001Good evening. It's 5:30 p.m. on Wednesday, October 8th. I'll call to order this regular meeting for Kal City School District Board of Education. Miss Doy, you please call the role. >> Mr. Gomez >> here. >> Mr. Harris here. >> Here. >> Miss Coco is under the weather, but she's listening in via Zoom. Item B is approved the agenda. It's recommended the board of education approves the agenda the October 8th, 2025 board of education meeting. Action by the board of education adoption of consent agenda means that all items are adopted by one singular motion. Plus a member of the board of education, treasur, superintendent requests that any such item be removed from the consent agenda and vote upon separately. >> Any discussion? >> Thank you. >> Anything further? >> Please call the role. >> Mr. Thomas.
002>> Hi. >> Mr. Harris. >> Hi. >> Mr. Schaer. >> Hi. >> Thank you. MC's opening ceremony number one'sformational items. This meeting is a meeting of K Falls Board of Education in public for the purpose of connecting the school district's business that is not 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 to the treasur following the introduction by board president followed by board discussion. The individual will be recognized. If an individual wishes to address support regarding a topic not found on the meeting agenda, they must notify the superintendent and or president of the topic no later than three business days in advance of the
003meeting. These individuals may share their comments during the board business portion of the agenda. In both cases, individual comments by announcement of their name and address and comments three minutes. All statements should be directed to the board president. person members individually. Can be found on your electronic device and the address shown on the screen and for your convenience for copies of the board agenda may be found in the table by the science book. The next policy committee meeting is October 15th, 2025 at 4:30 p.m. in the board of education offices, 405 Town Road. And the nextly scheduled meeting of the Ker board of education is October 22nd, 2025 at 5:30 p.m. library. Now for our pledge of allegiance and welcome Mrs. >> She allegiance to the flag of the United States of America to the
004republic for it stands one nation indivisible with liberty and justice for all. Our vision called the fall city school district the hub of our community committed to a culture of caring. We innovate we create. We personalize education for all. Our mission every student every day every opportunity. >> Thank you. I hear presentations. We have two tonight. For the first I'll turn it over to Dr. >> Thank you. Um my computer is frozen as well. Something is going on but I think I know what my item is. First is to recognize uh two of our board members uh last was that last week um Mr. Harris and I I attended with Mr. Schaefer um for recognition excuse me um in order to recognize I know Mr. Gomez was unable to be there that evening but it
005was to uh recognize Mr. Gomez and Mr. for um the star program that is uh that is through the Ohio School Board Association which is uh in which you are all members and that we that's what we go to our annual conference uh every year and we uh join in with other superintendents and school boards but they have a an awards program um in which the board members can get different um recognition related to the I guess it's an acronym as well as a word star service, training, aptitude, and recognition. And from my understanding, Mr. Gomez has received all four of those, service, training, aptitude, and recognition. And Mr. Schaefer has the T and the A, training, and aptitude, working towards the others. Right. So, um, and is the end goal to be a master
006board member? Is that the goal then? Right. And so, have you now mastered that, Mr. Gomez? Congratulations to you. And, um, and keep at it, Miss Schaefer. So, congratulations. above and beyond. Congrats. Congratulations [Applause] going above and beyond what is required. Good work. And presentation number two is our report card overview. U Mrs. Councilman and Mrs. Duds. Thank you, Vice President Gomez, board members, Dr. Celico, Mrs. Stocoy, and also President Koko for listening in and being part of this in the community. We appreciate this opportunity to be with you tonight. Uh, first of all, I want to thank Miss Dudon. she did uh the lion share of the slides tonight and so I appreciate her help and support. Um so we will get started. I know it was right there before. >> Are we signing
007back in? >> Well, we'll go ahead and get started. You have your paper in front of you. Okay. So the first slide is about report cards. This is a quote that you see every year because we think um that it's just a nice reminder that the report card is one indicator of how uh we perform as a district and and you as a board do an amazing job every time that you're here to tell all the wonderful news about our students and our staff and the many events that you attend. So we appreciate your communication around that. The uh next slide is about our strategic plan academic goals. Oh, okay. I'm sorry. So, these are our new strategic plan goals. Uh, so we'll be meeting in November. We've invited started our committee invitations. And so,
008we'll be having people join us and give us feedback and um, you know, just be our council on that as we move forward over the next few years. So, Just keep going. This next one is the new calculation. This calculation changed because of the college, career, workforce, and military readiness component. So you'll see that achievement and the progress component actually decreased a little bit in its percentage because of that component now is counting. Okay, so that just gives you a review of that. And then the next one is the overall view. And you'll notice um on the publish one there was a watermark. We applied for a watermark because of the college career workforce and milit military readiness component. Um the data that was submitted did not accurately reflect um the actual data as well
009as our actual performance. And so I'll talk a little bit later in the presentation about uh more about that and kind of steps moving forward, but I just wanted you to be aware of that. And so overall it's a three, which is the same rating as last year. A little bit of change in gap closing uh went down in graduation, which I'll we'll also talk about that a little bit. And then that college and career workforce factored in this year. >> Pardon me. So, it's uh on the on the website. It's not showing here. >> It's like an asterisk. So, the watermark is um kind of letting the community know that, but it's not. I apologize. It's not reflecting here. It's on the website. >> We We thought it was odd to water. >> That's
010what they call it. >> It's not what you think. Yeah. >> I was They're using the word. >> Okay. And then the next slide is kind of the overview of um how you're rated. So it kind of gives you those numerical um correspondence to the stars. And then you'll see the overall rating for our schools. What you'll basically see is that some of our schools went up a half a star, some went down a half a star. Um, Richardson improved. Dwit uh stayed the same. So, those are our two highest performing schools. The high school has some pretty nice improvement. Unfortunately, we think they would have had a little bit more so, but you know that we'll talk a little bit later about that. Um so I would say it was more of a steady
011in some ways but you'll also see there is growth in value added or performance index and we'll kind of talk about we're seeing improvement not quite equating yet on the rating score. So we'll talk about that a little bit. So that's your overview. the student snapshot. We talked about this last year just to kind of say um you know our overall enrollment which stayed fairly steady with last year the chronic absenteeism went down uh went down which was a positive and then our graduation rate I'll talk in detail about that later uh that that was the fouryear the fiveyear was a 90 I believe.2 two. And then you also see kind of the demographic makeup of our students here. >> When we get our report card next year, will we get one rating for the
012middle school? >> Yes, >> we will this year. Yes, for next year. >> Y >> Thank you. >> You're welcome. And then the next part which we also looked at last year is how many students are enrolled in the district and then open enrollment outside the district and community school enrollment sitebased community school and then dropout prevention. These numbers are fairly comparable to last year. Uh on the next slide you'll see though this ed choice expansion program is 609. Last year was 537. So we did go up about 70 students from last year due and it was a pretty big expansion this past year into ed choice and of course um that will continue to expand at this point from what I understand. The rest have been fairly steady. And then if we go on
013to our spending data. So Miss Stocoy, just for you, um we're about the same as last year, which again this is very positive because what we're saying is we use our money um very wisely. We use it focuses on instruction. um we do better than the state average and you know how we're um supporting that. And then I think our teachers also tells a great story. So shout out to um Miss Bogden and our uh principles because we have um almost all our teachers have a bachelor's degree. over 50% have a master's degree. Uh we have a a more veteran staff, which is also beneficial in many ways, though we love the new ideas of our young teachers coming in. Um and so we're doing a really good job when it comes to um that
014highly qualified link between our teachers and the courses that they teach. Is that you? Okay. So one of the factors that we've been following um over the past years since it was instituted is the chronic absenteeism and our chronic absenteeism was 24.3 this year. This is down 6% over the last two years. So if you go to the next slide, you will see that we are going in the right direction. So your investment in our attendance liaison, all the work of Mrs. Merkel's team and our special education team as we're trying to make sure everybody's there and the principles and the secretary like everybody who's making phone calls and sending email messages and parent squares the hey I miss seeing you today is making a difference. So we were really excited to see that we're
015down. Um and the the blue line in case you can't tell the top line is the blue line. So that's ours and then we are um just slightly above the state. um we were for 232 24 and for some reason they didn't show the state one for 2425. I'm not sure but we feel like we're in a good place. The next slide is showing some of the things that we're doing. So you have seen probably well I know you have because you get the parent squares like I do. Um all of the stay in the game things and um we have uh Miss Miller who has been really active. She goes to every school and spends part of her time in each school. Last year we gave 41 tickets to Browns games for students and
016families and what they did is they chose students from those who missed less than 10% of school last year. Uh they were pulling the House Bill 410 reports monthly and sharing those out. There have been some changes with um how that's being done and House Bill 410 is kind of moving away with similar legislation. So we're still following, we're still doing reports. We're actually doing them more often. Um, we had Miss Miller, uh, Mrs. Maisie from the high school, Miss Tucker from the Bullet campus of the middle school. They went to some attendance, uh, professional learning communities at the ESC northeast Ohio to learn what other districts throughout Kaga and Summit County were doing so they could maybe bring some of the strategies back here. And then, uh, Miss Miller held student and staff meetings
017at the middle school and high school especially, um, to help check on attendance and try to identify necessary supports. and that's where our counselors and our school social workers and again pulling in the principles and teachers as necessary. Uh she also met monthly with Mrs. Maisy specifically about the high school because that's our area of biggest concern with attendance right now. Specifically, they focused on freshman concerns because if we can get students here and involved as freshmen, we know that they can learn and it will continue a good trajectory. Um she also met with uh with students at the middle school um and the high school and then just again giving staff support going to attendance meetings things like that where she had those tough conversations um it's frustrating as a classroom teacher when you
018know little Julie isn't coming all the time but when you hear why she's not coming and talk about ways you can support that then that helps everyone feel in the know instead of oh I didn't realize that was happening or that sort of thing. I have two things on. Sure. >> One, I think >> the fact that we're celebrating multi-%age decreases shows that our strategic goal of 1% a year is not strong enough. Because if we're saying it dropped 3% and then 1% and now 2.5% saying that we only want to decrease by 1% a year, it's not first. I'm saying it's not a strong enough goal. Um, and also my question is, do we have any positive incentives for students that improve their attendance? So perhaps like a student was chronically absent last year
019and then they're not this year. Are we doing any incentive programs for those students that were seeing improvement on their attendance to try to incentivize improved attendance? >> Mr. Elder, are you able to answer that? So um one of the things that we did last year is we installed our data days for SEAL and so looking at that PBIS plus the plus is including all the things that encompasses what a student needs to be able to come to school. So those teams in each building those care teams are looking at those students and they are working with them specifically on making those improvements. Um I know for sure the middle schools what they did they kind of had like competitions monthly competitions. Um the elementary schools were you know celebrating you know in different ways
020as well. Um I think where we probably need to work on you know providing more incentives for improvement is probably at you know the higher secondary area but for the most part every school has something that they're doing to recognize when students are progressing. Yeah, I know. Like at a lot of the elementary schools, they do like classwide competitions and stuff like that, but that's not necessarily incentivizing like the specific students that are having the attendance issues. >> So, you could try to do something focused on like last year you were >> habitually or chronically and then this year your attendance significantly improved and something specifically to help that student realize and recognize. >> So, that's one of the I was gonna going to say that so two things in my observations just recently being
021in the schools. Um one I did hear some awards being like a a raffle that was being given out at an elementary school. But at the secondary level I wouldn't sell a short on the impact of paying attention to a particular student. And what I mean by that is Mrs. for example, our social worker, is working so intensely with certain students that she'll come to me and say, "So and so hasn't been in school for three weeks and I got him here. I went to his house. He's here." Like, and just that personal touch, I think, is a reward, you know, in and of itself that that individual attention. I understand the point of like what we can do above and beyond that, but we are doing those personal connections which are making a difference
022to get students here by just going to their homes, reaching out to them, staying in contact. There are many success stories that Miss Miller will she's across my the way on the hallway will come in and want to tell me like this child came to me we haven't seen one we haven't seen in like years and we got back to school and so those kinds of things I think that personal touch really >> and I will say that that was a sense to what I was going to say as well like the champion identifying who's going to take the lead and be the champion for those individuals and sometimes that that connection that they're having with the staff member or the person at the school you know they can provide that you know, incentive, you
023know, based, you know, love, if you will. >> I will highly agree with that. That's one of the things we sure is. Do they have fun at all? So, with that, >> we also we do have a local business. I'm not sure if I'm allowed to say anything or not, but we do have a local business that's offering um some incentives. They went out to all of the buildings and it's think think of the old Pizza Hut rewards. Um so, there's one specifically for reading. If a student fills out three books, then they can get that. And I'm not sure if the principles have handed those out yet. But there's also one that the um students can get free uh parts of a meal just for whatever the principal decides is appropriate. So it could
024be, hey, Julie, you know, I I saw you all five days last week. That's awesome. Here you go. It's not tied It could be tied to grades or improvement, but it can also be tied to attendance. So, I um I have not checked with the principles, but I can I can check in on that and see if they're using those. >> And and Miss Miller's also, you know, gotten solicited some of those donations as well of like, you know, meal tickets and things like that that she's presented to the schools and they've used those for individuals who are improving. >> Yeah. Yeah. The stay in the game is big. >> And we have a closet. I mean, when I say a closet full of merchandise for for the stay in the game, it like we
025have it pretty well organized by size and and you know, they send they send boxes of things, you know, for us being in that partnership. So, we we are using that quite a bit. >> Okay. Um, so this next slide is just talking about the things that we're doing. As Mr. Gomez just mentioned, we are continuing to administer the panorama. The is actually coming up here not next week because it's the end of the quarter and we know everyone's stressed. So, um that at the week after that again we have our social workers who are just working as hard as they can u like everyone else but they're but they're that is their job is helping support. And then this year, you may have seen if you've been in a high school where um they
026piloted last year and we're trying to use full scale this year the scanners where students scan in and out and there are some um issues that we're finding that we're working. We just met about them last week like how can we overcome this? The nice thing is the scanners integrate with Dazzle. Uh we did find a glitch where if a student was marked absent in the first period class and then they scan in late, the secretary has to actually go in and overwrite that. So we're still working on how we can fix that. But and then we also have again the rethink ed curriculum which is something that the board has um approved for us as an investment over the last few years where we're using those in classrooms with counselors sometimes with teachers providing
027those lessons that Mr. Elder was just mentioning because we know students who feel are more likely to come to school. So, >> does the fact that we have 60 almost 64% economic disadvantaged students in our district, which that's a lot. >> Does that play a part of the absenteeism? >> It can. I mean, I know just myself, even when I was still in the classroom, my husband and I just had this conversation this weekend. If you have a parent who's working three jobs and or two jobs and or they're working the night shift, they don't sometimes, you know, mistakes And so if if a child oversleeps and mom or dad just got home after working a 12 or 14 hour shift. So there are you will see similar to report card scores and achievement but
028you will see a correlation between absenteeism and students or excuse me districts that have a higher poverty rate. >> Before we move off the topic of absentee I just I want to um just add one one note here. Um there were a couple articles that came out this week and today particularly on chronic absenteeism.com was one of them and they showed that um the state average is one in four so about 25% state average of chronic absenteeism which is missing 10% or more of the school year and interestingly charter schools were one in three% 33 34% of charter schools um are having chronic absentism. I'd like to point that out that that is about 8% more than the state average and we're also closing in on the state average. >> I think also when you
029said about economically disadvantaged Miss White when you do um trainings on poverty like the training which I like to talk about a lot because I think it's really enlightening. They talk about um people in poverty which I know multiples of us on the board experience a um you focus on immediate needs. >> So if your your tire gets flat, >> that keeps you from getting your kid to school and that's also going to keep you from getting to work and then maybe you're going to get fired from your job. So that becomes your only thing. Getting your kid to school is not a priority then. And then also often times education is seen as aspirational >> as opposed to a necessity. And that's not a judgement on anyone. It's just because you're focused on immediate
030needs. You're focused on how am I going to get to work today? How am I going to put food on the table tonight? >> And all those different things. So, um, education can be just aspirational. >> And along those same day provider isn't for electricity, you know, any of those things and they have to, you know, you have to go to work, you don't get all >> It's just amazing to me that it's that high. 64%. >> Wow. 14%. >> It's It's higher than what that's like almost two. That's That's a lot. Um so let's focus a little bit on achievement. We had three stars. Um so when you look at our performance index trend, you'll see that we are um on the next slide. We are trending up. You'll see it's kind of slow
031and steady. It's not a big disruptive change. Um but we are seeing those improvements. And so Dr. silicone. I have talked about this. Uh boy, we'd love to see like a 5% or 10% jump, but we also know that um things that are sometimes a little bit more of a steadier increase sustain in the culture, right? And that means it will kind of root a little bit better. Um but we're we're pretty helpful about some of the things we're doing and I'll share that with you here coming up. And then the next couple sections are the performance index by student group. And you'll see that uh quite a few of our subgroups met their goal uh when it comes to their performance index except a few did not. Um so those are there for your
032review. So that's ELA achievement. Math we have uh that's a little higher hill to climb for us, math achievement. Um and then when you look at the last year to this year uh comparison, it's like a tale of two cities. We saw a little decline at the elementary level, but if you recall when I when we talked about Whiten Wisdom last fall, we said they had foundations Fontis and Panel Heggerty and then an entire switch to Whitten Wisdom within three to four years. That is an insurmountable amount of curriculum. I have never seen that in my career. Now, no one's fault. That was just the way we were in this transition with the state. And so, Whit and Wisdom is a very robust program. What I am pleased is we didn't lose too much in
033ELA. uh we kind of stayed steady, but um I'm hopeful this year when we look at our pacing, we are already pacing much better than we were last year. And pacing is what is impacted when you have a new adoption. Um teachers are learning the curriculum. They're learning how to go through the lessons. They're learning how to identify what's a priority, what can they leave off. They're learning how to use it for differentiation. And so, um, we are seeing much more confidence with our teachers. I saw a kindergarten Whitten Wisdom, uh, lesson today and I saw some products that the children were doing and they were already citing text evidence in a kindergarten classroom in Whitten Wisdom. So, it was pretty cool. >> Yeah. And then I'll um the next part and then I'll wrap
034and then is you'll see u middle school we did have some improvements there but again you know you're looking at 3% or 6% which is good. We'll take that right. Um but our our most growth was at the high school level and so um you know Mr. Smith and I, we really spent time in the TBTs last year. Uh, I met with all the end of I met with biology and geometry and algebra and American government last year and Mr. Smith was there too. Um, and we really did some wonderful uh professional development and focus for the high school. And because they felt this short-term win, we really feel a synergy in the high school. I was sharing Dr. had to walk through today. It was just a wonderful feeling. I can see the growth
035in our pedigogy in our classrooms. Um it was pretty exciting to be there today and um I talked with students, they all knew what they were doing. Student engagement has improved 110% which is a big part of what we're also focusing on. So, I'm very hopeful um that the high school will continue to grow. Of course, they have a pretty big disruption. They have a move in the middle of the year. So, that makes me nervous, but um but we're we're still just trying to stay focused on academics and support people as much as we can with the move. It's exciting, but you know, there's always trepidation in those types of situations. Mr. Gomez, did you have a question or a thought? Yeah. So, looking at the data, it seems like fifth grade math is
036where a math score. >> Oh, yeah. >> Start to dip and then they never really recover, >> right? >> I'll tell you why. >> Okay. >> There's a reason this I don't I It's just a reason. >> Um, fifth grade math is like the end of the benchmark where the state of Ohio says, "We want you to secure these fundamental skills and then we're going to close that door." And so the fifth grade math test can sometimes seem quite rigorous and it is. And then when you go into middle school and high school, there is no more assessment on fundamentals and math or spiraling back. It's just we're going full throttle into course content. And so um I read the book that Dr. Haron is recommending and I had uh shared information with the teachers
037about it. And in TBTs I'm talking about some of the refinements that we're learning in that. Um so I think you know the teachers we had a a full day with them secondary in August or September. We have another one coming up next week and then November. So we are definitely putting a lot of resources into mathematics this year um because we we really need that to grow at a faster rate. Um, in addition with our fourth and fifth grade teachers, we started. >> Thank you. >> So, we had our first we had a virtual meeting last week and then we asked Dr. She's got two half days coming up. She can focus on what she's sharing are just very tiny, which is what we've been trying to stress. Just tiny tweaks that you can
038make that will have a high impact. You can't ask to overhaul everything you're doing. You give them a few tiny things. Um, and the teachers really seem to be receptive to what she's sharing and ready to try, you know, like, okay, I can try that tomorrow sort of thing. So, so that's so we're hoping to start facing that earlier so that they can just keep building. >> And then what do we do for our kids that are in middle school and high school now that perhaps lost out on getting those >> fun and in this in these cohorts that are struggling. How do we help them >> reach back down and gain knowledge that they never did gain? >> So, we started the algebra support class, which was one of the classes I was in
039today. I w I didn't know it was a support class. So, right there tells me it's going well. Then I talked to the kids in the class and um one of the kids was sharing with their teacher that they are becoming a leader in their algebra 1 class because they're learning more knowledge in their algebra support class which they're transferring into their algebra 1. So um and I sat with a student today and he talked to me about what he was doing and why something wasn't working. and it's the most articulate I've seen our high school students mathematically. Um, so I thought that was great. And then I walked into an algebra one class and the way the classroom was structured had changed. So the way children are focusing and the learning environment had changed
040a little bit which also can be an impact. Um, so that made me really hopeful today. Um, also I've been meeting with fifth grade TBTs at the elementary level and so we're focusing on that. One of the things we're learning in math is that children are mimicking. So they're being compliant. They're looking at the teacher complete a problem. They may mimic how to respond to the answer. But what happens is they're not transferring that knowledge when they have a new experience. And so teachers um have to kind of look beyond the mimicking in mathematics and think about how can they dive deeper into knowledge. And so that is one of the things I think Dr. Heron does a pretty amazing job at helping them see between those two. If they can get that part of
041mathematics that's going to be a pretty big thing. We're also saying every standard should be at the application level or higher. Even if it's not, we need it to be because that's going to give them again more knowledge in mathematics that they're doing. So um you know we're we're we're really diving into math even though we are doing things in the LA too. We'll tell you more about that. We haven't forgotten about that but um yeah so we're hoping those things and then Zern math is also at the middle school academy time as well as for some of our high school students. So that's the free online program. um Julie Dones worked on the grant and so it's free and it's seen as a high quality program through the state of Ohio and so we're
042layering that in for sixth through 8th grade students uh at their academy time every day and that's actually tied in Zern has a crosswalk between ideas and so teachers know exactly which lessons support what they're teaching ideas and we also had representative come that was early September and we would so we have big ideas if you rec all the way through algebra 2 so we had representative come and kind of refresh and we've had some new teachers of course so like here's how you use the product here's how you find this here's how you find that with all of the things in a curriculum that sometimes forget about >> I just think I visiting one of our elementary schools last year, they had like in the hallway um to like represent as the kids learn
043their times tables in third grade, they would like move their name under which number they learned. So like 1 to 12 when they visit at the end of the year. Some of the kids still weren't at 12, but now they moved on to fourth grade. So they didn't learn that knowledge, but now they're in fourth grade. they were supposed to learn that third grade and now they're learning you know geometric functions in fourth grade. >> Yeah. So we introduced uh we reintroduced rocket math. One of the things we were reading and studying that if they don't have fluency is drawing too much of their working memory and then they're not able to perform at the application level mathematically. So we're introducing rocket math again K8 as a way to build more fact fluency. So it
044becomes more automaticity which is important in math. Um, and each of those rocket math uh performance levels is at the students level. It's differentiated. So, we're taking them from where they are and moving them up. As well as at the elementary level, we did um a new version of success maker. We we they had two assessments. We chose the least painful one. We thought it was the most painful one actually. So, then the teachers gave us the feedback and they said, "Well, let's try the most painful one." And we did. and it is the least painful one actually. So the data that they're getting from the uh success maker uh assessments K5 is actually they're buying more into that this year as teachers. So we we are acknowledging that yes there are gaps. Absolutely. Yep.
045>> And do we we have a screener for math >> like because like we have a cadence for >> Yep. There is >> because when I was reviewing it that was one of my I was going to save it for progress. It's probably more appropriate. >> So starting next year as you know because you legislation we will have the math improvement plans which are the take a look uh this way at students who are economically disadvantaged and um underrepresented minorities. So, um, the next few tables are much more easy to read. And you'll see the gold is, um, that's where we fell in each of those categories. And then in parentheses there, I put where our actual percentage was so that you can see that, but it's a pretty it's a pretty convoluted process. And
046then I've been working with Mrs. Houseman and Mrs. Falco about how can we um, look at these and see kind of the for our sort so to speak in terms of making an impact and like I said each of the next several categories go through that excuse me next slides go through each of those categories um but we are making growth we really are even though it's not always reflected exactly >> allifted action steps >> there's not's the gifted component the Go six more. >> Going too far. >> Sorry, I lied. >> Oh, because you're seeing the skipped ones. Okay, so um yeah, so there's three components that show up on the report card. The all of those slides are just one of the components and you earn points for each of those. Then there
047are other slides that Mrs. Hman was saying, you either get a zero or a five. So you're either meeting it or you're not and there's no in between. Um some of the things that we're doing uh continuing to support teachers of gifted again K through 12 the state does not although a student might have a superior cognitive ID at the preschool level that's not something uh we identify or serve uh providing gifted PD focusing on the so social emotional needs of gifted learners looking at again cluster grouping strategies depth of knowledge so similar to what we're doing in math we're doing specific to our gifted learners um Mrs. Mrs. Belco has been adding. We have a Google Drive called All Things Gifted uh where she's got a teacher hub and um so she just keeps
048throwing things in there. She'll let teachers know, hey, if you're looking for this and then she also meets with teachers um continuing to maintain and improve family communication with an all things gifted newsletter, gifted information nights. We had our gifted um advisory committee that started last year and will be continuing with Mrs. Belco. Uh she's providing college um excuse me contest information for students. Um she's got a an actual Google classroom just for them. So if they're interested in a writing contest or an art contest, things like that. Uh refining our written education plan goals and she has been out meeting with every teacher that has to be part gets to be part of the W process and um helping those teachers are helping decide appropriate goals for those students. And the gifted rule did
049change. It officially went into effect this summer. It changed the year before, but didn't go into effect until this summer. And so, she's been also using that time to educate teachers on what the law requires. Um, again, we're talking about adding how can we add cluster grouping to the high school model. Cluster grouping is an intentional grouping of students. The new law says there have to be at least three students with similar gifted IDs in the same classroom. It gets more complicated from high school level. So, uh, Miss Balo is working with Miss Shaw to Can are there a couple schedule changes we can make here and there and then we can uh serve even more students and as a result of that she's meeting with even more teachers. Last year it was just AP
050and honors teachers. Now she's meeting with even more. So people are learning those strategies. And then this year we're going to use same goal. She's been working ever since she got back from her summer break. I'll call it a break even though we bugged her all summer. Um as a hub for written education plans and then written acceleration plans. And um I think it's a reminder to you that our students who are taking algebra 1 as eighth graders are on those written acceleration plans and we do that as a a way to provide a transition period. So if a student isn't successful, we're able to move them back into onle math without repercussion to their high school report card which is really important since that's typically their first high school grade. Um on the next
051slide you'll see some of the key programs that we're doing. Uh the Dobama theater, they come into the middle school and do performances. There's a anything highlighted in green on that slide is new for this 2526 school year. >> Oh, I don't Yes, >> okay. Thank you. >> Um, so adding a poetry contest for the stop the hate, power of the pen writing contest. She has she's expanding that for this year. The 24 math tournament which we held here this year. Um, the students are going to join Copley um, schools sponsor, sorry I can't get my words out. Sponsor a a local community uh, competition. Uh, young authors six district educational compact reading and writing festival. Uh, Mr. Gomez, I wouldn't be surprised if you went to that back in the day. That is something
052we haven't been to for a while since I was a young teacher here. But um, students go to Kent State for the day. They meet they To qualify, they have to read a certain number of books. Two of which have to be by the visiting author. And then they do reading. No, they do reading and writing activities. Um, not your thing. >> Fun. >> Yeah. Right. >> Yeah. They do reading and writing activities. Um, and it's it's been a long time away. And so we're rejoining that. And then um adding a spelling bee at the elementary and the middle school level. So excited about that. >> So happy. Power of the pen and the reading writing festival was bad. >> I thought the author's books were boring and I just >> Yeah. And you can
053only go as a seventh or eighth grader. So if you don't like the author that year, it's been interesting. We had an author come in uh jeans and a sweatshirt one year and she was howling at the students because she wrote a werewolf book >> and Miss Dakina was not pleased. But usually the author is very engaging. The students loved her. >> Um we've had some really great authors. >> We do. Um, the next is the graduation component rating. So, as a reminder, we have our four-year graduation rate and our five-year graduation rate. And the four-year graduation rate is 60% and the fiveyear is 40%. >> It's worth 60% 40% just for clarification. >> Oh, thank you. >> Yeah, I want you to think we have the right. >> Sorry. No, no, no, thank you.
054Um, and then we were at three stars and uh we're excited about where we will be this year. And if you go to the next slide, it shows our exact percentages. So we were at the 88.9% for our four-year graduation rate for the cohort of 2025 and 94% for our five-year graduation rate, which is really exciting. And even more exciting will be when you see next year's report. >> So what we learned from this experience was that some of our students during stayed on the books. There was this hopeful, you know, would they return to school? How can we help them graduate? And so that didn't quite occur. We also learned that there has to be a clearing mechanism for all students in the cohort. For example, we found a student several states away who
055did graduate that is not always anx Ohio's place that was not there actually called and tracked down this child and his family. So we did find out he graduated. So what we learned is that a whole new process once they're part of the cohort they're going to stay there and so we have to know where they are even here. So, so anyways, we you know, >> we've been working hard. >> Yeah, we've been working hard. You'll see next next year's report. We have to submit all the data by Friday. So, we already know it next year. So, it's much better and it is actually the highest since I've been in my position. So, >> wow. >> It's very excited to see those numbers. The next slide is just a line graph so you can see
056where we are. And then the following slide is talking about our graduation action steps. So, some of the things that we're doing, so we have our MTSS, we have our early warning system. Um, the state has one through ODEX. We don't like it. Uh, but we do like the one from Mindy Gashkkey and you have approved contracts for her before. So, we're grateful for that. We have added care team meetings which include administrators, counselors, social workers. They look at the data and they provide supports in a more timely manner instead of waiting until it gets to another place because we're purposefully setting these meetings. Um, again, we're trying to meet the students needs when they're freshman. That's for attendance, but it's really for all of their needs, trying to help them get involved. We have
057a high school data integrity team. So, Mrs. Hman, Miss Kage, Mr. Smith, Miss Shaw, myself, and then anybody else we need to wrangle in every once in a while, maybe our EMIS person or someone like that. Um, we are monitoring that college, career, workforce, and military readiness that Mrs. Houseman is going to talk about soon. And um we have our cohort tracking sheets where we keep track of how many credits, where students stand in terms of their testing. We have the PowerBI site from um Mrs. Gashki. And then we have monthly EMIS team meetings uh on all sorts of the things tracking data and that sort of thing. >> So our score that we expect to see, it's in the secure data center is 95.6. >> So yeah, so we're excited about that. Um so
058so this is what is new on the report card. Um now there was a year or two that we had an awareness that this was component was coming. Um what became challenging in this one is and why we did the watermark was um our students were receiving college credit plus and were we had before maybe children join the military. Uh we didn't have a good tracking progress of those students you know. So not all the data that we knew got into our EMA systems. So that's why we had the onestar rating. We have gone through some recent training with school links. As you recall, that's part of the strategic plan. And so the counselors and Mr. Smith and the administrative team and Chris Shaw are looking at using school links as well as the cohort
059spreadsheet to kind of merge those things together because um they're pretty excited about how we can provide more information. This will also be a standing agenda on their monthly meetings as well as something that we work with Mr. Smith on. So basically the data was there but we didn't always have a way of going and retrieving the data like college credit plus a child gets a transcript from the college and we don't receive that that data wasn't always coming back to us that we were putting it somewhere and some other things. So um it was it was a compilation of not having just systems and so we have those systems now. Um that also the score for this year's report card was 50.6 on the next slide. Um you go one more. >> What do
060we think the score should have been? >> Um well the score that we have for next year is right now which and closes Friday is 71% which is three stars. So we think we would have been closer to three stars. So we had changes in place. >> Yes. >> So just make sure we knew it was coming. >> We did >> and preparing for it. We weren't 100% sure how we were going to get the data to >> I think the process part of it was process and procedures between all these different stakeholders within the organization but we also Chris Shaw is now submitting our EMIS data um 100% running through her though we appreciate neonet support they don't live and work daily here and so um not sure that we always had communication as
061strong as we needed it to be, but now that we have everything running through Chris Shaw and we really appreciate the tech department taking on integrations um that is really helping us to streamline. Miss Shaw said today that she was grateful um that we are working ahead of deadlines now where before we felt like the deadlines were hitting us. >> Yeah. So, she's feeling um like she is just smiling and we're so proud of all the things that we've learned. But, you know, we never you never learn things the easy way, do you? We learned it the hard way. And uh >> absolutely. >> High performing districts had like three stars but would have had five stars, right? So, you know, high wealth districts reporting. >> Yeah. Everyone was learning this new recording >> and
062also of the 11 measures a student can only count for the district for one time. >> So if a student had a remediation free ACT score >> it doesn't matter if they also got the honors diploma and any of these other things it matters to us because we want the best for our students. But in terms of the reporting mechanism it doesn't matter. >> They only count one time and They're unable. >> Don't get me started, Miss White. >> They're unable to explain to us like >> dumb question. >> None of these are weighted. So, >> how do you know which categories fall into >> Well, that's what I don't know yet. And they have not been able to. But once they count, I don't know if they just pull theirs. >> So, what we
063do is we look at every single student in the cohort and we try to see where do they fit in this college and career readiness. So it's literally putting multiple puzzles together. >> Yeah. >> Right. >> Yeah. >> Um I don't know. I will say Mr. Mr. Smith was a superstar at the high school principal meeting because he's been so involved in our EMIS meetings that um that he was someone that they were calling upon for expertise and then Neonet also said that I was the only curriculum director that was using the secure data center and I'm teaching our principles how to use it as well. So, you know, out of these struggles that we're having and others, I think we're learning some pretty new skills. Would we prefer not to learn some of these
064new skills? >> Would we like to have more time in classrooms? Yes, we would. >> The process statewide won't change because the report card is codified in state law. >> So, it require state law. Their goal is to meet as little as possible. >> That's what Okay. All right. Let's go into early literacy. So, we're kind of we've been steady Eddie here. Um, not uh so the reading score is based on the reading portion of the ELA test. It does not include writing. So, our actual scores are a little bit higher, but writing is not included in this subcomponent score. Um, promotion to fourth grade, you know, we've we've been pretty steady there. the improving K3 literacy is that only the children who are on a rimp are they moving off the rimp. this this
065score has bothered me since I arrived. And so I thought, okay, so this year there's a window of time that you benchmark your students. And we've always benchmarked very early because we wanted to have information for parents at conference night. But as a former second grade teacher, I know it takes a while for children to get in the groove and learn how to be a student again after the summer slide. But we were testing them one or two weeks after school starts. But we have a one-mon window of time. So we said, let's test them a little bit later and let's see, do we get a better performance of our students? Because they've been in the flow. They have their routines and procedures. They've been reading for a while. They're getting back into being a
066school student. Well, we improved we reduced our rimps this year by 40%. Just by changing the time. Now, we're hoping we're improving reading with foundations, Witten Wisdom, Hegerty, and also maybe the testing window. We'll know next another year if um if this is related to both or one or the other, but we did decide to make that modification and we did see now that does not show here, but it will show um in the future. Oops. >> And then again, we appreciate the support of the structure literacy specialists. I've been seeing them with her Orton Gellingham training. We actually had a teacher talk about it in a staff meeting today. She gave an example of a child reading um who did not need prompted. She said, "I've never not prompted a child who was struggling
067with reading, and this was one of my first experiences seeing children read with their new learning without a prompt." Um, so the teachers are very excited with what's going there. Um, and so we're very hopeful that we're going to continue to grow here. Dr. Will Fong is still with us virtually, so she's working mostly with middle school and high school, but she made us elementary videos and they're getting their video training every month. Um, so because we knew we didn't have enough of Dr. Wolf on to stretch her. So we decided we would focus secondary. >> So does the writing seem to help their reading? >> Is there any data? >> All our writing data did improve and this year the state of Ohio actually you can download the full sample of the child's writing.
068This is the first year they can actually see what the children wrote on the test. We've never been able to see that before. >> So we're teaching the teachers how to download that. But it has made a difference. >> It has. >> Okay. >> I think back to your point about disadvantaged that makes a huge impact on reading because more and more words will be unfamiliar to you when you grow up in a world that's smaller. And when money is tight, your world just is naturally smaller because you have less opportunities to experience as much. And so I think back to one of our principles They were working on like a block puzzle with this student and it was a red and the kid didn't know what >> and you would think that that's something
069we would just all know but this kid had never been to like a corn maze or you know like and they're not that far away from us but when you're in that world of being so economically disadvantaged that your world can become smaller because of that and then so your exposure words when it becomes small. >> That's what's exciting about Whiten Wisdom because the vocabulary development is so rich. >> They have a lot of background, >> a lot of background, a lot of building knowledge. We I saw a video of a teacher teaching the circulatory system book >> and she went and had an echo cardiogram recently and she brought the video of her own heart and she showed the children what her heart looks like in the circulatory system. Just imagine those types of
070words would not have been exposed to in other curricula. So >> yeah. So >> it's I mean even at the high school I taught about partid. Well I was what's a part? I'm going >> background. We got to do background now because I just assumed they knew from world history or whatever and they didn't. >> Really? Yeah. I had to go back and >> Okay. So we're we're hopeful, you know, but you know, we've really talked about that our early literacy scores have been they've kind of been stagnant. You know, they've been 68 to the lower 70s. And so we need to see that start to pop up. So um so we're hopeful that, you know, our rims reduction, maybe that's a good sign. Um we see our high school ELA is improving. That's a
071good sign. >> Um but you know, we're not where we want to be. That's for sure. And no, and our teachers feel the same. that's, you know, they're working so hard, but they want to see that improved, too. Okay. The last section is value added. So, just this is just a reminder. Um, we're looking at how the district, schools, teachers have an academic impact on students growth. And it measures their current achievement compared to prior achievement results. And there there um so for example, like in fifth grade science, this Okay, thank you. The state [Laughter] >> the state that's okay. The state um makes a prediction based on their ELA and their math what they should achieve in science just you know through some fancy mathematical but I use this analogy each year value added
072you're in line for the bus we want everyone to continue moving in the same line or maybe everybody lets them skip ahead. We don't want anybody standing at the back talking because then they're not going to get they're not going to stay in line. And that's all value addit is our students staying in line about where they should be. Um the next couple slides this shows you so our overall district rating was two stars. The reason for that even though we did so much better in some areas academically is because they're actually looking at a threeyear average now. They didn't used to do that. So we anticipate on next year's report card that that low like the lowest year will fall off and then that this will improve. The next slide is um just what
073>> maybe thank you. That's okay. >> All right. >> Sure. >> Um would you mind going to the next slide, Mr. Chase? Thank you. All right. So if if you're taking a look at so there's that three years out you can see it's at negative 5.78 but when that drops off then two years out we were at -2.37ulates but having those double negives are still in our but you can see the Yeah. So, we're so we're excited to see where that goes for next year that that we will continue to grow. And then the next line is specific to our gifted um on that same page. And then as you take a look at this, we have this year's and then we also have last year's a smaller just so you can kind of compare.
074And you know because our achievement where um we wanted it to be in a couple grade levels. You're still going to see that dark red, but you will also see um for example at the high school the highest the significant evidence of more progress in ELA2 and American government. So achievement and growth don't always you know it's not an exact equation but as more students are achieving they are meeting or beating they're you know hey can I cut in front of you sort of thing in line and they're moving ahead of their peers who are also taking the test and then this is this next slide is just showing you it it has our overall and then you can also see students who identified as gifted and students with disabil to see where they are.
075The one on the left is the overall and on a positive trend. Um the students with disabilities and the students identified as gifted are actually doing better than just those overall groups. So that's a positive thing. That means we're showing growth at both ends of the bell curve. Now that we are running our own preschool, will we be able to track those students that we taught in preschool somehow? Because I think it'll be interesting going for say that we started with a kid when they were three >> um to see what that kind of impact is as they come through our system. So at some point I know everyone would love to be able to offer speaker so well. But it be helpful to kind of be able to tell the story as well. >>
076Absolutely. >> We also have kids that didn't have preschool. you know, until you're able to, >> you know, so you can't you don't get the full benefit of teaching everything that you have to in kindergarten because you have to still have those kids that have this the first time learning anything. They have no knowledge of schooling. >> Um this this slide here is again it's showing um where we are and it's broken down by subject area. So all all of those slides are just a slightly different view so you can see um where we're showing the most growth and then again we have up to the three years and then two years and then the current year gains only. So moving in the right direction and then these are just you know the data points
077that we use to tell our student. So obviously data that's your overarching big picture is more for secondary level of course data is very important exams readiness. So we are trying to use the data that we have wisely and not just for multiple reasons. And then gap closing um is we had three stars. Again, many of these uh so we didn't quite meet our English learner um uh requirement this year. We missed it by a few percentage points. One of the things so Dr. Wilfong was an EL teacher. So we decided that instead of spending a higher amount to go to the state conference, we're using some of that money for Dr. will fund to come in with our EL teachers. We're also doing a pushin model where before we were pulling students out for
078English learner support. We want to push in so they have more time with their peers, more time with their core instruction. We also noticed too that the assessment for the Oalpa assessment was a one-time sitting and they would take all four parts at one time. We're going to try to break the four parts up over a month's period so they just have small sections. Our writing section is the most challenging for our students and again that's where Dr. Wilong is going to help our teachers focus on that. So we're going to see if some of these refinements will help our children perform better this year. So, and then um gifted, we already talked about their their points and then you can see we did really well in our gap closing with ELA. So, you know,
079you can see a lot of green there. Math again. Um we were five percentage points away from meeting the goal. So, we still have some growth there to go. Um, and you know, but we're and then our graduation score that we talked about earlier did suppress the graduation gap closing. Next year, we think that will you'll see a lot more green next year. So, >> numbers. >> Yep. I think that's that's a lot. Thank you for being patient and thank you for being patient with the date. I so appreciate your flexibility. So, thank you. >> Any other thoughts or questions? >> Yeah, we are too. Yeah, we hope it's our breakout year. So, >> right. So, >> thank you. >> Yeah. Thank you. I would I would just say in closing that um you know
080we we've talked a lot about um achievement and being truly um graded on reflection of our grades and our performance. And yet you heard numerous times tonight Mrs. Hman saying we figured this out. We figured out how to submit the data. We had to put processes and procedures in place and we can play this game with early lit. how we can adjust when we assess students, none of which are directly related to students achieving in the classroom. They're all uh clerical data related systems that impacted our report card and that's the frustration I have as I learn and sit with you know either it's Mrs. Houseman or Neonet and listen to these conversations and it frustrates me because it's not fully reflective of what our students are doing. It's a matter of maybe an error
081in reporting or we didn't catch something which just unfair in my opinion. And for what it's worth, I appreciate the team's efforts and Mrs. Hman being relentless in trying to figure out these processes that we need to to that we've discovered and and they don't just they don't just pop up and come to you. You have to do digging. And I just truly appreciate the efforts of Mrs. Hman and the team that she's um the input that she solicited from them because it's it's great work. That brings us to item E. Treasure CFO's business consent agenda. item. Treasure CFO's business. I know. Thank you. Is it a fiveyear forecast still? Is there a fouryear forecast? >> It's a four year, but we're going to continue to do a fiveyear, but we're only required year as
082a district for planning purposes everything will be submitted and reflected at is going to be just >> and what they'll rate us on for other angry words for my oldest volleyball seventh in our gym. >> Not in our gym either. >> There's a bunch of slides in here that I'm not going to spend a lot of time on. They're just for purposely but is the base year and so all everything is derived kind of that base year as you know it's guided by assumptions so things are change especially further as we get several factors are going to influence those later years so there are two state budgets that are yet to be determined in there there are new potentially or renewed tax levies um negoti negotiated um with our three unions enrollment changes and as
083I mentioned before they have updated it to be a to now be in October and February and next year will be August and February instead of November and May and gone from the year to four year but as a foresvenue [Music] shortfalls starting in fiscal 2029 which is the same as May with expending faster than revenue. So we would need a revenue increase of 4.76% over that time balance by that fifth year in 2030 or $4.2 million in expend, >> but the last time we passed new money was 2019. So, it's incredible that somehow we're stretching that lobby to almost a decade. >> It really is. So, this is what it looks like. Not great. But if we go to the next slide, you can kind of see the numbers there. Um, so that'll show
084you where we're at. We're not ending with a whole lot this year. a little bit next year due to one time revenue we'll talk about and then even less fiscal 28 this year and then heading towards show you the renewal and that so our revenues um you know not much has changed here in this um scenario um if you keep clicking I think there's a Um so taxes and state sources make up 93 almost 2.25 to4% of our revenues. Um there are three uh projected um anticipated renewals of three levies. However, um in the 11th hour and I didn't change this because it would have messed everything up. Um but it will be reflected in February. Um the Senate did override the our uh veto and concurred with the House. Um, and so the emergency
085levy will no longer be able to be renewed. So, um, it's still in here. However, >> I don't know how you're supposed to project that, but I have fun with that. >> Yeah, that's why I didn't mess with it now at the last minute as the day I think I sent you guys the forecast is when that came out. And I >> You can put a ticket into forecast analytics. How are we supposed to project >> the nonrenewal ability of lobbyies? >> Right. So I did not I did not mess with it in a sense and we will we'll cross that bridge here next time. Um but that is going to be you know have a big impact. Um so total revenue is expected to increase about 082%. It has increased point4 on average. I
086mean we're talking less than a percent here. We're not talking anything um crazy. So looking at the numbers um we have real estate. So, three levies, which I just talked about, um the one is up this November, um the 9.97 mil, and then the four mill that Mr. Gomez just talked about in regards that we passed in 2019 with the building um will expire at the end of tax year 2028, collection in 2029, and then obviously the 3.7 expires at the end of tax year 2026. So, the last collection for that is 2027. Um and then you can see that modeled. Um We'll go over a lot here. Um just that next year, the tax year 2026 is our sexual reappraisal. So that's a big one. Um that's the one that they do every six
087years where they actually physically go out and update trends as of now. Still um statewide are still high. Um so we'll kind of see where that goes with some of these property tax reform things and all of that stuff. The House passed the one today that says that they're capping it at 3% growth, >> which is what issue two is on the Summit County ballot is that they're the county wants to take their 2.2 mills and make it charter mill and then cap it at 3% growth. So that Dave Thomas like that idea and he stole it from Summit County. You're welcome. and um now wants to cap sexual and triannual reappraisals at 3% this >> so there's a lot floating out there that >> and they and that passive bipartisan support today actually there's
088a lot a lot on the docket here >> um so you can see that we have reduction factors to get from our voted to our effective millage and how that is um you know we're at effective 33 3.37 class one and 459 for class 2. Um we are not at the 20 mil floor which there is a number of bills in regards to the 20 mil floor as well >> that passed with bipartisan support today too. >> So that's going to become law. >> So while that won't affect us, it affects a number of other districts and could potentially affect us in the future. Also, it's going to depend on how those valuation rates change because that is what effectively brings that village down. Um so the current state bienium budget included several proposals as
089we just talked about. Um so there were the governor actually vetoed four property tax measures. Um and the house attempted to override three of those vetos. So the county budget commission authority changes to the 20 mil floor to calculation and to include um emergency and substitute other levies and then the elimination of certain levies like emergency replacement substitute um etc. So as I said last week the Senate voted to override the elimination of the various levy types. Um so we will no longer be able to renew that levy. Um however they still have time to take back all these ones or any new ones and and do that so that it's not that they're, you know, a done deal that oh, they didn't get the votes. Um, it can still happen. Um, plus the number
090of outstanding outside proposals. >> So, how does any of that help the schools? I think because did we pass a constitutional thing in Ohio where we're supposed to, you know, actually fund schools? >> So, how does any of this do that? >> It doesn't. >> Thank you. >> Their hope is that I had >> their hope is that by doing enough of that this year, it'll encourage people to not eliminate property taxes next year. >> I understand, but they should. But the the idea was that they were supposed to fund schools period equitably and they never have since and how long ago was that? >> Yeah, a long long time. So just saying >> yes. Um, okay. >> In addition, there were, as I said, a number of recommendations because part of um the governor
091established a property tax reform group that had a report due to him by September 30th. Um, they had a number of ideas. Not all great. Um, and they're just recommendations though. They're not anything. Someone has to take these up. And some of them have been taken up in different versions of different bills. Um, but um, they did I forward that to you on what those recommendations are, Dr. Celico did. So, um this just kind of shows um the valuations per year and kind of what our changes have been. Obviously, you see in those years that are in yellow, those are the updates and the reappraisal years. Um public utility, um this is a small amount um but it generates 1.24%. Um so, it's changed an average dollar amount of 63,684. And so while it says
092it's projected to change at less, that's because it doesn't assume the renewal in that line. It assumes it at the bottom because we can't assume passage of that renewal. So that's why it's lower. It's not technically lower, but that's what it looks like. And then state share of local property taxes, which is the um final part of real estate. So that's the 10% and the two and a half% roll back. Um and the homestead exemptions. And that is about 6% of our total revenues. Um, and as I've mentioned before, the uh House Bill um which um had it says that in in 2013 the state reimbures all all of those um previous to that and after that that 12 and a half% is shifted to the taxpayer which is why um you know getting some
093of these levies that we have continuing um has been good. the last one that we passed and potentially this one in November. Um that would lock in that the state would reimburse those and it would not ever be shifted then to the taxpayer. um whereas if they were to lapse um they would um one thing new with House Bill 96 which is a state budget um is that they in introduced the piggyback property tax exemptions which allows the county commissioners to kind of double that exemption and the two and a half owner percent occupied roll back tax. Um and so that could reduce some of our property tax collections from our current levies. This was last night. Those are there were seven of them. So there's and I made those sessions and I was not
094happy about um state funding or what is called unrestricted grants and aid um second largest. It represents a little over 24%. Um so the current state budget um continued the phase in of the fair school funding plan for 26 and 27. Um same kind of formula base cost um in the that factors in the four components. Um still using statewide averages from fiscal 22. There were no updates to those inputs. Um and that is held constant throughout the forecast. We did not change that because I don't expect that to change. Um, so this year base cost is a little over 31 million. Um, with the state giving us 6.7 million of that or about $1800 per. So that's not awesome. Um, so this year reflects 83.33% of the phase in with the full 100% funding
095scheduled for next fiscal year. Um, however, they did not increase those base cost inputs while allowing the local capacity side of this to grow. Um, as a result, districts have more abil appear to have greater local ability to fund their schools, thus reducing the amount of state aid, >> which doesn't make sense because they're saying your tax base is growing, but they're passing all these laws that say that as your tax base grows, your levies can't grow with them, right? But we're we're deciding that we're going to cut your state funding based on the fact that your tax base is growing, but your what you collect doesn't grow based on that growth. >> But you have the ability those you have the ability to ask those taxpayers >> to pass a new le but they're
096passing all these laws because we need property tax reform because people are too far for our tax. >> Yes. >> But their answer is to tax them more. >> Exactly. Yep. I mean, yes, that's exactly um so the this uh the formula the this version of the budget removed the supplemental targeted assistance which we did not receive anyway um guarantee but it retained the two main guarantees which is the basic formula transition aid and then the transition supplement. Um so you will receive no less funding in these two years than it did in 21. Um we will be a guaranteed district at this rate till the end of time. Um so at at least do this forecast um they increased transportation funding over the next two years and they added three supplemental payments outside of
097the funding formula. So a base funding supplement of $27 per pupil this year and 40 next year. um an enrollment growth supplement, which we will not receive that one obviously, and then a performance suppulant supplement, excuse me, of $13 per pupil in both 26 and 27, which is determined by your state report card results um with your eligibility to be confirmed later this year. Um right now, we expect to receive that this year. I have not forecasted it in the future because as we just read with certain things, you just really never know, uh you know, from year to year how things going to go and you know if there's a you know data thing or anything like that. So um I kept our report card basically staying the same. Um which means that you
098have to have some improvements in order to get this each year. It has to be better than the year before. Um so there is a potential there but I did not assume that because well the state isn't so I just didn't. Um so we obviously have risk in 28 and beyond. Um the state economy weakens, they may not, you know, Lord knows what they're going to do with this in the next benium budget, even if the state economy does not weaken. Um, so there are two in there. Um, so we've kind of held it stagnant at what we have now, hopefully. Um, even though I don't feel great about that some days, uh, that they won't take more away. Um, but we will adjust as things come out um, as necessary. Um, this next part,
099I'm not really going to go through the next two slides, but um, this is just kind of the overview of what this looks like for us, how they calculated the base cost this year, which we've gone over before um, and the capacity per pupil um, and kind of how they um, look at that. But I will point out if you look at that, Can you go back one at the bottom there and you see the state share per pupil, it's at 1801 this year. It goes down in 29 and 30 to $824 which is the state minimum. It is that's 10 the 10%. So $824 per student is what they will be funding us and we will be responsible for the other portion of what that um you know per pupil base cost is which
100is ridiculous but um and this was another interesting thing that I received at a um conference I went to earlier this year um and this was presented actually by DEW. So the top kind of shows the um the different types. So your traditional schools, your community schools, and all of that. So basically all your Publix and then your scholarship amounts. So if you can see there, I think it says 2.3. So public total change from 25 to 26. 2.3% for the public entities in there. And then from 26 to 27, 2.1%. However, the scholarship which is the ed choice and the other few scholarships that they offer um to private increase 9.2% um and 7.6% respectively compared to what it increased for public. And then this is actual enrollment numbers at the bottom. So you
101can see that from 23 to 24 there was an 84.4% increase in total enrollment. Um and even from 24 to 25 there was another 10% um in the scholarship programs and you can see obviously where the majority of that is coming from and is that is in the ed choice expansion where it went from 22,000 to almost 87,000 and then last year it was almost at 100,000 and that is where our money is going this way. Um so restricted grants and aid um is the flip side of this. There's not a lot of change here. It continued all the same um categories, the DPIA, student wellness, etc. Um so after calculating that base cost I mentioned before, they determine a state share percentage, you can see based on what the what we have to provide
102versus what the um state is and that 824 it kept going down. That means that our state share percentage here as far as restricted funding um that they're going to apply is also going down. So, what you're going to see is not necessarily a change in state funding overall, but where it is, it's going to change from restricted and kind of move to unrestricted because we're on the guarantee. Um, but but the percentage the state share percentage is going down. So, restricted is going to go down. Um, oops, that should say in 2026 at the end it must have got cut off. Or in 2025, uh, threshold cost is posted as restricted revenue as well. We received a little over 400,000. We I actually increase that a little this year from what I have um
103just been hearing that um and it decreased a little from the previous year from 24 to 25. So I took it down to like 375 I think for forecast purposes because that is what they've been telling us is that that's going to be going down because while that pot is bigger more people are applying and more people are hitting that threshold and so to divvy it up between everybody is going to be a little bit less. Um This next slide kind of just goes over the actual calculation. So that first um part is you can see there's where that 824 and the state share per pupil. So you can see by the end on line C there. They're going to our state share of base cost amount based on just the formula the calculated formula
104$3 million um is what the state will provide to us for our students. Um so total funding there you can see it goes from 8.5 in 26 down to 3.8 in 2030. However because of the guarantees we are um you know we are we get no less than we had in 21. So if we look at the next slide you can kind of see um you know how that works out. And so if you look at where it says FY20 guarantee line um I'm sorry down here the FY20 plus the 21 base guarantee totals that's the amount of the guarantee that they're like making up the gap from what was calculated to verse what our guaranteed amount is. So this year it's about four and a half million and it's going to grow to like
105over 10 million um that that they have to kind of supplement because of that guarantee being in place as a state. Um and then this is just kind of an overview of between the restricted uh funding summary um what the additional unrestricted state funding looks like and then total calculated. So total state funding between the two categories is about 16.7 million. all other operating revenues. Um so not a lot of changes here either. Um so obviously with our cash balances going down and the Feds um starting to um cut some things and anticipated Federal Reserve cuts. Um obviously our interest is down significantly from what it was before. We had projected that in May. I cut it down even a little bit more um just to be safe because what we've received so far this
106year, although we did have um a better month in September, which I was happy to see. Um the Medicaid school program, we started receiving um those payments last year. Those will continue um and we'll see a little bit of a jump next year when they do what is basically the true up. Um so we get like interim claims right now and then they do a full true up, which is like they give us like the other half basically at that point. So there'll be a large payment um to make up that year. Um, however, that is about 6.11% of revenues. And then we have the total other financing sources. Um, not a lot much here. One big thing though, other than um, you know, our advances are in here. Our six district compact that we
107build for are here. Um, in May we had about a 3.5 increase projected um, due to the sale of Roberts and the high school. um due to some different developments and being unsure of that right now that has been decreased to only a 1.5 or 1.5 million in 27 um and now also includes the Chen Learning Center now that those decisions have been made. Um so to coincide with you know those buildings becoming vacant so that's going to be another one that's subject to I was trying to be conservative based on what we know now. Um, hopefully that is not the case going forward. Um, but on the chance that it is, this is this is what it looks like. There's us. >> And that was all her fan club. I think if you hit
108the next button, see that? There's Lisa Grim. Okay, you hit one more. I put her name there for Yes. Lisa. There's Lisa. So that was her fan club expenditures. Um also not a lot of shocks here on this cover page. Uh salaries and benefits is about 80%. Um expenditures are decreasing by an average of 0.86 annually. Um and really the reason for that is a um we obviously have had to make some big reductions um not only with the closing of an elementary school but the reductions we made just going into this year because of the recovery plan um in addition to some major projects being um completed um in capital outlay and just by basis of me going through this um forecast and realizing there are some things that we thought we were going
109to be able to do that we're not going to be able to in time frames that we wanted. Um, so that's a little it's a little misleading, but it's not totally misleading. Um, that's not something that's going to stay that way, I guess you could say. Um, it really just has it's due to the major cuts that are coming over the course of the forecast. Um, especially in salaries and benefits. Um, because historically they increased about 5.11%. So the first category then is our health services about 53% of the district's operating. You can go to the next one. Um so this is the final year of our negotiated agreements. Um which had a base wage of 2% increases in 24 and 3% in 25 and 26. Um one of the changes that I made for
110this because we wouldn't be able to certify um was we previously had fiscal 27 at a 1% projected and 2829 at two. I brought 28 down to 1% because we wouldn't be able to afford that. I wouldn't be able to certify that. So, it's not something that we can do. Um, I could have left it in there. We would have been in the red. We would have had another financial recovery plan and I would just would have done this anyway. Um so in order to not necessarily avoid the financial recovery plan but avoid it um we kind of made some decisions that we would have to make through that anyway um officially and not have to go through maybe all the tedious um steps in the process of it. We just um proactively made those
111those decisions and those reductions in order to balance the budgets. >> Um it does include it does assume step increases um all those years. Um and 2% is for the last two years of the forecast as well. So as part of the financial recovery plan and some other changes that were made um we excuse me uh we are expected to save a little over 1.9 million beginning this year. Um so even with that this is you know that bottom line is where it's at. But we saved about 1.9 million in just changes and reductions and replacing things and things like that. Um in addition um due to the decision to close Preston and relocate Shay Learning Center in the district preschool um we're estimating 850,000 starting next year um from that by reduc because we're
112reducing those elementaryaries. Um however in this year there's also an addition because of bringing the preschool program back in house of about $600,000 in salaries because it is no longer a purchase service. we are paying those individuals directly. And then the next one is just the graph of that. Um employee benefits 26.66 of operating expenditures. Um as these next ones all kind of correlate with what I just said. So benefits um because of reductions this year expected to save about 800,000. Starting next year because of the closing we're projecting about 650,000. Um, and then we have added about 175,000 because of the preschool coming back in house. Um, and I won't belabor this one either because you guys have seen all this. You know, we had a 20 an 18.14% increase of 25. This year
113we did a 21 and a half% increase to medical and 5% to dental. Um, we have had a number of very high cases. um and individuals on the insurance um that have you know reached upwards of 200 plus thousand dollars in claims um a number of those people have retired unfortunately we've also had some people pass away um uh over the last couple years. Um so there are a good number of those that are coming kind of off of our insurance right now. Um but because we're not really sure the timing of those can sometimes lag a lot. Um, and you never know what else is going to happen or in place. Um, it's it's like this for everybody, as I always say. Um, so we projected that 8% because we really don't expect there
114to be more than this two-year like huge anomaly for us that that we've kind of right sized it um going forward and hopefully um you know, we won't have to have those large increases in those years, but we've still projected 8% which is what we had projected in the never really hit until the last two, but we've had two significant increases. Um, so we're we're hopeful um that that our claims start to come down. Purchase services. Um, again, this is about 12.11% of our total expenditures. Um, not much has really changed here. The biggest one you'll see is that u the preschool program. So the preschool program was outsourced and managed by some ESC which we paid through this category um to the tune of about $1.2 million $1.3 million a year. Um so we
115paid them in two installments like one in August and one in January um for the previous school year. So we had like a midyear and then a true up. So this year you'll see a you see a reduction of about 600 plus thousand and then you'll see another reduction next year to get to that full 1.2 1.3 million reduction in this category and has shifted some of it to salaries and benefits. Um and in addition in alignment with our financial recovery plan a 10% reduction was applied to all building and budgets um and that's going to affect this category supplies capital outlay um going forward. So um supplies and materials the biggest one in here is um textbooks. So increases are projected um this year which is kind of that's when the payment happened. It's
116the tail end of the science that was on last year. Um and in fiscal 29 and 30 um obviously there are some textbook adoptions that we had slated earlier um in the cycle but as part of the recovery plan and as part of looking at this forecast um as I was doing it we had to push those further out in order to stay solvent. Um and like I said this is a amount, but it's 2.63% of our total expenditures. Capital outlay. Um, you know, this one may take a a little bit of a a different turn. It's it's a small amount. Um, 3.88% although it has been much larger in other years depending on what kind of projects we've been doing. Um, you can go to the next slide. Um, as I say in here,
117it continues to be influenced by the $3.7 million emergency levy and the lack of our permanent improvement fund, which it has. Um, you know, a lot of our expenses in this category come out of emergency levy, which we're not going to be able to renew in the future. So, um, we are going to have to to look at that. But, um, you can see those, uh, notable increases in the past are due to the air conditioning of the buildings. We still have right now emergency levy funded expenditures again because I didn't I wasn't going to change everything last minute um in the forecast. So what you see there which is any combination of you know buses, roofs, parking lot repairs or maintenance um and all of that. Um future years have some decreases because as
118we move to the 612 building we do have a PI fund of a half mill that we were required to take care of any kind of repairs or maintenance for that and that's side of the general fund. So that that is a little bit helpful there. Um and you know, as I said, some of these also had to be pushed out more of what we had in the emergency levy plan. We had to push them out further just because of budget constraints and we weren't going to be able to do it. I think if you remember, we went from like two buses every year to one um and those kinds of things. So debt the big change here is that um and I'll kind of explain this this is the easiest way to do it
119was that previously we had this fiscal year as um starting to pay this out of the general fund and I shifted it to 27 and I did that as I mentioned in my email because it is an option and it's the easiest option to reflect in the forecast without messing with a lot of things but there are a couple other options we can do because obviously we been solvent at the end of this year if we had to pay that 1.2 million. However, um we you know we do have some excess and we definitely know we have an a number of millions of dollars of interest in our LFI funds that is going to be completely ours. So there is potential to use that to pay some of this. Um the other more logical one
120is that um using some of our LFI funds um after speaking with the attorney to potentially pay for like the HVAC project. So the precedent price right now um that may be the easiest logistically but not necessarily for me in the forecast right there. Um so it's really would be about the same to the same tune the same amount um of what it is. So, right now it's easier to do that. We're kind of going to touch base as we go through the year because I have a we have a payment in December and we have a payment in June. Um, and we can recode those things as time comes if potential um, you know, we need to back it out of the general fund or things like that. Right now, we're assuming it's not
121going to be in there. Um, but if by chance some of these other numbers start looking different or revenues start looking different for whatever reason, um, and we can pay some or all, um, then that's what we'll do. But those are kind of going to be more game time decisions. Probably have a better idea at the February one, but I probably really won't have a a strong idea until um, you know, closer towards the end of the year. But legally and as far as like It's probably going to be easier for us to change out some of that um HVAC project um just without having to jump through a lot of hoops and do a lot of different red tape stuff. But um I didn't want to skew what was in there already for the
122capital outlay if that's not what we decide to do because we won't if we don't have to. >> How much um interest are we looking at >> in LFI right now? Um so we have about three and a half million um there and in addition we will have excess LFI but um I will we won't know what that is until the project closes out for 100% which includes the the BOIC demo as well. So it will probably be sometime next fiscal year when we'll have that exact amount. That's the other thing. Some of that could be used in the future for some of these things that we have uh projected um because the way we money. It was kind of to be used for any building improvement project when we did the levy for um
123you know those funds and then the interest that is obviously accompanied them. We we left it pretty broad. Um and so in that case it doesn't have to just be for the 612. It could basically be for any districtwide um you know large improvement basically anything that would be permanent improvement related um that you could pay out of a permanent improvement fund. Um so the boiler that we need at an elementary school. >> It potentially could. It's going to depend on uh again when we close out because there may be a little bit more um in the non-interest just because some of the stadium stuff came in lower. Um but you know we've also had some overages on the co-unded side that we will have to eventually um start with um LFI um potentially depending
124on the amount of interest that they're going to totally allow. It's it's a little bit of a a flux right now as you guys know Dennis had always said to use the interest and I do have that in writing. Um, but we do have a different project manager and so sometimes they have different thoughts and then none of them have the same thoughts as the people that actually close out the project like in Oaks and how it's recorded. So between myself and Angie at Hammond, we're kind of trying to navigate that and talk with uh Timothy who's our new project manager there um and lead from OFCC to kind of navigate that. Um, so I really didn't want to assume a whole lot other than I know we in LFI and I know that's all
125ours at the end of the day because they're LFI funds. Um, and so >> that $1 million payment we're holding back to >> there's an interesting article.com today about design failure from the same firm on another project. I sent that to Dr. we have. >> So, so there's a potential for stuff there, but it's really until we close it out and we get like the final okay from OFCC like yes, this is allowed. Yes, this is yours. Yes, this is what we it's it's hard to say and we didn't really include it in that other than I knew we could cover this payment and or some other version from those funds if if needed. Um, and then the last one is our other objects, which mostly are the Summit County fiscal auditor fees for tax
126collection. It's a little under 1% of total expenditures. And then the total other financing uses are just the opposite. Those are our advances out which come back in the next fiscal year. And then our board of revision appeals. Um, next one. So this is the five-year average annual change. So there's historical on the right. is inflation, revenue is in uh blue, and then in yellow are our expenditures. Again, like I said, it's a little bit of an anomaly out there because we've cut a lot. We've had to cut a lot. Um but you can see that the um inflation is expected to go down a little, but we're still our expenditures are just slightly outpacing that um inflation rate historically. This is not a fun section anymore. It used to be. So revenues over expenditures.
127Um we don't want this number to be negative. Uh unfortunately it's gonna be. Um so looking at the next slide in May um you're looking at and you're gonna have to look because now that we've shifted the year. So we've got 22 through 29 for May and then for October through I think if you hit one more time the little one. Yep. and then 23 to 30 for October because we've shifted that. But you can see um in the October forecast um we ended last year which we knew um to be about 10 million expenditures over revenues. Now a lot of that was the HVAC project um and same thing in 24 where we kind of had that money from emergency levy. We sat on it. As you can see, we had $3 million over
128in 23, a little under a million in 22. Um, but we did end up there. And then you can see going forward, um, in the only positive year there is 27, and that's due to that one time increase of the sale of the buildings. Um, and then it continually continues in the red through 33. Although it's not terribly, it's a little better. was in those later years um due to the number of cuts and you know the reduction in the salary percentage and things um but there's also a lot of factors that influence those last years that we're we're unsure of right now. So, fund balance. Um, so they have not updated yet for 2025, but if you recall, um, in 2024, average Summit County district had 32.94%. We were the sixth lowest with a
12923.9% carryover. Um, if you look at the graph here, you can see where we were at. Obviously, 2030 was not part of the forecast. Um, but we had anticipated having a little bit more at the end of this year. Um but our real estate I I don't know that I mentioned this there but um our real estate delinquencies are up uh a little bit. So what we had projected in May um for real estate tax collections is down a little based on this fir this first payment. we will have more, you know, we'll we still have a second half that comes later in the year and so that may change things, but based on what we've received right now, um, you know, the delinquency rate is up a little bit. And so that was probably
130to the tune of about $500,000 up. >> Yeah. And so, um, that's really a majority of the reason for the decrease. It's not necessarily expenditures that went up. It's some of our revenue is down from last year. Um, and then going forward and you can see the differences between them um are obviously all to the to the negative 27 the big one is because of the decrease in uh potential sale um revenue. So then our cash carryover position um this is where we're at. Um you know standard wise we finished last year with 7.75% cash carryover. We're going to be under 1% this year uh under a half% 28 and a little above two and then we start to go into the negative. Um and you can see how that translates here. So at the
131end of 25 we had 28 days about a month of um cash on hand. This year we'll have three days um to eight to two and then into the negative. So these are two videos that I want to show you much like this forecast that you know maybe two years ago was awesome and looked great that will coincide with the video on the left and then you know you're having a great day and then the video on the right happened. So the video on the left was Wednesday. I think there you should be able to play it. >> It let me play it online. Oh, because you have it in Google. I wonder if that's why They're both very quick, but it was it was very fitting to how how things have gone Any other
132questions or comments? >> I've been stressed. >> I'll just say that. >> Mr. Harris, Mr. Schaefer, >> Mr. >> So, this is Wednesday night at Powderpuff, which the seniors won by the way. Um, you know, one day as you watch >> you're running back a 100 yard pick six for a touchdown. That's my kid. >> Great. You're on top of the world, right? The next day you're at a volleyball game. She's the server. So, watch her >> getting shot in the face by a volleyball. It's called balance. So, that's how life balances you out. Those were within 24 hours. >> Yes. So, some days the forecast, some years the forecast gives you good stuff. Sometimes it doesn't. Huh? >> No, she's fine. I laughed. I was the only one. But I was allowed to said,
133"You're fine." She got up. She was fine. She had a couple She had some, you know, >> watering. But >> But uh she stated she's good. >> She comments tonight. >> I don't. >> Will you have the purpose and goal statements? Will those be uploaded for the next meeting? >> Correct. >> Yep. >> By like this week? >> Yes. >> Okay. >> Because we'll be voting on those at the next meeting and just It's a lot. Mr. Jones will not print those for you. >> It's too much paper. >> He didn't print them last year. >> That way you can start reviewing. >> Thank you. And I'm not running out but >> item superintendent's business consent agenda for >> Thank you. board of education appeers, some miscellaneous classified appointments and miscellaneous extra duties there for
134your consideration. And then we have six retirements. Um we have Kevin Dean who is a custodian at the high school and he's been here for a number of years. We have our >> hired as a high school student >> and worked his entire career here with our district. >> I know he's been here a long time. I didn't know. um Julie Dud who is here with us this evening who um is our coordinator of central office and sent her letter in with lots of different experiences here student is ELA teacher at the fall middle Balone professional advice. >> She was my partner in our team. >> I know. >> All right. And Lisa Wilson, third grade teacher and president. We're seeing a lot of this as you all know as you all know that um
135the STS has changed to the 32 years for qualifying. >> So as a result um people are going opting into going a little bit earlier than maybe what they originally thought. So thank you to all of those folks and Julie here. So thank you for all of your service and appreciative of all of them. Um we also have It's what Mrs. Houseman mentioned earlier for Dr. Wong and this is the professional development for EL teachers and we will be using title funds for that. We have the contract for the Bolic only middle school auction. So they will be coming in and looking at our things and I think January will be our and then we'll follow it up quickly with Robert. We also have two out of district for your consideration for students at those
136facilities. >> Just I will certainly miss Julie and Heather both. Julie helped me get my national board. She was a big person influence for me to do that and helped me and Heather was like I said my partner for two years at at BIC. So you guys aren old enough. >> I don't know how you're gonna be old enough. >> Oh, well, >> I have a question on the auction for Bulock. Um, will we be doing something to make our community aware that we're auctioning stuff off if there's something that they want to bid on? I know it's through the government sites and all that, but just something to let folks know like this auction is live. It's the whole stuff >> if you want to on I don't know any I don't know enough
137about the company itself. I know they're doing it online and >> yes, but we can do it through our website. Let people know that the auction off items and give them an opportunity to go look at them and stuff like that. So >> equal opportunity just to make folks aware >> they really want one of those little chairs. This is how you get it. >> Yeah. Thank you. Call the roll. Mrs. Schaefer. >> Hi, >> Miss White. Hi, >> Mr. I. Mr. Harris, >> hi. Brings us to it. Super business. Dr. >> Thank you. Um, not so many this evening. Um, we had our opening game last week. It was pretty amazing. We did a debrief uh yesterday morning. Everything was fresh in our heads and just adjustments that we would like to make. Uh,
138nothing too major, but U we will tweak a few things but just so many compliments we received um that night even from opposing teams. I was in Columbus the last two days seeing colleagues and even colleagues from other districts were sharing with us that either their children had attended the game or from other districts or whatever just said how impressive um the stadium was very excited and thank thankful to my team for all the hard work we needed to plan a lot of hours. Do we address the band drop off >> because that was a little bit >> we talked about where the buses will go. Yes, for sure. We're modifying that. >> That was that was a little bit of an issue having them come in the same place people were coming into park
139created. >> It was >> Mr. Schaer and I were right there and we can attest that it created quite >> I was there and it um that was really the only glitch of the like that morning. Well, one thing is that more people need to access portage trail. coming off 13th Street Trail was definitely um I think we're putting that in our >> Okay. So, we put out to access that um you know people use that entrance but we didn't um apparently there were supposed to be a few spots where people were not allowed to park but they parked there so the buses couldn't get through and that was up so then we just pushed the buses through to get the cars in. So that will be fixed. >> Um we have the state of
140address. Appreciate um those who were able to attend and that will be eventually out doing our editing. That'll be a little while. Um we had our safety assemblies. Those went really well. Again, we were complimented by FBI agents uh Durker who said that we're just one of I think the only one in the county who really takes such a strong stance with talking about um behavior and consequences of our actions relative to cover drugs violence threats and we had an FBI agent the magistrate prosecutor and officer Davis and Mr. and myself, we all spoke to our students in grades 6 through 12 and went to every school and held assemblies. So the students were responsive to them and well behaved. So hopefully see some improvements in our behavior. But um again it was to educate
141not not threaten our scare but just to really educate our students and make good choices. And then lastly, I would just mention that I was at, as I mentioned in Columbus, I do the annual BAS conference with all of our colleagues. Lieutenant Governor Jim Trestle was our one of our opening speakers. So, we got to hear from him this morning and went to a few sessions. Uh, one was kind of refreshing about creating creating positive culture. you know, you have to blend in something a little more positive among all the other choices of legal updates and legislative news, which none of which was um encouraging, very depressing, so I had to go to some sessions to mix it up a little bit. Uh I will say I was trying to remember some of the stats
142and I'm gonna I will get I believe this is correct, but this is what OSBA said that they were making correlation of the state and how much money they how they fund our schools. So we have the eighth highest percentage in property tax rate in the in all of all the states but yet okay and then the the per student expenditure I believe we went from 35th to 45th so the correlation is not equaling out the money that they have in the state and where they invest in education so uh there were just some startling numbers and just really hard to listen to you know the challenge it's just one after another you'll be heard about the levies and how we'll be impacted there and how you know it will greatly impact and devastate literally
143devastate districts if some of these things happen but they are relentless in they legislators they you have a working group going on from the governor task force to solve the property tax issues you have um legislators the house senate trying to the vetos. And then in the same vein, you also have new bills being introduced all around the same topics around the levies around taking uh uh administrators uh compensation. They're they're just hitting us from every angle. So it was very discouraging, but it was nice to be around my colleagues and see them and hear that they're having similar challenges and successes. So we don't want to connect. It was nice to see them at the next conference every year. So, I appreciate the opportunity to be able to do that, but we will need
144to do some efforts. We'll have to I have some talking points to share with members of our community uh with some of us if we can make some efforts with our senators and I think we can get uh some support from some not optimistic with others that represent our area, but they're putting they've made some bold statements about their positions on this and I don't what will be beneficial for our schools. But I will continue to try as our advocate for the district and would ask that others do the same. >> It's very important to vote for people that support public schools. >> That brings us to item I, board business number one, approval of support organization. It's recommended the board of education approves the following support organization. Connect Falls Athletic Booster Club. >> Any
145discussion? Miss White, >> Mr. Gomez, I >> Mr. Harris, hi. >> Mrs. Schaeper, >> hi. >> Number two, out of state field trip interactive marketing design class of the board of education approves the out of state field trip for the interactive marketing and design class. >> Any discussion? >> The students always look forward to the trip in Orlando. They went to New York. I think they alternate. Um I did scrutinize the agenda and ask a number of questions that I feel comfortable with, but we will pay close attention to the educational benefits. Um certainly it's a fun experience for the students. I love that for them, but there's it comes at cost of missing some days of school, number of staff members out there that'll be two days out of school, four staff members not
146here, having to get substitutes for them. and the cost I think I feel comfortable with the students being able to fund raise all year. So that makes me happy that it'll be a reasonable hope a reasonable number for our students to afford and I love that they have the opportunity but we'll assess it at the end of this trip to see the educational value but I know they're excited. Mr. Gomez I Mr. Harris M >> Schaffer Miss White Next is future agenda items. Do you have any additional feature agenda items? >> In the next meeting, we have um discussion of boundaries as well as our first top ters of the year. Um will we be including top ters from the preschool? >> That's funny. We asked that question. I I think they're doing other ideas
147for PBIS, but uh the board's desire to do that. I'm not >> Well, this is the board's program. That's why I said designer. >> I think we'd like to. >> Oh, absolutely. >> Especially since we're only having two from the middle school. >> So, they'll have to hurry up because I know they're not on the list right now. >> I know they're not on the list right now. So, they'll have to hurry up and make it happen. >> Thank you. >> Number four, committee reports. I do, but I can't find it. >> Do you have a committee report, Mr. Harrison? >> Uh, we talked we talked a lot about um, you know, some of the issues. I appreciate Mr. I don't really have much to add. >> Policy meets next Wednesday. Anything else? Any other
148committee reports? Mr. Schaer, >> um, the district met We went into subcommittees and I was in the subcommittee with Chef Valley. We went over over the school meals and our policy related to school meals and we went over some of the things that maybe we don't do as well and things that we can maybe improve on. Um, so when we're focusing on four key areas. Um staff members, especially those servings, being trained to uh politely prompt students to consume the daily vegetable options with their meal, offering alternative options, um student surveys and taste test. So try it Fridays. He's already started and student artwork. So we talked about um this will make me think about this white. So we talked about uh using menu development and um using the like morning announcements >> to help
149promote the menu and everything. So I said maybe we could have the students write a script and we're using writing and now they're using writing >> of your but very thing that I found out that we're doing but that I didn't know wings. >> I was so very excited. >> Yeah, I was so very excited. >> But we talked we did talk a little bit about the they've changed and I think we talked about this last year. They've changed some of the um the The USA has changed the parameters for school lunch and school breakfast. They've lowered the sugar content um >> and the salt and so the industry hasn't really caught up to um to those parameters yet. So they're kind of there's some hiccups trying to get get us there. So he's working
150hard to make sure that we're meeting our guidelines. >> I believe a lot of changes at level and stuff like that. >> Not yet. >> I do. I'm sorry about that. >> Buying you time. >> I know you did. Well, with the um core team met and um everything is really going well, which it should be because it's only, you know, really what two month, not even two months, >> they got about a month. >> Yeah. So, um but just to mention a couple of things. Um the auditorium carpet and lobby stairs, they're doing those. They're working on mostly punch lists. I I'm sure you guys know that's just a checklist that they go through and then anything they have they find. Um, so most of it's pretty much done. Um, there are a couple
151things they're still working on, but the one great thing that I noticed was inspections passed. So that is always good news. The building for fire alarm install and testing that passed. Um, uh, the commissioning sound system throughout the working on the bell schedule. Um, another fire alarm inspection was complete. Kitchen health department complete, elevators complete. Final electric inspection complete. Area of refuge inspection complete. Final line safety inspection complete. So, I mean, you know, there's just one more um before certificate of um the final life safety inspection is the last one before we can officially get the certificate of occupancy. So, I mean, it's just awesome to see after so long and so many years that you know soon. It's soon. And of course, talked about the ribbon ceremony which will be December 6th, 11 o'clock.
152We're not sure if it'll be indoors or out and so we're looking into that. >> Yeah. So, um and then I don't know if we're doing the December 5th. >> Oh, okay. All right. Okay. So, um any rate, so that was all good. All you know, great news. It's all on time and will be done soon. So, one more inspection to go >> and then there's two more subcommittees related to moving the buildings. One is related to all the historical artifacts and Mrs. Schaefer is representing the board on that committee and then one is for planning the ribbon cutting and then I'll be representing the board on that. So, there's anything that needs reported out. >> So, yeah, we're just about there. >> I know it's exciting. brings us number five comments. Um, Mrs. Schaefer.
153>> Well, my first I got to go to the Friday night game. Very exciting. Um, I got to go to the press box and look down, but I did peek through the window. It looks gigantic from up there. I mean it is gigantic. So, but it was very exciting. Um I don't want to spoil anything but when we did score and then the light it was like light fireworks like fireworks. >> It was very exciting. Very exciting. Um I didn't know it was going to happen. I forgot that we were going to have that kind of capability. So it was very exciting. I don't know if I mentioned this. Very exciting. Yes. I'd like to congratulate my two colleagues. So proud of both of you for completing those. Well, you completed You still have one
154to go, >> two two steps to go. So, but we're very proud of you. So, you know, and then the Fresh Farm, I just I read their newsletter and I attended that um garden thing party and I just wanted to tell the community food donations they made was over 2,238 pounds food donated. They also donate compost, 419 pounds. So, an awesome job to those kids and of course the two adviserss that um are are well instigated the program. I don't know if that's the right word, instigated. They probably like that. Steven like that word, but yeah. But anyway, um I just thought that was amazing how much food they've donated. And I did I do have an article. I'm going to make it fast. five simple ways to say you belong and that we are
155big in this um school system for belonging and having our kids feel like they belong. There's just, you know, some things that we can all do. I'm sure some things that people are already doing. First of all, belonging is the feeling that we're part of a larger group. Um and um that's basically how we define belonging. It's a larger group that values, respects, and cares for us and we feel we have something to contri contribute. So um when they have a strong sense of belonging they we know they perform better academically and that is what is so very very important um to me as well. Um students also feel a sense of belonging. They experience measurable health benefits. They have um have um also have seen um reported wellness and fewer doctor visits. Belonging therefore
156is not a peripheral concern. It's fundamental to learning. And I believe that is true. There are five actions they recommend that teachers can take to build a student's sense of belonging. The first one, and I think a lot of our teachers do this already, stand out of your door and greet the students when they enter your class. I tried to do that. I always get to because you get busy and so you know but it is a nice thing especially to say their name you know hi Jen hi James you know who it's just nice and always make eye contact and smile and I always every time they'd come in I would smile and they know that and also friendly non-verbal greetings such as a handshake high five fist bump wave or thumbs up I
157had one student we had a special handshake just he and I was um give a few words of encouragement. Glad you're here or let's make it count today. So that is one way just to greet them and have that smile and make that contact. Another way is to create create meaningful classroom responsibilities. Um to me this sounds more elementary. I didn't really do that too much. I didn't have many rules except you know just be responsible and you know high school's a little different animal but you know things that you know you can give them a responsibility to collect the pencils or put things away and so on. It makes them feel like they're important and they have a job. Um another one is use universal response opportunities. Um this includes feeling valued and contributing
158to the group. Teachers can call on students at random, but also if you can go back to a student that didn't know an answer and then ask them after somebody gives the correct answer, >> what what's the answer now? And hopefully they'll they have learned that answer and they'll repeat it. And there's all kinds of ways you can do that. Um they'll balance ways in which they ask students to respond. It could be writing, it could be exit slips, all kinds of things that you know teachers can can do. Um, also another one is boost productive group work. Um, you can do think pair share. You can do numbered heads, which I've done all of it. It sounds so old, but I guess it's still going on now. Um, and numbered off and where they
159put their heads together and so on. I loved my literary circles and my, you know, writing groups. I just loved how those kids were together so well. Um, finally, harness the power of past success. Um students can engage in academic risktaking. That's a good thing. Even if they fail, they want to learn and to make them succeed. You you go back and you, you know, maybe help them to take a risk and that's, you know, goal reachable. But you also want to plan for them to experience success more frequently than failures. And that's so important. and reminding students of their earlier success has a positive impact on their persistence and performance and that is so very true I think so just some ways you know there are no these are no cost interventions that you
160know I'm sure a lot of our teachers do and and and use but I found that article just um wonderful because you know again I liked that contact I remember when I made my um I don't know if you do this with elementary but with my high school kids. They'd come in the first day and and I'd let them sit wherever they wanted and I'd go around and shake their hand and welcome them and say, "What do you want to be called?" Now, that could be dangerous because I had one kid will call me Morgan. I said, "No, I'm not calling you that, but we'll go from there." Yeah, you get, but they were usually pretty good. And I told them, you know, as I went around and got their names and um welcomed them
161to my class that I did reserve the idea of changing their seats if they didn't behave. But it just worked. It was just nice to do little things just like that to help them feel that sense of belonging. And I think our teachers do do a lot of those things. But I just thought the public should know some of those things that I think again a lot of our teachers and staff do already. So, thank you. >> Thank you. I'm up next. I did attend the state of the schools along with several of my colleagues and then I attended our first football game in the new stadium. Um, it's a beautiful stadium. Was extremely well attended by our community and just wonderful to get to open up little piece of that new campus to our
162community and celebrate with them. Mr. Harris, >> I was also at the state of the city. Fantastic job, Dr. So schools sorry fantastic job Walters as well. Um uh congratulations to Mr. Gomez and Schaefer and as well as Preston Elementary for Star. Um and uh I also made it to the football game. I told Miss Coco as we were standing there you know it's just so exciting. Everyone was so pumped. The vibe in there was just amazing. But three years ago, we were spread the ground, you know, right just right there. And it was just just was a great feeling, just surreal. So glad we get to share that with the community. >> Uh and then I also attended a city council meeting as they voted or passed the uh uh levy out of their
163committee for a vote next week. I want to thank council person Nichols Roads for her comments about the work the district's been doing as well as council persona as well. >> Thank you. Item G is adjournment. Is there a motion to adjurnn? So moved. All in favor say I. I. >> We are returned at 82.