussions, and completes assignments in a

036timely manner. He has a passion for soccer and is a regular participant in Richardson's Gaga ball pit. Nice. Showcasing his enthusiasm for teamwork and play. You don't hit anybody real hard with the ball, do you? Good. That would not be Black Tiger Pran stands out as a proud member of the Kaihoga Falls Black Tiger every day. [applause] THOSE Gaga ball pits could be a little scary. I've seen the kids playing. All right, next school, Silver Lake. Janessa Gilmer. [applause] Okay, Janessa. Janessa is a student who exemplifies what it means to be a top tiger. She comes to school ready to learn, respectful and determined to do her personal best. Janessa approaches challenges with persistence and a positive attitude. Giving she gives her full effort even when the work feels difficult. Her strong work ethic and

037desire to set a good example make her a role model within our classroom community. What makes Janessa especially admirable is the way she already sets goals for her future and works towards them with maturity and determination. Even as a fourth grader, she is laying a strong foundation for her own success through her dedication and and drive. Good for you. [applause] And our final student from Silver Lake. Oh, I bet I can guess. The cameras are ready. You ready? I saw you priing your hair earlier to you knew you were going to be in some photos. Just kidding. All right, Alan Hudson, come on up. [applause] All right. Allan is a student who truly embodies what it means to be Black Tiger proud. He consistently shows respect, responsibility, and care for both his classmates and his

038learning environment. Allen takes pride in helping others and often goes above and beyond what is expected. He takes the initiative to make sure our classroom is clean and organized at the end of every single day, not just for himself, but so everyone can learn and feel comfortable. Nice. He looks out. Can you come and do my office tomorrow? Around 10 o'clock, I won't be there. You could just tidy up. All right, we'll make it work. We'll send a bus. All right. He looks out for his peers, encourages fairness, and demonstrates integrity in his actions. His work ethic, kindness, and genuine desire to make our classroom a better place make him an exceptional role model and a truly deserving top tiger. CONGRATULATIONS. [applause] All right, we're moving on to our middle school and our first student

039is Leela Rose Gregory. [applause] >> Is it Leela? Okay, good. Leela embodies the very essence of what we hope to see in a in our students. a remarkable combination of honesty, compassion, and leadership. She has consistently demonstrated an extraordinary work ethic that sets her apart from her peers. As a role model to fellow students, Leela has shown the remarkable ability to maintain a positive and encouraging attitude in all situations. Outside of the classroom, Leela is a member of the cross country and track teams, and she plays flute in the middle school band. The eighth grade team is proud to nominate Leela for Top Tiger, as she represents the very best of what a student can be. hardworking, compassionate, and committed to personal growth and supporting others. Very nice. GOOD. [applause] And our second student from

040the middle school is Eli Mitchell. [applause] >> All right. All right. Eli. Eli is an awesome black tiger at Kyhoga Falls Middle School. In class, he is attentive and participates in class. He completes his assigned work well as he strives to do his best. He works well in class and within a group. Eli enjoys the science fiction genre, riding his bike, and would like to visit Japan. >> Wow, very specific. After graduation, Eli is considering a career as a chef with the goal of owning his own restaurants. You can come by also tomorrow and just cook me something up for lunch. I got it all set. I'm gonna have a better day tomorrow, board. Today was pretty rough. Looking forward to tomorrow. We are lucky to have Eli in our classrooms every day. CONGRATULATIONS. [applause]

041>> All right, moving on to our big kids at the high school. Our first student is Claus Austin. [applause] And those of you who saw the cru the crucible might have noticed somebody, right? Did a great job. I really enjoyed the play. All right. Beyond their academic prowess, Claus demonstrates an outstanding work ethic and a positive attitude. They are highly motivated or excuse me, involved in the school's musical performance, as I just gave you a little plug there. Yet, they manage their time diligently, ensuring all assignments are completed promptly. Claus's commitment to staying ahead of their classwork even when absent is a testament to their dedication and self-disipline discipline. Claus is an extro exemplary student who embodies the spirit of top tiger. We are confident that they will continue to achieve great things. Thank you

042Claus for being such a fantastic student at Kyahaga Falls High School. [applause] And our last student of the evening. Let's see. She knows where she is. >> Lily Rowan. >> She was home. You >> here. [applause] Were you gonna keep me going? You weren't going to help me out there. And you knew it was you, right? >> All right, Lily. All right. It is my honor to nominate Lily Rowan for this month's Top Tiger. Lily has been a role model of a mathematics student throughout her high school career. Her math teacher, Miss Spape, has had the chance to see Lily grow from geometry to math modeling and reasoning this year. Along with being an exceptional student, Lily is also a great personality to be around. She can always be counted on to engage in group

043discussions and add something to the conversation. Additionally, Lily is involved with several extracurricular activities and was even nominated this year's homecoming queen. I didn't even put that together. Yay. All right. She embodies Yep. You can give her a round of applause. We'll give her two rounds. [applause] You bring your crown. >> No crown. All right. We'll take your word for it. I'm kidding. All right. She embodies what it means to be a top tiger and we look forward to what her future holds beyond Kaihoga Falls High School. CONGRATULATIONS. [applause] You know who is the king? >> The king. Dorian. >> Yeah, Dorian. Dorian was the home. >> Oh, yeah. Dorian. All right. You want Oh, look. He's getting red wrecked. All right, Dorian. Look. Oh, don't hide. >> Oh, he's hiding. >> All right. [laughter]

044All right. Well, that concludes that portion. Um, wonderful news to report. Such impression. You read I read through these things. You just kind of beam with pride as you all should be [laughter] as uh families and parents of these students. uh the the adjectives that we hear over and over, respectful, hardworking, uh responsible, all the things that we we really embody in our uh Black Tiger Pride. So, congratulations to our students and congratulations to families. So, we need to have a round of applause for all of YOU [applause] and to our staff. If you're here this evening to support our students being an evening away from your families perhaps, if you could just raise your hand. And we want to applaud our staff members [applause] for being here. All right. Thank you everyone. It's wonderful

045to see all of you. We're going to head across uh to the cafeteria. Thank you. >> Okie dokie. Right. Move on to our next presentation. Item five, the CFHS program of studies. We call up Mr. Smith and students. There we go. President Koko, Board of Education, thank you for having us here for what might be um my last board presentation ever. Um it was suggested while you were taking pictures that I do a song and dance routine, but I didn't have time to get ready. So, >> we'll think OF ANOTHER PRESENTATION. >> [laughter] >> THANK YOU. >> DON'T SAY don't say things like that. Give us some ideas. >> Um so we will be briefed tonight. Uh you have your copy of the board of um of the program study changes and highlights and we

046don't have a lot of them with so many things going on moving into a new building. We did have some more suggestions from teachers and when we reviewed with Mrs. Hman there were a few that we decided let's wait another year and get into the new building and that sort of thing. But we do have a few things that we're excited about. Um we have um Michelle Wright who's one of the current math teachers at the high school has been certified as an adjunct professor for Kent State University. So she would like to um offer an introductory statistics class which is a college credit plus course and that is a four credit course. Um, so we will see. We currently have a really robust offering for our AP statistics and so we're hoping that we

047have enough students for this CCP course and to still be able to offer the AP course. So we'll have to kind of see how that goes. Um, we are also adding introduction to computer technology and that is an addition. We currently offer a class called computer apps and it's pretty full but this uh particular course is going to be part of a CTE pathway to help lead to Mr. El's current um career tech program. And then um the last addition that we're proposing is a painting course. So you may remember that the exploration of art course uh covers various medium and um so they want to be able to focus. We used to have and then we had a class called drawing and painting and then that's kind of come away and so this is

048really just focused on that painting. So those are the courses that we would humbly ask that you would consider allowing us to add. Yep. And then you know some of the changes that we can go over. Um we up went through and updated all the links for the current board policies making sure that those are all up to date and accessible. The uh there's been a slight change to flex time the late start early release um just because the definition of that has been changed. that really is primarily for our seniors who um either have like a first period or seventh period study hall and that they're meeting all requirements for graduation and some other um requirements that we've kind of established here at the high school. There's some new legislation around the college credit

049plus um that requires that we allow students to notify us by November 1st of their intention to take CCP classes um if they want to take them in the spring rather than sticking with the April 1 deadline um for all CCP courses for the upcoming year. And then we've had some changes um some of it are are name changes, some of them are just adding um additional opportunities maybe for a course to be taken at an earlier level. So, we have a change of our history of art. Um, if you'll notice there, it's moved from the group uh level one course to a level two course in there in the art um area there. Math, there's a change to the name uh for the course that's currently called mathematical modeling and reasoning that has been

050renamed by the state and that will be called advanced quantitative reasoning. Um, as far as from what they've provided us, music, the change there is AP music theory. Uh, we were just kind of hoping to add that on to the freshman and sophomores to make that available for them to take as well. Um, they Oh, I'm sorry. >> No, I'm sorry. I just that's highlighted on the changes I gave you tonight. That was a a late late to the game change and everything had already been printed. So, um, that's the only but that's the only change is that course online >> or the grade level. So, and again with that AP music theory, you know, students have taken the course previously, um although it has not been reflected kind of in the program studies, the

051change may encourage more younger students to kind of take the the course. Um physical education, again, just a couple name changes there. Uh currently, we have what we call lifetime fitness one and two, and we're looking to change that to weight training one and two. Um just a name change only. Everything within the course stays the same. Um we feel that name reflects a little better what that curriculum addresses. Uh physical education two team sports that's one class. Um that's going to we're hoping to change that to physical education too just sports. So drop the team. Um again just a change in name only. No changes to the curriculum. And then with science um physical science was returned as a core course for our freshmen in the 2025 2026 school year this year. Um we

052did have three sections of honors biology for freshmen um that met specific criteria for the 2026 2027 school year. Um we will continue to offer honors biology to a group of freshmen who qualify and then add biology back in as a core course as that will be a sophomore level course. >> And that is all we submit for your approval. >> Questions or concerns? >> I have a couple. Um I on page four I would suggest taking out the portrait of a black tiger because you because you know we're going through the process. >> So by the time next school year comes around, we know that won't be the one we're using. And um just >> that would just be a suggestion. And then on five, I would just highlight Miss Cindy Hardy and we

053don't know who will be replacing her yet, but we that's a good point. >> No, Miss Hardy won't be back because she's earned her retirement with us. Um more than earned. She got more years than she had to get. Um, and then on page seven, this is my fault because I never noticed it before, but in courses that have a end of course exam, do they don't have to take exams? >> That's correct. So, what we have done is to reduce the amount of testing, we started doing for midterm exams, we're doing the readiness assessments, which I think you've heard Mrs. speak of and then at the end of year they're kind of their reward for having to go through the grueling preparation for the test. We have not given them the an exam just

054in those classes that have any course. And then on the changes to the delayed start early relief um says the proceeding quarters is used to determine eligibility which makes sense for a lot of it and then it can be removed at any time if a problem occurs. Um, is it automatically removed if they have more than five tardies in that quarter and or if they get an office referral in that current quarter? >> We usually follow up in the the following quarter. So we we kind of look at it at each nine weeks and we use the data from the previous. So as far as like the immediacy only if it's like a something a matter that we feel needs to immediately be removed otherwise should we pull the data kind of the nine weeks

055and then we pull the students in that we need to [cough] confer with because then it's a change to their schedule >> and things like that. Well, just in terms of and I don't know if this is even a problem, but I would just think that if somebody has delayed start and then is coming tardy to that delayed start that that you would want to immediately make a change because obviously that delayed start is not being affected. >> So I just wanted to bring that up and then two more things. Rotary scholars, do we still do Rotary Scholars? It's on page 15. >> Thank you. >> I know we certainly don't do the Rotary Scholar evening like we used to when I was doing it. >> Okay. >> Cuz I haven't been invited to it

056in eight years on being on the board >> or seen it on a district calendar. >> You would have been invited. So [laughter] >> So I'm not sure if we do that or not. >> So we we will confirm that that is um not happening. you remember that? >> Yeah, >> it used to be. >> Um, and then >> 2019 >> and world languages. Um, are middle since we're offering Spanish in middle school, will there is there going to become a time that our ninth graders are eligible to then take Spanish 2? >> Yep. So, the students who are taking Spanish one as eighth graders this year will then You're right. We did not reflect that for ninth grade. So, thank you. That's a good catch. >> That's all I had. Thank you for your

057work. >> Sure. Thank you. >> Any other questions or concerns we can address? >> Thank you. >> Awesome. >> Well, thank you. Thank you for your time. >> Thank you so much. [applause] >> That brings us to item six. Dr. Co open and roll. >> Thank you, Miss Coco. Um, if you don't mind, I'll just stay here. Um, so I want to I want to go back actually in time. Um, one of well, let me first say this. The the reason that we're uh bringing this to your attention this evening um and this is really a has been a team effort. Member of my members of my team have really helped pull this information together. Um if you recall in our report to the state regarding our uh financial caution right precaution report >> precaution

058report um we noted that there were several things that we would look at um to help um reduce costs and to um try to make us a little bit more solvent right in our forecast. So one of those things among them as we know were the school closing but another one of them was um looking at our open enrollment. So, uh, the team and I have, uh, really taken a lot of time to to look at some information that I want to share with you this evening, but the reason I want to go just a little bit back in time is, um, when I was being hired here, which is now three and a half years ago, um, through the interview process, a number of questions, it's always interesting. I always pay attention to the

059questions that people ask. And so, from the parent group, from the community group, um, there were several or I don't know if there were several questions, but there was definitely more than one. and in informal conversations um open enrollment was brought up a lot. So I'm like okay this must be an interesting topic or at least a topic that people find um you know of interest and want to know my position on it. And frankly coming from a different county my entire career there aren't open enrolled we don't there wasn't open enrollment there isn't still to this day I think in any districts in Kyoga County um with the exception of one that does a tuition but nonetheless I just I wasn't really familiar with it and what it all entailed. Now that I've been

060here, I see all of what goes into open enrollment, the impacts, the effects um of it. And so what I'd like to do, I'm going to share with you a variety of data points, many of which are not relevant to, you know, the very end, which is looking at the financial impact of open enrollment. But I do feel it's important because I've been asked numerous times whether it's by staff or parents or even sometimes community members asking about um you know the the difference if you will between open enrolled and resident students and what I think they're asking is you know around some buckets that I always look at are discipline achievement um and attendance those are the big three that we're always looking at for all of our students and even in our early

061warning indicators. So, if I were to, and we did look at the information, I actually looked at it after I got hired back in 22 more out of curiosity because I had heard people's beliefs, but I wanted to verify um or at least um you know, kind of address if there were some preconceived notions. Um, you know, I just wanted to learn for myself. And so in looking at those three areas back in 22, we took uh I believe it was from 2122. We looked at uh performance in ELA, English language arts in math. And then we compared open enroll to resident students. We looked at achievements then and we also looked at attendance. Back then we weren't tracking habitually truent. We were looking at more of the average days that students were absent. And

062then I also looked at back then the discipline average referrals. We didn't look at suspensions or expulsions which is what I we did this time. the last time we looked at the discipline average referrals and just in a in a nutshell in 2122 it's not much different than where we landed um in just last year's data but we do have a rather in all of those categories I would say a substantial or significant difference in performance in ELA and math for all students and that's on the Ohio state tests it ranges from anywhere from 7% to 16% depending on which subject you're looking at but um so I think there's you know, double digit differences in a lot of those areas. The average attendance, attendance was also an area in which there was some difference.

063Um, back then when we're looking at average days, there was a 4-day difference average between the students groups. And then also now looking at the habitually um absenteeism rate, we do have a substantial difference of a 7.7% difference between um open enrolled and resident students. with resident students um being here more often more more frequently. >> Is that based on last year's data? >> Yeah, this one is from 2425. We didn't look at this year because clearly we don't have a whole year's data >> is habitually absent or true. Is that the threshold at which we didn't allow those people to come back? Yeah, that's >> so those that 7.7% doesn't exist because we didn't allow any of those families to come back this year >> for this year, right? >> So that's not really

064>> well at this point. >> Well, >> those families aren't even here, >> right? So that's why we had to do last year because it was a complete year of data, which is why we looked at it. So that was 7.7% difference. It was a total of 17.2% of students that were habitually absent. Um so that was >> open enrolled. >> Yes. >> And they're not here now though. Now >> those students are not here this year. We didn't allow them back. >> That's correct. Because we um for people who are listening um we changed our policy last year to reflect attendance as a determining factor if students can return to the district if they have excessive absenteeism which is called habitually uh truent. We didn't allow them to come back. All right. So um

065again just looking at giving you some data 2425 and again this is last year's numbers um we had 412 open enrolled students so that open enrolled comprised 12% of our district whereas this year we're down to 279 which is 8% of our district and the reason for some of those discrepancies Mr. Gomez is one of which you just described. Students are habitually um truent. But also another factor is if a student is suspended for 10 days in a row, so they have to be consecutive or they are expelled from school, they no longer qualify for open enrollment the next year. Unfortunately, every year, you know, that typically tends to happen where we have some students that get in, you know, serious trouble and are not able to come back. Um and then if you know

066we we broke them down by u number of students by grade level. This year we don't have any first graders because we didn't allow open enrolled in kindergarten. We didn't take any new but we have a bulk of our students a good number in 10th and 11th grade. >> So we don't have any kindergarten or first graders. Correct. >> That's correct. >> Um and then third, fourth, fifth. Um we have uh quite a few in that in that uh category as well. So uh the suspensions looking at and again looking at I looked at uh this year I had asked for the in the data on suspensions and expulsions for 2425 and the open enrolled um and versus resident students it was there was no significant difference discipline was pretty equal across the board the

067number of students being expelled or suspended. So >> is this based on their total population of open enroll total population of residents? That's correct. >> But can we talk about what number of open enrolled students we're talking about? >> Yes. Um I might have to pull it. I have it in another document. It would take me a minute >> because it's well I think last year it was 412. This year it's 279. Y and then resident was 354. Last year this year it's 31.87. But when we think about math of statistics, >> the numbers and percentages are always going to be larger. and a smaller database data field versus a larger data field. >> Um well I look at the proportionality so in other words we divide the so if there's 279 students and 17

068students are whatever that may be you take the 17 divide by the 279 not the total enrollment of the district. >> Yeah it gives but you're working with a a smaller >> yes a smaller number size. That's why for statistical validity, you always want to work with a larger sample size. >> Yeah, 279's a pretty pretty decent sample size, I guess. But yeah, >> for a survey, it would not be considered a ballot survey. >> Well, if there were 300 people, I'm just kidding. Yeah. No. Well, that that's how that's how we did it because that's what what we have. So, um and then but we did definitely account for I think what you're saying with the proportionality because you wouldn't it's not fair. you have to base it on, you know, the percentage of

069based on the number of students you have in either category. Um, okay. So, habitually, um, absent, the habitual absenteeism, again, there was that's the one that I noted was a difference there between open enrolled [snorts] and resident. And that's not necessarily, um, uncommon probably in most districts that have open enrolled. I'm surmising in that um when I sit with families of open enrolled students and as you are aware I sat with um maybe 10 seniors last year and held was were you know trying to make exceptions for our seniors um and you know pleading their case to me that they would improve their attendance and I've been monitoring those students but a lot of it was around transportation you know that that seemed to be the challenge or the barrier for families but so that

070may be very well you know they're coming from longer distances and weather jobss all those things can impact it. So our absence intervention plans which you know go hand inhand with habitual absenteeism um again there was a difference marked difference there 8.4% of our open enrolled students were on absence intervention plans whereas 2.5 of residents were on those plans. Do we have to because we know these, you know, the students that are no longer here because of absentee issues. I know we're not that far. We're not even halfway through the school year, but I'm wondering what it looks like this year with the open enroll students. We >> Well, the law changed >> is that >> and we don't do >> so we don't have to do the attendance plans anymore. Not saying we still

071don't send out reminders. We have to do it now at 5% of the year. We have to send a postcard. required by law. And now we are essentially total 10% of the school year for us about days. But now we're required to send notices to parents at 5%. essentially warning them that the child is currently at 5%. There's no real essentially these timeline when they have to be outamilies in terms of the chronic absentism versus the individual truency. It's a different measure. >> It's a completely different measure. So, we're talkingual is 30 hours in a week, 42 hours in a month, or 72 hours. The other pretty significant difference is based off the board has part of the policy around the absence intervention that tells us that we have And so in order for us

072to then develop that relationship, part of that is we have to have some sort of measure as to when we are going to file for failure to mark. So at that point we're using that toine. So we still need a plan because when we submit that particular failure to send it should include our plan of intervention which is >> no thank you for that. I appreciate it. if um just as it relates specifically to the presentation and open enrollment, you know, like well those students weren't allowed to come back. Um but I actually went to a session at the capital conference on open enrollment and um the biggest concern one of the biggest concerns that the district who put on the presentation was absenteeism and it it was around transportation and they were coming from

073longer distances. They weren't getting bus. So [clears throat] I I was just wondering out loud just because these students were not allowed to come back is this a continual problem and we know it goes handinhand with student achievement as well if they're not in the building they're not learning. So is this something from one year to the next that would continue to be as high of a proportion just due to the fact that it's a longer distance and the transportation's an issue. So I will tell you that part of the process of addressing changing board policy attendance as a measure continity of those anomaly. Those individuals that we missed in terms of the threshold was automatically denied. another opportunity outside of the 8 to 10 seniors that Dr. Miller are following. So we still have

074that we still have a group of individuals who you know maybe they took a vacation at the wrong time of the year and they missed you know five or 10 consecutive days but the year prior they had no absences that any threshold went back those to stay. But there were some that four years they had absences that well any that was out there at the time based on the law. So as of right now the ones that we're following every I guess reviewing more often are those individuals who were on the radar from last year. for the follow. >> Thank you. I didn't sorry I didn't railroad. I just >> I was wondering >> and just to this point um one of the things I would support as we're talking about open enrollment and policy.

075I think something we should consider putting in policy is requiring people that want to open enroll to have to submit some sort of answer as to what their transportation plan is >> so that it comes from the board and I don't think it needs to be a detailed but I think it should be part of the application if we're going to keep open enrollment they should have to answer what is my transportation plan so that they know we're one serious serious about how you're getting your kid to school. It's not just I want my kid to go to this district, but they need to be thinking from the moment they're applying, how am I going to get my kid there every day? And that's part of the application and we can then consider that as

076part of their application as well. So that's one thing I'd like [snorts] us to think about as we go through that. >> It's just specific to this part of the discussion. So thank you. >> Thank you. >> Okay. So the next portion um talking about is a little tricky. We we spent a lot of time in cabinet discussing um you know there's there's lots of ways you look at capital right um so human capital is one you know resources and expenditures is another in the cost to have whatever it may be in this instance we're talking about open enrollment so the team looked uh we we really hashed this out a number of times and so what we were looking at the main the human capital that's expended on um really any students But in

077this instance again, open enrollment for there's really three departments that are probably impacted the most and that's student services, special education and the treasures department. And so when you're looking at I took two different years worth and there's a reason for that. So if looking at this year, so we have 279 students and our registar estimates that on average it's about an hour per uh family to to register them and so that's that equates to 279 hours of the registars's time. in this year as well. Special education uh students, we have 39 uh students with disabilities and as you may know why it it takes um it's a a large time investment is because there are um there could be related services. We have to do testing. We have to write the um IEPs. We

078have we could have speech language speech and language excuse me OTP PT related services team the psychologist um the the teacher writing all the documents so there's you know a lot of time that's invested and we're happy to do it but there is just again let you know the the time invested is about 1,00 hours for the 39 students that we have and again that can vary >> just a question for Miss Docoy we build that back to their home district don't those yeah their excess cost yes now um >> the and and their tuition is done I can't necessarily say that encompasses everything that we do it's just the actual expenditures of supplies or it's the general um what whatever else is in there is like the general what you see like on the

079cup report like >> administrative expenditures aggre you know like an aggregate like these codes divided by this number students in the district. So, it's about whatever per kid. Now, >> is that the exact amount for each of those kids? No, but there's there's about four lines that are like like operate building expenses for like, you know, like overhead basically. Um, so those aren't specific to the student. Um, but some of those costs are specific to the student. >> Yeah. And I was actually going to address that later, too. So, that's a that's good. Um okay so then oh so the students on attendance plans so what we did is we looked at last year's um only because what we kind of just talked about at length there about you know we don't have a full

080year to to look at but [clears throat] those estimate about 45 minutes for an attendance plan to write it meet with the parents call you know all of that and so there's another 53 hours and that could be various members of our team so that could be the counselor the principal [snorts] Um I don't know who else >> attends >> attendance leazison. Yeah. So it just depends but >> yeah. All right. So that's kind of like just to give you an idea of what the human capital if you will um is and then moving into some potential staffing reductions. And the reason again we're having this discussion is because we're trying to find ways to to save money and um we believe in what we're presenting this evening is open enrollment is one consideration that

081we said to the state. So we had at least had to do our due diligence we feel to provide the board with this information and certainly what we do from here is yet to be determined. But uh looking at some staffing potential staffing reductions as I mentioned there are 39 students with disabilities and uh 25 are in uh secondary and the remaining are in K5 that actually is 6 through 12. 25 students in grades 6 through 12 I believe and then 14 in grades K through five. So that we believe while case load numbers could be um three teachers but we don't believe that would be the case. We believe we could reduce at least one if not two uh intervention specialists. We would also um look at when we're looking at classroom sizes now

082for elementary. I've said this before and we still haven't moved from this which is there's some contractual obligations for kindergarten and first grade. we have to remain at 22 in a classroom or provide two hours of classified support. Uh grades two and three we try try to stay around 24 students. Grades four and five around 25 students. There's no contractual obligation but that is just what we commit to as a district to try to stay within those bounds. And if we do um that those limits, if we're based on those limits, we believe we could also reduce one to two elementary students for 85 open enrolled students, which we know would equivalent of four teachers. But that's not that's not how it works. It doesn't just fit that nicely. You can't just look at that

083number and take a divisor and have a mathematical problem because students are distributed throughout the district. And then in grades six through eight, uh Mr. Oswald looked at that scheduling. He showed us some examples. I didn't share those with you, but he believes we could reduce two teachers. There's more discussion to come on middle [clears throat] school. That's 67 students. And then grades 9 through 12, the potential for uh reducing two teachers as well with 95 students. If you look at the there's two ways to look at it, and this is the part I I added as I was thinking more about it. Um, Miss Doyco, I'm going to turn it over to her just momentarily for to talk more specifically about the funding, but uh, we use a, you know, a round figure when

084we're reducing staff and teachers particularly, and I did not include, uh, pair of professionals in this. There also could potentially be some savings there, but we estimate estimate if you're using this the people who are retiring because they're higher salaries and benefits, you could uh come close to $850,000. But if you want to look at the other end, the conservative where are less senior teachers with less experience, maybe around 600,000. So there's a range there that the savings of what we could save and that would be of course cumulative over time. So each year we would incur that savings which would help. And then >> I have a question. If we're we've made a commitment to team teaching in our new middle school. So how would you reduce two teachers in grades six through eight?

085>> So we will have some further explanation for you. We're just not ready to dive into that tonight. So if you just give us a little more time. We're in the process of working through some things on a middle school schedule. If you don't mind, we'll we'll get back to you. >> Would it change our commitment to team teaching? >> No. Uh no, not completely. There's modifications, but >> not teaming. Teaming would still exist. Yes. >> Complete team teaching. >> Well, okay. >> If it's not complete team teaching, I'm not going to support it. We made a very firm We designed the entire building around team teaching. >> I want to make sure we're using the right terms, though, because team teaching is like defined as two teachers in the same room. You're thinking pods

086and teams, I think, is more what you're Yeah. >> Well, we put them on teams. I mean, that's what we have. We call it teams now, and they're not in the same room. We call them teams. We put them on teams. >> Yeah. I know. When I hear team teaching, I think of two teachers in the same room. That's team teaching. But teams. Yes. Yes. >> Okay. And then, and why would we want to reduce more students in grades 6 through 12 knowing the issues we have already with the OFCC going into an elementary phase? >> Good question. Yep. That's a good question and something you'd have to consider. >> No, I'm asking you. >> Well, because we Okay. So, what we have to be careful of um is you we can we have to

087use the argument we can't um we could sort we have some control of picking and choosing what grade levels, but it's based on space and availability. So, you could if What is unind we can't determine at this moment is because we haven't done our boundaries is how many spaces we will or will not have an elementary um the challenge is if we continue to phase it out like it'll be here for another you know 13 years 12 years but we just have to be mindful of you know if we reduce an elementary let's say you know I don't I can't say that with certainty because I don't know what the numbers are you know what where we'll have space and where we wouldn't have space so I'm not, and this is why I have members

088of my team because I said I might need to, you know, punt when it comes to the middle school and high school scheduling because it's it's a little trickier. Oh, Mr. Smith is here. >> I'm not putting you on the spot. >> So, yeah, I mean, it's it would just be something we'd have to dig into a little bit if we keep 6 through 12, but it's a a very good point. I know exactly >> because they use our open enrolled students in the >> enrollment analysis as well as the most recent one that they did just did for us. Yeah. >> So, we would be handicapping ourselves. >> Well, >> further >> to be honest, they would >> I'm trying to think. No, they would just use six through 12 to determine that because

089they look at your overall enrollment at some point in the calculations. So, if you're cutting out elementary 2, you >> Yeah, >> but they used our open enrolled students when they designed our space for this 612. They do, but if you look at the numbers like and I can't say this with certainty. I'd have to research it, but I don't it might be neglig negligible the 150 students um and make it's not going to like give they'll still fund two buildings. They're not going to say, "Oh, we're only going to do one because of those 150." But what it would do is um then force you if that's the direction you go to put more kids into the 6 through 12 building. >> They won't fund them until the building is full. Problem. >> That's

090right. So you would be taking 150 more children and having to put them in the 612 if provided this is what happens in you know with our enrollment >> and then it becomes a 512 and a 412 312 we can't do that. >> It already is going to be a 45 without any changes to open enrollment according to the state. Not saying that we want to do that. >> Yeah. Yep. It's so for all of you who are probably scratching your heads out there, it's the way um in which the Ohio Facilities Commission funds schools, they want to fill schools first before they'll give you money to build new ones. And so what they're saying on our 612 campus, what they're projecting is that we will have 600 students less than what we did in

091I think when they ran the numbers in 2019 to the time of 2029. So, they're saying that you have to take 600 of your elementary students and put them into that building before they'll give you money for new buildings, which is why um they're saying that they'll only fund, and that's where Mr. Gomez is going with this, only fund two buildings. Um, and that is a huge shock to all of us. Um, that is not what any of us thought would happen. So, but you also have choices. If the community doesn't support that, you can also build a school on your own dime. So they love to tell us, but um that also was, you know, you're talking $40 million for an elementary school or whatever, it may be 30 million. So yeah, that's a

092whole another ball of wax, but you're right. That's definitely comes into play. Um okay, well with that, I'm going to turn it over to my partner here, Mr. Stoy, do you want to look at my paper? Do you have for your um so there's a couple things to think about when it comes to the financial side of things. So as a history, if you remember, really Why there was um open enrollment to begin with um was because it was a money maker based on the old formula. So, we made um between the number of students coming in versus the number of students going out, we netted probably about a million dollars um in in revenue because it was outside of the formula [clears throat] because as they did it, it was you got funded for

093your resident students and then outside of that they did all this other stuff. If you had open road, community school, all of that kind of stuff. Um so what would happen is so for us like let's We we were getting funded $2,500 per resident student. Well, we were getting the tuition rate of $6,020 for open enrolled students. Now, the same was happening for open enrolled students out. We were paying 6,20 even though we weren't getting funded that much, but in the end, we netted probably about a million dollars in revenue. when they changed the funding formula, they kind of stopped all this like, okay, this is this, but then there's all these other changes. So now you just get you just get funded for those students that are um you're educating, not whether they're resident

094or not. It's um whether they're educating. So when they, you know, move that over, they kind of set those guarantees with all those other, you know, the old formula like, hey, we didn't lose like a million dollars at that time. they kind of work that in and that's where we're at now with with the guarantee. Um, however, um, now that we're doing that, so let let's let let me say it. Let's start here. Um, so we get funded, you know, whatever it was around 20 a little under 2500 per resident student um, according to the formula and then by, you know, four years from now, it's going to be down to like 800 per the formula. So the formula says, you know, the cost to educate a student is like 8200 something like that right

095now. However, that's not what we actually spend on students. So, while it says that and it says you're ch, you know, it's 8,000, your property tax is chipping in, you know, less than 2500, that's what the taxpayers are chipping in. Um that um that you know, and it's state funed. Us being on the guarantee convolutes it a little bit because when you do that calculation, it doesn't equal to the maximum we're guaranteed. So then there's a big supplement to do that. So that's in there. Um so on that end there's obviously more than just property tax, let's say on the revenue side. It's it's not a lot. Um but we do have other revenue sources that come up with it. Um so per the report card last year, um it's we we about 13,356 per

096student. Um, now again that's that's the average. So you know that you know given >> what number do they use before they put the divider of students in >> for the report card? >> Yeah. What's the numerator before the denominator of total students? >> It's the total expenses for the district. >> Okay. >> So that includes your salary, her salary, everybody's >> correct. Correct. It's the total expenses. Yeah. Um and then it'll tell you like what um you know portion of that is instructional based. It's and we're I think ours is if I remember correctly we're pretty high up there for uh how much of it is instructional. Um so um so obviously on average but you know we mentioned we have x number of special education students they obviously cost more some of them

097are in facilities [clears throat] which cost us upwards of 100,000 again those are ones we get reimbured for right now that's kind of the other one um so as is mentioned in here you know that cost student includes those overhead costs like we're not getting rid of utilities necessarily in that building because we don't have five students there. We're not getting rid of, you know, those kinds of things that we're paying operationally and those kinds of things. Um, so if you just take that amount times those 279, which is probably a little uh on the conservative side, it it costs about 3.7 million to educate those kids. Um, >> isn't that on the liberal side to say it's 13,000? Doesn't it play that number? >> Well, if I'm I'm not saying I'm talking about it

098cost us that with the utilities >> with your salary and her salary and Kenneth's salary and how this I mean that's an inflated number, not an conservative number. Not necessarily because uh the different it depends on it depends on your the population of those 279 students. So like I said, [clears throat and cough] we have many that are we're paying hundreds of thousands for perhaps. Um and so we have some that we're paying probably a little less. Yeah. And then if you take out I'm I'm when I'm saying that I'm not taking out necessarily those utilities. Yes. But those overall um That's what I wanted to look at here real quick is just the um >> all of our transportation costs are included in that 13356 and none of these kids get transported by >>

099well but we do pay for them if if we don't offer them anything we do have to pay for that to those parents or or we do have to bus if um it's you know reasonable >> if it's an IEP correct is that what you're saying >> if no because if we offer like so if that yes that's >> yeah only if it's an IEP Um, they just say operational costs in the report card. I looked it says like there's like different sections and it says instructional operational like how they arrive at their 13,000. Um, in fact, I think I wrote it down. Utilities up here. >> It's Yeah, it says um instructional costs, salaries for teachers, people support, counseling, health services, and building operations. That's what the report comes. So, as it currently stands

100with that estimated 13,356, um, and we know it varies per student situation, all of that. How much are we getting reimbursed per student right now? >> We're not really getting not reimbured anything. So, it's a little under 25. Like, it's hard to say because of the guarantee being in there. And so, that guarantee just fluctuates based on the calculation minus what we're guaranteed to get. So, it does fluctuate at time to time depending on the status of those students changing where we're getting funded, whether it's, you know, restricted, unrestricted, those kinds of things. So, that guarantee um changes as you see through the forecast. increases actually because as we have uh a little bit less students, we have less restricted um funds because that state share index you know is multiplied against that and as

101that goes down as you saw in the forecast so does that. So the restricted so then it moves to unrestricted at times and it may fluctuate then that guarantee. So, by the formula design, and this is where it gets it it gets complicated because it's it really the state funding part doesn't necessarily really matter. It really matters what we're spending. >> Um because because they're saying it only costs us 8,200 and they're saying they're going to give us 2500, but we're not just spending 8,200. we're spending 13,000 XYZ, you know, and um so that's already $5,000 more than what they say it costs to educate a student, but there's numerous things in there um that are that are factored in. Um so right now it's 25, but if you remember when we get to the

102end, we're down to the bare what the minimum is that they have to give us, which is 10%. it's under $1,000 a kid, but it'll as long as the guarantee is still in place. And again, those are state budgets to come. Um, that's not going to actually be we're going to get some made up and guaranteed, you know, we're going to get that difference made up and guarantee if things stay the way they are now. Um, so it won't just be 800 per kid. They'll take that calculation and then they'll say, "Okay, but you should get this much, so what's the difference?" and that's their guarantee amount to make us whole. Um, so so that fluctuates. So like right now our guarantee amount is about over four million. So there there is there is that

103um of the four over four million and it keeps growing and it's going to keep growing based on the way that the state has made the budget and not updated the input side for cost benefit you know salaries benefits but has updated the valuation. It looks more like communities have more wherewithal to have property taxes to cover all of that and that's kind of by design. [clears throat] Um but um what we're looking at is the actual cost. Now there are some things that we will you know not receive as far as revenue um as we were talking about before for that excess cost. Now we probably get about a million in excess cost. However, not all of that is open enrollment. We do have courtplace kids. Um, I would probably say at least 15

104to 20 of the uh of the people that I u bill for are court placed. Whether it's with a a family member that are special education that I still back for. So we wouldn't lose the entire million dollars. We would, you know, lose maybe uh 750 or depending on, you know, which students are which. We I'd have to look into that. And again, it changes from year to year just depending on who those students are and what kind of services um they require. Um we there's potential for Medicaid reimbursements, however, because that's kind of an unknown quantity right now. I can't necessarily say and yes, we're we would be losing it, but we don't really know what that's going to look like yet. So, it's hard for me to quantify exactly what that would be

105because we haven't even gone through like the full cycle where they true us up since last year was that first year. We get interim payments. Then we do a bunch of reporting and then they say, "Okay, it actually calculated out to be this. We still owe you this amount of money." I'm conservatively estimating that right now, but we really don't know um what that's going to be in the future. Um, so it's hard to say whether forecastwise you would necessarily see a loss because I I don't know exactly what it's going to be when we, you know, do that um those true up reports and things. Um, now the thing is is that on the flip side, if these students are not here, we're not going to lose any money. Now we would lose. So

106technically in the formula there is like a once you go past the 10% you know that and we've talked about that before if you if there's less than 10% of um your open enrolled students from last year then they they um give you a you know a reduction. However, there's two guarantees in the formula. One of them being a transition a transitional aid guarantee. So to kind of get you like if based on enrollment. So if your enrollment drops like that. So for instance this year it's like se it's like under $75,000 is what's considered lost from being over that threshold of 40 kids. Um so it's not those kids times the you know whatever it is the 8,000 or the 13,000 or anything like that. Um it's actually because of that transitional aid guarantee

107it it it becomes pretty insignificant overall um in that but that is that would be another uh slight reduction but it's a onetime thing. So it's a one time in one year and then you go you go back to your regular guarantee amount the next year. So it's kind of like a one-time penalty that they assess you. How many students do we have that that are resident K12 in our district that choose to get educated elsewhere? >> Like open enrollment out or just >> all I can tell you. >> I can tell you open enrollment. I know open enrollment because I have it right here in front of me. So open enrollment. um in the report card. I'm just trying to find where it's on. >> I will tell you that um it does break

108it down that 13,000 we're talking about. We spend about 9600 on classroom instruction directly of that 13,000. Um and then the rest is considered non-classroom which would be more of your overhead. So to summarize, it's very hard to quantify the exact amount that we're spending per student because of >> all of the different or how much we're getting I should say for the >> because if you look at it in a sense you know I'm saying I'm getting even though there's a portion again that are court place I'm getting a million in those costs but you know We're also that what they're also taking out where we're kind of losing money in a sense there right now is they're saying we've already given you tuition for that kid. Well really when a new kid comes

109we're not getting anything more. It's just reducing our amount of the guarantee. So if like a new student comes or a new student is identified as special education, they're saying, well, you already got counted for them as your, you know, regular tuition and then the excess cost is what's above and beyond that tuition. >> So the majority of the savings that you're estimating is from staffing itself >> because it's very hard to quantify the other amounts. >> Yeah. >> Versus what? we're spending versus what we're receiving. >> Correct. So, if you looked at just the instructional um cost here, let's say the 95 95 97, >> it's about a little under 2.7 million um based on this on classroom instruction um for each of those kids, but we know that there's there's some more based

110on, >> you know, our special ed students and different things like that. Um so, I have this information. So, Mr. Gomez, it's um students enrolled in other public districts through open enrollment is 379. And then it says this is district and STEM school. Students enrolled in another public district by means other than an open enrollment is 67. So that was 446 students. And then community schools, so they count online as a community school has 106 students. And then sitebased community schools 71. And then they also put this dropout prevention recovery which could be online or site that's 61 students but then they also look at then the non-publiclix and this is where the we talk about the vouchers we have um 13 in ed choice scholarship but then we have another 609 in ed choice

111expansion program so that's 622 and then um we have autism and John Peters scholarships for our special needs students is another 88. So I mean we're over a thousand students easily with if you c if you factor in you know the special education and >> so in a world where vouchers could get ruled unconstitutional we'd have 609 students coming back to us and we're saying we can't afford to educate 279 students then I have real concerns about all of this because we're saying we're saying we can't afford these 27 79 students and our funding wouldn't expand if we got those 609. Really? >> It well it all depends because if it's ruled uncon unconstitutional they would have to do there would be a lot of steps of where's that right now they're pouring all they're

112pouring over a billion dollars into it. They're not like that would have to go. >> Oh, they would be upset. They wouldn't go they wouldn't because they'd be mad. But >> but then we'd have 609 students. we'd probably still be on the guarantee with those 609 because of how many students we lost and these 279 that we can't afford. We're only talking about them because of where they live. And so then how would we afford those students? You get what I'm saying? Where I'm going with this? So, we're just talking about students that are unaffordable, but those students would be unaffordable, too. I don't think I would necessarily say they're unaffordable, but I'm what I would say is that obviously given our financial saving or our situation that we could realize a savings in this

113area. >> But in August, the board voted to adopt our statement of facts which said if the levy failed, we would need to accelerate the timeline of implementing a combination of the following options. reducing or eliminating open enrollment to the district, selling any current or future idol buildings or sites owned by the district, reduction of district staff through attrition. But the levy passed by 62%. So then why are we accelerating the timeline of implementing reducing or limiting open enrollment to the district? >> I don't necessar I mean we're having a discussion right now. So, I don't necessarily [clears throat] think we're accelerating it, but we are discussing it given, you know, as Dr. Salico said, that's what we put in our financial plan to the state. Um, as part of it, that these are some

114options. Um, just as if, you know, we don't have sale of the buildings necessarily yet, but we're we are, you know, we do have those kinds of projections in the forecast and um are trying to to make that happen as well sooner rather than later. because of the fact that we've had other issues as far as insurance and things that um have happened. Now, again, I'm not saying it's unaffordable, but given the fact that we are ending under $500,000 estimated right now and then $200,000 in a few years and talking about potentially no matter what having to put on a new money levy, um I think it's a little more that if there is um a method that doesn't necessarily involve asking the taxpayers for as much that we should explore that. And I think

115we're talking about potentially, you know, next calendar year having to do that with a new money um levy in order to make sure that we stay solvent. >> I think how you phrase it to me Christie was that or Mr. is that um we would be able to stretch the dollars longer. >> Yeah. That's essentially >> we can go longer. >> Yes, we would we would be able to get away with per perhaps a lower mill or be able to push it out uh potentially, you know, to another year or two. Um but it would all it depends on again depends on on the staff like what that time is that it would be pushed out depends on a lot of things. um not just this um but I think it could potentially be you

116know extended a little longer than what we're anticipating right now for sure um or reduce what we believe that millage is going to be needed you know to to stay solvent to stay you know cost >> well what I didn't see in the presentation is giving the board credit for the action we took in revising our policy last year which result in a reduction of 115 open enrollment students and using the same math used in the presentation a savings to the district of 1,535,940 and I think the board should be patted on the back for saving the district $1.5 million through the actions we took in policy. >> That's a major statement. >> It is. Yes. >> And without it, we would have been in a a big problem just going into this year. um

117in that in that area. Um but but we're still in unfortunately we're still in a you know bit of a financial situation. Um even with that which is which is where you know where we're at at the end of the day unfortunately and most of it through through no decisions that anybody here made but just things that are you know we don't get really a choice in >> with the redistricting of the boundary lines and the closure of an elementary will the open enrollment for K through five just naturally kind of follow suit that that would be very minimal [clears throat] due to capacity in our K through five buildings. >> It's helpful in present because um I forgot the number 13 or 40 um elementary students I don't have in front of me um

118I probably do um It's it would help it would definitely help you reduce the building sizes. Yes, it would. >> I think as you saw in those um boundary numbers, those were not including open enroll students. So, you saw what numbers they got to which some areas we were at capacity or close to in some of the buildings. >> And it's definitely under 100 because you only have kids going into third, fourth, and fifth grade here. >> Yeah. 85. That's for next year's numbers. >> And currently, I know um some boards, even boards closed to us, have I know that Stow did where they changed their policy for open enrollment to only districts that >> are adjacent to them. Um I'm don't want to assume but I'm assuming that the majority of our open enrollers

119are in because we touch Stow and Woodidge and Akran that the majority of our open enrollers are already from adjacent districts. >> Correct. Another thing [clears throat] that does a little bit >> that was another part of the discussion in the session that I went to was having those policies in place if that's something that if you're eliminating open enrollment deciding what kind of policy you're going to have for your staff. >> Do you have anything else to add? >> You mentioned the loss of the excess funds for special education and Medicaid would also Thank you for all of this. I do you have any questions here from >> I would like to go back to the test results. I don't think we really >> touched on that. >> The open enroll compared to the

120resident. >> Yeah. So that ranges from 7% was last year scores. Um we're going back two years. So ELA was 7% difference and 12% and so in the year 24 and 25 so there's a seven and 12% difference and then in math in 2425 there was a 13% and a 16% so there was two years of test scores there how does that affect our report card I guess is my question >> well I mean I'm pretty sure we would see some increases. I don't know like to what extent. I'd have to look at how many in each category, you know, because this is all students in every grade level 3 through 12. >> So, it' be we'd have to really tease that out a little bit. >> Mr. Schaefer, Mr. Harris, do you have any

121questions? >> I have none myself. >> I know we don't have the data, but I would be interested to what the difference in these tests would be now that the students that had the the chronic absenteeism are no longer in this cohort of testing to see if that affected the test scores as we know attending school helps you learn. >> Yeah, we would have to compare. [laughter] >> Yeah, it can be done. we'd have to isolate, you know, those students and we could do it this year, like, you know, um, look at them individually. And just to clarify something going back, I don't know if I said this clearly enough or not. The number of students, the reason we don't I the number by grade level was for next year's, I'm sorry, I bumped all

122the kids up the students up a year. I had asked Chris Shaw to do that. So this year there's no kindergarten. Next year when I'm looking at it was K and one. I was looking at next year's. So next year you wouldn't have any kindergarten or first grade. Sorry. >> So this year there's no kindergarten, >> right? >> Then next year for this 27 there's no one. Yeah. >> I don't want to put Mr. Elder on the spot, but um it with the estimated of hours and resources that have been spent How many hours would you estimate that you spend on open enrollment? And >> I know that may be hard to quantify, but >> yeah, [laughter] >> he does have that answer. Um for me just this summer I spent time on the phone

123doing research. came back after that. It's a significant amount of time and that's just a change >> in terms of the other pieces. collecting the application required for that application that goes into whether or not groups. So there's quite a bit. We also One of the challenges that we did have as a department was trying to quantify one individual case because there was so many variations of that. But I would say quite honestly >> Thank you. And at the end of the day, that results in a student being educated, which is our goal because I feel like we're missing the point that these are students in our district. And once they're in our district, they're just a black tiger. They're not somebody that doesn't live here. And I feel like I feel some sort of

124way because I think we spend a lot of time tonight othering these families. And these are families. There are a lot of families that have been in our district for a very long time that have done a lot to contribute to our district and I feel some kind of way about how they were otherred me that was one of the things that discussing this great deal. So when given the task to even try to look at the things that go into enrolling student [snorts] based on open resol and try to make this more about is there a possibility that what is happening could provide us with an opportunity at some resicular situation that it's to my staff having more time to do something else. We couldn't even quantify that. So, we were trying to be

125realistic when we had our conversations about, you know, the makeup of the activities that went into that in terms of trying to quantify some level. I appreciate that and I know your intentions, Mr. Elder, but if a open enroll parent listens to this night, they were told, "You don't bring your kid to school. Your kid is worse when they're at school. Your kid doesn't learn like those other kids do, and our district can't afford your kid." That's what they're going to hear. And I I'm very troubled by that. >> [clears throat and cough] >> I would say that the presentation is on open enrollment and with the different things that we need to look at and those you know there's statistics it doesn't mean all I have I have very close friends who have students

126enrolled in this district and I know that they you know are not people that would feel [clears throat] that way listening to it because it's statistics and you know we're not here to make decisions tonight. We're here to listen to a presentation and facts and all you know take it and have it percolate and if there's other information that we need to request from Dr. Celico we can do so. And uh just to be mindful of parents [clears throat] making choices, I believe other districts open up open enrollment in like January. Some are much far earlier than us. So in fairness to those families, if we were to make any changes, I would certainly want to communicate that to them. >> When can you remind us when our open enrollment dates? April >> April 15th

127through May end of May. >> That is that is a lot later than some other districts. >> Yeah, we are we've talked about moving it up because of that. >> Yeah. And to piggyback on what Mr. Alder said and I'll move off of this. Um we on numerous occasions I think felt um had a difficult time remaining neutral because we care about every student that is in this district. And so as a result it was very difficult. How many times did we preface something or say well this doesn't sound you know we're trying we try to sound far more empathetic than facts and figures because we care about all our students no matter where they come from but you know it's hard to remain factual and bring you know feeling into that. So we we

128certainly had many discussions about the conversation as a whole. if it came out factual, you know, it's that it isn't a factual presentation, but not to say that any one of our students are less important than any anyone whether they live here or not. So, >> can I ask a question also? Has there ever been a time that this district has not had open enrollment? >> It's been a while, but yes, at one time, but it has been a while. I know that was far I would say I don't even want to put a time frame on it but it's probably been a couple decades >> at least 20 some years I think I believe Dr. Holland opened it up to open enrollment our district. I believe that was the beginning, but that could have

129been back in 2000 or something. I'm not positive on those dates, but I believe around there. >> I just like to request if any changes are made to the administrative guidelines that support the policy on open enrollment that they be distributed to the board. Thank you. Thank you, Dr. [snorts] Brings us to item E, Treasurer CFO's business consent agenda. >> I'd like to recommend that the board of education approve all items listed in the treasur consent agenda. So moved. Second. Okay. Um just the minutes from last time and then our donations, a few um we've got some for the Black Tiger Family Center and um one class at So any questions or comments? Um were those knit items. >> Kathy does. She knits them. >> Miss Stler, please call the RO. >> Mr. Harris. >>

130Hi. >> Mrs. Schaefer. >> Hi. >> Miss White. >> Hi. >> Miss Coco. >> Hi. >> Mr. Gomez. >> Hi. >> Item F. Treasurer CFO's business. Mr. >> I'd like to board of education approve the October 2020 investment schedule. >> Second. Look at interest real quick. Um, so not quite as good as September, but um it was still decent. Obviously, we we have a little higher cash balances here. Um, those will start to dwindle back down probably more to the um July type um here as we as we get into November and December. Um the general fund um so we ended [snorts] um October with about 6.7 um again you can see um we don't receive a lot of as much revenue there um as we do in you know September and August um and

131even July um and the same kind of holds true for the next few months. So nothing out of the ordinary. Um here um two other ones I want to point out is just one and the athletics I just wanted to point out that we've talked about this for a couple months um but now they are back with like a $40,000 balance. So October >> saw a lot of those uh our home games our home games at the new stadium um with a bigger turnout. Um, so they they actually had revenue of uh over 56,000 in um October, which is uh much more than it's been in any [snorts] years past there. So that is definitely good. Um, so they they are back where uh we thought they would be. Um, and then just the food

132service and >> we're going to ride that 40,000 kind of for the rest of the year. >> Well, they do still have basketball, but yes, they don't build them up. Um they do have basketball that will give them some revenue. Um and in the spring is where they really kind of got to >> the December 30th basketball game will probably make them quite a bit as well. The farewell to Tom Jones for >> and that will probably I probably won't see that. Well, depends. Maybe I'll see some of that before the timing on that whether it be in December or >> January. So um um but on the food service side as you know due to the government shutdown there were some delays um in our processing in in the processing of these payments our

133reimbursements. Um so we did receive one in October to kind of cover the earlier months um there but we are still waiting um for some others. So, you know, we're we're keeping an eye. I met with Chef Bill last week. Yes, I think it was last week. Um just kind of, you know, going over it, making sure, you know, there was nothing either one of us were kind of missing here. Um we'll see now that the uh government has reopened and we're back on track what we kind of look like here in the next um couple of months over. Um and see and see where we're at. As you can as you can see, um you know, December tends to bring a bigger month of uh rebates. Um sometimes those November ones are delayed because

134of the holidays and so we don't get them both until till December. So, we're we're keeping an eye on it. Um I don't anticipate them ending in the red or anything like that, but um it is it is something we're we're focused on um going forward. Any questions or comments? >> Mr. Qual. >> Mrs. Schaefer. >> Hi, >> Miss White. >> Hi, >> Miss Coco. >> Hi, >> Mr. Gomez. >> Hi, >> Mr. Harris. >> Hi. >> Us to item F. Treasurer CFOs. I'm sorry. We already did that. >> It was out of order probably when you switched it, but it >> comments. Yes, >> your comments. I was earlier today. >> Um I I don't have much. Um we had a I had a good conference over the last couple um days down in

135Columbus. Um got some ideas um on a few things uh for strategic plan that Patty still might join. We don't know. [laughter] um >> not that one, >> but um enjoyed that and and you know seeing my colleagues, which you know we don't we don't see each other that often. Maybe a couple times a year here or there. Um I will I will let I will not steal Mr. Harris's thunder, but there are a number of, you know, bills that have moved and and gone forward. Um and just that um I hope everyone has a a good Thanksgiving um and stays warm and freezing. Why is it [clears throat] >> okay? Sorry. [laughter] >> 10 million degrees. That's why >> so um that is that is all I have. >> Brings us to item G.

136Superintendent CEO's business consent agenda. Dr. S. >> Thank you. is recommended the board of education approves all items listed in the superintendent's consent agenda. >> There's not much. Looks like I haven't done any work in a week. Um, so we have a number of personnel items, some classified appointments there. Um, we have some volunteers, couple coach volunteers, we have leaves of absences, and then we do have one retirement. I thought maybe I'd get a suit and tie for this announcement, but I guess not. started already. >> So Joe Bugatti has given his uh his retirement. So >> we're thankful to Joe and all the 10 years I think you said, right? Is it 10 years here? >> Yeah. >> Well, I won't I won't say much more because I know Joe's an emotional guy and

137I don't want to put him on the spot, but we're thankful for for all that he does and happy to have him as a member of our team. We'll embarrass you more later when the time comes. >> And I may get you a cake that says the Godfather on it. [laughter] >> That's it. Thank you, Dr. Any questions or comments? >> Mr. Please call the RO. >> Miss White. Hi. >> MCO. Hi. >> Mr. Gomez. Hi. >> Mr. Harris. >> Hi. >> Mr. Sh. I brings us to item eight, superintendent CEO's business. Dr. >> Thank you. I'll be brief since we just met last week. I'll echo Mrs. Stocoy's remarks about the conference and Thanksgiving. So there there's that. Um I I really thoroughly I mentioned earlier thoroughly enjoyed the crucible. That was I was

138just enjoying every moment of it. It was very well done and really enjoyed it. Um we have our I guess we won't be here before the we won't meet again tomorrow. We will, but that'll be for a work session, but our ribbon cutting will be taking place by the time you know we meet. It'll be before our next meeting. So that's on December 6th, 11:00 as a reminder. >> Can't believe it's going to be December. >> And then I will just uh defer to others for this. So thank you. >> Brings us to item I, board business. Item one is the offer proposal for Thomas Court and Schneay learning center. It is recommended that the board of education approves the offer proposals to sell Thomas Court and Schneay learning center. So >> second >> discussion

139>> like to move to amend at the end of the sentence I'd like to add contingent upon the city's acceptance of the tennis court property at no cost. >> I'll second. Say that >> contingent upon the city's acceptance >> of the tennis court property at no cost. >> Yes. >> Okay. So, my reason for saying this is we know this has been >> the future of the tennis courts has been a long-standing thing and I think this is our last moment to really have a little bit of push with the city. Um, this is these are the two properties the city wants to buy. We need to assure that the city is going to take ownership of the tennis court properties and I think we need to make sure that we get all three done

140at once. >> Yeah, it's been Yeah, I'm very grateful they're going to purchase these two properties because we know we need the money, but they need to take the tennis court property that they had agreed to take as well. >> Yeah, >> I agree. >> Yeah, I think so, too. >> We need to take this off real estate agent sell list of property. >> Please, [laughter] please. Um yeah, and if I might just add um this is for people who are listening or wondering what's happening here. This is not um >> this isn't necessarily a contract. We haven't gone under contract yet. This is us the board accepting the proposal to the that the city has expressed interest in purchasing Chennai and that that lot. So once you give the okay provided that's the route

141you go and with that contingency, I'll let the city know. Um they would then draw the paperwork um in their department. I would agree and I think that that actually would ease parks and wreck mind too because they had expressed some concern >> about that tennis court property and with the sale of the rest of the property that we will be doing for the high school. >> They had concerns about that possibly somehow getting incorporated. So I think for the city that would also ease theirs side of things with the relationship as well if we included that. Perfect. >> So, I'm clear. I was just capturing the language. Um, so [snorts] I'm clear. This is that the city takes the tennis courts >> property at no cost, >> which was always the agreement. >> Verbal

142agreement. We're just trying to get it in writing. >> Okay. Thank you. Any further discussion? [clears throat] >> Mr. Would you call the role for the amendment? >> Miss Coco. >> I. >> Mr. Gomez. >> Hi. >> Mr. Harris. >> Hi. >> Mrs. Schaefer. >> Hi. >> Miss White. >> I. Any further discussion? >> Okay. Miss, please call the role. >> Mr. Gomez. >> Hi. >> Mr. Harris. Hi, >> Mr. Schaefer. >> Hi, >> M. White. >> I >> to item two, future agenda items. >> We have a pretty heavy December 10th. >> Yes, I can look that up. >> We have top tigers. >> Top tiger. the wellness. >> Yeah. >> Boundaries. >> Miss Coco. >> Yeah. Top. I have top tigers. You >> need to be on me. [laughter] >> We've got We're

143working on it. >> Okay. Can you just repeat? I want to see. Pop Tiger Wellness Boundaries >> and Miss Coco. It'll be her last meeting. >> Yep. They're here in the staff. [clears throat] >> Do you have questions? Does anyone have >> No, >> I got a >> committee reports. >> Yeah, I got a legislative one. >> We met a week ago, so I don't think we probably have a whole lot, but I know you do, Mr. Harris. >> Oh, yeah. Um, and Mr. Sto, I I don't If you have anything to add to this, please, please jump in. But, uh, House Bill 129, House Bill 309, House Bill 186, and House Bill 335, is that right? >> All were out of committee and possible vote, I believe, this week, right? Mhm. >> Yeah. This

144week. So, again, 129, um, basically future levies will fall entirely on local taxpayers without roll backs, raising costs for voters. That's the millillage floor calculation. Um, House Bill 309, the county budget commissions and property tax law. Again, uh, that would empower county budget commissions [clears throat] to override voter approved levies and local schoolboard fiscal decisions. House Bill 186, reduce certain school district property taxes. Um, does not adjust. And Miss Stoyquay, all this is most of this information is from that OASBO stuff you sent over. So I appreciate that. Does not adjust the funding formula to account for the revenue cap creating a double loss for districts loss in local revenue and a loss in uh less state aid there. And then House Bill >> is that one for us? We're not on the >> Yeah,

145it's not because we're not on the floor. Okay. >> Yeah. >> I mean, [clears throat] we don't love it because we love public education, >> right? But it won't directly affect us at this point in time. So, we'll take a look. >> And then, uh, 335, House Bill 335, uh, restricts, that's the limit inside millage revenue increase, uh, that restricts natural growth that typically helps extend levy cycles, likely resulting faster return for the ballot. >> This does impact us. >> Yes. Um, and then, um, I don't even know, again, I just wrote this down here. I'm not sure. I had to leave uh and I didn't get a chance to watch the rest of what they were uh doing in in their session. But House Bill 485 uh this uh would force Ohio students starting

146in the fifth grade to watch an anti-abortion uh uh video uh propaganda video uh created by um Live Action, which happens to be an extremist group. Um so uh there's that. Uh and then Mr. Gomez sent over said they're fasttracking Senate Bill 334, I'm sorry, Senate Bill 34, uh, which is the historical educational displays act, which requires what, four, uh, of, uh, some of our founding documents to be placed within history and social studies classrooms. >> Oh, all four. I thought it was one. >> I thought it was four. It has to be four of 12. Doc Magna Carta all the way to or, you know, >> uh, so um, but yeah, there's that as well. So, but yeah, just um it's kind of lame duck. They're gonna >> they're calling it mini lane duck.

147>> Mini lame duck. Tiny quack. Uh so, >> thank you, Mr. Harris. >> Yes. >> Well, brings us item four, comments. Mr. Gomez, you are up first this evening. >> Um I was able to make it to the Veterans Day event at Lincoln. Did I say that last week? >> Yes, but you can speak about it. >> That's fine. Um, I made it to all city choir which was wonderful. Um, I already I had one complaint but I already talked to Dr. Sal about that. I made it to the first half of the fall play. I couldn't stay for the whole thing but it was really impressive and um, Miss Maha chose the crucible because it's she it was the second play she did when she since she taught been teaching here. her second year

148as the teacher who does the play, which was actually when I was a student here. So, as I was sitting there, I was thinking of all the people I knew when I was in high school and what roles they were doing. So, it's kind of like, >> but I have to tell you, >> this cast was much better >> for real. Dr. Celica will verify they were really good. And then capital Conference was very good. And I brought back homework for people. I do have a video from weather Wednesday that I want Mr. Hutch to show. Um, but may do you want me to do it at the end of everyone's comments? >> No. I mean, okay. So, as you know, our students from Mr. Kelly's class at Lincoln were on weather Wednesday. They did

149four spots and this is the one that um Fox 8 um posted. So, I wanted to share that with you all. It's under four minutes. >> And we learned what to do in an earthquake. Of course, we also learned that we don't really get strong earthquakes here in Ohio, but we do get them. They're just really weak and a lot of times we can't feel them. But what we did want to do is we wanted to demonstrate how scientists measure the magnitude of earthquakes. And so what we have here is our very own seismograph. Now, of course, it's just going to simulate how scientists would measure the vibration of the Earth to show the magnitude, but these are all had at home and you guys can make your very own size and graph at home

150size and graph at home too. So what we're going to do is we took our big box. We also have a cup. We punched a hole in the bottom of the cup and we've also taken string and connected our seismograph to the top of our box. So now what we're going to do is we have a Sharpie marker somewhere around here. We're going to open it up and we're going to stick the Sharpie through the center of that cup. So, let's see. Squeeze that on through there. All right. And what you got to do is you got to weigh down your cup with some rocks. Anything that you have will work. If you've got rocks, some sand, something that just has some weight, magnets, really anything will do the trick. But I have some rocks

151laying around at home. So, what we will do now is we will put our rocks into our And the reason for that is we need to create some weight in the bottom of it, right? Okay. So, we got some rocks in there. Perfect. And we've also got our pen. So, it's already starting to make some marks. So, next what we're going to do is we need somewhere to feed our nice long Can you guys hold up our piece of paper? Show everybody what we made. We made these nice long sheets of paper. And so, what we're going to do with that is feed it through underneath of our pen. All right. So, let's go ahead and cut a hole in there or at least just a slit so we can feed through our paper. We'll

152do it on both sides. Let's see where those bigger scissors go that we had. >> Mr. Kelly right side as well. Thank you very much. And next, we're going to take that piece of paper. Would someone want to bring me that piece of paper over here? Thank you so much. All right. And I will take that end. You want to hold the other end over there? All right. Let's slide it into this little slit right there. See if you can fit it in there. Perfect. Oh, we'll make that hole just touch bigger. And then once we do this, we're going to shake the box and move the paper along just like a realism that scientists use would do. And what it will show us is or it should show us right is the more that

153the box shakes the more wiggly the lines will become on our seismograph. We slip it in there on each side. And now we're going to go ahead and pull it through. Right. So let's start it there. Pull it through. And it's pretty straight at first. But eventually if I shake the box, we start to get some movement on the paper. So let's go ahead and pull this up so you guys at home can see. So we started off with pretty straight line and eventually as the box started to shake or the earthquake started to happen, we started to get a wiggier line. So we're going to go around and we're all going to shake the box and see if we can get this earthquake to start moving and we're going to see how we can

154get our size. Sound good, guys? >> Great. >> All right. That's you guys. >> So, what a great opportunity for those kids in Mr. Kelly's plan. And on their first the first spot, and I didn't even have enough time to record it with my phone this one. Um, they all yell black tiger pride. So, that was really, >> you know, those kids are going to remember that. >> Oh, yeah. For sure. >> For all their career. So, >> that's cute. >> Thank you. >> It's a long segment. >> Yeah. Thank you for sharing that, too. >> That's great, >> Mr. Harris. Uh yeah. Um just another congratulations to our top tigers, our staff star and friend of education [snorts] awardes, our honorary uh diploma recipient. All great things this evening, Mr. Gomez. Again, congratulations. Um

155just uh yeah, capital conference was fantastic. Um I had fun down there. Uh it was actually nothing against OSBA. I I I don't mean this as a slight, but it was my favorite capital conference in terms of sessions. I think it was I got a lot from it. So I'm looking forward to I won't bug you guys just yet, Mr. Hutch. I I attended a few AI things and uh uh Dr. C, I have some ideas for business alliance council as well. So um I will get with you guys on that. I hope everyone has a happy and safe Thanksgiving. Um I just want to if you are able to help folks out this these just through the holiday season. It's been a very difficult time for a lot of folks just, you know, right

156here in our own community, in our own backyard, our neighbors. So, if you are able to do uh uh just give a little bit more um to our own uh uh family center, uh ju just do so. I I implore you to do that because there are a lot of people out there hurting right now. Uh and um we don't do this a lot and I don't think we ever have, but um it has been a marathon of schoolboard stuff um for all of us. We have just been busy, busy, busy, busy. So, I just want to say thank you to our families, especially my wife who's been dealing with a sick kid at home and um you know, having to put him down by herself and stuff. So, it has not been easy for

157our families. We've been very busy. We're doing the work and everything, but uh we do thank them for, you know, holding down the the home for us. So, thank you. >> Thank you, Mr. [snorts] >> Mr. Schaefer. >> Uh it has kind of been a marathon, hasn't it? It's been pretty early recently. Um the capital conference really uh really was great. I attended uh a few really good sessions. Um we had one of the the big session at the end with uh was it Leila Eileene Ali? >> I I was excited to hear her speak and meet her. I was not expecting to be as inspired by her as I was. Uh she I was very much inspired by we got to meet her at the end and um I'm just got to tell her

158how inspirational she was. So a very physically strong woman and mentally strong woman and an inspiration and I it was a great way to end end the conference. So, I had a great time and I saved a lot of PowerPoint presentations that I might be sharing with you all in the next two weeks. So, >> thank you so >> just congratulations to everyone and happy Thanksgiving >> and I don't have a lot um you know like everyone said the capital conference was great and Mr. curious. I agree. These sessions were, you know, I got a lot out of these sessions and I'm like, of course, not that I didn't out of the other ones, but I'm like, it's my last capital conference and here we go with all these great sessions. I got so much.

159But Mr. Hutch, the one was O a [laughter] great one. >> Yes. [clears throat] I thought you would appreciate [laughter] that. >> It's your last for now. You're taking It's my last break. >> It's I'm taking a break. It's my last for now. track. So, taking a break, >> Carrie and I keep telling her you're taking a break. >> Just just a break. >> It was very informative and um a lot of great things to bring back. [clears throat] And you know, I I I appreciate the fact that all of us, it seems sometimes Mr. Harris and I end up crossing passing sessions just because we do, but it it's rare that we're end up in the same ones. And I think that speaks to the strength that this board has had that even our

160passions and our interests within the district and what we do are all a little bit different and we bring a little bit something different to the table and that always seems to showcase itself when we go to things where we get to choose what we're attending and what we're listening to. So um Mr. Schaefer please share and everyone else sessions if there's things please share with the rest of the board because It just seems like that's what we always do. So, >> and we brought our newly elected member and I think we only this much. [laughter] >> Um, but I hope everyone has a happy and safe Thanksgiving and um well, we will see each other again before Thanksgiving tomorrow as well. But, >> um, that is all and then we're on to item J,

161executive session. Pursuant to Ohio Revised Code section 121.22 22 G1. It is hereby moved that the board adjourn to executive session to consider the discipline of a public employee or official. >> A second. >> Mr. Please call the role. >> Mr. Gomez. >> Hi. >> Mr. Harris. >> Hi. >> Mr. Cher. >> Hi. >> M. White. >> Hi. >> Miss. >> I. Entering into executive session.