001You're good now. Good evening everyone. Oh, yeah. There she is. Welcome. I'd like to call to order this regularly scheduled board of education meeting. It is 5:31 on Wednesday, May 28th. Miss Stocoy, would you please call the role? Miss Coco here. Mr. Gomez here. Mr. Harris here. Mr. Schaefer here. Miss here. Item B is motion to approve the agenda. It is recommended that the board of education approves the agenda of the May 28th, 2025 board of education meeting. Action by the board of education and adoption of a consent agenda means that all items are adopted by one singular motion unless a member of the board of education, treasurer, or superintendent requests that any such item be removed from the consent agenda and voted upon separately. So move. Second. Discussion. Miss Oak, would you please call
002the role? Miss Coco. I Mr. Gomez. Hi, Mr. Harris. Hi, Mr. Schaefer. I opening ceremonyformational items. This meeting is a meeting of the Kyoga Falls board of education in public for the purpose of conducting the school district's business. It is not a public community meeting, although there are opportunities for public participation. If an individual wishes to address the board regarding a topic found on the meeting agenda, the individual must complete a registration form found inside the attendance notebook and present it to the treasurer. Following the introduction of the topic by the board president, followed by board discussion, the individual will be recognized. If an individual wishes to address the board regarding a topic not found on the meeting agenda, he or she must notify the superintendent and or board president of the topic no later
003than three business days in advance of the meeting. These individuals may share their comments during the board business portion of the agenda. In both cases, the individual will preface comments by an announcement of his or her name and address and address and limit comments to three minutes. All statements should be directed to the board president. No person may address or question board members individually. An unabridged board agenda for this meeting can be found on your electronic device and at on the screen there for you. And for your convenience, hard copies of the board agenda may be found on the table by the signin book which are over there on the library stand. The next regularly scheduled meeting of the Kyoga Falls Board of Education is June 11th, 2025 at 5:30 p.m. in the Kyoga Falls
004High School Library. And now for our pledge of allegiance. And welcome Dr. S. Thank you. Please stand if you're able. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Welcome. Our visional 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, Dr. Celica. Item D is our presentations. And I'd like to call up Miss Allison Bton for a retiree. Thank you. Good evening, everybody. I hope you grabbed a cupcake back there. Did everybody grab a cupcake? Nobody. You can have two these kids. You want two cupcakes? Okay. So, um we
005are very excited to be able to shine a bright light on all of our retirees this evening. So, thank you for joining us tonight. Uh before we begin, I want to recognize and thank those retirees that were unable to come this evening and thank them for their years of service to the falls. So, those unable to come this evening are Mr. Rick Levens who is a physical education teacher at Roberts. Miss Jennifer Gaul an intervention specialist at Richardson, Mr. Robert Me an IT technician with the district, Miss Joan Pinkerton, fifth grade teacher at Dwit, Miss Sonia Richmond, custodian at Price, and Miss Joyce Shell, food service at CFHS. So, can we give them a round of applause if they're listening? I also want to recognize somebody that is retiring, but we are lucky and fortunate
006that she is going to be coming back to us next year, and that's Miss Jodie Hosman. So, thank you, Jody, and congratulations on your retirement. So, this evening, uh, principles and their representatives have prepared parting words for each of our retirees that are present here tonight. Uh, when I call your name, please come to the podium so that we can recognize you. Uh, first up is Miss Allen. I'm sorry, Miss Ellen Allerton. She's a media specialist at CFHS. She's been with us for 19 years. And Mr. Jason Smith is coming up here to recognize her. [Applause] Well, Miss Yeah, you can stay next to me. So, it really truly has been an honor to work with Ellen for these uh last I haven't been here the entire 19 years, but um since I've been here
007in various capacities. Um Ellen's such done such a wonderful job running the media center and and that's just one small thing of what she do does and I'll get into a little bit of that um as we go. But um when we consider the the various changes and and the way the media center's you know changed over the last you know 19 years um Ellen's done such a wonderful job of adapting and just making this an inviting place for our staff and our students. She does so much for our school, whether it's teaching lessons, helping students, collaborating with our staff, um just to ensure that students have access to all things related to the media center, whether it's books, uh whether it's our maker space, utilizing the copier, whatever it is that they need. Um
008like I said, Ellen's contributions extend well beyond the media center. Uh she does so much for us in regards to testing, you know, whether it's the ACT, the SAT, the OST, the ASVAB, AP, just to name a few. Um, Ellen's always ready to help out and provide any support that we need. We know that is certainly going to be missed. Uh, the support that she provides through those busy testing times really can't be overstated. Um, we're just going to miss, you know, all that support that Ellen's provided over the years, the relationships that she's developed with our high school staff, um, and certainly the wonderful rapport that she's developed with our students here at the high school. and just her overall positive attitude that she brings to work every single day. Always a smile on
009her face and always willing to stop and chat for a minute. Um, Ellen, I know that we will certainly miss you as you take this next step next step. Um, but we're excited for where these steps take you. Ellen, thank you again for everything. [Applause] Next, we would like to recognize uh Mr. Doug Calvin. He's an attendant at Price for the last 10 years, and Mr. Amanda Whiteoff is coming up to have some awards. [Applause] I feel like half my staff retiring if you look at the list. Tons of people from Price this year. So, you know, I said half the staff. So So good evening everyone. Um tonight we're going to celebrate Doug Calvin. Uh he's one of our remarkable student attendants at Price Elementary. He's uh only been with me for about three
010years, but his impact on Christ has been really profound. Um we're lucky to have you, Doug, and you are without a doubt one of the most kind and patient men that I've ever known. Um just like salt, you and Lynette, salt of the earth. Um your dedication and passion for helping students is remarkable. You're genuinely great at connecting with kids, especially those who struggle. Special Olympics seems to be your your standout event. Doug will be found out there the entire day with students. Um he's never talking. He's running around and he can hardly I don't know how to keep up with him sometimes, but Shion got away from me and you caught him. So um he's also just has a really um innate ability to reach tough kids. Um we have a student right now
011that really is into cars and I know Doug, he and Doug spend some time looking up car specs and car types and and models and all kinds of things. So you're just really good at building connections. Um his commitment uh to the community expends extends beyond school as well. He volunteers at a food bank. He's also helped run a camp for students that are in foster care and have some behavioral struggles. Um working with some of our families even to connect them to those resources. So you're just always on the lookout for everyone first. He's always ensuring everyone else has their lunches and their breaks and everything before himself. So something that we really appreciate. Um I deeply appreciate the Doug. He just has a nononsense work work ethic. Um unwavering commitment to what's right.
012He's very realistic, avoids drama, which is a nice little addition sometimes. And he's just a really hard worker. The one thing I've learned that when Doug has a concern, I need to take it very seriously because he will not come to me unless there is something I genuinely need to address. And when he does, I try to fix it as fast as I can. So his discernment is absolute and his integrity is invaluable. So amidst all that dedication, Doug also has a pretty wonderful dry little sarcastic humor sometimes, which lightens even some tough situations, um, bringing perspective when we need it. And a little bonus for having Doug is that his wonderful wife Lynette is a sub for him. So whenever he's out, Lynette subs in for him. So we always have a fill in
013and she knows the routine because I'm sure he goes home and shares so many wonderful things. So Doug, you've been an unwavering uh dedication, patience, and quiet strength, and just simply your being such a good person. You made a really big difference here. And on behalf of the entire school community at Price, um we want to wish you a retirement filled with relaxation, some of that volunteer work, some camping, and all the quiet joys life has to offer. So you will be greatly missed, and your legacy of kindness will live on at Price. [Applause] Amanda, you're you're up again. Oh, yeah. Yeah. You might as well just stay up here. So, next up is Mr. Gerski, a custodian at Price. Uh, 23 years, and he's gonna more words from me. Yeah, he's coming. [Applause] Look
014sharp. I know. Don't get to see him clean up very often. All right, Mr. Gerski. So now we're also going to celebrate another kind of quiet, steadfast, pretty essential part of our Price School. Um Todd's our amazing custodian. He's been at Price for seven years. Uh five of those with me. So and he's someone who I have had a privilege to working work with very much. So Todd, I'm sure when I rolled in here, you had quite a few eye rolls and little huffs. Um was I showed up eager, brand new, freshfaced as a new principal with a bucket of paint for you to paint my office. ready to go. Um, so and then we have spent a lot of time cleaning out a good 50 years of price history probably and you know you
015help helped me a lot. You know, shall we, shall we say, make things disappear sometimes when we needed to clean house. Um, you're always a man of few words, but your loyalty and patience speaks volumes. You're always patient with the kids and the staff and with me. So, um, you really go above and beyond a lot, Todd. Whether it's cleaning up a spill, uh, moving furniture on a whim, coming in on your time off to let someone in that, um, forgot something over the weekend. Uh, you make our building run smoothly and you have just a nice calm demeanor. Um, when we ask how you're doing a lot of times, I don't know if I got it right, but we get a He's on the right side of the ground today. Oh, see, there we
016go. See, he's got a lot of little oneliners that we're used to. So, um Todd, one of his greatest gifts that I'm really grateful for is his uncanny ability to be an animal whisperer. Or else, maybe we would call him the bat catcher. So, birds are not my thing at all. Um so, bats might be even worse. And over the years, we've had quite a few winged friends that seem to show up in price. Yeah. And every time Todd never fails, he safely captures them with a bucket and a piece of cardboard and he lets them go free while I stand in the corner and scream a little bit, but we always seem to get him out there somehow. Um, he has just a gentle soul for animals. I know he does. He tells great
017stories about he and his wife caring for their cats. Um, and he really has some great stories he shares from his time spent early in his career at SeaWorld. And I know that was a great fit for him. So, I love hearing those stories. Todd's also a really incredible artist. He's very um quietly will share a piece of work here and there, never seeking praise, just letting that work speak for itself. Um and then let's see, he's also got that wonderful dry wit also. He and Doug must share that together. But um there's times when things just aren't going our way. And another good Todd saying is he'll just shake his head and offer his classic sarcastic observation. Lions 10, Christian zero. Did I get it? See, I got that. I didn't even know what
018that meant. I had to look it up. I thought it was a football analogy. So, anyways, that's our humor sometimes. That's our humor sometimes. That's what gets us through the day. So, I'm grateful I got to spend my first years as a principal with you, Todd. So, you've been a problem solver and we're so lucky to have had you. Yeah. [Applause] Next, we'd like to uh recognize Miss Nancy Hall, speech and language pathologist for 32 years. And Tammy Brown's coming up to say some words. I should say how many years Brown and others the great part about celebrating retirees congratulations everyone is that they know a lot of people and even though I have known Nancy long long we grew up together and our families did so I have lots of great stuff But these
019two have much better stories. So So Stephanie and Lisa have some things to share about their friend. She didn't know we were speaking. So don't worry, I'm not sharing any of our deep dark secrets. Well, good evening everyone. It's truly an honor to stand here today and speak about someone who has not only been a wonderful colleague but also a dear friend. Um when I first walked through the doors of Price Elementary as a student teacher 24 25 years ago and then as a second grade teacher when I got hired I was wideeyed and a little overwhelmed. Nancy was one of the first people who made me feel at home. She took me under her wing without hesitation, guiding me through everything from intervention strategy strategies to the maze of IEP meetings. But more than
020that, she was simply there for early morning chats and laughter during lunch breaks and in the thoughtful check-ins after long days. She made a point to make sure I never felt alone. And I know I wasn't the only one she did that for. Several people have shared with me. Over time, our professional relationship grew into something much deeper. A true and lasting friendship. One built on respect, laughter, and countless shared experiences in and out of the classroom. That kind of bond doesn't retire. It stays with you, Nancy. Your impact at your schools, on your students, and on all of us is immeasurable. You've left a legacy of compassion and dedication that will continue to shape this place long after you've packed up your classroom, which I'm sure you're done already there. We're going to miss
021you dearly, but we're also so excited for the next chapter of your life. being my personal classroom assistant, bringing me coffee in the mornings, Ubering my lunch, I'll just go back to work and being my sub when I'm not when I'm not at school. With all jokes aside, you've more than earned it. Congratulations, my friend. I will miss you. [Applause] Oh boy. Okay. I've known Nancy since seventh grade and she was in eighth grade. I just want to say she's a year older than me. So, you know, I got um Well, I don't want to go that far, but okay. Friendship is not about how long you've known somebody, but it's about the quality of the connection that you make. That's the gold standard right there. Nancy is so good with everyone. and I don't
022know even have words to say what she means to me and we've really been through everything together personally and professionally. We met at Bulock over 40 years ago. It was a junior high at that time. Played sports together, attended Kent State University together. Man, we've been together forever. Um we taught at Sill at Price at Preston. We coached basketball together. I tend to like quiet mornings, nice, easy roll into the day. So, my wonderful principal decided to put us together at door duty. And I I really would like you to demonstrate your morning door duty for everyone. The kids come in and you know they're not quite awake and she is clapping. Hello. Good morning. And I'm like, I'm not sure I look like the kids. It's Nancy is authentic and she's genuine and she's
023thoughtful and she's caring, trust, trustworthy and extremely organized. I hope she goes into that when she retires. She can plan a party better than anybody I've ever met. I want to thank you for your friendship. It's a rare connection and a bond that sustained us three years. And yes, I will always be your Uber driver to the airport. Don't worry about that. The last thing I'd like to share with you is the letter she sent home to her parents because I think this describes Nancy to a tea. After 35 years as a speech language pathologist in the Kyhoga Falls City School District, I am writing to share that I will be retiring at the end of this school year. It is truly bittersweet to say goodbye to a profession that has brought me so much
024joy, purpose, and fulfillment. Working with your child has been one of the greatest privileges of my career. Each of them has brought something special into my life and I've cherished the opportunity to watch them grow, learn, and develop their communication skills, their determination, curiosity, and unique personalities. You've got a lot of those have inspired me every single day. I also want to extend my deepest thanks to you. Your partnership, encouragement, and trust have meant the world to me. The progress your child has made is a reflection not only of their hard work, but of all the support you've provided at home over the years. As I begin this next chapter, please know that I will carry with me countless fond memories of students and families that I have had the honor to work with at
025school. I wish each of them continued growth, confidence, and success in all that lies ahead. You're truly one in a million. Thanks. [Applause] Next, I'd like to call up Miss Joy Hin. She's an interim principal at Roberts Middle School. Uh she's been in education for 32 years, over 20 in the falls. Right, Joy? And she's being recognized tonight by Miss Julie Evans. [Applause] To quote from Joyy's retirement letter, her black tiger journey began when her family moved to Kaga Falls in the fall of her third grade year. She attended Preston Elementary School, Sill Junior High, and Kaga Falls High School, class of 87. In her last year of college, she did her student teaching at Lincoln and Dwit. She then worked in some capacity in every building in the district and there were more back
026then um before settling in as a middle school ELA reading and Spanish teacher and um for those of you who don't know because you're too young. Language arts and reading used to actually be separate standards. So yes, she actually taught both of those classes. Um, my sister, who happens to be here tonight, cheered with Joy in high school and always said, "Oh my gosh, you have to meet my sister. You have to meet Joy. You have to meet Joy. She's We ended up being hired in the same year." And then um she was at Sill and I was at Robert's. And then when there was an opening, I called her. I'd never met her before. I called her at Sill back when there was only two phones in each building and said, "Hey, there's an
027opening next year. somebody's leaving. We need a Spanish teacher. My sister says, "You're great. You should come over." And she did. And thus began a beautiful friendship. And um another wonderful time until she decided that she wanted to be a principal, which apparently I said to her, "I don't think you want to do that. That's not a good idea." Because I didn't want her. I don't think you're going to like that. You're not going to like that. I also cried when she told me she was going to retire a year before me, but this was 20 years ago, so Joy has always been the consmate professional. Um, according to Judy Weedman back in 1993, she she said Joy has performed as a seasoned veteran. She has done an outstanding job of providing continuity for students
028in their learning process. She has the respect of her students, maintains a child- centered classroom, and has effective discipline and control. In later years, Joe Aano, who is now with our summit ESC, said, "Mrs. Hchin is a conscientious, energetic teacher. She has effectively established a positive classroom atmosphere where students know she's working in their best interest. She has established very positive relationships with students, including those students who are often difficult to work with. She can always be counted on to be helpful and to keep a positive attitude even when the going gets tough. This theme carried on to Tom Ratcliffe. Joy has a great rapport, mutual respect with her students. She is a true professional who has established a warm, wonderful, risk-free and productive classroom environment where her kids have every opportunity to succeed. Later
029on, 2009, Sean Milan said, "Joy is not afraid to take that difficult student and work diligently with them to succeed. I say to you, Robert, and there needs to be nothing else said about that." From 2013 to 2024, Joy was a prek through grade 5 principal in Kaga Heights. But perhaps because there should be a take your friend to work day so we can actually see all the people that our friends are talking about, Joy decided to return home to Chicago Falls in August of 2024. She looks forward to spending her retirement in Florida, which is a little bit rude because that's kind of far away, but she did build a house with a room for me, so I think I'm going to be okay with that. Um, but she has done a wonderful job
030at Roberts this year. I had teachers actually thanking me, leaving notes in my office. Thank you for bringing Joy back. Thank you for bringing joy back. They were so excited to have her back as principal this year and even this year making connections with those very difficult students and helping them to feel seen and heard. Sorry, I tried really hard. I did really well. Um, but the last thing I have to say is once a black tiger, always black tiger. and thank you for coming home. [Applause] I'll say something. I didn't think she'd stop you. I didn't think she'd give me the mic. No, I just want to thank the board of education um for putting some faith in me and allowing me to return. Um it has been a great year. I never had
031any idea at the beginning of this year that I would be retiring. Who knew the state was going to do that? But um it's been wonderful. I love Kaga Falls. It's my home. Always will be. And I also one little part that we missed was that I was pre Preston's principal also for three years. So thank you everybody. I really appreciate it. Next, we would like to recognize Miss Pamela Hugal, par professional at Lincoln, recognized by Julie Hall. Oh, okay. Sure. I'm just kidding. She hiding somewhere. Um, so let's bring up Miss Roseanne Costa. Second grade teacher at Price 38 years 38 years. Good for you. Couldn't have been. I just Okay, I won't say that. Amanda White's coming up again. Nancy Hall is mine, too. So, I spared you guys from having to hear
032another Amanda speech. So, I'm just going to introduce Judy. So, before Judy shares her thoughts, I um wanted to say a few words about this extraordinary teacher we have right here. Um, as we honor Rosanne Koff, that's right, 38 years in Ky Falls School [Applause] District. Rosanna is quite possibly the greatest teacher I've ever witnessed teach. Um, she possesses an ability to ensure every student is learning and is engaged at all times and consistently rises to her very high expectations. Um, a standard of excellence that I think can inspire all of us. So, on a personal note, God all right here, Rosanne has been just an incredible mentor and cheerleader for me. Um, she helped hire me for my first admin job. Um, she's guided me throughout that time at Price and I'm just grateful
033for that. So, Nancy Hall, too, both of you ladies and and they kind of have kept me kept me real sometimes, I think. So, um, I'm just grateful for that and we'll miss her immensely and Price will not be the same without her for many years to come. So, I'll let Judy say the rest, but I just wanted to say a little intro to it. So, not until she opened her mouth, not too long ago. That's something she said before. Uh it's both an honor and a challenge to stand here today to celebrate someone who has made such an extraordinary impact not just on our school but on generations of students, colleagues, and friends. Today we honor Roseanne Ktoff Courier who is retiring after an amazing 38 years of service in Kaga Falls City Schools.
03437 of those years at Price Elementary. That's nearly four decades of dedication, heart, and purpose. Anyone who's worked with her or has been lucky enough to learn from her knows how special she is. From the start, Roseanne was never just a teacher of academics. She was a teacher of life. She taught her students how to read, how to think, how to care, but most importantly, she taught them character. In fact, if you walk by her classroom, you might hear a familiar chorus of her students saying, "Do the right thing because it's the right thing to do." It's a mindset that she's instilled in hundreds of young hearts. She also took action to support her students in the classroom. She founded the Reading by Nine program, a volunteer program that she started because she believed that
035if a child can read by the age of nine, they're set up for success in life. She has recruited and organized countless volunteers, ensuring her students had multiple opportunities to read with an adult. She didn't stop there. She tirelessly fundraised for donations so her students could take home a book every single month. Many of those students might not have had a single book at home if it weren't for her. She secured many grants turning ideas into reality. She found funding to purchase a buddy bench for the playground. Such a simple but powerful way to help children build friendships and support one another. Over the years, she's worn many hats, serving on the building leadership team, acting as a union representative, and working on numerous committees. And through it all, she has remained one of the
036most dependable and driven educators that I've ever known. And let's not forget the legendary field trip with Julie Mains when the bus to coming home from Cleveland field trip 77 was shut down. She was literally stuck on a bus with a group of students for hours. She kept them entertained and calm, making what could have been a disaster into a memorable adventure. They didn't get back to school until 7 p.m. And yet, she still managed to smile through it all. That's just who she is. They never had to go to the bathroom that entire for me. This is personal. She's been my friend and co-orker for over 30 years. We've shared laughter, lessons, challenges, and victories. Lots of coffee club. More than once, she's been the voice of reason or the much needed comic relief.
037Roseanne, thank you for your wisdom, your dedication, and your friendship. You've made our school better. You've made all of us better. As you begin this next chapter, may it be filled with joy and adventure. Although we'll miss you, we know your legacy will continue through every mind that you've inspired, the hearts that you've touched, and the values you've passed on. Congratulations, my [Applause] No, I don't think so. But thanks for the memories. Except I do have one thing I was telling Judy as we walked in. Okay. I got hired in the middle of September. It was just like a day here. I had my umbrella, went to the interview, left. The next day, the phone rang and the secretary said, "Guess what? You've left your umbrella." And I said, "Oh, great. I'll come and get
038it." She said, "Well, we want you to sign a contract with Kyhoga Falls, and the rest is history." Thank you very much for all that. [Applause] Next, we'd like to recognize Miss Judy McCary, who's who's served in a number of roles. her latest as a hall monitor at CFHS. And Jason Smith is going to join us at the podium. [Applause] Okay. Right on. So, I've not known Judy for uh the full 26 years. In fact, I've gotten to know Judy really well over the last about two years when she joined us um at Kaga Falls High School in a newly um position as a hall monitor. And um we got to know each other pretty well, you know, just kind of the nature of that position. Uh Judy, you know, for those of you, I'm
039sure most of you are familiar with this building, it's a little over 300,000 square feet. And uh Judy walked probably every single square foot of that many times over in these two years. Um she did a wonderful job with that position as that one is not always an easy one, you know, just because the nature of it is well you're you're trying to keep the hallway safe and making sure that students are where they need to be, not necessarily where they want to be. And Judy always did a fantastic job. Um so again, just really getting a chance to know Judy, her work ethic, her reliability um in that short amount of time was was truly um just a blessing for me. We knew that we could always count on Judy to again keep the
040hallway safe and make sure students are doing what they're supposed to do. Um we're going to miss Judy, you know, despite all of those um maybe some of the tougher situations with but she always approached everything with such a positive attitude and she just brought that smile and those those wonderful positive greetings to work every day. So, in the short time that she was here, you know, she she developed relationships and she made an immediate impact on the school and set the tone and the example for our other hall monitors as well. Um, she we're we're certainly going to miss all of your hard work, your diligence in your job. We wish you all the best. We're going to miss you. Thank you, Judy. [Applause] Jason Smith, come back up here. Between you and Amanda,
041it's like a would like you to come back up. Not because you're retiring. No, no, no. Because uh oh, a a constant at the high school, a secretary for a great number of years. And here she is. Didn't even have to say her name. There's Miss Joyce Powers. [Applause] Yeah. But 99 26 years. Wow. Okay. Well, I uh again had the opportunity to work with Mrs. Powers. Um particularly in these last like five or six years. Yeah, it's right kind of right up here. um as she's one of our secretaries for our um administrative staff, our high school assistant principal. Um in the last five or six years, I think you've got to welcome in is it four new assistant principles. So, it's been very busy, but uh we're we've always been fortunate. You know,
042Joyce has been um just such a great presence, you know, in the office and in everything that she does. Um it really really has been a pleasure working with Joyce. Uh she's done so much more than just manage attendance and phone calls. She truly is one of the most positive people that I think I've ever worked with. Um I don't think even right now I've ever seen her without a smile on her face. So from the warm welcomes to the kind words, her endless patience to everyone who walked through the office doors. Truly her positive attitude is infectious. Uh Joyce has always had an uncanny ability to remember past conversations. We often talk about uh you know some of the things going on in our families. She always remembers everything, asking about people's kids and
043how things are going. Um it's just truly just a remarkable gift. We're we're going to miss that positivity and the joy that Joyce brings to work every day. Um we're going to work miss working with you and I'm going to miss popping in the office and just kind of seeing that bright smile every day. Um definitely excited for this next stage for you. Thank you for your grace, your warmth, your dedication that you brought to school every single day. We wish you all the joy and the relaxation that this next step has to offer you. Thank you, Joyce. [Applause] [Laughter] Next, we'd like to recognize Miss Cindy Kbonic, second grade teacher at Preston. Looks like Tammy Brown's bringing up a crew again. Here we go. One of the many great things about becoming principal at
044Preston was I joined a staff that had seven fellow falls graduates which is very unique and being one myself was awesome. Now Cindy and I small world her husband's sister was my best friend in middle school and I graduated with her sister Cindy's sister. So the the falls is so small and I wouldn't have it any other way. But we had to fight for those who got to say something about Cindy because she is so loved and we just celebrate her today and some of her friends wanted to share with you. We won the fight. Okay. So, I'm Nancy, as you know. This is Lisa. So, we thought we would write you a poem for Cindy about Cindy since teaching teacher of second grade. So, tonight we gather, hearts full and bright, to honor a
045star whose spirit is light. For 34.4 four years in this district so dear. Cindy has taught with warmth and cheer. It started in kindergarten, wideeyed and new. Then to third grade where young minds flew, but it was second grade where she made her nest, where year after year she gave her best. A teacher, yes, but oh so much more. A mentor, a leader we all adore. From union halls where voices unite to BLT meetings and negotiations deep into the night. She mentored the new with patience and grace. The sunshine committee. She lit up the place. She showed up at night for events big and small. to cheer on her students. She answered the call with a classroom full and voices too still. She had her own brand of calming skill. If you hear me, touch
046your head, she'd say, "Then noses and ears in a directive way." Cinco deio brought music and flare with parents and kids gathered everywhere teaching the macarina with rhythm and glee, laughter and dance pure jubilee. Cindy the calm and voice of reason, a guiding light in every season. She wore many hats, none ever too small. a friend, a grandma, a daughter, and the mayor's wife to all. A costume queen on Halloween night as Arthur. She gave us such a delight. [Laughter] Just kidding. Okay. A mad student once wished for Mrs. Pbanic to eliminate, but said laminate instead. Well, isn't that great? For truly, Cindy, if we could, we would laminate you to keep forever good. A listener, supporter, always so wise, with a sparkle of joy, never denies. She counts her blessings, never her woes, and
047into young hearts her kindness flows. Cindy, your chapter here may close, but oh, how your garden grows. in every child, in every peer for someone who's given so much. It's now time to Oh, sorry. Your legacy echoes year after year. Sorry, my bad. Um, we'll be writing a IEP later for listening and following directions for Miss Hall. Okay, back to Cinda. Retirement now calls with its sweet invitation. Sleep in, have lunch, even go on vacation. Tea rooms await. Much fun during the day. For someone's who's given so much, it's time to play. So, thank you, dear Cindy, for all that you've done. Your journey was golden. You shined like the sun. From Kayahaga Falls, we say with cheer, we love you. We'll miss you and hold you dear. [Applause] I feel like I was just
048in study hall here not long ago sitting right over there and the library hasn't changed. So that's kind of neat in a way when I come back and then 34 years go by teaching. But um I enjoy teaching in Ka Falls. I was lucky to be at the same school the whole time and I worked with a wonderful staff always and families and students. So, I was always very lucky and I'm also thankful that my whole family's here and my four grandchildren. I'm very, very blessed. So, um, thank you very much. Off to new adventures and I'll always be a black tiger. Thank you. [Applause] That was a fun poem. Good job, guys. How are you for mine? Um, next we'd like to ask Miss Kelly Statz, fourth grade teacher at Silver Lake, to come
049up to the podium. Recognized by Christopher She [Laughter] is right. One cannot talk about Silver Lake and not mention Mrs. Kelly Stats. Mrs. The stats in Silver Lake have been one and the same for, as she told me, 34.52 years. In the fall of 1990, Kelly student taught in third grade. The other teacher in the grade level retired and Kelly was hired for the remainder of the year as a long-term sub. She was then hired for uh full-time in the fall of 91 and she never left until now. Well, tomorrow, right? Yeah. [Laughter] Kelly spent 25 years teaching third grade and then moved into fourth grade where she has been teaching math and social studies. While I've only had the pleasure of working with her for three years, I know that students have benefited from
050having Mrs. Stats in their lives. For her caring approach to her classroom and the needs of all her students, whether it was in third grade or fourth grade, Mrs. Stat's work with the Silver Laker students is a legacy educators dream of when they first embark on this journey. that is education. Personally, I'll miss the shots across the bow in the form of, "I'm Kelly Stats. Nice to meet you." Or, "Hey, stranger." when Kelly knew I wasn't able to get out of my office as much I would like to. But Kelly is also one who gave me uh such valuable advice when I was deciding how much time to take off with the birth of my son. She told me that it was time that I was never going to get back and take as much
051time as I could and don't think a second more on it. And I I know Kelly cares about others. Period. Meredith Ko, a colleague at Silver Lake, wanted to add, "It is both an honor and a bittersweet moment to write a few words about my dear friend and colleague, Kelly, as she embarks on her well-deserved retirement after 34.52 years of service to our students." I added that. She didn't. She did, but then Kelly has been more than just a colleague. She's been a steadfast mentor, a source of never- ending wisdom, a calming presence, and inspiring educator. Her impact on Silverlake Elementary's community is immeasurable, and her dedication is an inspiration. On a more personal note, Kelly and I, Meredith, have shared many things over the years. countless wordle games, endless stories, triumphs, challenges, and yes,
052even a rather uniquely specific and mutually understood aversion that has led to some pause for uh the the suspense, memorable, and often strategic uh and often strategically navigated moments on the second floor of Silverlake Elementary. It's a testament to our bond that we could find solidarity and humor in facing our shared anxiety, both messy and germfilled. Those moments along with her unwavering support and friendship are memories I will always cherish. Kelly, your dedication, humor, and fear of vom will be profoundly missed. While I am so sad to see you go, I am so excited for you to enjoy this new chapter. I wish you fun times with grandchildren, relaxation, and nothing but joy in your retirement. Thank you for everything. Love, Meredith. But we're not done. Fallon Miller, another colleague from Silver Lake, wrote, "When
053I first arrived at Silver Lake, one of the very first people I met was Kelly Stats. She swooped right in to ensure all my technology was set up, and her kindness was immediate and genuine. Kelly consistently checked in, making sure I I felt truly welcomed. She even became my reliable bus duty buddy, always making sure I made it out there with her. No one does. Over the years, Kelly transitioned from being just a wonderful colleague to a dear friend. She's the kind of person who generally wants everyone to feel at home and is always ready to lend a hand. I'm certainly going to miss her, but I know she'll be spending her days soaking up every moment with her sweet grandchildren. Enjoy your well-deserved retirement, Kelly Stats. And now, I would like to call Leslie
054Dhy, Kelly's partner in crime for the last nine years, as she wanted to say a few words. That a secret wink. I don't go anywhere without my Kleenex. I'm hoping to make it through. So, tonight it's a real honor and slightly nerve-wracking to summarize Kelly's years of excellence, hard work, and fierce dedication. Of course, I would call it 35 years of teaching. She would correct me and say 34.52. I told her when you add student teaching, it's 35. So, there you go. Kelly and I actually go way back all the way to elementary school. So, sorry Lisa, I trump you. We were both students at Fish Creek Elementary and actually grew up on the same road, Norton Road. And our mother still live in those same houses, too. I have memories of her mom driving
055us to Girl Scout events, even though her mom doesn't remember it, so I guess I'm not very memorable. Who would have guessed that years later we'd end up working side by side as colleagues? I've had the privilege of working with her. Girl, this is your ball. I've worked with all these people through the years, too. Learning for her, laughing with her, and watching her make a difference in so many lives. One of the most inspiring highlights of her career was the creation of Tiger Bags. For those of you who may not know, the program involved providing food and supplies to those in need. And this all sparked when she was teaching the third grade social studies standard, what makes a community. Kelly didn't just teach the concept, she lived it. And she helped her students
056live it, too. That project just wasn't a classroom activity. It was a real working service initiative run by mostly the kids with Kelly guiding them every step of the way. And it was very impactful. Even when Tiger Bags came to an end shortly after COVID, the heart behind it, the lessons it taught, the people it helped still remained. That's the kind of legacy Kelly leaves. Quiet, steady, and deeply meaningful. In 2016, Kelly was nominated for the Summit County Lifetime Educator Award. And honestly, no one deserved it more. Her entire career has been a series of small, powerful moments that added up to a lifetime surface. sorry to her students, her colleagues, and to this community. Now, she steps away from the classroom. She's stepping into a new role that's just as important, perhaps even more
057so, being present for her granddaughters. It's time. Anyone who knows Kelly knows how deeply she loves her family. And while she's given so much to her school family for more than three decades, it's time for her to turn that love and energy towards her own family. To pour into those little girls the same patience, creativity, and kindness that she's shown to every child who's passed through her classroom doors. Boy, we will miss you more than words can say, but we are so happy for you for the slower mornings, the time with your family, the joy of watching the next generation grow under your loving influence, and the sleeping in. I'm really jealous about congratulations, Kelly. Thank you for your years of service. It won't be the same without you, but we are all better having
058known you and having had you with us. Enjoy every minute of retirement. [Music] [Applause] In [Laughter] conclusion, we know that Silver Lake won't be the same without Mrs. Stats, but we are confident that the inspiration she has given us will continue to shape it to shape our future. Her remarkable legacy is something we will all aspire to achieve. Mrs. stats. Thank you from the bottom of our hearts for your profound impact on every Silver Laker, past and present. We wish you the best in your [Applause] retirement. I say a couple words. First and foremost, I just I do truly appreciate that you guys take the time to do this and to to recognize retirees. um in every form capacity. So that I appreciate. Uh when I first came uh to to Silver Lake School, when
059I got that student teaching placement and it said Silver Lake, I grew up in Snow and I thought Silver Lake has a school. So I had to go get out my map. I had to go find it so I could figure out where it was. Oh jeez. So we fast forward to where we are today. Yeah, but in that time, you know, I've learned so much and and the thing that that I continue to say to student teachers and colleagues is the academics the kids will get. We'll do it. But it's what we do for the kids that make the difference. And at the end of the day, that's what we want the kids to remember. They're not going to remember that you taught them this or that. What they remember is how you made
060them feel. And so I continue to encourage every educator, every person who touches and works with kids, please let them know that they're valued. So thank [Applause] you. So let's give another round of applause to all of our retirees this evening and those I also want to thank Peggy Whitcom back here who got all this organized. So, thank you very much, Peggy. And thank you to the friends and family that joined us tonight. That that meant a lot. Um, so have a good evening. [Applause] Thank you all for coming and you're welcome to stay. Um I just want to offer one last congratulations to all of you. And I wrote down a few words that were kind of a common theme between all of these um for all of our retirees were authentic connections with
061others, respect, standard of excellence, mentor, leader, dedication, and inspiration. And thank you for being that for our students every day for so many years. And enjoy your retirement. Thank you. [Applause] No one's here for the border. Just showed up. What is it? Like no one's here. Oh, are you serious? Yeah. Starting to panic. [Applause] Yeah. [Applause] Oh, that's next. Truly, I love this. Every time I do this, it's not that I forget about this. I just love those. It's awesome. I know you see like the names for your agenda and things, but it's really nice to see. Okay. The question is, should I [Music] eat one? I'm going to eat mine during the fight. I guess we take photo. No. Okay. Um, [Applause] I have another photo, too. Um, I have another photo, too. I
062have a chef's hat. I have her dressed as a chef. I have Miss a Miss Kabanic chef hat photo, too. Yeah. She was chef one year for Halloween. Yeah. I just saw it yesterday. Oh, that's fine. Thank you. See you, Miss Mary. [Applause] I didn't realize she was talking about I didn't know to be honest with you. I remember school. Yeah, I didn't realize she was talking about Blacking. [Applause] We've adopted you. Yeah, we've adopted you. You're black. I am. I'm I'm a I'm a trans man. That's right. Oh, I'm going to be trans. [Music] [Applause] If you come up with the next presentation, people are scared. It's a good strategy. I don't want to hear that. We're ready for our presentation number two. 6 through 12 science presentation. Mrs. Donis, Mr. Glavin, and Mrs.
063Jen Stefen. Welcome. Thank you. Hello. Back on. How do you feel? [Music] [Applause] Jody, I think she's such a good Yeah. Thank you. Yes, President Koko, Vice President Gomez, Board of Education, Dr. Celico, thank you for having us here this evening. Uh, Mr. Glven and Mrs. Sedman and I are going to share a little bit with you about our process and our recommendation for um for our 6 through 12 science curriculum. Um a tiny bit of background is that we last adopted in 2018 and um this process we feel has been more inclusive of all of the teachers and um we're excited about what we have to show you. So our team included uh Mrs. Hman and myself, Mr. Glavin and Mrs. Steedman uh were key members and then actually all of the high school
064and middle school science teachers except one of them who's on leave were able to participate. So we were really excited about that. Mr. Mr. Glven is going to share with you a little bit about um the DEW um materials and her works and that sort of thing. So Mr. Glven, thank you Julie. You may be familiar with the fact that the Ohio Department of Education and Workforce has established criteria first for ELA and math um in choosing highquality instructional materials and we're follow we followed in that line for doing so. So there's a portion of the DEDW website that is called Ohio Materials Matter and it you can read that from where you're sitting. You can see the bullet points on the right sort of frame the process that we have followed in the work
065that essentially started with planning in October 2024 and will be continuing uh for the near foreseeable future. So standards aligned instructional content, scope and sequence, evidence-based instructional strategies, and then the materials to provide implementation and support for all of our learners in the district. Um can move on to the next slide. Uh this is an illustration of the rubric that was developed across the curriculum. Um, Jen and her cohorts from the high school and then the middle school teachers followed a uh, I would call it a little bit tedious process because the rubric was is a bit lengthy, but the 68 teachers and the 912 science teachers were diligent and persevered through the process to come up with uh, an objective scoring system so that they could make intelligent decisions about the direction they want
066to move in with the materials that they're going to be utilizing. You can see that the rubric is hyperl there in case any of you do want to hop on and take a look at what it entailed and Mrs. Hmer will share the presentation with you. So, and this is sort of the table of contents for the rubric itself. So they work their way through both gateways and then all seven of those subriteria in evaluating the best possible programs to be serving their students. Um Julie and Jen will be summarizing what that entailed and the decisions that they made based on that uh scoring system. I'm grateful to have been part of this process because I feel like I'm stepping in the backyard of the summit ESC in coming down here. But I've worked with
067Jen and Sydney Heimovitz for several years now because they attend our science network meetings up at the ESC of Northeast Ohio where there are over 40 school districts represented and they've aly represented Kyhoga Falls in the process. Thank you. So just a little bit about our process. So as Bob mentioned, we started going through the process uh back actually in October. Mrs. Hman and I met with Robin Deans who is a DEW science consultant and we talked through with her, you know, in in addition to the rubrics. Are there is there anything else that we need to be taking into consideration? And then we uh were connected with Bob through Jen. So thank you Jen for that. And then um in November on our PD day, Mr. Glven met with all 6 through12 science teachers
068and talked through um instructional philosophy alignment to the Ohio State standards versus the NGSS standards um which there is a lot of alignment but they're not perfectly aligned um a and a having a commitment to hands-on activities. We don't want our students just reading about science. We want students doing science. And so um he talked through that with them just to and also went through the rubric with them so they had an idea of what are we looking for as we start to look at materials. And then we got some materials um samples from all over and then um Mr. Hutch next slide please. Thank you. Then in January through March we had inperson and virtual presentations from various companies. Um all of the teachers as I mentioned were able to participate which was great.
069uh because we didn't have one teacher making a decision for another and that sort of thing. The high school biology teachers, Mrs. Hosman and I worked with SAS to procure. So in 2018, we had adopted the Miller Lavine biology and at the time it was a perfect storm in terms of there was um the way to get students synced just was not an easy process. And then there was Adobe Flash Player. Some of you may remember that, but it didn't work on Chromebooks. And so the teachers were never really able to utilize the online portion the way we wanted. So they actually gave us a free pilot this year even though we already had the product to let the teachers really experience what it was. And of course it has been updated since 2018 and
070now we have that one the one of the benefits of co is that every student has a Chromebook now and also obviously a commitment from the board to continue that. So we're grateful for that. Um, and so they were able to use that and then teachers had the opportunity to use the sample materials. If they wanted to teach a lesson in their class from different products to see what it was like, they were able to do that. And then we met with the middle school science teachers. Uh, Mr. Glven is um an expert in open sedum as he presented it is it really didn't provide the structure that we wanted to have to make sure that we were meeting all the standards. And so that's why we continued on with the products that actually cost
071money unfortunately. Um and then we kept reviewing. We worked through the rubrics and then got the quotes and here we are today. So um the first part we'll talk about is for the middle school science courses. So in the middle school we wanted continuity. So all three grade levels I said you don't have to have the same thing as the high school but it has to be the same grades six, seven, and eight. We know that students thrive in structure and you know learning things one way as sixth graders is so hard. So to have to try and relearn with a different product and then relearn again wasn't an option. And so the teachers did a great job. They did use the rubric and actually at the middle school level the rubric was kind of
072that breaking like tiebreaker sort of thing. We had two that felt one way, one that one team that felt another and when we looked at the numbers the numbers said uh SAS um was the way to go. So all students will receive consumable print books for six years should you choose to approve this at our next meeting. Um they will also have digital access and then the teachers will also obviously receive print and digital access. The one great thing about this product is it's brand new. One scary thing about this product is it's brand new. Um, so it is expected to start being in the Savas warehouse starting July 7th, but I did meet with the company and they have assured us well first of all that online access will be available and then um,
073Mr. Glven is meeting with our middle school science teachers next week and um, one of the things that we are going to do after he meets with them is I'm going to send them a list and say here are the things that we need first and they have assured me that they can drop ship them. So, as soon as they're ready, they'll be to us within a week. So, we will have what we need in order to start the school year. So, um that's a little bit of relief. Is the current middle school science text a consumable? They are not. And in fact, our current middle school science is actually an amalgamation of several different things. And so, none of them were consum Well, I take that back. There is one eighth grade science text
074that was a consumable. Um the HMH fusion text. Um, but these are actually smaller. Um, they are being printed by module that relates to the standards. Are we gonna have to change our fees for middle schools? We did not include those in the fees. That's not something we've ever done. We've always just included as a fee for Yeah, that that would make the fees just way out of hand. Okay. Yeah, for sure. Um and then the one unique thing as I was mentioning is because these are modules students will have them for various modules. What we have learned and Mr. Glenman are you knew? But what I have learned I should say is that there is no great textbook resource for middle school science for Ohio standards. So, Savas actually has crafted they had this
075great new product and then when we met with them, we had them like mix and match and put things together so that they were more a minimal to what we need, but they're um still the with the module there will be some that will move on from sixth grade to seventh grade because some of the standards only part is in sixth and part is in seventh. We're not concerned about that because uh what we've been doing with our language arts uh materials that are consumable is the students have just been leaving them right there in the classroom. And then we ordered just enough hopefully just enough extras so for students that move in or something like that. Worst case scenario, we can always print because everything is also available online so we could print out
076what we needed if something um you know grew legs and walked away sort of thing. Um, the textbook is based in the NGSS standards, but that is part of the work that Bob will be doing with the teachers to make sure that we're meeting all of Ohio's standards. So, I wanted to point that out because if you're looking through the samples, you aren't going to see the same titles as the Ohio standards. So, I wanted you to know that we are we are working diligently to make sure that we're meeting Ohio standards. What's NGSS standards? the next generation next I was gonna say national next generation science standards um and those are more of a national okay um and then I did put a note there at least for next year we will be requesting
077approval of gizmos which renews in September and the reason for that is we think there may be some simulations available in the new text but because it's not available completely yet online we told the teachers that we you know that's something that we would be able to request and then we'll evaluate at the end by the end of next year. And those simulations assist them for the state test. They do. They're very similar to that. Yeah. Thank you. And um the next part about experience science is it includes the fivee which is really important in science. So engaging student curiosity, exploring a problem through guided inquiry. Um students take a active part in the exploration phase and explain what's going on like in their own words. Not necessarily they might not have the right understanding
078but they're explaining it the way they see it. Then they will elaborate by applying their knowledge to something new. And then they will evaluate their learning and demonstrate their understanding. So that is something that we looked for in all 6 through 12 science textbooks that we would have a similar pattern to that. Again, keeping in mind that for middle school students especially, having that common pattern of running through that is something that they've been needing. So, I put just a few example screenshots and uh Mrs. Hman does have to share with you the actual online access for you to look at some of these yourself, but you'll see. So, for example, each um topic, it starts with what they call the anchoring phenomenon. So, that is like kind of an engagement strategy which Mrs. Houseman
079has been talking about with our BLTs and DLT. So, this is a perfect fit with that. Um, on the next uh slide, you'll see uh just an example. So, for this topic, plate tectonics, anywhere you see that green check mark, those are the things that the teachers kind of must do. We want to make sure that they get those done. Those are the things that will definitely meet the standards. And then if they have time, depending on the class, they may be able to fit in some of the other things. But those are the things that will definitely hit the standards. On the next slide, you will see an example. I just did it all on the same topic. This is what they call their experience planner. And again, you can see those five E
080and how they have designed it very um purposefully. And then this is something that the team will go through with Bob to make sure that we are hitting everything we want to hit. Again, you'll see those those green check marks on there. The next slide shows you the pro progressions and connections. So for anybody that has been through the OTS process, um, one of the things that we have to know is what do students already know in order to be able to understand this or do I have to build that background knowledge? And then why would they want to know this in the future? And if you've ever taught anyone anything, they may ask you that question, why do I want to know this? And so they just very clearly and explicitly um lay that
081out there. So, we're really we really like that feature. And then on the next slide, you will see they always point out crosscurricular connections. So, they're including writing, including vocabulary. They tie it in with math when it's appropriate, um history when appropriate, and that sort of thing. And then on the very next slide, this is the end of the middle school. You'll see just a little bit. This is from the teacher textbook. And you'll see it's a preview of the topic. It shows the experiences, gives a little bit of teacher background just in case this particular area isn't their personal, you know, favorite thing that they've learned about forever sort of thing. It tells them how to prep. There are actually videos that teachers will be able to watch, like kind of a model lesson.
082Oh, okay. This is how that's supposed to be done. And then it tells them what materials they need. Part of the recommended adoption includes the consumable consumable and non-consumable classroom kit. And then we will be using school fees to purchase the other consumables. And we have a super long list by each module that I'll be working with the uh building secretaries to make sure that we have what we need for the students to have those experiences. Any questions on the middle school? I like the crosscurricular connections because of the return to teaming in middle school and with what we have structured for middle school in the new building. I think it's just going to naturally encourage what we hope to happen with the structure that we've created. So, I think that's really great. Thank you.
083And one other thing I should note is that Mr. Glavian is we have well, you've already approved his contract, so you know, he's coming back next year, so he'll continue to work with the teachers and then we can help support that as well. I was also happy to see the writing um in there and then also the engagement of their curiosity to kind of personalize and then also that they evaluate what they are doing in their work that is so important when students gain that knowledge of what did I do well what didn't I do what could I do better and I think that's really important so I'm glad to see those things thank you anyone else questions okay so Mrs. segment is going to tell you a little bit about the process from the
084teacher perspective and then we'll move into the recommended science resources for the high school. I don't have a whole lot to add. Um I do just want to say that I think there were three factors that helped make this really successful at least from my point of view and one of those was the time that was given to us. Um we we worked on this for most of the year but um as a group all of us were given time together um full days half days and then we were given time to work with the material after we worked together um and so the time was really important um guidance Mr. Claen was a huge help. Um he is fantastic at fantastic at um this process. He's already experienced in it and he's great at
085moving us along when we needed a push. Um so he's been great. Um and then finally something that wasn't available in the past times that I have been part of a process choosing textbooks um is the high quality instructional material rubric. And it was it was a way to focus us. And so Julie had mentioned it was a little tedious and you know at times it was but it it gives you the opportunity to really take time and think about is this really the best choice that you're making. So okay so as you know because you approve the the program of studies each year we have a lot of science electives and we have some requirements. So one of the requirements is biology. Miller leavine biology as I mentioned we have had since 2018. It's
086actually getting a a refresh. So we're keeping for this year our previous physical textbooks and getting online access to the digital and then next year they call it a rollover. Um next year they will send us what we have purchased in print text rather than getting the print texts that are they're exactly the same except one says Pearson and one says SAS. So they're they're holding on to that and then we got a reduced price instead of for the rollover instead of having to pay twice for new materials and um for all of these each of the companies are giving us the instructional materials for the uh teachers. It's included. Um and just a reminder for you that next year we're only offering biology to a small portion of students. I think I don't know
087Mr. Smith is still here. We have I think we have four sections next year of biology for freshmen and then no one else will take biology again until the following year when sophomores who haven't taken biology will take it. So that also gives us a little more time to work with the new materials and that sort of thing. And then just a couple of quick shots from the Miller Lavine the new the updated textbook. Again, it anchors in phenomena. So, it is going to grab students in interest and engagement and that sort of thing. You can see they have some pro problem based learning projects. They have case studies which I think is really like I would have loved that as a student to read an actual case study of something that happened. Um they've
088got forensics labs all all sorts of things to help keep students interest. On the next slide, you can see just a quick sample. Um, this also like there's a section throughout the book called careers on the case. So again, when am I going to use this stuff? I don't want to be a biologist. I don't want to work in science. Okay, but that might be part of your job and you don't realize that. So it helps make those connections. Um, and then helps teachers go beyond the classroom, helps to explore technology because we know science and technology are so related now. um they always were but in a different way but now they're just so interwoven. On the next slide again just some examples. So we don't use gizmos at the high school level but
089there are online quick labs, inquiry labs, um what they call dynamic dynamic resources. So just things where students can get engaged. But um as I think we've mentioned previously, we are trying to get students doing more of the hands-on stuff. It's great that we have all this technology, but we also want them away from the screens. Um, which is why we've been grateful also for the for the cell phones not being in the classrooms. Um, and then also the other thing, the virtual simulations. That's something that's similar to Gizmos, but it is actually provided in the Miller theme. The next product is physical science. So, when you see the quote, you'll actually note that it says middle school. Um, but the teachers have very I mean they they probably spent several hours reviewing those standards
090and we are confident that they will meet the standards that we need for the ninth graders. So the nth graders who aren't in biology will be taking physical science which is how it was miss eight years ago while a little while ago. Um and so that will become we have we previously had um a chemistry and physics and now we went back to just this uh physical science for the other nth grade students. Another question. Sure. Um slide the previous slide these are these are these are online resources on the engage that's on. Yes. Yes. So those are all part of the online access that students have. And this this will sync we already know because we've used it. Um it this syncs perfectly with Google Classroom. So teachers can just assign an online lab.
091And the nice thing about that too is if there if a student is absent instead of just missing out, they could potentially do a virtual lab as a replacement. So they can watch a simulation or see how it goes. That's one of the reasons the middle school teachers like that Gizmos product. Also, I apologize I kept moving on. Any other questions about the biology? Okay. Um, so this slide just shows you this is something that's very similar in all of the SAS things. So each teacher has access and when they click on those they open up to more things. There's activities assessment. There's an ebook for students and for the teacher. Uh we will have class sets and then we did purchase some additional in case we have students that need to have a print
092copy at home or something like that. um practice. The presentations are all done for teachers, but they're editable because we know that no, there's no such thing as one-sizefits-all. And um there's teacher support, there's asynchronous teacher support where they can go on and watch videos to learn more about the product. And we also have scheduled on a August 6th, the company is coming in to do some live professional development with the teachers. And then again, connection to career engineering, hands-on labs, interactivity, virtual labs, and Quest. Um, the my comparison to a Quest is kind of like an escape room or something like that. They're not maybe not quite as exciting as an escape room. And then the next slide uh shows you just a couple of things like for a for a sample unit. You
093can see there's inquiry warm-up, which has more mass. There's the e text. Then there's an interactivity about calculating density. Then there's a video. Any of those things that you see on there are things that teachers can either just pull up on their board, which isn't going to be a smartboard anymore. Um, what are those called, Mr. Interactive panel? Thank you. On the interactive panels, and um or they could assign them individually to students, or they could do both. they could show it, maybe try something in class and then assign it or at least have in Google Classroom for students to watch. The next text also from Savas or SAS is the environmental science your world your turn. Currently, we only offer this to students who are in our um career program, our agriculture program. Um
094and Mr. Musat teaches that. And as you know with our career programs, we always have um courses. We often have courses such as English or math, but this was a great opportunity for us to tie this into science and allow students to get a science credit even though it's not a technically a science course. And then on the next page, it just shows you it has the same types of things because it's from the same company. And so you'll see all the same offerings. Um there's an anchoring phenomenon. You can see on the left the accurate phenomena. Each of those is something that a teacher would be able to click on and you will too when you if you log into the um trial access. The CER worksheet that's claim evidence and reasoning which is
095great for our writing because it gets students to think about what they know and then write it down and process it that way. And then of course the teachers guide and there there is um information there for fieldwork. We want to get the students out of the classroom. Next, we have astronomy. So, we're moving to McGraill, which is another publisher. Um, we are asking that we have the McGraill textbook. And in addition, um, a text, it's not actually a textbook, it's just a supplement. It's National Geographic's Backyard Guide to the Nice Guy. Uh, Mr. is we spent a lot of time looking at supplemental textbooks to try and make sure it's most applicable because on the next slide, just in case you didn't see Mrs. Stewart's sharing, um this is what it's going to look
096like in our astronomy lab in our new building. So, we're super excited to uh we're grateful to the community and the board for helping to support that and we're excited to have materials that will help guide the students as they're looking through there. And I might even go in and learn a little something myself. And then the next slide uh just gives you an example from the backyard astronomy. Um those are just a couple of things like your eyes at night, learning the constellations. There's a section on um the eclipse which we all got to experience last year. That sort of thing. The next thing that we are recommending is McGra Hills. It's called inspire science. Um is kind of their theme there. And this one is chemistry. Obviously, this comes with a product called
097actively learn. And actively learn is actually kind of like a current events um for whichever topic. So they have it for more than just science, but teachers will be able to pull in and again assign or use as a class ideas and topics that are going on right now. So last year they would have brought in an article right from actively learn on the eclipse. There are activities, there are articles again having that reading, writing connection in the class. On the next um on the next slide you will see just some example I just did just the very first lesson in the textbook what is chemistry and you can see we have the engage explore and explain and so on. So it will be that same 5e process from 6 through 12. The next thing
098that we have for science is the integrated principles of zoology. So this used to be two courses. We used to have an invertebrates and avertebrates course two or three years ago. We made it into one year-long course. And so this is the support for that. And you can just see a quick glimpse of the contents in brief. Um in transparency that um demo is a little bit more difficult to get into and the teacher had the textbooks so I wasn't able to get other screenshots but um we do have the textbooks here for you to look at. Um you can see on the next slide just a quick glimpse from the cellular metabolism. The learning objectives are right there that go with our um with our work that we've been doing with uh Mrs. Houseman
099and with all of the TBTs and the BLTs and so on and a couple examples there. Next is anatomy and physiology. Again this is still McGrath Hill. Um this is a very high level course and um this textbook is extremely high level. You can see on the next couple of slides just a couple of screenshots but again the standards are very clearly outlined. The vocabulary is there. Um there's a career corner. So a lot of the same attributes even though it's not all from the same publisher. And then we have three AP courses in science that needed new textbooks. AP physics. So um we have we are asking for the National Geographic Learning. So it's the NGL physics. Um again you can see right there starting with those anchoring phenomena. So we're just keeping that
100rolling. Um the AP biology and then um the AP chemistry and those that we did not do rubrics for the AP courses because the college board is so stringent on what the teachers can use. We felt confident that if the book is able to be used by AP that we would be able to do that. And then finally, our next steps. So, I will have a I have a QR code ready to go uh for tomorrow for parent square and I'm um people will be able to click to sign up on a time to come into my office and review materials. I'll help them. They're a little tricky to get in online sometimes and we only have very few samples in physical. So, um Mrs. his house and I decided it would be best if
101I was able to guide them through that. And then um again, Mr. Glenn is starting to work with the middle school teachers. We're finalizing quotes for your approval on June 11th. And then we already have uh professional development scheduled for the middle school and high school teachers in early August. Um McGra Hills has several asynchronous options, but we don't have access until we have board approval, and they know that we're actually going to buy. So once I have that, uh Mrs. Zman and I already talked and the teachers already know I'll be sending that to them even though tomorrow is their last day. So if they want to join they can. If not, they'll be able to come in early August. And then again, Mr. Gladen will continue to work with our teacher teams throughout
102next year to make sure that we are focusing on the standards, getting students what they need, keeping them engaged, and keeping them learning. I didn't try that. That's a lot. That's a lot. Science is a lot. Yeah. Any questions for any of us? I just have one question. When we say finalized quotes, is there any concern that it won't fall within budget? Oh, no. Actually, um I just got the final quote today, but I had already printed these. Um so, we uh Mrs. uh Houseman helped us get the shipping cost down, uh from Savis, and under her toutelage, I made a similar request to McGra Hill and I just got that quote this afternoon. And so, we are um well under budget. Our budget was 350,000 and I think we're at 336. Do you remember?
103It's somewhere around 336. So we're well under budget. Yes. Great. Thank you. So I'm glad to have learned that from her. Save money and then it keeps Mrs. Stoy happy and I don't any other questions or concerns, anything? So Mrs. Hosman will share you the online access. We have the print copies if you want to take anything and she'll also share the presentation um if you want to look more clearly than these. I didn't want to it was going to be 600 pages to print all of this in full screen so I thought sure you could share it. Thank you. Awesome. Thank you. Thank you. Thanks for having us. Thank you all so much. Item E is treasurer CFO's business consent agenda. I'd like to recommend that the board of education approve all items listed
104in the treasur consent agenda. So moved second. Would you please call the role? Mr. Gomez. Hi. Mr. Harris. Hi. Mrs. Schaefer. Hi. Miss White. Hi. Miss. Hi. F is presentation of your forecast. Mr. Do you want to read her recommendation? She got first and second before she presents. Yes. It is recommended that the board of education approves and accepts the 5-year forecast as presented by the tribe. So moved. Second. Okay. Okay. Um just a couple notes. One, I had a little well I averted disaster in that the file that I sent you last week yesterday decided it didn't want to open. like my whole fiveyear forecast except file didn't want to open which I had already saved a PDF so I was okay but I had made some like grammatical changes and stuff so I
105had to redo it all today and like copy and paste everything from the PDF so there are no significant changes to what's printed uh just a few like grammatical and typo things that I that I caught during that so nothing changing the dollars um yes I was thank goodness Yes, I have that PDF saved because I would have really tried. I tried. I tried. So, um there was one other I do not remember. Okay, we can get going. Um this uh the actual forecast itself is available on board docs right now but um the presentation and the other items will be available on our section of under my section of the website um tomorrow at some point. Um I don't know about the rest of you but I if this weather has got to change.
106I'm so tired of the rain and it's it's just not helping my mood and this spring is awful. Okay, that cupcake earlier helped. Were there sprinkles on it? Um, so I always include this because I think it's important. Um, I'm not going to read it all again. Um, but our district vision and mission and our new strategic plan goals um that we have come up with the CFS. Um, so I do always include that as part of my forecast because this is the reason these are the uh this is the document that kind of guides a lot of this. Um, and as we talked about at the retreat last week when she asked what areas do I touch of the strategic plan and I said all of them. uh when it comes to finances uh
107I think even more so now um as we face you know different uncertainties um and things in the uh coming up in the future. The purpose of the five-year forecast um to engage the border community in long range planning, serve as a basis to determine whether we can um sign contracts associated with continued operations, including uh negotiated agreements and other uh contracts, and to provide a method for the department of education and auditor of state to identify school districts with p potential financial problems, which as we're aware that happened to us in November um and triggered us to file that financial recovery plan uh back in February and then a new forecast in March and here we are again with another one in May as required. So a little recap um so this one is
108very similar uh to November. The years are the same. This year is the fiscal year 2025 represents the base year um and then there are four years out where future projections are derived from this base year. Um, again included in this, not just the last document. Um, so what if you go to OD dew, excuse me. Uh, if you go to DW and you look up a forecast, you're going to just find like the numbers document. Um, in the actual forecast, um, there's another section like a part two where includes the notes and all the assumptions. Um so basically I'll be written dialogue that kind of narrative that goes along with why things uh why these numbers changed or how we came to certain things. Um so they are fundamental to understanding the rationale of
109the numbers. Um particularly again significant increase or decrease which you will we will see. Um so it's conservative in nature. We have a lot of unknowns as I just mentioned. um one being the state bianium budget uh which is currently sitting with the senate is out of the house and is with the senate we're expecting sometime next week um to see their version um once their version comes out then the house and the senate will have to reconcile and uh give us something by June 30th um although one time I do recall they had to file an extension because they could not get that done so we'll see how it goes um so it's not only that one but Then two years from now that process begins all over and that is part of this
110forecast as well. Um so right now we are trending toward a revenue shortfall beginning in the fifth year um with expenditures obviously growing faster than revenue. Um based on this forecast a revenue increase of 13% is needed to balance the budget or uh 4 almost 4.5 million reduction expenditures over the course of the forecast. Uh again, and we always mention this that we are remain diligent in uh assessing the need for any additional expenditures, especially when there is no offsetting revenue. Um and our cash balance, which we've talked about over and over since I've been here, about um the the importance of that and and keeping that growing um or at least not have it decline um because it can erode our financial stability, which which we've seen. So the forecast looks like this. So
111it is positive through um 2028 um and it is a little bit over two and a half million in the red in 2029. That includes the assumption of one renewal levy in there. Um but you can see those balances um that blue line there, that cash balance, they're still pretty low. Um they're not they're not significant. They're not where they were. Um, so while there are positives in 26, 27, 28, um, we'll kind of go into how we got there and and what that means. I just I just think there's good news in the fact that and we last passed new money in 2019 and right now we're projecting that we are making that money last a decade. That is not the average. So, it's pretty impressive and it reflects a lot on your work
112as our treasurer that you're finding a way to make that money last for a decade because that four to five years is the normal levy cycle. Right now, it's actually like two to three given the recent economic conditions and the pandemic and inflation and and that it's it's kind of shortened to two to three. Typically before that it was like a three to five year um cycle but it's even it's even lower now which is unfortunate and as we'll get into in a little bit kind of where the state wants to take us is going to make it us even at the ballot probably even more unfortunately which is not something um I don't I think any of us want to have to do um but we we may not have a choice at the
113end of the day um so this is what it looks like in a numbers document obviously Um so you can see the beginning balances for each year um revenue and expenditures and then that revenue surplus or deficit you see in 27 there is a a positive um that as we'll get to in the revenues has to do with the sale of the buildings that one-time influx um but as you can see compared to where we were in November and and you'll see this towards the end um that that revenue def or that deficit has gotten a lot smaller than it was anticipated back in November, even in March, um when we did the financial recovery plan recovery plan um and those just show the amounts of the renewal levies which are included um above. So
114that's the cumulative amount of the renewal levies impact. So starting with revenues, keep going. So, our two largest revenue sources, which will well, I shouldn't say it'll never change because the state wants to make it change. Um, but the two as I'm not like it's not different anywhere else are your local taxes and your state sources. So, that's over 92% of our revenue. Um, so 92% of about 60 plus million dollars um comes from two sources. Um and so for obviously for local taxes our option that is through levies um and putting those on the ballot and the state um depends on um every two years the bienium budget and how money is given to schools. Um I mentioned the 9.97 mil operating levy is modeled um starting in fiscal 27 um and that total
115revenue is expected to increase a little under 1%. Historically it's increased um 0.21 21 on average. Um, part of the reason for the the the fact that looking forward is more is that sale of the buildings. That one time influx is kind of skews that percentage. Um, but still even with that in there, it's less than a percent. Um, so we're not talking uh major dollars here. Um, and a lot of change on the revenue side, unfortunately. And when you talk about sale of buildings, you're specifically talking about Roberts on the high. Correct. Sorry. Yes. Okay. So looking at real estate, so mentioned the levy um if the renewal, so it was originally pro approved in ' 91. So it has been renewed successfully each time uh since 1991, which in my mind was like,
116you know, 15 years ago, but it's not. It's like 35. I'm only like 25. So um but it expires at the end of calendar year 26. So for whatever reason renewal of that levy is unsuccessful, we would stop receiving um collections beginning in calendar year 27 the end of fiscal year 27. Um so we can't assume that in the forecast. So if you look at the top line, the 1.01, 01 you'll see a decrease over overall in general property in your public utility in your state share. Um that is because we cannot assume the passage. It is modeled at the bottom um to show the impact that it has um up until it's passed. If it's officially passed then it goes back up to its rightful place at the top where it was. Um so
117in that graph so that those orange represent the uh renewal levy uh dollar amounts. So you can see it significantly gets a little bit more as we as we move out. So uh property in Summit County and everywhere I should just say Summit County but it is assessed every three years. So as senial reappraisal is performed every six years. Um so our last uh triannual update was in 2023. Um and that is when valuations increased by almost 26 and a half percent. Um the next senial reappraisal uh occurs in tax year 2026. So next calendar year for collection in the following year because collection is always a year behind of the tax year. Um so while our property values and you'll see a graph here next um have continued to increase uh it's always important
118to note that they do not have really much of an effect uh on tax revenue for the district. So, House Bill 920 uh which dates back to 1976 uh reduces what is called effective millage on voted tax levies. So that as uh property tax values increase essentially no revenue increase is realized by the district. So, um, the best way I can always say it is that if I pass a levy for a million, the PI is 1 million. And if everybody's valuation when we passed it was 500,000 and now it's a million, that pie is still a million. It's just getting split up differently depending on what your new appraised value is. Um, we're not getting any growth on that. We're not getting double the money. Um the only place where we do see growth
119um is on inside mills which is unvoted uh tax millage which is set by the county budget commission. For us that's 4.9 mills. Um so not a ton of our in considering our overall uh millage rate. Um but we do see a little bit on that. Um there are also reduction factors that are applied. There are two classes. There's your class one which is residential and agriculture and then class two is more your commercial industrial. Um so there are different effective mill rates for each class. Um so the total voted rates so when these levies were passed for instance that that 9.97 this uh renewal levy does not collect at 9.97 anymore. That is not the uh effective mill rate. I think the effective mill rate is six something um but the total voted was
1209.97. So the total um district voted rate is 76.4 mills overall. uh class one effective millillage is 33.4 and the class 2 is 45.98. Um there is a provision that reduction factors cannot lower total millillage um for each class less than 20 mills. Um for any school district it what's called the floor. We call it the 20 mil floor. Um we are currently not on the floor. Um but it is a hot topic because there are many many districts that over the last few uh sex and reappraisals in their counties have hit the floor and so when you do hit the floor you do see a little bit of growth because you have to stay at that 20 mil floor. You can't dip below it. Um that so one of the things that um after
121all of these valuation increases uh they created a joint committee on property tax and reform. Um and so they they were tasked with providing a report by the end of last calendar year. So they provided that report to the general assembly in January 2025. Um and they had 21 different recommendations that could be taken uh basically to restrict local tax growth uh for Ohio school districts, mostly those that are on the 20 mil floor where they see more. Um so there are 14 pending pieces of legislation that seek to limit growth um in several different ways. Um the worst which would impact every district in the state of Ohio um they are seeking a a limit to our ending carryover cash balances um to $30 of prior year expenditures. And if you are over that,
122they would allow the county budget commissions to suspend voter approved property tax levies um and reduce them um just within that year to bring you down under that 30% cash carryover. Um there are about a million things wrong with this. Uh one being all of my revenue and all of my cash carryover doesn't come from state funds um and doesn't come from just levies. So there's there's one. Two, I can tell you uh county budget uh commissioners are very very very much against this. Um I can't imagine I imagine it's hard enough and then I can't imagine every year have to looking at school districts figuring out who's over the 30 figuring out that year u just for that year only that next year what to reduce it. Um and then next year when they're
123under the 30% and then the tax goes back up um how they're going to answer to taxpayers. That's very confusing for taxpayers. Um it's it's a lot of work for them. Um it's a loss of local control. Um these voted levies, they they were approved by the tax by the local taxpayers um that said yes to this. Um and this takes away that control that we have. Um, school districts are the only government agency that they've put this in for. So, cities, townships, all of those, uh, they don't have anything like in this. They don't have anything like this. It is only school districts. Um, and it's it it it would be you'll see a little bit later in the cash uh, at towards the end when I kind of highlight that um, how much
124and how many districts it would impact because it it it really would. And so that's why it's important. Uh what we're hearing is that some form of this is going to be in the new budget. Whether it's 30% um what we're hearing right now is that there will be some sort of version of this, whether that 30% is increased, whether that language kind of changes, but that some version of this will stay in the final budget going forward. Uh which is unfortunate. Um, so we are obviously watching those to see how that could impact us. Um, and I can tell you, uh, you know, just a few years ago we had over 30%. There are a multitude of reasons why you might have, um, over 30% cash carryover. Um, and as you can see in
125looking at the position we are now, um, due to high health insurance renewals and other items, um, we needed that we need that money. um had we had that been reduced, we'd be in an even worse situation um than we are currently. Um and so this could just have devastating effects on school districts. Just I'll get off my soap box about that one. Sorry. But um this is just kind of an overall chart of uh history of tax mil uh tax taxation and what our effective millage has been and what our valuation you can see. Um, and I know it's a little small to see on here, but 10 years ago, valuation was about 725 million. Um, this last year it is over 1.1 billion. Um, so that is almost a 50% increase in that
12610-year period, if not a little bit more than that. Um, and you can see the different percentage increases during those uh those highlighted in yellow are kind of the senial or trienal update um years there. Um, and so this just kind of shows it in a different format, but for people who are visual, instead of looking at all the numbers, uh, you can see how it's increased. Um, which as we get to the section about state funding, you'll see how that impacts us negatively there as well. Um, so just kind of going back to um, changes in property valuation and how they relate to property taxes and the inflation rate. Um so in those tax years 20 through 23 um there was a 39 almost 40% increase um in property values across the state. Um
127there was only though a 14.4% increase in property taxes. Um so just because there's a 40% increase in valuation does not equate to that equal percentage increase to your taxes. Um and you can see that the inflation rate during that period of time was 17.7 um which that increase to the property taxes is below that. Um and it is very confusing um understandably. So if you don't live it every day um but um it is important to point out that and I know many people assume that just you know oh my my home value went up 20% so now my taxes are going up 20%. That that may or may not be true. It just kind of depends on how you how you are compared to others in the pie basically. Um because that pie
128is just getting respplit utility. Um so this is um tax revenues that are paid by public utilities. Uh this is very small. It's a little over 1% of total revenues. Um and so it doesn't change. I mean we're talking 50,000 some dollars out of 60. Um that graph also shows um the renewal in there. This used to um have a lot more money to it, but that is another um tangible personal property. So basically kind of like the inventory in these um places used to be able to be uh taxed and brought in millions of dollars of revenue and the state phased that out as well. So now it does not bring me in a lot. Um state share of local property taxes. So this is your homestead and roll back. Um so it includes
129a 10% property tax roll back for all residents and business real estate. Um and then in the late 70s an additional 2 and a.5% roll back was enacted for owner occupied homes. And then there are homestead exemptions that are available for qualifying taxpayers. So this is almost 6% of revenues. And then again that graph and it shows the uh renewal portion in orange. And I will always keep this next slide in there because I think it's important to note um that again another state legislative um action uh back in 2013ish. Um so currently the state share previous to 2013 and this house bill 59 uh state share of local property taxes for those roll backs and um that you receive on your taxes personally were paid for by the state. So those reimbursements we we
130were not uh we don't lose that 12.5%. That 12 a.5% is essentially reimbursed to us by the state. Um in 2013 they decided they didn't want to do that anymore. Um and so they said going forward any new money levies uh the local taxpayer will pay that 12 a.5%. Um, and if you were if you have any current levies and if they were to lapse for whatever reason, so if any of our renewal levies, let's say this one that we're talking about that has been passed since ' 91, so it is currently being reimbursed by the state, uh, if it were to lapse for whatever reason, we would lose that reimbursement. It would shift what is now being paid by the state to the taxpayer um, instead. as long as it keeps getting renewed, you're
131guaranteed to keep that reimbursement. Um, so that's why part of the reason not only for um continuity and voter fatigue and all those things for getting a lot of these levies the last few years to be continuing um is that we're locking in that state share reimbursement so that it never goes back to the taxpayer. Um they also made some changes for homestead exemptions. Um, so basically you were legacied in if you had one in 2013. Uh, now there's an income portion to it. Um, and so, um, and it changes with the years and and different things. And so we don't see as many of those anymore, um, due to, uh, basically higher qualifications in order to meet that homestead exemption. Mor. So, I thought when I was coming in today, can't get enough of
132it. It's my next favorite topic, this the state portion of the budget. Um, so this is almost 23% of total revenues. Uh, second largest source for us. Um so beginning in 2022 fiscal year, the O adopted fair school funding plan where funding is driven by a base cost uh method that incorporates four different components um which are basically your student population demographics, property valuation, the personal income of district residents, and kind of historical funding. So they have certain caps if it's too much and then guarantees that you don't fall below a certain amount. Um, if you remember previous to this, there were been many different versions of things um and how we're funded, but really it just relied on property valuation was the main thing. Um, this kind of threw in a little bit uh
133more so it wasn't so heav he heavily reliant on just property tax. Another big change is how they defined enrollment. Um so previously um your enrollment was residents within your district and what if those residents then open enrolled elsewhere or went to a community school or this you were funded for those students and then wherever they went then that money was charged basically as an expense to you uh wherever they went. This formula kind of did away with that and said we're going to fund you for the kids you're educating. we're not going to do this fund you up front then transferring all this money here and there we will directly fund these the STEM schools the community which obviously took some money out of the pot um for us but um you're not going
134to trade all this open enrollment this and that and that's why so previously as a little bit of history and why um open enrollment I think has become a hot button topic all over the state of Ohio is the way it was previously funded Um, and was that so I got my resident students, okay? And they're all here and I maybe get they say it's $6,000 a student is what the per pupil is that they're going to give us. However, as you'll see because they factor in your property valuation and how much you can pay, no one really received that full $6,000. So maybe you received 2500 which is about where we were per student um funding. However, open enrolled kids coming in, you received the full $6,000. And so that's why many districts did
135it is because it was considered a money maker in a sense. Um because you were receiving more for those kids than you were for the kids that lived here and went to school here most times. Now, on the flip side, if kids open and roll out, that 6,000 followed them as well. Um but for here in Kyogre Falls, it was a net positive for us. Um and so um that was the whole purpose behind that. Now that you're only you're getting funded for your open enrolled kids, everyone who's educated here basically no matter where they live, where they came from, they're all getting that same $2,500 or whatever the formula works out to be for your district. It's different for everybody. Um, so it's not necessarily as much as a money maker anymore compared to
136the way it used to be. Um, and you can see that our enrollment, and I've shown this before, um, has severely declined over the last decade, um, to the tune of about 25% decline in enrollment over the last decade. Um, so even back in five years ago, we were at almost 4,400. Um, this year, we're at like 3,750. Um, so, uh, it's it's certainly taken part of that was the pandemic. Um, but enrollment is declining all over the state of Ohio in public schools. Um, some of it is due um to expansion of voucher programs. Um, some of it is due to the fact that birth rates are also low compared to what they used to be. Um, there just aren't as many kids as there was um, you know, five or 10 years ago.
137So when the fair school funding plan started, it was presented as a six-year phase in um and so each bianium budget is only two years. So the first two years um of funding in the plan um was in the 22 23 and then they extended that plan in the next bianium budget for 24 and 25. Um it doesn't include any caps, but what they did was phase it in basically in percentages, which in fiscal 2025 they were at about 2/3. Um and then the next two years of the plan, the final two of the six years were supposed to get us to the 100%. Um base cost inputs, which we'll talk about in a little, remain at those 22 levels. Um and they remain that way throughout the forecast. In November, that was not the
138case. Not that it impacts us a lot because we're on the guarantee. However, that is obviously so far not happening um with what is being discussed right now that we took it back to just a flat. Um those inputs are not increasing. Um there are a few guarantees um which basically says that you will not get any fewer funds in this two-year period than we received in 2021. For us, we are a guarantee district. Um so when they do this formula and this funding for us what it calculates to is less than what we received in 2021. Um but there are guarantees also in that uh legislation that we can't receive any less. So they supplement basically that difference for us. Um, we are, you'll see here because it's I was actually shocked when I
139did this based on kind of the numbers of how far into the guarantee and how little the state is going to pay us by the time we get to the end. Um, and like I wasn't expecting that much and I deal with it every day. I was so shocked. Uh, so you know, they've obviously shown little's interest in equitably funding. the house removed the whole fair school funding plan from their version. Um they have nothing um in its place other than you'll get what you got this year. Um so there is no plan in a sense. Um again we haven't seen the Senate yet. Um but they have removed all of it. So what they come up with I don't I don't know and we'll I guess we'll find out together. Um but that will
140remain uncertain pretty much through the end of June. Um and so our funding status uh kind of depends on that. In the governor's proposal, um he reduced public school funding by over a hundred million. Uh part of his was reducing that guarantee. So as I mentioned, we're on that guarantee reducing it by about 5% each year. So we would be losing money um based on the governor's although his did still have the fair school funding plan in it. Um, so right now we're just kind of using flatlining it. Um, hopefully um that we're not going to receive less based on the most recent house version. Um, but that is subject to change. We'll make those changes um, you know, when they become available to us. So, what year was it when DOL was passed and
141they said the state funding wasn't I don't even know. I can't remember. It's been that long. A long time. A long time. A long time. Yeah. Um so base cost um and the and the samples on the side which you guys are familiar with um kind of shows base funding for those four areas listed. um that base cost example on the side, it basically says, because I know it's a little hard to read, but it basically breaks it down to those four areas. Um and so it'll say you have um you know, we think that there should be 20 kindergarteners um per teacher in a classroom and you have 60 kindergarteners, we will fund you for three FTE, three full-time teachers. Now, as I mentioned during November, um you know, there there are a lot
142of variables to this. Um one of them being, you know, we have two middle schools, we have six elementaryaries. So those 60 may not be we not we may not be able to just have three teachers because of where they may be, where enrollment is, where it's high, where it's not, where they're saying, "This is what we're going to fund you for, but we may need five." Um so those other two are essentially not funded. they would be funded by local dollars. Um and so but it is the same basis for everyone in the state is kind of that example and that's how this all um is calculated. So for [Music] us there's three. Yeah. So you can see um our total uh calculated base costs this year is about a little over 32 million
143and then it kind of goes down um as the years go out. you can see the enrollment goes down and the cost per pupil pretty much hovers around the same thing, but it fluctuates here and there just depending. Um, and so that is how they come up with that per pupil cost. So they say this year it takes us $8,222 to educate a student in Kyoga Falls uh based on all these factors and components. Um, and then year on out. So then that would be great if that's what they gave us and we could have stopped there but they don't. Uh so then they factor in basically uh what does your local tax base what is their capacity for their share of that $8,222. Um and so there's uh three different things. So they come
144up with a state share percentage. So basically what percentage is the state going to pay of that cost per pupil? Um so 60% is based on assessed values, 20% is based on federal just adjusted gross income of residents and 20% on the federal median income of district residents that's multiplied uh by the number of tax returns. And then there are weighted values um that are used for a local share multiplier um up to two and a half% for wealthy districts. So for us, you can see as and and I'd like to point out the on the most recent three-year average. So now this formula assumes the most recent three years. So as those valuations go up, that number that total valuation goes up. But when we're talking base cost, they're basing it on averages from
145the 2122 school year. And so we talk about this a lot and you'll see a graphic here um that in a little bit that might better explain it. Um but we're using the most recent things that basically kind of ding us in this formula. Um valuation is going up for everybody. You know, income is most likely going up slightly um each year for people overall. Um and so we're going to use that three-year average um with the most up-to-date figures. But when we're talking about the inputs for calculating, okay, three teachers costs X, what does a teacher cost, they're basing it on averages from the 2122 school year? Um, and so our big push this last budget, if you recall, was to get those updated to those 22 levels, even though they're not most recent
146like the other ones. Um, but as I mentioned before, now this formula is not even in there, let alone letting them update those base cost input so that their shares a little it's a little bit more to their share. So what it does basically is it shifts it to that local taxpayer instead of the state. Um, so you can see our capacity, our enrollment. Um, and then at the bottom, that's the kicker. That is the They say, um, of that 8,222, taxpayers of Kyoga Falls can pay $5,816 of that. We will chip in the other 2406. And when you get out to 2029 and it's 8244, they say taxpayers can pay 7,420 of that, we'll give you $824 per kid. So, and I think that is the minimum that they h I think if I
147went back to look because there is a minimum they have to provide every district no matter how wealthy that's that's the minimum 10%. 10%. And we are responsible for the other 90. They don't want to pay for public school. That's how that's what this all is. That's how they're killing it. Do not want it. What percent change is that? A lot. A lot. I mean, it's it's from about 25ish some down to 10, but even that 25 is lower than it's been. You know, we were in the 30s at some point within the last couple years. Um, so the next slide kind of shows what I was talking about a little bit more. So, what has been updated? property valuation, income, enrollment, which everybody's declining in enrollment as well. Um, but that bottom one, those
148base cost inputs, did I do that right? I think so. Do not show the most recent as the other ones do. Um, which is severely affecting um that state share percentage, which causes the state to have to pay less of that per pupil amount that it's come up with. And what does that do to districts across Ohio? Well, we only update certain things. Um, so if we keep we kept the base cost inputs at FY22, so for two years. So when they do it, they say this is what it is for that two-year period. It doesn't change each year like all the other ones. And you get some sort of average. It says that. So in 2023 uh fiscal 2023 there were 326 school districts that were on a guarantee. So basically calculated funding was
149not giving them as much as they made in that guaranteed year. When those inputs were updated beginning in 2024 that dropped to 182 school districts. So obviously the formula works if it is done as it is intended to do. Um and then you can see it slightly went up in 25 because we didn't change those they stayed at 2020 um two but valuation went up other things went up like that so increased slightly. So if we were to update those base costs, which is what they did from 23 to 22, in 23 it used to be fiscal 2020, so 1920 costs. We updated them to the 2021 average cost. You can see how many districts uh went off the guarantee and then when they weren't changed the following year, some went back on. Um and
150so it reduces when we do that it counterbalances that increasing local capacity and reduces the number of districts on the guarantee. um they have no intention of updating anything that is going to reduce the number of districts on the guarantee or cause them to give more money to public school districts to which just as a side note uh so last school year scholarship spending for uh ed choice or different scholarships approached almost a billion dollars um the previous year was only about 610 million these are paid for by the state. Um so growth in income p incomebased vouchers because they lowered technically raised but lowered that property or uh poverty level. So in 2223 about 23,000 students participated in an incomebased ed choice. So they met the poverty level requirements. I forget what it was
151at that time maybe 200% and now it's 300 I can't remember. And it cost 124 million the following year. So last school year 23 24 almost 39,000 students participated at a cost of almost 230 million. Um oh sorry in I said that wrong. The income base and then the traditional ed choice which would be uh the non-income base if you're at a failing school or things like that. Then in 2024, income base rose to almost 90,000 from 22,000 in one year and $46 million from 124. And then the traditional did not increase as much. Um but it still increased. Um and there are a few other scholarships that are provided by the state. There's an autism scholarship, um a Cleveland school scholarship, and a John Peterson scholarship. Um those did not increase significantly. uh most
152of it comes from the incomebased um school choice. Um so it rose to 155,000 and almost a billion dollars from 83,000 students and 610 million in just the school year before that. There are not 75,000 kids that left public school and went to private school. Most of those kids were already there and now they're receiving we're subsidizing wealthy families is what the state is doing. Um because there was not that decrease on the public enrollment side to that tune uh in one year. Oh my goodness. I'm full of good news, Patty. Yeah, it makes a big difference who we vote for when we go. It makes a big difference. And I don't like to bring politics into board meetings, but it does matter. They're making it political. They're passing a bill that you can double
153up your vouchers now, too. And it's What does that mean? Cuz if you're on a if you're on an autism or like a John Peterson, you can't use a traditional voucher, but now you can double up those vouchers. Yeah. So um the other side of state funding is um there are some certain restricted grants and aid basically that are for specific categories. Um and the part of the restricted grants and aid so that state uh state share percentage that was calculated which I said was like 10% at the end is applied to these different restricted categories. So um there are things like um disadvantaged pupil impact aid which used to be called economically disadvantaged career tech gifted English learner student wellness and success um etc. So once they come up with the base cost and
154they get that state share percentage um it is used in several of these calculations um to assume a joint state and local responsibility. I don't know how joint it is. Um but as that increases and the state share percentage decreases that restricted funding decreases as well. So you may look at like the actual uh this portion just the numbers and go oh look our restricted grants and aid are going up though our our restricted grants and aid are going down. And what's happening is because we're on the guarantee we can't receive any less. So it's just flipping from restricted to unrestricted in that sense. Um so if you look at the totals of those two lines combined they say about the same. Um uh threshold cost um is also posted in this category. Threshold cost
155is uh we can submit um there is a threshold for different categories of special ed students who may have um excessive financial expenditures um tied to them. Um and so we can submit at the end of each year basically what it costs to educate that child. um and um receive a partial reimbursement back from the pot. So if they take away the fair funding, which they're thinking of, that will go away with it or that was something that was always there. Uh but who knows because right now um it was always there, but the fair school funding plan changed to increase what that that pot was. Okay. Um, and so what that looks like if there's no fair school funding plan, I don't I don't know. I don't know if that takes it back down
156and we get we'll receive less or what. So, um, that is a kind of related. Um, another thing in the last bianium budget which is full of great things, uh, was the science of reading initiative. Um, so funds were provided from by the state to support highquality core curriculum and instructional materials um that the state deemed were okay for districts to use. So there was a list. I don't know if many of you recall, but a few years ago, we purchased um new K5 ELA uh uh oh my gosh, fountain fountains and panel uh over a million dollars. We we bought new curriculum. We updated it over a million dollars. And about a year or two later, they said, "You have to go with one of them that's on our list." That's not on our
157list. you have to buy new stuff that's on our list. So, we bought new stuff that was on the list. It cost us about $450,000. They gave us $185,000 to offset that. Um so, we um did have ESSER funds remaining to supplement the cost. Um but you can see how those kinds of things have impacted our forecast where we basically threw a million dollars away. uh because the state said that's that doesn't count anymore. Um and then didn't do anything to cut try to make us whole in that in that scenario. Um another part of that is that they had um there is certain professional development that must be met by the end of this year um by all um staff and so this is there's a stipen for receiving that. They reimburse us for
158anything that is paid out to those staff members in whole. So there's no gain or loss to the district in that. that at least they did in in hole. Yeah. Um and I won't go through these, but these are just kind of like how the different um categorical aids components. Um some are restrict unrestricted, some are restricted, but how they um calculate those. They're ones I mentioned before. And so the next kind of just shows that overall those dollars amount those dollar amounts. And you can see like right now we pay what is called that should actually say threshold cost because they changed the name. But where it says catastrophic cost um that's like a charge off to us to like kind of fund this pot. Every district does it funds that pot for that
159threshold cost. And then those are the dollars they have to work with. They take all the applications of people that submit and they figure out like what percentage they can give to everybody of what they submitted to stay within that pot. So if you look so this is basically everything that's calculated which is a lot. So we won't I won't go through each of it with you. Uh but you can kind of see at the top what we we talked about earlier with the uh per pupil base cost and what the state share is. We go to the next one. Um the line right here is kind of where I want the guarantee line. So that is the amount that we're on the guarantee. Like we can't make any less than that. So they have
160to supplement basically what the formula calculates uh verse what we're actually guaranteed. Um, by the end of this, we're over $10 million into that guarantee, which means it's calculating about like $3 million, I think it is, in revenue from the state total for 3,000 some kids, whereas you can see this year we're at 1.7. Now, those guarantees are held flat. Like I said though, the governor's proposal um had a reduction over the two years to those guaranteed amounts. So, we lose money in that sense. Um but and then yeah, so this is the total overall what we're funded from the state. Um couple things, casino revenue is included in that. Um again, people like, "Oh, where's all that money?" just like they ask where the lottery money is. Um, you know, casino, uh, you can
161see it's not a lot that we get. We get a per pupil amount. Um, we get about 250,000, which sounds like a lot to you and me, but in the tune of a 60 million some dollar budget. It's it's not a lot. Um, so I wish it was more, but you can kind of see the differences. And you see where I talked about. So while it looks like our unrestricted went up gee almost six million um you know from this year to next year while our restricted went down almost six million. Um so there are very slight increases just based on different factors and valuation things. Um but it's it's pretty much held flat. I mean we're talking not not much at all. Um last two categories for revenue. So this is basically everything else
162other than taxes and state. Um so we're talking uh pay to participate fees, rental income when we rent the auditorium to groups. Um interest on our investments, etc. Um you can see what used to be in this category in 20 and 21 was open enrollment revenue. um because we had to get do that. So you can see that in 22 when the fair school funding formula came in and changed that it went down. Um I think our revenue was almost 4 million in open enrollment. Um now going out it was like we were spending like 2.2 or two and a half million but um for just the revenue that's that's part of this um oh three point open enrollment revenue. You can go to the next one. it was 3.2. Um so interest income um
163is projected to go down. Obviously as our cash balances dwindle so do those interest amounts that we have been um you know lucky enough to have those cash balances and be able to take advantage of some of those high rates. Um, so it kind of remained steady this year, but I it I do not anticipate it to stay that way. Um, just because um of our dwindling cash balances. Um, we've been able to capitalize on on what we've done to diversify um with our different different investment strategies. Um, so we're going to do the best we can uh with what we got. Um, but it's not going to be as much as it's been in the past. Um and then just a reminder, we talked about this in November, but uh the Medicaid school program
164is something that uh the district used to participate in. Um they had made some changes the former treasurer was not comfortable with. Frankly, I was not comfortable with um that included giving your personal social security and being held personally liable and all of that kind of stuff. um in order to participate in this program. Um since then um in the last few years we've talked to different people. um they've they've got some different um communications which kind of better explain things and um uh basically a lot of people had that issue and so they've done a better job at kind of not being so like you're going to jail if you know somebody's doing something personally and we're going to take all your personal income and properties and all of those things. So, we are
165back participating um and so we've started to receive some sort of in um interim reimbursements um and then they'll continue to increase over the years um as we get into the full school years. Um so, basically the Medicaid school program uh allows us to receive reimbursement for costs with providing um IEP services or ETR services to students who qualify for Medicaid. Um the news right now is that they are expanding that to include like mental health services potentially next year. Um which would be great. Um because as we all know those are something that we've also um dedicated some you know expenditure revenue streams to um and so if we can get reimbured for a portion of it even that would be awesome. Um but this is about 6% of our total revenues. Total other
166financing sources. This is where the sale of the buildings comes in. So typically there's not a lot of activity here. Um we have excess cost. So six district compact um kind of shares different employees. Um for example, we employ the one employee but she services all six um districts in the compact. So at the end of each year, we take the number of students that she serves at each building. um kind of come up with a per pupil cost and then uh we invoice those other districts for their share of her basically. Um so those show up in here because they're refund of prior year expenditures. Um this is also where any advances or transfers happen at the end of the year in order to uh have funds not be in the red. So some
167of our grant funds and things like that. Um and then each year there's an offsetting expense from the prior fiscal year. So there's no gain or loss. is just something we do to close our books at the end of fiscal year. Uh but this is where that three and a half million um is reflected in 27 to account for the sale of Roberts and the current Kyoga Falls High School buildings. Um that three and a half um is their total appraised value that we received approximately. Um we're obviously hoping for more than that um given some of the uh location. Obviously, this building is a a prime location here. Um, but that is obviously because we will be moving middle of next year to the 612 campus that is being built. So, uh, these will
168become vacant. Uh, our hands are also tied by some other laws where it comes to who we have to offer school buildings to first. Um, shocker, it's like community schools and private schools and um, before we can do that. And so we're kind of trying to and we can only have them for so long and they kind of force us to do it. So again, a lot of other laws that kind of restrict us from uh seeing any additional revenue perhaps that we might see on what you would call like if you tried to sell your house or something and have that. It's it's there's a lot more red tape. Um but that is a one-time um cash infusion in that year. Um and so it certainly helps but it doesn't overall change um you
169know the issue that we're having and that we're outspending the revenues um that are not growing. Um and so it helps in that year and that's great but um it doesn't overall really get to the root of what the problem is. Holy. You say I'm real happy, but I have to sit outside in this like a couple times a week, so it's real fun. It's never a nice day when I have to sit outside. Uh expenditure side. Um so obviously our salaries and benefits, this is a people business, um account for 75% which is actually pretty low compared to most other districts. I will tell you that. I was going to say that is pretty low. That is pretty low. Um and so historically they increase about 2.41. Um so they're they're looking to increase
170um 088%. Also deceiving um because there are obviously there are some a lot of reductions. Um we are also completing a uh two building air conditioning project. So we don't we're not going to have those year-over-year. So it looks like it's not really increasing. um but those have an impact on it. So if you were to remove those um you know kind of from the equation that would be a higher percentage just as this 0.98 would be lower uh if you remove that three and a half million um which are kind of those one-time anomalies um that are happening but it does skew that percentage a little bit. Um so the district forecast in November included a cash deficit in the third year 27. So we were required to uh to complete and adopt a
171fiscal recovery plan to remove that deficit. Um and so expenditures forecasted in the entire forecast are in alignment with that plan. Um and then obviously since then in the last few months that we as we've made decisions after we've had more retirees and resignations and uh we get you know closer to moving into the new building, we've been able to do a little bit even more than what we originally had at that point in time. Um so we are always looking for different ways that we can save costs somewhere. Um and so but also keeping in mind that education of students and the students which is why everybody's here um is what is most important and what the focus is. So p uh personnel services or salaries are a little under 50%. So, we negotiated
172a three-year contract that uh was last year, this year, and next year is the last year of our union contracts um for all three of our unions. Um and so there was a base increase in the first year of 2% and 3% this year, 3% going into next year. Uh 24 had a step restoration uh for those that had their step frozen um over 10 years ago and a one-time stipen payment. um for 2027 um matching what we had in the fiscal recovery plan um a base increase of 1% is projected and then 2% in the last two years um and it includes the inclusion of steps each of those years um these are not guaranteed those um those years still have to be negotiated with all three unions um but they're using the forecast
173to show kind of the average increases historically given obviously if we are in a situation where we are in read. As I talked about in the beginning, one of the purposes of the forecast is to certify contracts. If I can't certify a 1% or 2% or whatever it is, we we we wouldn't be able to agree to that. We wouldn't be able to do that. So, um those are just kind of there as as um to show the impact. Um so, as part of the financial recovery plan, and I should put like a little plus because it's more than what we came up with in the financial recovery plan. Um we have reduced a number of staff positions um through attrition and then most recently we did a reduction in force of a few um
174employees um at one of our last meetings. But right now we're looking just in salaries at an estimated savings of over 1.6 6 million starting next year um just in um you know not replacing some of these retirees or things or right sizing where enrollment um may dictate um and so um that that is a big I I don't remember what the number was in the financial recovery plan but that is significantly more um and then in April the board of education made the commitment to close an elementary school um and while that specific elementary school is yet to be determined. There is an estimated savings of about 850,000 which you remember was about half of the average. Um it's hard to come up with those real numbers when we don't have what building and
175how it will impact everything around it. Um and so that is a conservative um amount um based on the staffing in those those buildings which includes everything. We're talking secretaries, custodians, aids, teachers. So it's not just teachers. Um it's basically every body that's in there that's um to run a building. So um right now as we make further decisions, we'll be able to get to a you know of which school we'll be able to get to a more firm number as we see how those things shake out. Um but until then it's it's kind of hard to to determine what impact that'll have within the rest of the elementaryaries as well. And I think that's important to know too because previously the board's action was just that we would close an elementary school. Um but
176this by voting for this forecast, we're really putting a date on it as well because we're assuming the date in within your forecast. So we're committing ourselves to that date as well by um an affirmative vote on your forecast because if not then it really blows up the whole financial projections. It does it does change them significantly. Um, one of the other things you'll see, um, an increase here is, uh, previously our sum, our preschool program was outsourced and managed by the Summit County ESC. So, it is still held here. It's over at Chneay, but it is run uh, by the Summit County ESC. Um, and the way that, um, it is charged on our books right now is considered a purchase service. We're purchasing that service for them to run it there. um bringing
177it back in house where we um hire those people are employees of not the Summit County ESSE those teachers and different people are um employees of Kyogre Falls City School District and we're running it um they will be getting paid they will be on our payroll right now none of the staff there are on our payroll they're on Summit County ESC's um and so that will um add a little over 500,000 to salaries um however there's an offsetting reduction to what we're paying Summit county ESC on the purchase service side which we'll talk about um in a little bit. Um and then as I mentioned before about the restricted funding we get there's an increase in this year only to account for those stipens for the science of reading uh de uh professional development that
178was required but there's no gain or loss there and I've said all that other stuff a bunch of times so I won't repeat myself. There's the visual for those that are visual. My other least favorite category. Uh so employees benefits. So this would be um our retirement, Medicare, health insurance, workers compensation. So these are a little over 25%. Um as a part of that reduction of staff positions, um we're looking at a over 900,000 in associated benefit cost savings. Um and in conjunction with the close of an elementary school, about 650,000 in benefits um on average will be saved beginning in the um 27 year. Um also associated there are benefits associated with those preschool staff that we added salaries to about 325,000. Again, there's an offsetting reduction in another category. And that's what it
179looks like overall. And then um the biggest kind of impact that has had really to our forecast, if these two last two years wouldn't happen, we'd we'd we we'd be in a lot better position. But this is why we need more than a 30% cash carryover because things like this happen. Um so insurance has become uh for everyone, but really for us um one of the fastest growing and really volatile costs for the district. Um and so despite our best efforts to manage that um there has just been an increase that is really um unheard of if you look at like over the past two years what our like per member um claims are. They're so far like they're so out of whack. Um which is why we know it's not it's not something that's
180going to stay permanent. But we've had unfortunately so many people um whether it's employees or members of their you know on the insurance plan that have had significant um high cost claims associated with them. Um and so we're talking 15 plus um people that breach $250,000 in a year um in their claims. And so um that obviously has an impact. Um obviously um reducing some of the some of these some of these people um are no longer with us unfortunately in one way or another. Um we've had we've been cursed with um quite a few deaths this year which is really unfortunate. It's it's not been great but you can see how severe um some of these cases unfortunately have been. Um and so last year we had to um see we saw a premium
181increase of 18.14%. Um and so our premiums increased that. In addition, we had a depletion of our reserves um from about a $750,000 balance to negative 1.5 million. Um and so the district had to make a one-time payment of a million dollars um in 2020 in this school year um to refund that to an appropriate level. Um when when last May this changed and we got this it had over a $7 million impact on the bottom line of the forecast. Um which is how we started in this whole thing in the first place. Um this year uh unfortunately those claims have not settled yet. Um and so we saw a 21 a.5% increase going into next year to medical and a 5% increase to dental. Um we are projecting an 8% which is typically what
182we do project um to reflect that um trend. Um however it's not higher for a couple reasons. uh one being there there are many members that are no longer on our plan um for whatever reason. So some of those high cases have come off. Um two um in speaking with NFP who is our third party that handles um our consortium uh you know and they handle many many different ones across Ohio and they told us like this is this is not like this trend is so far your trend is so far over these pests like there's this is not going to continue to be this way. There's it's it absolutely cannot like they've never no one else is like this. And so, um, they've said eventually, you know, it it will settle down here. And
183so, it should settle down here within the next year or two. And so, hopefully it's not even that 8%, but um, this kind of puts us back to what we used to project. Um, hopefully again, another large increase gets us to the point where we're funding it now at the levels we need to be. And then also with some of these um you know members coming off with the higher cases that um it kind of renormalizes to where now overall everybody is seeing an increase. We are not the only district by far. Um we are just one of the more severe cases. Um but every district in our consortium is feeling that. Um as I've mentioned before you know a general got bought by Cleveland Clinic. Now it's Cleveland Clinic prices. Suma now is like
184oh you're Cleveland Clinic prices so we're going to raise ours. And so while they they used to kind of uh you know fight against each other about who had the better price and things they they don't have to do that anymore. And so that that's one part. Um another part is a lot of people did not go to the doctor during the pandemic. Um and so now that they're a they're going back so just visits and things like that are up. Um but many of them are finding you know things that were not should have been detected or could have been detected during that time but either because of the shutdown or because they chose not to go um whatever it may be now it's progressed to a point where maybe it's a little more
185severe, it's a little more late stage in some of these things like cancer than it was. And that's that's not just here. That's the trends overall across um you know the the nation um in that um that's always on insurance costs and prescription costs are out of control. Um, I can tell you that. And these things that don't have, you know, still have their patent and there's there's no generic. I mean, they just charge it's ridiculous and they can get away with it. So, and we have to pay it. So, we go to Canada. Yeah. Or somewhere. Universal healthcare. So, purchase services. So these are all our professional, our legal, um our nurses that we contract with After Children's, our utilities, etc. Uh is about 14% of our total expenditures. Um again, 20 21 um
186or higher because we used to expense open enrollment out um prior to the fair school funding plan. Um there are other you can go to the next slide. Um there are other um costs that still stay here. college credit plus which is um where students can while they're in high school can take college classes. Um most of the spending in this category is driven by some sort of mandated or by the state or federal um or just even through different um you know legislative actions um have impacted this. Um so expansion and creation of programs that are not directly paid by them that they say hey you're going to like they used to you're going to give us some um can expose us to new expenditures. Um one of the rising costs that we do
187have and everybody does um is while we strive to provide you know a wide range within our own schools there are sometimes instances where students require services and programs that we are not equipped to handle or that are available locally. Um and so then those students um we uh make tuition payments to other schools or programs that may have those um you know things that they need so they can receive that educa educational support. Um however there's a growing number of students requiring those services. Those tuition weight rates are also rising because those different places um you know know that as well. Um and so that has become a notable increase. And not only that, um, but some of our contracted transportation costs because we have still have to transport these students um, to these
188places. The addition of the vans this year has helped immensely. Um, so while there is still high transportation costs, it has come down from last year overall because we've had the vans instead of having to take uh, you know, whole bus or outsource it to a private company. Um, here's where I mentioned the preschool program. Um, so there is a reduction. Last year we paid almost 1.2 2 million to Summit County ESC for the preschool program. Um and so while the forecast kind of assumes in a sense that it's going to stay flat, um we are hoping for less obviously to run it in-house um but we do not assume any additional costs um in that um 1.2 2 million. That is part of many reasons why we decided to um bring it back um
189under our control um were the rising costs for that program through the ESC. Um and as part of the financial recover, you can keep going because it's in everyone. The next three categories, you'll see um we enacted a 10% budget reduction for our budgets for next year. Um and these next three categories is really for all buildings and all departments. So basically almost everybody and almost all the accounts in the district uh were required to have a 10% reduction for their budgets next year. Um supplies and materials, these are your books, your consumables. Um so the biggest impact to this is textbooks. Um and so if you recall as part of our financial recovery plan, we moved some things around in order to stay solvent. We pushed some things out to further years. Um so
190right now there are increases modeled in um next year which is when we will actually expense this science curriculum. So while we will order it and do all of that we won't pay that bill until after July 1. So it'll fall into next year. Um and in 2028 29 which includes science, math and English language arts. Um we talked about the costs for our um ELA. And again, the financial recovery plan also impacts this category 10%. Capital outlay. Um, so these are your fixed assets, uh, building improvements, paving, uh, buses, vans, those kinds of things. Um, it's a little over 7%. You can see in kind of beginning in 2022, but really 24, 25, 26, uh those are the addition of the um air conditioning projects, HVAC projects um that were at Lincoln and Richardson
191um at first and now are currently Preston and Price. Um let's go to the next one because Yeah. So obviously this has been there was very little spent out of this before the emergency levy. We essentially use our emergency levy as a permanent improvement fund. Um because we do not have a permanent improvement fund. Um and so that definitely also impacts us here because we do not have permanent improvement fund where we can move some of the expenses outside of the general fund. Um so you can see there are significant increases due to that air conditioning that I mentioned. Um some of the major projects we did this year, uh we repaired the roof at Preston Price in Dwit. We added two new vans, two new buses, um some technology upgrades, and we did some
192parking lot um paving and repairs where needed um districtwide. Um so some form of these um costs, expenditures from the emergency levy remain forecasted through 29. If you recall, one of them uh we had originally had two buses scheduled to be purchased every year. We reduced that to one. So there was one bus being purchased every year. We had some uh vans or um things that we were going to purchase this next year that we've said we don't we don't need to at this time um in order to submit that plan and be financially solvent with DEW. Um there's a little bit of a decrease once we move to that new building because as part of the levy that was passed to build the new building um OFCC requires um districts that do not have
193a permanent improvement fund which is us um that to they require them to pass a half mill uh basically permanent improvement uh levy um that can only then be used on that building though. So, we do have a permanent improvement fund. Uh, we do have money we have been collecting since that levy has passed. However, I cannot spend anything on it unless it is some sort of repair, maintenance, permanent improvement at the new building which is not open. However, some of the things that are currently, you know, being done, uh, that are repairs, maintenance right now in the high school and Roberts and Bolic, um, those kinds of things will be able to be paid for if they happen, um, at the new building out of this permanent improvement fund, which is outside of the
194general fund. So, it's not part of the forecast. Um, and so, if you also recall, in addition to the 10% reduction, we moved quite a few things. um we we had everything still that we had anticipated in the um the emergency levy plan. So uh there was another phase of the air conditioning. There were um some more roof work and some boilers um but unfortunately those have had to push outside the timeline of this forecast right now. um because I could put them in and we could do that as we, you know, we would all like to uh but we'd be right back in the position of submitting a another financial recovery plan to DEEW and just taking them back out. Um and so as much as I would like to be able to fit
195all those things in in this next, you know, three-year period, four-year period, um it based on the bottom line of the forecast, it's it's just not doable at this time. It's not usually prudent. Mr. I appreciate all of this in-depth stuff. Um, would you be able not not saying skip to the end because every single part is I just want to leave enough room for all of our other discussions that we have tonight. Yep. Thank you. Um, government debt, as you can see, that's the uh we took out that cops issue. So, that starts hitting us next year. We have to pay 1.2 million per year. Um, we decided not to go back to the taxpayers. Um and so we took out that loan in order to supplement um the rising costs of the 612
196building. Um but that does come with expenses later down the line. Um we talked about total keep going. Those are because that's very minimal 1%. Um those are just the other side of the advances. Um and that is just kind of the inflation change and where we're at. So revenues over expenditures as we talked. So here's the comparison um from the it one more time. There we go. Uh so the November forecast you can see with the uh renewal levies um showed um you know it was a lot more red. It's a little slightly less. It's better. Um there are some years that are still in the red um but it is improved. Um the only area where you will see a difference where it's not improved would be this year. Um and that is
197only because we uh because of the issue with tariffs and our concern that costs would rise. things that we had projected to spend maybe in July or August, which is the beginning of our fiscal year, we moved up to now so we could not so we could kind of avoid those costs before those tariffs potentially hit and increase our prices overall. [Music] So the average district in Summit County has almost a 33% cash carryover. So on average, everyone would be reduced. Uh we are the sixth lowest with a 20 almost 24% based on last year. Seven of the 17 Summit County districts had cash balances over the 30% at the end of last year with about three more that were about at the 29 28.8%. So based on those proposals, all of those would have
198their tax levies reduced in the following year in order to stay under that 30% limit. Um even though the department of education themselves say you should have at least 60 days cash carryover um and the industry standard is 25 um we talked about in the beginning of what we would need to address that revenue shortfall um but you can see the difference between um November and May um we've made some significant strides um including all that but you can see there are some big components there are uh the closing of a building the sale um the you know reduction of a number of positions and how that would impact a lot of these um if they were not um in this forecast um we would most likely be in the red still in that year
1992027 if one or all of them were not um taken into consideration. So our cash carryover position um kind of shows. So 23, but you can see we go down to nine. We're at one and a half. We go back up a little when we get that that sale. Um but then we're back to two and then we're to a negative. Um and you can kind of see the days cash on hand at fiscal year end. Um again, positive but not by a lot. Um you know, for reference, one of our payrolls is probably about $1.5 million. Um, and so our first payroll each year is July 10th. So, uh, we would have to have more than that, uh, you know, as a cash carryover in order to make that payroll on the 10th. And
200this, I think, if you vote on this, what happened? If you vote on this, that means that this is real and we don't have to work on She had that power. [Applause] And yes, sorry for the length, but there's obviously lots a lot to cover and we appreciate. We appreciate you. Thank you for being the expert. Yeah. Yes. It's a lot to digest. It is a lot. Thank you. Yes. Thank you. I'll call the roll while she sits down. Mr. Harris, I Mrs. Schaefer. Hi, Miss White. Hi, Mr. Gomez. I miss Coco. Hi. Thank you very much. Do you need a sip of water before? No. I don't ever talk. There are five children and four of them are girls, so I just have to sit and listen. I'd like to move to take a
201five minute break. Do I have a second? Second. Yes. Yeah. Mrs. Schaer. I miss white. I miss Coco. Hi. Mr. Gomez. Hi. Hi. 5 minute break at 8:30. We'll come back at 8:35. It's 8:36 and we are back in session. Miss Sto, we are on treasurer CFO's business. Item two like to recommend the board of education approve the minutes of the special meeting of the board of education held on Wednesday, May 21st, 2025 at 5 p.m. So moved. Second. I think she wanted a cookie. Yeah, Mr. Harris did. Thank you. Comments or discussion? Hey, Miss Stoy, would you please call the role? Miss White, I. Miss Coco, I. Mr. Gomez, abstain. Mr. Harris, I. Mrs. Schaefer, I three, financial reports. like to recommend the board of education approve the April 2025 investment schedule and monthly
202spending report. So move second over I have just one question. Could you um I asked you about this in advance but the one red tree account that we fully liquidated can you just briefly Yes. mention that. So the capitalized interest in red state uh we fully liquidated th that was um what we the additional proceeds when we took out the cops that we used for the first few years to make that debt payment. Um so it didn't impact the general fund until later. Um we are we've now we are at the end of that that money is is now gone. Um and so that's why you saw in the forecast that it moves over to the general fund starting next year. Thank you. Any other questions or comments? Thank you, Miss Sto. Miss Coco. Hi,
203Mr. Gomez. Hi, Mr. Harris. Hi, Mr. Schaefer. Hi, M. White. Hi. Thank you. That takes us to item G, Superintendent CEO's business. Dr. Celica. Thank you, Miss Cooko. It is recommended that the board of education approves all items listed in the superintendent's consent agenda. So moved. Second. Thank you. Um yes. Uh number of routine items uh related to personnel. We have some appointments and resignations and retirements. Um summer work supplementals. Uh you see a number of stipens there for various uh professional developments uh items and science. you'll see the science there. Assuming that um the curriculum is adopted, those teachers will will need some training in that. Um so that is our interest in the event that that goes through. We have some transition days uh for Sarah Sabatiki uh for preschool. Uh we know
204that we have a lot of work ahead of us and so we're asking for 10 additional days for her to um work on preschool planning and that will most likely I I don't know that that would continue but because it's our first year we would appreciate some extra time for her. Um we also have our preschool curriculum that is listed there as well as professional development associated with that. And then we have three items that I'll defer to Mr. Hutch on. Sure. The NEOT agreement is you're now ing technicians through the uh through neonet rather than directly. So this is uh just the remainder of this year for grant Palmer who is replacing Rob N. Uh Renaissance learning is a product owner product called Near Pod that we've been using very successfully for good grade
205science for a number of years. simply a renewal of that purchase and the service agreement with the adtech leaders alliance is um is a renewal of that that supports the data privacy agreement and especially in the face of Septeers on our behalf in addition to a number of other things the best benefit for that for that service is privacy agreements additionally They're subsidizing half of the cost of our district annual posted membership. This will ultimately result in a $500 decrease. Thank you. Any questions, comments? Hey, Miss Stoko, would you please call the RO? Mr. Gomez, I. Mr. Harris, Mrs. Schaefer, Miss Hi, you okay? Sorry, Miss White. I That brings us to each superintendent goes business. Dr. Salica, thank you. I'll be really brief. I wanted to just uh point out that our we had
206our graduation talking to Kylie back there. Yep. With her amazing speech at graduation did a wonderful job. [Applause] such courage to get up there and do that. So, kudos to you and congratulations to all of our graduates. Um, was able to make it around the district to every school in the last few days to see lots of celebrations and ceremonies and excited students for the summer and staff, I might add. Um, congratulations to retirees and thank you for um, all to all of our staff. Thank you for this evening. Um, all the work that was put into that and I just appreciate all the work that our staff has done to get through another year. I can't believe it's year three for me. It's feels like a year, but it just goes so fast the
207older we get. I keep saying that. Um, and then I would just point out for all of you who have survived this far because we're still not even near completion. But there are some cupcakes that I'm offering. Um, students, highly and others, if you guys want to help yourselves to cupcakes. That was dinner I had to cram in in between the five-minute break. So, thanks for the five minute break. That's all. Thank you. Enjoy our summer everyone. That brings us to item I, board business. Number one is policy first read. It is recommended that the board of education approves the agreement between I'm sorry, I skipped over. Um, number one is the policy first read. You want me to policy? Yes, please. Thank you. Uh on behalf of the policy committee, we're bringing forth four
208policies. JGD, student suspension, JGE, student expulsion. Both of these are have very minor changes. It just allows in the absence of the superintendent for them to appoint a designate. We ran into this when Dr. Sco had her um medical leave earlier this year and it's on the advice of legal counsel we make that change. Um JN is students fees, funds, and charges. um we are taking out late return of borrowed books or materials from the school libraries is subject to appropriate fines. Um we don't charge those fines anyway. So this is just mirroring policy with practice. And then we're adding two lines that also will mirror policy with practice. Treasurer retains the authority to wave fees in extraordinary circumstances. This is a practice we have in our district. So, we wanted to have that backed
209up in policy and that families may contact the treasur's office to set up a payment plan if needed. Another um practice that we have that we thought should be in our policy. Lastly is a new policy behavioral threat assessment. We're waiting for OSBA to give us um a letter coding for it. This came from Mr. Elder and his team um the student services department. Um, we thought that it would provide additional transparency to our families on how we assess behavioral threats when they come in. When we get a report to that um anonymous reporting line, how do we assess those threats that come into us and what do we do with them? So, this policy um provides a lot of transparency on that while at the same time not um detailing anything specific that would
210um jeopardize the safety of our district. So, those are the four policies we have for first three. Can we have hard copies in our board packets writing? Sure. Thank you. Thank you very much, Mr. That brings us to item two. It is recommended that the board of education approves the agreement between Midwest Installation Group and the Kyogre Falls City School District. So moved. Second. Discussion. I can um I know Mr. Bagatti's out this evening, but this is the contract for our moving company that would come in. They are recommended through the Ohio School Council. Um and talking with some colleagues in other districts that have used them, they've been very pleased with their work and I think the quote is very reasonable. Um, and so they they have worked with schools. They are going to
211come in and actually meet with our staff ahead of time, which I think is amazing that they'll come in and answer their questions face to face. So, it's not a third party. And um, so they're well verssed in school moves. So, I like for you to consider that approval this evening. And they're even moving the pianos. That was going to be my question. Is are they moving everything? It's everything. Yes. Which is a big savings because pianos is not cheap. No, that's great. Okay. Not at all. Any other questions or comments? Miss Stoy, do you please call the RO? Mr. Harris. Hi. Mrs. Schaefer. Hi. Miss White. Hi. M. Coco. Hi. Mr. Hi. Item three is discussion on our board retreat um that happened last week. and I'm going to just defer to the other
212board members that were present um just to speak a little on what you gained from there and I'll start with you Mr. Harris. Yeah, absolutely. Um I thought it was a it was a great opportunity to uh again I I always enjoy our retreats. Um allows us to roll our sleeves up a little bit, have a little bit more in-depth conversations with one another. Um Miss Key is right. I was glad to to to have her back. Um the biggest thing and I say this every time we have a retreat is she the first thing we do is she reminds us of the work we have already done um to set obviously that agenda and one of the things that she did uh remind us of are our board norms um that we did put
213together and spent a lot of time on in a retreat. Um so and I miss Koko I know you and I had a conversation about this uh as did some of the other board members as well that were there uh but getting those adopted um so that is something uh that we we can follow uh going forward. So I was glad uh to have that conversation and then you know just and I'll say you know I know you all have other things to say but the strategic plan um you know reminding us uh to to to use that we have it um and that is our our guiding light here in the district. So, um, and I know that we are, uh, uh, looking at, um, ways we can, uh, bring more attention to that
214within our agenda. So, but no, I thought it was a great opportunity, um, to come together and, um, I I'm very grateful for that. So, thank you, Mr. Harris. Miss Schaefer. Um, I was I was going to kind of say almost the same thing you did. Uh what one of the things I appreciated about the the retreat was the way that we sit right when we're at regular boardman. I we're sitting here and we're facing out and we're like speaking out and so it's hard to have a discussion amongst ourselves in a it's our meeting. It's a board meeting and it's hard to have a discussion amongst ourselves. So when we're at the retreat, the way it's set up, I think is a bonus also because I'm looking across the table at other board members
215so I can have a conversation with a board member. So I off the top I appreciate that. So it makes it easier to have a conversation. Um and then the talking about the strategic plan and relating it to everything I do that this is our work. This is how we relate everything that we do. So, when we were talking about that too and relating it to topics that are on our agenda, that kind of at first I was I did I didn't understand where she was going with that at at the beginning and I was like I don't I don't get what you're saying. So, she kind of made it easier for me to understand that. So, I did get it at the end and I appreciate it a little bit more. And also, and
216actually, so just a minute ago, this is a good example. just a minute ago you Miss Coco when you were coughing and so Mr. Gomez he's like I'll go ahead and read that for you um that was a good example of sometimes I do not have the confidence to speak on something that I should be able to speak on and I can speak on and I might not want to speak in front of someone and I should because I I know. So, I'm going to just do a little bit better at that now and try to be try not to defer when I'm going to say something on that I want to speak on on the agenda and defer to someone else and go ahead and be more of a leader and less of a
217follower. So, that was one thing I got out of that. Everyone, even if I'm not a president, I'm not the the vice president of the board, everyone on the board is a leader. And I'm going to try to do more of that. Absolutely. Thank you, Miss Schaefer. And I will also say with our strategic plan that you taking over while I was in the back hacking was a display of culture of carry. So um hey, Miss White. Well, pretty much the same thing. I did appreciate um being able to go and especially just to discuss with my colleagues. We don't get to do that um as much as I'd like to and it's really enjoyable to hear their opinions and listen to their ideas and things that they come up with. They're all talented in
218many ways and very intelligent and gifted in their own ways and no one should feel less. I'm just I'm just a teacher. I don't know a lot about finances, but I know a little something about education, but we all have something that we bring to this board. and I just respect all of you very very much. Um I did too for I forgot about the strategic plan and how we should bring those up more in what we're talking about in our discussions. So I thought that was really worthwhile um as well. Thank you. Miss V. Um I would just like to add like Mr. Paris said the board norms and um I'll discuss that maybe a little bit more in our future agenda items as well, but I think that it was a good reminder
219of what we had all set um at one of our previous retreats. Um and then the lens of effective governance. Um I I personally as president got a lot out of that as we were each going through on what stuck out as important to us. um just because we are five very different people up here and we're all effectively governing but we might not all have the exact same lens of what's the most important out of those and I think that's a good thing because it shows um the diversity that we have up here and that it's good that we are five equal voices um and that we don't necessarily all even have the same opinion all the time because that's not what it's supposed to So I was appreciative of that. And then um
220with efficiency also um looking to be more efficient um and working to get a calendar of the presentations. I mean we do that where every March we get a presentation on this April but um kind of aligning those with the strategic plan and putting those in place so that we can have efficient meetings and um and be as effective as possible. So I did like that as well. Um so just thank you. Um I did want to quickly address one um community concern that has been brought about um the board and with the concern with the budget and us spending money um on the retreat. And so I just wanted to note that with the board retreat, our budget that we approve um every year is $20,000 for board development. And that's everything from the
221um trainings that we go to which are quite a few um and I always commend and that we have a board that does spend their own time going to these a lot of us are taking PTO days to do so. Um, so that's expenses that we have throughout the year. And with that approved $20,000, our projected amount with this board retreat um would run roughly $11,300 for the year. Um, and that would be for this fiscal year that started. So, we are well below that 10% that we've asked everyone else to cut. So, I just wanted to be on public record um letting everybody know that. I have comments about the board retreat. one about what you just said. Um, our budget doesn't go off the fiscal year by Ohio Revised Code. It goes off
222the calendar year. So, I think that's a bit of a misnomer. Further, I think it's nice that you talked about the strategic plan, but in the notice of the meeting, the agenda of the meeting, the minutes you approved of the meeting, it doesn't say that you talked about the strategic plan. So, what notice was the community that may have been interested in hearing a discussion of the strategic plan given that the board was meeting at Neonat to discuss the strategic plan? So, I think when we talk about the need for transparency, which is something that our community wants a lot in this process, um I think that was a failure. Um and lastly, when we talk about efficiency of meetings, it's almost 900 p.m. now and we haven't gotten to the one topic on the
223agenda that the majority of the community members present are here to hear about. So, Mr. Gomez, I would um just like to say that as far as the strategic plan, you mentioned the agenda in the last board meeting and brought up the strategic plan. So to say that it was not brought up publicly, um that would be a misnomer in fiscal year or rolling year. The only thing left for us to spend money on will be the OSBA convention, which is the same amount whether it was last year or this year coming up. And with efficiency, I do agree we need to be more efficient and um that we need to be more cognizant of people's time that is here uh that are here and for us to be more effective in our meetings which
224is part of the reason that in the retreat we spoke about efficiency and making it more efficient moving forward. So thank you. If it wasn't for me mentioning that you had planned to talk about the strategic plan, no one would have known. And the fact is it was not on the agenda. So you can say the secret agenda that was proposed, but it wasn't on the actual agenda that was approved by the board at the meeting. We're going to move on now to our next item. Thank you. All right. Item three discussion. I'm sorry if we already did that. We are on item four which is our elementary closing criteria in process. Um I think we should start this discussion with um the criteria. I know that the goal of this evening is for us
225to be able to discuss um with the data that we currently have where each of us as a board member stands in our current thoughts on which buildings are possibly ones that would be um I I know if I'm saying this the right way. Um which elementary schools we may need more data on or which ones we are confirmed that we have enough data on to discuss as um either an option or not an option to close. So I would like for to hear from all board members on this. Um, I think that it's important that we all have a chance to speak on where we are in this process and how we can move forward as quickly and efficiently as possible. Want to sir? Sure. Perfect. Um, first off, thank you all for being
226here. Just want to let you know we see you. We hear you. Your emails, we read every one of those. Um, and we can we sense that passion and those concern. And there's the same passion, concern all of us have up here. So, just thank you all for being here and just this is what we expect from community members. So, thank you. We really appreciate it. Um, with that said, let me let me back up to the passion and emotional attachment to this. Now, um, we all here pride ourselves on our different perspectives. Um, and my perspective here on this board is one of an outsider. I didn't come up through Kaga Falls City Schools. Um, I didn't I wasn't born and raised here in Kaga Falls. So um the emotional attachment a lot of
227my colleagues have they went up through these buildings you know they were born and raised here um I don't have that same attachment not saying I this is not an emotional decision for me it is um you know anything involving our students and staff um you know it's in and our community uh these these are very emotional decisions but there's a lot of other attachment uh emotional attachment with a lot of my other colleagues up here so where I am standing I know that there are some folks here are going to give you school buildings I'm not going to do that that's their prerogative. Um I I I think that that's a discussion for another time. Um but where I'm landing with what I'm looking at is a lot of this enrollment. Uh I'm looking
228at the enrollment projections. I'm also looking at cost uh upkeep and future maintenance costs. And I do appreciate the administration uh Dr. Celico, everyone for getting us a lot of the data we do already have. Uh it's been super helpful uh the live document you all have been keeping to to you know that we're looking at right now uh to to to to that gives us the achievement our enrollment all that other data um it's been very helpful and so going back I'm looking at the whole financial piece of this um where we are again cost upkeep future maintenance looking those enrollment projections uh the capacity that goes along with that and then lastly the transportation uh and busing uh issues as well. So, um, I just want to let you all know what I'm
229looking at currently as it relates to the data. Um, again, I I have a couple I have some ideas in my head, but I again I'm not I'm not ready to share those personally. Um, and Dr. Sel, I wanted to we we talked about um we talked about the GPD possibly with uh there were cons some concerns about getting some more possible data uh out there. I didn't know if that was something we were planning to move forward with as a board. Um but um I I know that you uh said that there would possibly be um some comparable data as it relates to that. So I didn't know if that's something we would be moving forward with as a board. Um I know again I know that that was brought up that we would
230want some outside data possibly or an outside company coming in with fresh eyes on this. So um I would be uh curious to see uh that data as well and compare it to what we have too. So um but that's that's where I'm at um right now. And again I'm up here to listen. I'm up here to learn from my board members as well that have come up through these buildings. Um and um I I will add that to to my own notes here. So um but that that's where I'm at and I I'll chime in with the discussion as we go along. Miss Shaker. Um so today when I was thinking and then also when we were looking when we were receiving that presentation today about how they evaluated the science system and they
231had a rubric and then I was kind of thinking about that we maybe we should develop a some sort of rubric what we're looking at so that we're taking out [Music] the like the the feelings like you know I went to Richardson I set my son to Preston. You know, I you know, I went to the Silver Lake tree lighting you like I like the memories and everything. So, I'm taking all that portion out, but I'm looking at facts and figures and I'm looking at like numbers and data only. So, I'm looking at like a rubric type. Um, that is my thought and I know that we've kind of already started looking at that, but we'd have to assign a value with that. I know some factors are bigger than others. Can we even put
232a school on that site? Um, you know, we put air conditioning in these buildings. We've spent a lot of money on some of the putting air conditioning in some of the places. You know there's a and there's a lot of fac so many factors to look at that if we don't assign a value to them I can make 10 arguments for or against really any school. I mean you can you have to you have to assign a value to what is important and what we're looking at. What is the What is If you can't If you can't put a school there, then when we rebuild, can we put a school there when we rebuild? Are we going to put four schools? We going to put four, three schools in however many years. I mean, there's
233so many factors. So, am I hearing you that you're not ready to make You're saying that you need more to make a decision on potential school. So, is that the purpose of tonight is to narrow down to x number of schools? No, I I'm just I'm just asking at this moment. Do you personally need more to make your decision? It it's it's everyone. I'm I'm here for this discussion. I mean, I we're here for a discussion. If we were to get to that point, we get to that point. If we don't, then we need to decide what we need as quickly as possible to get to that point. I think we have a lot of data. Yes, we do. I'd like the GD Oh, I'm like that GDP report to you though, just to see.
234It's just it's so much information at one time. It's a lot for one person for for me to go through all this by myself without discussing it with someone. It's It's much I I would rather have a conversation with someone and discuss things out loud than try to figure this all out by myself and then come out and just say, "This is what I've decided. I need I need to have a conversation and hear what other people think." Well, and that's what we need to be doing as a board because this is the only time that we can all do that together. Yeah. Is have that discussion. And that's why I'm asking each for each of your feedback and then open up to more discussion so that we can get to where we need to
235get because I want everyone's voice to be heard with where right now we're at and then let's see together discuss where we can, you know, land on to move forward with an efficient and productive timeline. Okay. For wherever we go. So if that makes sense. Yes. Miss White. Well, I I took a look at all this stuff today and it it's really difficult, but I kind of did a rubric in a way. Now, I didn't put everything on here. Mr. Harris, mind be the conditions and maintenance. So I did leave we could do better than what I did here but um achievement ratings enrollment acreage open rooms location to me is important age of the building and um so there's a lot of things to think of. I did grow up here. I attended Price
236and my children attended Price. My grandchildren went to Silver Lake. So it is hard. It's a difficult decision. um to make um but as I was just looking at those few things, there is one school that stood out um and that is Richardson as one that we should keep because it meets all you know it does well. It's a four um point in achievement enrollment. It it's pretty 275. It's smaller than Price to Wit or Lincoln, but it meets that of the top four acreage. It does have 10 acres. Um, Richardson, it does have some open rooms, three to four. The location is really good, I think, on the west, you know, beyond State Road. Um, and then the age, it's it's not that old. Um, it was well, you know, 1951. So, but, you
237know, again, um, it meant a lot. But I from there, I was just torn because there's so many that, you know, Silver Lake has a four-point achievement. So does Richardson. So does Price Enrollment, Dwit, Price, Lincoln are up there with Richardson. Um the acres, there's Preston, Lincoln. Richardson at Sill. And then open rooms, Lincoln has six, Richardson has maybe three or four, Preston three, Silverlake has two. in a location. Richardson, Lincoln, Silver Lake, Sill sites are what I have always said that I would like to see because I think they're kind of on the opposite extremes of Kao Falls. The age of the building opposite extremes. I'm sorry. Well, now remember that I am like Dr. Celico. I am very special needs when it comes to directions. I go, you know, I mean, I'm sorry.
238I know. I know. But I'm sorry. It It's just for me, you know, even though I went to this high school as a kid, when I first came here to teach, I was like walking all the way around just to find my room and I couldn't figure it out. But I finally did. But I mean, so I didn't mean that as a, you know, but anyway, for me, it was looking at, you know, where over there beyond and over this way and this way. What I figured was north, south, east, and west. Now, I could be off, that's for sure. But that's why I like those four areas. Um, age-wise, Dwit 68. It's the newest. Price 53, Preston 58, Richardson 51, you know. So, it's really hard to come up with ones that are, you
239know, other than Richardson, I think believe we should keep um for many, many reasons. It does well in achievement and it's a larger one, not as large as Lincoln or Dwit. Um, but you're not keeping it for parking reasons. That could be. I don't know. See, now that's something that I didn't didn't look at. So, parking lot and like the facility condition and maintenance. I did not kind of look at because I ran out of time. This was time consuming, but that's I just like to see GD the GDP as well. And I'm not sure. I'm trying here, but it's it's difficult because when you've lived here all your life, I've lived half my life at in Kit Falls and half my life 30 I want to say 35 years now in Silver Lake. It's
240really difficult. It's very difficult um decision to make. So, I'll just go from there. Thank you, Miss Mr. Gomez. Yeah. Uh three things. one the GPD report. Um, if we're going to do that, um, there's a benefit to having less buildings when we go to them because the more buildings we send to them, the more expensive it's going to be. Um, so that's one point I want to make about that. Second, we need to think, are are there going to be additional data that they're going to give us or are they going to look at the same data we already have? And then third point about GPD, um, how long would that take? And fourth point about GPD, are we doing that because we want someone else to look at the data or are we
241doing that because we want someone else to make the decision? Um, and then second, um, not to get ahead, but just some of the risks as we keep trying to want to delay having more specific discussions. I appreciate Miss White getting very specific. Um, we voted on that five-year forecast, which kind of locked us into a date. Um, private schools enroll in January and private schools have the benefit of the voucher. So, the longer we wait to make this decision, the more uncertainty there is in more areas of our community and the more risk we have that we're going to lose even more elementary students because people aren't sure what's going to happen with their student. and then they're going to take the voucher because those private schools are very aggressive with marketing and they
242enroll way early in January they're asking for signature commitments. Um so we need to be very conscious of how aggressive the timeline is because if not we're going to lose a lot of students and when we lose more students we're going to be back in the same financial pickhole um that we found ourselves in. So, just those sorts of risks. I know we're going to talk about process later, so I don't want to get too far ahead of that. Um, and then to where I'm coming from. I'm thinking about what are viable sites to build schools on. And so, I did go to this district. Um, two of my buildings will be gone. Bulock and the high school. Um, me too. And so I understand there's a lot of emotions attached to this situation, but
243I'm committed to not making an emotional decision because I don't think that's good for anyone. So we know Price and Dit are not buildable sites. So I think we should have a conversation about those two buildings. Um, I think there are things that could be said for both of those buildings to the positive and I think there are reasons why both of those buildings should be considered. And I can get more specific, but I'll wait for now. And then the third one that I would list is the last remaining building I attended, um, Preston. And the reason I list Preston is because we have the Sill site still. And so if I'm approaching this from a buildable site perspective, um we have a little bit over a million dollars sitting there at SIL. And if
244we kind of think that's our buildable site on the east side, then we have to have a conversation about Preston because then that is no longer our buildable site on the east side. And with our financial position we're in, we've got that million plus dollars sitting at SIL. So that's why I bring up Preston even though it's my the last school I went to. That'll be still standing. Well, this one will be standing probably after we sell it, but um the last school that I attended that the district won. So those are my three and those are my reasons for it. Um I'd be sad to lose the last school I went to, but I want to make the decision that I believe is in the best interest of the district. And so I'm willing
245to talk more about my reasons, but I'll just um leave it at that for now. Thank you, Mr. Gomez. Um, I I do agree with um that with being locked in with the approval of the five-year forecast and that um we we need to be looking closely at a timeline and not um and really do what we need to do tonight to try to lock that in. And and I'll have um Dr. Celico in a minute comment on GPD if that's where we're deciding to go after this. Um, and thank you both like everyone for your comments and input on everything. Um, I too think that if if we were to use GPD that um costwise first of all if we were not doing six schools would be a substantial savings to the district to
246do this. So, I do agree that we need to look at possibly bringing it down um to a lower level of schools that we would be considering before we ask GPD with the current data that we have. Um and for me personally um the criteria with uh buildable sites, looking at the land that we have and then looking also looking at um specifically along with that the open amount of classrooms we have that we would be able um to um put students and have the room with with their current enrollment. Um, for me it would two that I think I would take off the table as possible would be um Lincoln and Richardson um because of the large acreage that they have. They're buildable. Um we have other ones that are buildable as well, but
247when you look at the class sizes and the open um space in those buildings to if we were to talk about the other four having either of those we would be able to handle capacity of movement of students and I think that that's a big part of this. So for me those two would be ones that we would not be looking at with the other four. Um there's a lot I'm not willing to go below that be personally without more data because there is so much with other buildable sites and we need to look at the other buildings that are buildable sites and how that would play into things. Um again are we building three schools? Are we building four? Can we get funding for four? How big of schools can we do? Can we
248do three schools that are large enough on certain sites to actually have the capacity for all of our students? And is there a regulation that they have to be the same size if we like say we got funded for four schools? So they have to be the same four of the same size schools. Yes. Go ahead. Um so um in talking with GPD and I I can wait till you finish if you No, no, you're fine to lead in that was thank you. So it's kind of twofold. So, first let me just backtrack and say how we arrived at the GPD discussion. So, I I thought my directive was to explore an outside agency to ensure that the data was um reliable, valid. It's not an internal person doing that work. That's the message I
249kind of received and and thought so which is why I set up a meeting with GPD. We had two options through Ohio school council. um GPD and I forget the other we talked about this fan. Oh yeah. Yeah. And we agreed that we would eliminate them and that GPD would be the person that we would explore. So I met with um Mr. Toy and Mr. Woodard who's here met with GPD just to like kind of feel them out and tell them the information that we had and thank you. Some of you gave me some good suggestions that I know I overlooked in thinking about what criteria criteria would be used. But what they shared is to address the 34 building. The gentleman who works for GPD now is a consultant. He used to work with
250the state through OFCC. So he knows it intimately. Like because I know I in previous projects I've worked with this gentleman. He was the one who we worked with all the time on these things. And he said that um we don't know if it'll be funded for three or four. His guess is that it would be three. Um, and so the way the state works is that they'll they work it solely on numbers, right? So what we think and even in my previous experience, some of the suggestions I've heard from the state, I really had to like step back because I just think they were the wildest, craziest ideas and not good for children. It was all about numbers and money and that's how the state is going to fund our buildings. So that's how
251they arrive at like three because they're looking at capacity. So to answer your question about like um bigger or smaller buildings because I did look into that as well knowing that we have some smaller sites here that are like in my opinion not just my opinion the architects and engineers opinions they teeter on not being big enough and there's a couple of them in the mix. They would not recommend some of those sites. They would go with the bigger sites. But with that said, if we went on a smaller site, he thought possibly he would look into that for us to see if we could build a smaller building cuz if we do three, we're looking at like 650 children in a building, which is what the state is doing. They're going to larger elementaryaries.
252If you look around the districts that that's just what they're going to now, we could choose not to take their money, but then the full bill comes to us and LFIs and people voting that money in, and we know that that's not an option. So, this isn't, you know, Andre Soko saying this. This is the the state folks saying that they're going to get me that answer on three to four. I did ask them to commit to like finding that answer for me because I think that will weigh heavily on your decision because if you know we're only going to be funded for three sites, you know, you're picking three instead of four. So that's why I've been pushing for that. When I also met with GPD, they their number one was building capacities like
253where what space do we have? Because if we close a building that's 400 students, where do we have room to put them somewhere versus a building that's 200 something? So that's the one thing that they said you is their number one criteria which makes sense. We have to have room. So what what I've been you know my team all of us have been talking about and looking at and what the board's referring to is we were just like eyeballing the schools and going doing walkthroughs with them and saying how many rooms do we have for capacity in each one of our buildings. Our bigger buildings have more classrooms in them. Our smaller ones well with the exception maybe of one there. the others don't have a a lot of room, a couple rooms here or
254there, but we have to make sure that we can fit them. This what we based it on and being a former elementary principal of a very packed school, like literally building walls and working out of custodial closets, we don't want to have to be in that predicament. It's not a good place to be. It's not good for children. It's not good for um culture. And so what we are trying to do is preserve a music and art room in our projections. and some some teachers sharing space. Our intervention specialists would be sharing some space. Um, so we left some cushion. Now, we could eliminate some of those things. We could put art on a cart. We could put music back in the cafeteria. Like, no one enjoys that. Our teachers don't. Our principles don't prefer
255that. Our students don't prefer that. It's I've been in and it's it's it's a challenge. So, we're thinking that we would preserve those spaces as long as we could. Now, what GPD would do is come in and really like break it apart. You know, I'm not an architect. My team's not we're not architects and engineers. We walk the building. We give you our opinions. So, their numbers might come back very different where I think we might have six classrooms at Lincoln or seven or eight. They might say, "Well, you really have 12 because you could do this, this, this, you could split the library." And they asked me those questions. Do you want to do you have money to um split classrooms? And we were like, "No, that's why we're here. Do you have additions
256and trailers?" I'm like, "No, that's the predicament we're in." So I said take the buildings we have and make them work. So they would do um some more dig more into that. They would look at our operational um cost savings like what condition our buildings are in now, what future work they would need, which we have some idea of but it they would confirm and you know talk to our folks certainly and then take that information and compare it to what they do for a living which is architecture and engineering. So, those would be some things that they would look at. And then what the other last thing I guess I would say is that um I also met with Margie and just had some conversations our transportation supervisor to say like okay if we
257we just went through each school and I said if we close to if we close Richardson if we close and I just wanted to hear from her like what does that do to boundaries? What does that do for transportation? So those are some things that like if we got real specific and I told her just I put a pause button on it. And I said, "Let's wait till we have this discussion because then we have the um program to like move. She can draw lines." Like I watched it, you know, and I'm like, "All right." And I know I'm challenging directions, Mrs. White, but I was able to follow that. Sorry. It's true. I can't lie. You're right. I am. So, we were looking at them and like just playing with the numbers of how
258many students would go to this school, that school. So, um that's that's also going to be I think an important discussion that GPD could like assist in in capacities. I just think they would obviously this is what they do. They just did um a school closing um study in Kyoga County recently and so it it would just you know I guess validate and give us some real um objective data to look at. Not that I want to tell you with certainty being as objective as we possibly can and giving you and just trying to anticipate what would be helpful for your decision making process. Sorry that was long but I wanted to make sure I So with that to um I guess um with Mr. Gomez's question would they along with this would they be
259giving recommendations or would it they just be providing the data? Um, no. And I'm sorry, I forgot one thing, but um, we did not really talk about recommendations. It was more like giving us the data and I I they certainly could. We didn't I don't remember discussing that particularly, but they did say the time frame. I heard someone ask about the time frame. Yeah. I they said, "What's your time frame?" I said, "Well, I would my preference would be and I would confirm with the board, but I'm thinking like midsummer, like end of June that they have their report to us. So, you have something this summer and we're not extending this because I as much as all of you want to move this process along as well. So they thought that was manageable in
260June. So when would they start that process? Would we need to get a contract approve a contract for them to start and get this and have this back in June? When would we need to like next board meeting? Yeah, I would suggest that. Are they going to provide us different data from the data you've given us or are they verifying the data? Um, what would you think? I think they may go a little more in depth as far as, you know, we're just kind of taking like, oh, here's what we see. I think they probably have more of a rubric or Yeah, like our plans. They want to see our building plans and all that. We didn't do that. Yeah. And so, I think they probably have more of a calculated like an architecture world
261of like okay they're building capacity other than you know us just eyeballing there's this many empty classrooms you can put this many kids in it there's probably a little bit more has a little more meat to it yeah and I know where you're going with it and I I I will say this they complimented our team on how how well prepared we were and how much information they go to other places that don't have any of this so they complimented us but they did say that they would use it certainly outside of capacity what else would they be looking Yeah. Condition of the buildings and assessing like what would you know need to be done um within a certain time frame. So like do we have to replace boilers at let's say Lincoln you know
262within the next two years no matter what or else XYZ. Um, so kind of kind of those things, what what maintenance would need done on all these buildings? Um, what kind of cost associated with that? And I'd kind of like to know that, too, because I'm well, you know, I'm spinning over here my head, but um, and this is probably stupid, but I'm just going to take it out. If we're only allowed to build three buildings, we might want to think of keeping a fourth one so we could use it, too. I don't know if they'll allow us to do that. and maybe renovating it down the road so we would have four because I do not I am not in favor of three buildings with almost 700 little kids in it. To me that
263is not right. And even with four um or four buildings you're still going to have quite a few but yeah that's to me that's just ridiculous. We have 1,800 and some kids in elementary and um let me go to that. I have it in here. I don't know. Going to um three buildings, you'd have 667 kids. Going to four, you'd only have five only. I wish it was even a little less than that, but it's better than almost 700 kids. I just don't like that at at all. So I just threw it out there. Maybe it's a thought. I don't know. So the whether or not OFCC would do three or four, that would be coming directly from OFCC. And what timeline would that be coming? I think we can get that. I asked Bill,
264the gentleman from GPD to to and I could follow up with him. I think they're just waiting for the outcome of this conversation, but I can push him. He knows the people that we're working with at OFCC to give us some information. We have the future think did the report on our projections. So that's part of this as well that you have to have done before they'll move along in the process. So what I'm hearing I are we prepared to eliminate so that for GPT to not do all six or are we saying that we need GPD to do all six of the buildings for us? I don't think we need to do Richardson. I'm a variable to that. I don't think we need to do Richardson. I think that's one that we will keep
265according to some of the I don't have it all, but I have some and it's on one end of town. I would agree with that. Yeah. So, I don't think we need to do that one. I would not, even though it's not on my list, I don't agree with eliminating it until we're at a point where all members are willing to state what buildings they feel should be on the table. I don't think it's right to be at a place where we're eliminating one building when we have some members that won't state what buildings they think should be considered. I don't think it's fair to say, "Hey, this part of town, you're good, but as a board, we're not even going to really have more conversation about these other five till we get this report."
266But you guys, you're good. Don't worry. I don't think that's fair to the rest of our community because we haven't had a comprehensive conversation to towards the rest of our community. We have board members that aren't even at a point where they're willing to have that conversation and yet we're willing to then eliminate one building. It just seems unfair to me. Can I ask this question and maybe this will help clarify if is the reason that we don't want to look at all six and we want to eliminate is that based on specifically cost and these is that the sole reason for this decision that's why I was asking to not cost cost okay because I what I can do is certainly you know we've talked about it they did say that it would be
267more but I don't know that it necessarily has doubled in cost and I don't think taking sorry I was just going to say I don't think taking one off the table is going to affect the cost to the point of as if we were just like down to two buildings and and I don't think that we should take one off the table start having conver like conversations with all I mean like I know Patty you kind of said some things and you know I will say on one hand too completely unrelated to this though it might not be bad to have some of that data on all six because whether Like even if you've ruled one out, but then you know because you're ruled one out, you you're saying you want to keep that building.
268So may be good to have the data of the future potential costs or you know things that we may not be you know that our maintenance and operations may not be thinking of or not you know just not it's a good point ma even if we are keeping it for capacity and what we can do with that building when you know if we were keeping it and needed to move students there like things that there are things that we didn't think of you know those kinds of things too one of the things I could also get for you and I I texted my I asked my colleague I should say talked to her on the phone um about giving me the report like that they did so we have something to look at but I
269hadn't haven't received it. I could just go to GPD and say hey can you show us an example of what you've done and that way you can get um you know an idea of what that would be and I certainly can negotiate with them the cost you know and express that this is a concern of the board would they consider not you know gouging us and and they they really felt like we had a good start. So it's not like they're starting from ground zero. We do have a lot of information that we can share. We have it, you know, files. They ask for building plans like we have all that readily available. Just a thought. I mean I I think what I'm hearing and I don't make this decision but I mean it might
270be just the best decision to look at all six and then I think maybe the comfort level of all of you would be and some of you may already be there but it might make the board feel better. But suggest that would be you don't know maybe something about relocating an issue you know because you haven't had that done but so I can ask another question too. I'm sorry. So, did you say that we there's a possibility we could find out whether we would qualify for three or four in the future? like in like in the I'm hoping I I'll literally call tomorrow and try to get him to move on that answer because I think one of our one of my biggest complaints in this whole process and not just this process with all
271of it was it's so disjointed. You know, we're there was we went we started building this building but then there was no plan. you know, where were like where were the offices going to be? What where what are we going to do? What's phase two? What's phase three? And there was no like big plan ahead of time, I guess, you know, from previous, you know, previous superintendent. I I thought for sure had a phase two and a phase three locked up there somewhere. But, you know, it would have been nice to say, you know, like, okay, we're we have this plan for this this new building. Now, where's the board office going to be? Then we had to make these decisions by a board office. Now then we're going to now phase now phase two
272is what are we doing with the elementary schools. So and then eventually we're going to have to move a board office into I would say an elementary school and now we have a a preschool and then is the preschool going to forever stay where it's at currently? Is that its forever home? And so then all these big questions and if we had answers to all the questions and what's going to h then these decisions would be a lot easier than making these ethereal decisions. What does the number of elementary schools how does that impact your decision making process? Um I am looking at where the the sites are in the city. So, if I knew there were going to be ultimately three sites or four sites that I I I don't want to have all
273of the the buildings building you would have want to close it would if I were narrowing them down to if we were narrowing them down to a few probably if you had to if you were narrowing them down I think That's how we were doing it. If we can do four and we have four buildable sites, then that makes it a lot easier than if we can only do three. And my second question would that would be the capacity. If we only had three, what capacity would we have to have with those? Because they're all different acreages. So, how big of a school do we have to have if we only and then also we have so we have I mean we have Preston Price and Sill and they're all very close together. Still is
274an empty lot you know and you know are we going to sell Sill or are we going to like is Sill going to be the next buildable site? I mean, it is and which is a more valuable property, a crescent in price with a a school currently on it or an empty lot. Well, and I know we're getting ahead of ourselves, but swing space is also is also a concern. So, still what makes s nice site, I'm not pushing you in one direction or another, but from a a buildable, it all matters. We don't have there's no students on that site that we have to relocate, right? You just build new and they swing space is already built in in your pre in Preston because the children stay. Exactly. I appreciate that it all matters,
275but ultimately all of that we can't decide right now for a few reasons. One, when you do a full phase 2, um I don't think right now as part of this closing process, we should pick which sites future elementary schools are on because you do that usually you engage a community committee and you invite people in. So I don't think I think we could have conversations as I have stated is my opinion on what buildable sites are but I don't think the it's responsible for the board to say we're picking where the future elementary schools are being built and we're never going to engage the community in that conversation. Also we might not I mean that's a future board. I mean that's not even that's not even us. That's not even us. That's a future
276board. That's not But it does weigh into for me I don't want to tie a future board's hands in those decisions or the community by making the wrong decision. Now I you know you know on some level I think to Miss Schaefer's point about the long-term plan before I think that we have possibly had to make some decisions because we felt our hands were tied with previous board's decisions on things. Correct. And that's not what we want to do. Um, and I think is why there is so much hesitancy right now. And I appre and Mr. Gomez, I appreciate that you you're steadfast. You you've kind of reviewed the facts and you you're you are where you're at right now. And and I need to have more more discussions. I need to hear it. And
277and I appreciate what you have to say. And I appreciate what you have to say. I'm in the same boat. And you know when I was in second grade I had a pen pal when they closed Grant School and they moved them all to you know to Richardson and Dwit. So I mean like I I I remember it was a it was it's it's a big deal. So but this is where we have discussions. So yes, let's have them. I'm ready. I'm ready too. What else do we need to discuss? Let's get to let's get to where we can get to tonight. Well, I think tonight what I'm hearing is that Dr. Celico is going to go to GPD and have a list of what exactly they would be compiling for us, the price and
278the timeline. Um, I think it's very important that we have all of that. Um, if that's the route that the board votes to go, that we have that by our next board meeting. Um, a contract to consider. And also the biggest thing for that would be the timeline of when we can get this data back because ultimately that's when our to Mr. Gomez's point we need we need a timeline and we need it yesterday. Yesterday and we need to put that in place. So if you're saying you know if they can get it back to us beginning of June they could get this back to us by the beginning of July. Yeah, I think and maybe they start I don't know before but the June 11 board meetings are what is June when's our June
27911 June 11th what is it June 11th yeah so yeah not that one what's the next one after that well be the next the next one is our work session though on the 18th 18 you're not here yeah the 18th I'm not here um but the 20 I was thinking there's no way they could do it by then anyway I mean I can't imagine the 25th I told them the last meeting in June as like a ballpark to have it back. Like I said, that's when we would like to discuss it. But if but can we get that information by the 25th and be ready on the 25th to like have like a like to digest it and be ready to have That's just it. Yeah. If you want to have it ahead of time
280to digest prior to the meeting or or if we're going to get it to you that evening, they can come in and maybe do a presentation for you. I mean I they'll do that. I could have GPD come in and present it. What happens if that data is not enough? Where do we go from there? What if people aren't comfortable once we get that data? Are people committing that that data will be enough for them? I know that I move a little bit slower than some other people, but I know. We have to get to a point where we can we can't always not have enough. So people either need to say this is what I need to make the decision which is fine. I get that we need different things. We're different people. We
281either need to define what that is so that administration can get us what we need so we can get to a point where we make a decision or we need to make a commitment that if I get if we get this information I will commit to making a decision because we can't keep saying this isn't enough. I need another month. This isn't enough. I need another month. That's not fair to our community either. And then why are we sitting here every second meeting of the month until 10 p.m.? I agree. I personally I think that if we get the GPD the 25th if that's our goal then in July I know we only have one meeting scheduled um we either need to do it at that meeting or we need to have another a special
282meeting called to sit and hash it out until we can come to a place of down to at least three um because we need to be engaging the community and that timeline needs to be starting when school starts back up in August so we can have a decision by November because it's very important that we do that and we do it correctly. Um so that is my suggestion. I agree with Miss Koko because if we're then locked in from August to November, there's no way we can engage six school communities in meaningful dialogue. There's just not going to be enough time to do it. So, we're going to have to winnow it down considerably. Um, because there's no way we can engage six school communities in meaningful dialogue. And three is going to be hard.
283Three's going to be hard. It's going to be hard. It's going to be hard still, but six is impossible. Yeah. The only thing I would want to know that I need is whether we can build three or four and then if we can save maybe one of ours that might be viable so we could have four buildings. Those are the two things I'd like to know. Yeah, I think Mrs. White that that would just go back to if you save and renovate, you would have to pass the taxpayer. I know. I'm not talking about maybe doing that right away, but we can. Yeah, I'd still like that information. It's an interesting idea. It is. It's actually one that I had not thought of before. So, well, it's the numbers, the kids. God, that's terrible. So,
284are we we're committing GPD? Yep. Possib, you know, to have a contract to look over at our first meeting in June. Commit to GPD if they can come and do a presentation on the 25th and then in [Applause] July. Um, and I don't know if we want to discuss if we prefer to do it at a board meeting or call a special board meeting. So that's all we're doing because we know this is going to take time. Yeah. And I would much rather do it fresh when that's what we're sitting here and doing it than three and a half hours into a meeting. I think that that's more fair to anyone who wants to come and be a part of it as well. Um I and I think for us for efficiency personally I think
285I would rather I'm open to a special meeting if we could have a special meeting and that's what we're doing. I have no vacation plans in July. I don't either. I'm a boring person this summer. So I I'm wide open. If I may, I the only and again I I don't want to commit GPD scheduled the 25th. That is the goal I gave them now not knowing that if we don't approve it, you know, if we approve it in June, that only gives them a couple of weeks. There is one other thing that I could suggest and I'll turn to Madam Secretary here. Do they need a motion or is it already in our bylaws or the policy that I have the authority like if you were to give me the authority to just enter
286into that agreement like to not to exceed a certain amount of money or so it still needs board approv you have the authority to like like negotiate we could we could vote on it with you know the the effective date back I mean because you are the purchasing agent purchasing agent okay and I'll certainly inform you of what that cost is because if it comes back and it's $50,000 and you're like, "No way, we're not doing it." It won't. But um Okay. Yeah, because that would just speed things along. We don't have to wait. So, I'm not personally in favor of GPD, but if other board members will commit to making a decision with that data, I will support that. If it gets us to that point, I will do it. If that's what they
287need to say that we will make a decision and they can commit to that, I will support it to get us to that point. Finally, but I want the other I want to know about how many build because we know we can't renovate any of them. They I got that M. They won't give us money. So that's what I'm kind of waiting on that I want to know. Yep. Other than that, I'm good. So we have GPD July special meeting engaging the community. Um, we're going to do what we need to do in July to when back to school is back. We're engaging the community and doing what we need to do with them with whatever buildings we've decided are uh ones that would be possible closures. Um, and three is our goal is to
288get it down to three at that point and then engage the community the beginning of April or August, back to school, all that. and having a decision by November. Does everyone agree with that timeline? That's fine. And if we can do it sooner than november, I don't want to rush at all the community feedback portion of that. So that's why I'm staying with November. Um, but I do think that our community would like to know sooner rather than later, as would our administration and everyone else. So, um, can you say the dates one more time, please? Sure. You can say quickly because I I just want to make sure. Yes. Uh GPD contract on the next meeting on June 11th. Um with the hopes that June 26 or 25th would be presentation by GPD. Uhhuh.
289Special meeting in July instead of with our one board meeting. Are we? And are we setting that tonight? No. No. We can set out what dates are good. And I think honestly that will depend on GPD actually presenting on the 25th. We need to make sure they and we need to make sure we have enough time to digest that information ourselves before we have that meeting so that we are coming in ready to make decisions. Um and you said to we're narrowing to three. Yes, that would be the goal. That will be the goal at the special meeting. Correct. Thank you. And then engagement of the community with those three buildings will align with the back to school and um doing what we need to do to have meetings and feedback and all of that
290with them and decision by November if not sooner after that. Um the only other piece on that discussion was as promised um to the community um that we were going to answer their questions. Um there were three main questions that came from the community um from um Miss Stewarts when she um let the community know as a whole that we had decided to close a school building. The first one was what timeline are we looking at? Um I think you just answered that one um with very specific things with the timeline. Um the other two were um how why are we renting board offices? If we need to close a school, why are we spending money renting board offices was one of the other questions? And um just to recap, I know Miss Schaefer talked
291about there was no part of the plan with the 6 through 12 campus of having board offices built with it. That was not part of that. The board offices needed relocated from this building as this building is being sold. Um and um last spring we had looked at different options on where they could go. Roberts was one of those options. Um, and Roberts is being sold and the board committed to selling Roberts as well. Um, I know the vote to actually rent the board offices um was uh 4 to one. It was not unanimous. Um, I did want to mention that, but it was um decided with the majority of the board that what we were going to do was be renting with the hopes that with elementary buildings in the future down the line
292with new elementary buildings, that's when a board office could either be incorporated in with that or one of the leftover elementary schools could be used as a board office. So, I just wanted to recap that. Can I just add to that? Sure. central office is not a co-undable amount. Correct. So I believe that was part of the decision not to include it at the 612 because it would have been all LFI and it will be in the future and it would be in the future as well. Thank you. And then Dr. Sco if you just want to recap real quick. Miss Stoay mentioned on um the preschool. The third question was, how are we starting a preschool if we have no money and we're closing a school building? So, if you just want to recap
293on that real. Sure. Just briefly, I know Miss Doy mentioned a lot of it. So, we are currently it's a purchase service. So, over a million dollars goes to the ESC 1.3 million 1.2 million. We pay for our preschool program to the educational service center. So, we are just we are bringing it back in on site. We already have the building Chennai. We'll keep it there. So that's not any kind of additional cost, but we are um in doing our projections, we plan to be on par or hopefully even incur some savings. The only caveat is we don't know with these being um with the number of them being special needs students. That's and this could happen if we were with the ESC as well that if someone comes in and we have a high
294number of high need students that need a one-on-one aid attendant nursing services those things are kind of what not really within our control but that could happen if they're at the SC as well. So the first year cost will be a little bit higher because we had to do some startup you saw tonight the curriculum for example. Um, but we're excited to bring them back in to our district and to u make them part of our our family and our transition to kindergarten will go very nicely and smoothly and so it's it's a it's either going to be a a break even or hopefully eventually like see some savings in it. But so it's not an additional cost that people think we're just starting preschool. We've always had it. People just don't really know that
295problem. Thank you, Dr. Um, at this time we did have um one community member uh Courtney Zimmerman if you'd like to come up and speak. Thank you for being so patient through all of this. I say it's late start Thursday. Whoever's got to work tomorrow just come in about 9. I know. That's what I'm thinking. I'll call it rain. You don't have to go to work. I would say that you know the drill but 3 minutes. Stay tuned. Yes. I timed myself. Um, thank you for hearing me. Um, you have gotten a little farther than you were when I wrote this and I appreciate that. Um, up till now, um, well, I'll introduce myself. I'm a resident of Silver Lake and a parent to two Silverl students and I'm here I'm not here to talk
296against or speak against other schools. I'm here to speak for Silver Lake. Um, so I've listened to you talk for months without saying anything about the need to close a building with very little detail except what you would like to do. Um, you said you wanted to have community engagement, have surveys. You have not done that yet. Uh, months have gone by. So, um, as I said, you've made a little progress tonight. Um I would like to say that um we have financial projections based on an average cost and so you have suggested that you will um I think you're doing it backwards. Now you need to do specific financial projections on specific school costs. That's part of the of the uh puzzle here. If you close a certain school, is that going to help?
297Is that going to be adequate to reach your financial projections that you've calculated based on average costs? So, I would say um that should be part of your consideration as well. Is your cost savings going to be enough in your financial recovery plan based on specific schools? Um I hope that you make the information from GPD publicly available as soon as possible so that we can all review it. Um, and I want to say that I I've been asking myself what the rationale could be for closing Silver Lake. Our school is not low performing. It's one of the highest performing schools in the district. People come from inside and outside of the district specifically to our school because they want their children there. I mean, our enrollment is low, but why? You guys draw these
298district lines. You've downsized our classrooms from our grades from two classrooms to one recently in some grades. Entire classrooms in our school are empty or used as offices for one person. You can't treat choices that you make as irrefutable evidence that our school doesn't serve enough students. Expand the lines and bring us more students. Our school is too small. Well, I looked at the 2018 reports, which are the best we have right now. Um for the OFCC our capacity is 301 and we have about 200 students enrolled. So again so other elementary schools have uh capacities of 317 and 293. So three of your six schools have essentially the same capacity. Bring us more students. Our school is old. Well, I'm a preservationist professionally and a professional engineer, and you already know that the argument
299old equals bad. It's I just don't agree with that premise. Uh, but that's not even the point. One part of our school is old. 1927. The rest of it, many additions are 40s, 50s, 60s, same as all the others. Oh my god. I I wanted to let you finish your last sentence. So, there's just a lot of three minutes. hold water compared to other schools. Thank you very much. Thank you. Vote Democrat. [Applause] Item five is future agenda items. Can we um put the renewal of that 9.97 as a discussion item on the next agenda? Yes. I'm sorry, I missed that. The levy. Oh, okay. So, the uh earliest that it can be put on is this November and then it has to be passed by the following November of 2026. Um and then also
300um at the next meeting we need to have a discussion on um our work session as well. I think we need to go over our work session and specifically what we want to accomplish and what we want that to look like. And um then just as a reminder, we'll be doing executive sessions for reviews for Dr. Celico. And then Miss Stocoy um I'm going to make sure ask Chris or if you want to ask Chris to make sure that he puts the standards in our Friday packets for us so that we have time to go over those as well. And then the next meeting also will be the um lunch discussion which was accidentally on this one and had to get moved but it will be on the next one and Chef Bale Bailey will
301be here for that confirmed as well. Is there anything else? No, that's a lot. Okay. Um sub six committee reports. Um, we want to go down real quick and it's really late, so if we have something important to say, we can say it. But I have none. Okay. Mr. Gomez, I know you had one thing on. Yeah. One thing from athletics about the tennis courts. Um, they were um they started doing the work and realized the holes were way too deep. So, they went through 30 gallons of fill. They decided to have the street crew come and fill the cracks with the material they used to fill the cracks in the street. So, like I said, we got somewhere. So, we're very happy. So wild. As predicted, we got somewhere with the city on that.
302So, the tennis families are happy with the solution for this year. Does anyone else have anything on their committees that they need to speak on this evening? I don't. Thank you. Um item seven is comments. I'll pass. No comment. Um anybody else? No, thank you. No, it was but I'll save it. We'll get some sleep. I'll save it for next time. Did she say I was going to comment? She said she is not reading her article. Just my comment. Thank you all for being here tonight and doing the work that we needed to get done and um we'll continue. And that is all move to adjourn. So moved. We're all jumping. Gary's dead. Yeah. Shaker.