001It comes down to us. Yeah, it was just one years. find. [laughter] All right. Stand for the pledge of aliance, please. To the flag of the United States of America stand. >> [laughter] >> Roll call is here. >> Thank you. >> You just want me to shut it when we're done? >> Good deal. >> Thank you. >> We have a meeting agenda. You've all seen that. >> Any issues with the agenda? Move to accept the agenda. >> Do you want to put the meeting? Yes, I can do that. All right. Um yeah, let me add item U we will say uh B one is agenda approved. [clears throat] Uh excuse me, minutes. Okay, we'll go into that. Uh so the only change I have is add B1 to the agenda. So I can go to
002the minutes from last time which are very brief. Any other changes? All right. I move that we accept the agenda as presented. >> All right. I guess that's it since there two person meetings. Okay. [clears throat] So last time um >> let me ask you something. The last time that we did this last year, last year >> we did a week ago, but yes >> with that group >> that was a year and a half. Yes. >> Okay. When Oopsie was at the table and by Jim, >> are you just expecting I asked this the last time just you two >> second and first things? >> Um, >> how are you wishing how this to run? >> I don't know. That's a good question. I don't have an answer for that. Like what do we
003want to expand the committee? >> I don't know. >> How would you wish for us to guess? >> I would say if I want to hold a chair then that would give you >> Yeah. >> We're very appreciative that you invited us to the table. So thankful. >> Would anyone be interested in that position? just no one. No [laughter] one has to say yes. I'll just offer it up. I'm barely treading. >> You can always just email us if you have something that So, um the biggest thing is we're just here for feedback and other board members are always welcome to attend. We're holding these as board meetings so accommodate that. Uh last week um we met or last week on April 13th we met uh to establish expectations. Um we affirmed our role that
004we were to review and recommend policies but not act on behalf of the board unless authorized. Um we are appointed annually by the board president or by the majority of board members is defining board policy. Um the committee agreed to for on a need for a more organized system moving forward. um prior prioritizing legal required policy updates first and develop a structured policy review cycle, possibly looking through the the policy manual every year. Identifying policies require an annual review. Maintain a priority checklist of upcoming policies and ensure all policy changes are presented with deadline versions so we can keep track of what's where. Um and we keep our policies at a government's u uh level. Um also administrative details. um our policies depending like we have our policies at our board level and our policy
005school level which would be admin but anyway you talk about transparency uh use of legal SDA and of course the key issue was uh ICG which was what focused on um and key takeaways from that was tuition changed significantly impacting enrollment not notably at a higher rate. Then we we went back to the 50 after we realized that was a conflict with our board policy. Um we want to develop full and accurate policy revisions first is accurate and establishing schedule. So that's what we cover. Anybody have any correction additions for what we talked about? Okay, that's it. The agenda and next uh we've approved the agenda and the think to the policies. So the idea of the policies um is what we're trying to accomplish is more flexibility for the district to affect tuition. Um
006tuition will be approved by the board prior to enrollment. Uh I think the preference is not to make changes during the school year and to drill down into the enrollment process. Um, and if we lose participants, hopefully we will contact them and try to retain them. Board policy states that it's $50 per pure role models. Um, and we want to address that. Um I actually I think uh had comparisons of half date for more like and we clarified we thought there wasn't some of this stuff there was not transportation special except for special needs but we have found out thanks to that um we do in fact trans transport so that's kind of where we're at. So you you want to start with their input? >> Yeah. >> Okay. So you all have some red
007notes for us regarding the policy. >> I'll just say that I was happy that we were sprinkling it because as the preschool programs have expanded then we've started belonging to two sets of governing bodies. So if it's too specific and say child services changes something we have to go in and change the whole policy the same as if changes something that change whole policy so the vagger it is within specificity the easier it will be for us the other thing is I don't believe that people left because of >> I don't think so at least that's not >> I've heard that from numerous people say I know that okay when they come in for their screening, they sign the tuition agreement $200 agreement. >> They didn't we didn't even assess the child. >> So then
008that's why they they just left and this happened like a year ago spring because that's when we thought it was 200 and then in the fall. >> Okay. >> Yeah. They just Yeah. >> Which is still very cheap. >> Yes. Yes. >> So if I said you're happy that we're doing revisions because we our policy was too specific >> and we got the money thing. So um one thing I figured out that I didn't know before about our policies is there's we have policies about our policies are the letter R policy not. Um, so an R policy, if it's a district our policy, it's ours. If it's a preschool building our policy, it's the administration that sets that up. So as we get down this one, I think we focus on the main one and
009then it's your job to figure out all the little intricacy making. So yeah, I didn't either. I just I actually just got educated on that day. >> So yeah, I I was busy scribbling on the back. Um so yeah, so CHA it gets confusing because you have to read it several times. The board delegates to the superintendent the function of specif required actions of designing the regulations and detailed arrangements under which the schools operate. And then you read it almost seems like a conflict because then you go to CHB and it says >> anyway CHD says that the board um >> make rules and regulations >> for the district. So basically, if it's districtwide, it's ours. But if it's super if it's school specific, then it's a superintendent. I guess that's how I get it.
010The board delegate. Now, I don't think we have to, but in CHA, we have so if we want to if we want to get into the RS, then we probably also need to get ours on the building level, preschool level, and we probably also need to address CHA and if it's appropriate. I don't even know if we want to. I kind of like what she said. Make our broad take the broad points and let administration get down to the nuts and bolts. What do you think? I am not reading. >> I would think the nuts and bolts are going to be dictated by federal law and then our Ohio operating standards based off of federal law. >> Yeah. And then the job and family services piece is what case all the other code is like
011related to. It's in addition to staffing um programs that So, does that work with what we're trying to do here today? You want to address both of them for now? >> I would say what do you want to do? >> Whatever Whatever you want us to do, >> I I'd say let's look at both of them and then let's treat let's work at IGCG first. and take a hammer that out and then why don't we just take notes for the GCG-R and maybe treat them as like suggestions hand off to Mr. Brew is that work or would you rather address the other policy and just be able to do it or do you want to figure that out tomorrow? not ignoring you on that. >> So John, the IGCG is what goes in the board
012is the board policy. Is that what you're saying? >> R as the specific >> R is how your policy works >> at the district level with staffing. >> Yes. >> Okay. Got it. Let's take a look at IGCG policy. IG CG. Who wants to start off? Amanda, do you have Kentucky red and things maybe? Well, I was going to ask so when it talked about the first line we're talking about and homeless childrens with and without disability how I would >> I would just put it students with and without disabilities. >> Students disabilities. Yes. because the teddy be is broader than homeless in some ways. >> Okay, that's correct. Sorry. family. They have to bringage activities. >> Yeah. So you actually doing that. >> So are you just calling that community? >> So you're scratching.
013>> Is it community or would it be community? But >> your the families are meeting your kids at you're transporting kids. >> No, they don't. The parents take the kids there. >> We don't go to Friday. They met us there. >> Okay. Okay. I got it. I first year I did that. I had to get that out of that as far as clarifying. I think it's still in the >> OC part of on boarding. >> Don't quote me. I may be wrong, but I do think that's part of you have to show. >> I mean, I want to say that a million eons 31 years ago when I got hired under contract, I did have to show that I had a tuberculosis test, but I've never had to have one ever again, >> right? which
014is kind of weird because in Tennessee you have to go do it every five years. I didn't have one. >> Is there something we need to not something about 2B or >> Well, the OC that we site in our policy does not say anything about about it >> about what >> the tuberculosis. >> Oh, >> I just pulled up the OC. I say we should probably it is more vague now just about immunizations not specifically. So then we just hit stop after law and go to your state law and I ask if we're getting to an age where we are going to start having kids who have not been vaccinated graduating from college >> and so this could create a huge nonvor. Can you see what the state offer regarding? >> It just says that
015um it requires that children participating in preschool programs have been immu immunized to the extent considered appropriate by the director of children and youth to prevent the spread of communicable disease. Wouldn't it be simple? >> Would it be something to reference the OC? >> I mean, that would be fine. >> Children would be in comp children and staff or whatever it is would be in compliance with OC. What? What is it? >> That one is 3301.53. >> 331. >> Yeah, that's why I said I pulled up Yeah. 53. I pulled up the one we referenced and it's changed since that was probably I would imagine. >> I'm so sorry and that covers kids. >> Very good. >> Yeah, it doesn't I'm not seeing anything about staff mandate. So if you don't have anything does not
016require teachers or other school employees to be vaccinated against although it mandates immunizations for students may have local policies but they're limited from mandating vaccines. 3301.531 is the tuberculosis screening testing of prospective employees. about the test. It's not saying anything about the vaccine under some of the child care rules. >> Well, under the child care rules from um services, they are required to be immunized against the most >> the kids or the adults. >> The adults Oh, this is tested. >> Yeah, this is tested. >> Is that just tested after immuniz these are the things they have to be immunized against. >> Then that would be where we reference that down here. How about we just say state and prospective employees meeting certain criteria set forth in state law >> must be in compiance with
017and then this list two that work must be in compiance with specifically cover >> I think that would be fine trumps our policy >> [snorts] >> What else do we have? >> Is there anything else you think specified? >> [clears throat] >> the initial Facebook program. Anything that's anything that's left out from the old one that you think is needed. >> Um I found it's 518 forward. It's rule. So they added a clause at some point. I just found it that you only need to be tested for tuberculosis if you have lived in a area where it's having high burden of it and you've only been in the US for five years. [laughter] >> I was really trying to find it. >> Yeah. And then you have to be test. >> Yeah. >> Which one?
018>> They found an administrative code. >> Yes. >> Okay. So, is that it? >> Yeah. But it doesn't it still doesn't speak to tuberculosis at all. >> [laughter] >> I went to 3701.146 which is really duties and powers regarding they have their own >> I don't even know. So, um, so do we have teachers that also take advantage of this or should be able to take advantage of >> you're teaching their staff? >> Okay. >> Yeah. So, according to our contract, you want >> Are we excluding them accidentally? The board of education recognized the need to provide a preschool program to eligible children residing in the district including preschool children with disability which are changing a little bit and we fix that and it's obtained a license operator program. Okay. So I think in that
019opening sentence um we need to insert uh beyond residing in the district something to address contractual correct or not. >> So I mean do you need that because it's actually >> I'm pretty sure in their contract it's a contractual right. It's not >> meaning it's a negotiated negotiated benefit for preschool to >> Yeah. I just I just caught residing in the district and I know that that provides an exception. children because there are some there's some the rules are a little bit different for preschool. >> I think we have language in our other policies. I think matter of fact we just reviewed a policy to address that. Oh, we were going through the the thing we're outsourcing right and that had language in there for employees. If you look on page 59 of the master
020>> contract specifically our unit members R1 unit members children >> this is what was ratified between the board and GMA >> do we want to agree I think so actually what article is it under um it's under because we're all the way up to um it's under article four supplemental contracts and other compensation contracts. You're looking at article 4 R one page 59. >> Give me some of the language. >> I can tell you specifically. It says any preschool age child for whom a unit member has legal custody at the request of the unit member may attend the Gort Madison local schools. Um or how about the board? >> It's only pure models because Um we we put some exceptions the last couple negotiations. Um it just says all pure models must meet the screening
021requirements set forth by the district and unit members must pay tuition. The district is not able to accept special needs children of unit members who live outside the district due to federal and state requirements. Do you have to go to your home school for that? >> Well, because it's taking resources away. Notification must be made to the director of special education by April one. So that's different from school age children are dated. So would that also apply to we know that apply to whatever >> typically um what is ever offered to GMLA they also allow they also offer to our admin. >> Okay. So what I wrote down initially is board of education recognized the need to provide a preschool program to eligible children in the district or eligible for unit number custody as outlined
022in unit contract contracts. >> Yeah, I can tell you um nonarchs do not have this gender. We don't either. It's kind of like the same thing. >> Are you gonna open a can of worms by doing that? >> They always do. Oh, that. Oh, this. >> I just don't know if people will get mad at people have that. >> I'm just trying to make sure it's inclusive. Let me follow your train >> like the you said the non-certified >> they don't have this language contract but it is offered to them. >> Oh it is offered. Okay. I was thinking we didn't offer it to them. We only >> typically whatever is offered in this is offered to the entire district. >> Okay. Good deal. >> Yeah. >> And that could actually be a separate I
023could just make it as simple as something contract. >> Yeah. All right, cool. Are we ready to roll into roll? Lots of red lines and scribbles here. Amanda, you want to do your thing to be >> I love the changes because it easier I think for us to manage something like we don't have a generalation right now because we don't have space. Had we been on top of all of that, then we may have had to do a policy change, right? The other thing is when this all this right here, this is stuff that's not mandated by us. It can change any means that I feel will probably never change. the numbers will change [laughter] >> and they have it listed as two different things. >> Even though on paper it's kind of the same
024number. We've had number one. >> Yeah, we've had all of >> Are the numbers? Is there anything in here that you guys see problematic? >> I think that all three of them happen. So the way that we are designed on paper is to be integrated but you can't be integrated if you don't have enough models. So like there there are periods of time in the day when we have 8 like we're supposed to but then morning it's April 6 that's the only time the parents the other thing that impacts the model is if we're full in the session that they want to be in they don't want to model then they don't have to piece trying to make sure that one things I want to make sure both of the options instead of trying to
025fill up units So when you say are you saying you're having deficiency? >> So we're over so we're sitting in in three even though we're set up to be two. when you're hovering at three because >> I will models you for Okay. >> So, we have been using that also with our special needs students when they come through for their testing. They talked about changing that but the school did. I don't know. We never change. So we're still waiting for games and we give that to them also like when all the kids start we have to give it to them at the beginning so everybody gets >> what I'm wondering is right now we have a lot of models >> so when we talk about a screener is there something for socialization too that Do
026you remember it was another assessment that they wanted to do that they felt like it it would dive more like for our special needs kids to get a better picture of them and maybe that's should we're going to switch to looking at more social I think it adds in the adar but yeah just making sure that we things that I didn't love when I got here was that we scream them out. We scream them out. We scream them out. How are you screaming them out? Like what what does it mean? I guess like a portrait of aggressive, right? portrait of a peer like what do we want those kids to look like and do we can't say that you have to train like to me when my kid was when they were trying to put
027her in preschool the irony is she kept falling because she had the other skills she didn't have so that was I just want to make sure that we're talking about that in general we know what we're and so it doesn't look like a we didn't explain to them. >> Yes. My son was a pure model and we only paid $50. >> $50 was a pair model. Now my son >> and he's 24 years old. So that tells you everything. um but he ended up in with an IEP because of his epileptic. >> Okay. So I think some these early interventions are important even for peer models because a lot of times those interventions >> sometimes mitigate the other stuff. I mean >> so if you look at the research it shows that doing the preschool
028you catch a lot more stuff early on and save money long term with it. Yeah. >> Well, prek12 is all of that developmental time. And if we're not intervening, then all the brain research shows that we're not crony loading frontloading all of our interventions prek12. When the brain is developing, when it's growing the fastest, when we can close gaps the quickest, by the time they get to third grade, you start seeing a huge decline in being able to close learning gaps. So, if we're not getting it, then the chances of really closing the learning gaps becomes much smaller. So we can really start looking at all of these early interventions and really provide all the opportunities possible to allow preschoolers of this district the opportunity to start learning and for us to start closing gaps
029and doing that in K12. I think that's why we will continue to be a >> receive these awards because we are doing what we're supposed to do. >> Yeah. My poor out there and stuff and has stuff through like the Y and stuff where they come in and help in the preschool at Columbus City to help with the kids. >> They have a lot of very neat programs like they have a pure program where they have parents that have had kids with special needs that come in and walk you through the process when you're just getting started. So you're not having to bombard you as the teacher with all the questions. You actually have another person that went through it and can guide you. >> Yeah. >> Through the process. >> So we if you
030don't have any notes just >> um what do you think you want feedback on what the tuition should be set at? >> You did your research. What did you find? 125 was more >> well when we bumped it to the 200 or 250 whatever it was for the half day we were one of the higher ones in our area but when we were at 50s we were way below so I thought personally looking at the neighboring districts and like districts it' be like 100 to 125 but I don't know how much push back we get so >> but we didn't we move it up to 100 and do the 200. Last year it was 100 and then this year they were going to move it up to 200. >> The 100 wasn't >> that's what
031I was trying to figure out. >> The only perspective that was one most of the times our >> go back that they were grandfathered in. And how many participants do we have? >> How many paid And that's both. That's total. >> No, that's just here. That's just >> total body. >> So, we're really, as far as the district goes, we're sporting. I mean, we're talking big, right? We're not talking big money for the district at all. Maybe I mean, this isn't going to make money. >> No, it's not going to make or break what program. What if we just did like 75 step up? You think we should just jump? >> One year 75, next year you go to 100 doubling. >> But I thought I was thinking this was big money. I was thinking
032about it. >> What if you almost did? There are some kids who do do need to spend all full years. What if they started at higher rate and they drop them down for each year additional to what they have to spend there? That seems like it might be something a little more palatable than some of our parents who need to spend their child spend at least two years. Just just knowing that we have a lot of kids who do multiple years like a small handful. >> Okay. >> And really it's age it's age Unless we have a parent who really >> like wants their child to do it a second year for whatever reason. Typically they they're coming in because their kid is about to go to kindergarten and they want this one year of
033preschool under their belt before they leave. >> What if we opened it to what is it currently four year olds be? >> What if we did three-year-old and made them potty train? My daughter did preschool at another facility and then came to growport when she was allowed. Is that against the law? >> Well, I'm not even allowed to do that school age. >> Really? >> There is a federal law that >> when I sent my daughter to preschool, it was way more money than here. I sent her to David Luther and it was >> Yeah. took my four times. >> But I will tell you, my son got a better learning program coming to grow and being in our preschool program. Messiah Christian was great but preschool isn't the transport. I wonder I guess to
034me that makes more sense. It shows because the other piece of this too is the reality piece right we are in financial. If we don't increase it, then what does that say? If I'm a parent, why you need money now, but you didn't increase this, you didn't mean this is going to get lumped into pay all that stuff, too. >> So, personally, I would just do the 100 knowing that it's 100, but I wouldn't label it and then that would be publicized. >> What if one transportation like 15 an option. >> Is that an option? They needed transportation and appears >> there was an additional cost for that. >> I would say that's not a question. >> I don't think you'd probably be able to do that. >> I don't think so. >> I don't
035know for certain, but I can't imagine that be >> I'm thinking about the cost of the cost to start the bus. >> So, would it be now I don't think that I think we get Teresa on board with model. If you're already going to pick them up, why would you not that would be like a oneoff conversation? I don't I think the cost of the bus. >> What is your transportation? >> I don't because I mean I mean, it's busy. You know, it's it's busy. >> And so, it was that's why they put it on here is because of like parking space and to try to help keep people not blocking the warehouses, driveways, and they get mad at us. That makes sense. >> Just some of the staff. Yeah, districts do that. They do
036have We're not required to transport though. We can charge an additional fee up to the actual cost, but we can charge. I don't know if you're having trouble getting >> some of that necessarily trouble getting here, but we don't there's no advertise. >> They talk about kindergarten registration on Facebook and there's nothing preschool even mentioned, >> right? >> There's a lot of So here's my wife. My wife was a nurse for 40 years until she couldn't anymore. She has free school. There are 140 preschools. If you go over to Columbus Square and that little shopping center >> there's a difference between school. >> No no I'm just saying they are they call themselves preschool but my point is you are competing against you. >> Well you're correct. I mean these childare programs are advertising that
037they offer preschool programs now. I'm going to tell you right now, not every preschool program is equal. >> No. >> And we can tell you which ones are are doing a pretty up job with the staff that they have versus having >> highly educated licensed educators providing the better pro, you know, providing a better program. >> Yeah. We just need to get back to being better about our advertising. We were very good about it years ago, but we had we had kindergarten around them. >> You know, everybody knew come March, oh, it's time to register for preschool. It's time to register for kindergarten. We need to do pre-screeners. kindergarten roundup was about during early screening because we were able to tell parents. We were able to have conversations about we flagged kids. We are concerned
038a lot of parents then could then start processes of they needed to talk to family doctors about this is what they said they saw or this is what you should program is unless it's changed. Miss >> when I enrolled my daughter four years ago I had to call Roberta, come in, get paperwork, go home, fill it out, bring it back, give it back to Roberta, go through the interview process. Like, it wasn't online. Like, it was like pulling teeth and getting it done, which I think is also some of the issues. Like, if we could make it more in the 21st century and available online, [laughter] >> four years ago, it was not online, though. The online is great and for most families it's perfect. But when you're looking at a lot of our clientele
039who we have non-English-speaking families, trying to maneuver through through the online because you have to see the English first to even be able to click on your language. Um, we used to do roundups in our buildings and you had staff that were willing to stay and help families get registered. And I know when I speak to my kindergarten peers, they're willing to do that stuff again. We're willing to do that. We're willing to have those conversations. Um, we'd like to have, we used to have, and I know because I went over and did I did transition from preschool to kindergarten meetings at at little cruisers. I tell them, "This is what you can expect coming to kindergarten." So, you know, I would do a little program. I put on a little thing and do a
040Q&A. And I was always willing to do that. So I believe you have p you have primary teachers early childhood teachers who are always willing to do I'm not you know I'm not volunteering you guys but we're always willing to do more because we know that's what's needed even though it's not our job but we want as many kids as we can get because we want them ready to be learned and grow be as successful as they can just brought an issue that I've already there's been a lot of tension around enrollment and because what happened was used to enroll people and then we had to reenroll them anyway in final forms as kindergarten the big question became like is that a function that is still needed and right now we're not having because they
041just enrolled as kindergarters the next year anyway there was there was no benefit per se of having Robera do a paper packet and do all that >> and she even said before she left herself that that has become more and more hard to get parents to do because they don't want to take off work that on the flip side while we have it going now and my understanding Jamie today that it should be staying that way it also comes into like for example enrollment has been telling everybody you're not doing any enrolling Yeah, they went to that few years ago and I got nothing. So that created so then that created some conversation of well in my world you can't say we're not you told you because my timeline starts sticking immediately and so there's
042stuff that I will say that might get better because he wants to work on that. So the enrollment piece I think can get better, but we do need some conversation to happen around the enrollment piece of what do you do? you have people come in differently because right now they're just using Google Translate on their phone >> which is not accurate per se and we just I feel like in some respect we need to go watch somebody else's enrollment procedures or something and see how they work with all the different parts of how all those different things maybe see what other people how other people do. Well, we we have the assist that we can call that we use when we are speaking to parents in the building when we're doing conferences or meetings. >>
043It takes 2 minutes to get on the phone and get an interpreter. But you can also go to Amazon and get this wonderful little handheld. It's this big and it's a dual conversation. You just put the language that you're going the two of you are going to be speaking. You hold it when it's your turn and you talk your normal talk and then the parent. It replays it in their language. They can read it and it's they hear it and then they respond back. You can see it as you hear it back in your own language. It's 75 bucks Amazon. >> Yeah. But if you can go buy >> We bought a couple of those for our building and we use them. >> You don't have to spend 75. You can just go back and
044get the Holy Spirit. They did that. >> No. That was fun. [laughter] I got it. >> So, are we under capacity? Where are we? >> Most of us have I would say I have like between three and five in each class and we can have up to eight. >> So, we're talking we're talking 12 kids. >> Oh, no. We have eight classrooms. So you're basically talking about capacity 8* 2. >> We could have 64 per session here. >> And we have 64 total. >> Yeah. 64 total. If everybody has four, which we don't, then we're talking 32. We're like at half, >> but probably less than half. for some know my my morning have three peers and somebody else they only have two. >> So are you saying you have an additional space for another
04564 or another 32 >> 32 in the morning that are doing both? >> No. >> We don't have the ability to offer them. Wow, >> that's a lot. >> Well, I don't know. >> So, how do you think I know I'm getting >> better? We can't make registration begin June. I mean, my district back home just posted pictures of this incredible preschool and kindergarten registration and they had red carpets and the school was there and they had a giant pencil and the kids are signed in saying they're coming to kindergarten. >> I think we just need to get people more excited. Like we need to get out there and talk like explain to the parents that it's best to get your kid in our preschool as it gets you the next step into kindergarten. We
046need like parents who've been through it talking about it on social media and like talking about what a great program it is and people don't >> I don't >> if you look around in our neighboring >> we're waiting on you're looking at and here's the problem John it hurts us as far as being able to predict what our kindergarten enrollment numbers are going to be because we are waiting till June 1. >> So then what also happens is you've now bombarded the enrollment system. There's only so many people in enrollment to then decide if they are accepting everything in final forms. >> We have heard from parents that if there's something that bumps them out of final forms because they haven't finished the part, guess where it bumps them to? It doesn't put them in
047another spot that says they're just missing these pieces. It bumps them all the way to the bottom behind people who are newly enrolling. We've had kids who started this process and parents get upset about this have started this process in August or in June when they're supposed to. Come August when we're starting, they're still not enrolled. So here's now what's happening. We assess our first three days in kindergarten. That's how we set our class list. So if they're not here for assessments, we're not assessing them to equally mix our classes. >> And some of them are starting two and three months later even though they started in June. So we do have to have better systems of processes in place. But if you're allowing our preschoolers and our kindergarteners to start enrolling in March, A,
048we can project better what our numbers are going to look like and B, they're not getting back down last year, didn't they? >> No. >> Because No, Raymond was in your class and I had to Robera because they had him going to kindergarten. He wasn't of the age to go to kindergarten. preschool they allowed but they kept the kindergarters at June one because they don't want to work two systems. >> No, but it sounds like we're we're finding things that need put in here. This is our enrollment time frame should be in here >> and capacity should be in here. Advertising should be >> well your capacity is a sticky situation because it can change based on how many classrooms you have. So you don't want to put a specific number. No, I'm I'm saying
049a policy as simple as our goal is to meet capacity of peers or whatever. They're not to be specific. I'm just saying we have things in here we want to address. I >> I think you kind of say that though already. Correct me if I'm wrong. I think you already say that with one, two, three. That's kind of your capacity. >> Yes. >> That's how I interpret it. >> Okay. >> But I do. >> But no, because one, two, and three can work for you or they can work against you. If if you're identifying percentages, but nothing in here says it is our goal to utilize our utilize our facilities with folks or something like that. We're trying to say not only are we maintaining these ratios, but we would like these ratios to get
050up to close to or near our ability capacity. So we're not >> the ratios are the ratio, they don't change, >> right? >> So what if we added a line like I see what you're saying. >> Yes. Like the district's goal is to make sure that we put on >> I personally don't like putting capacity on there because so many more of our schools are over capacity. So, we're kind of saying >> whatever we said our goal is to >> we want them to be equitable. >> You know what I'm trying to say about >> No, I don't like the word. Um, >> how about if you said our goal is to utilize um the preschool facility um potential >> possible >> allowable? Yeah. fire code. I like allowable itself because like for example if
051we have a special needs group of kids I would love to place like no make seven because that one kid is like 1.5 and we know he really like so I feel allowable better because that gives us flexibility long term on what we It's allowable capability. >> I would say extent allow >> extended. Okay. Um and then we don't have anything in here for processes, right? >> I don't know if I would put dates. enrollment because like they just changed the kindergarten ready. >> You could do it no later. >> We also you definitely don't want it to be June. >> No, but we also assess throughout the school year if we have space. So could start in March if somebody moved in or they moved in >> the very different >> you're always enrolling.
052So in our world we identify it better and then the enrollment piece itself once that Casey comes. >> So what does advertising mean? I know what meanations department. >> I think it's a lot of different things like my my school that I went to does a partnership with like the uh safety town. Yeah, >> that piggyback safety town and preschool and all together to get people excited for both preschool and kindergarten. And they do a big thing similar to the pencils and stuff that gets the community out there. They do weird things with like candy, ice cream, whatever to get people out there with their families. I'll do whatever you ask me to do. And so that's not the issue at all. Like if I went by and said, "Hey, can you make me a
053can you make us a video of these parents, these teachers, whatever?" and be able to play it on repeat online for you know why you should choose a whole group whatever we will do that he just needs to know that I don't have a problem sending out to do that at all >> it just needs to be there >> what I'm used to is having been in charter management you're always trying to get in because you only make money so it was never like a one and done it was always like a we have like a calendar and this is the type of marketing we did in this month and this type of So I think that we just need to have be mindful of that and work with how to create something and get
054it going and then that way it shouldn't matter who is in charge of what >> you can do elementary because the PTO's and like Groport Elementary has 30,000 like we have a lot of money from our PTOs and PTAs that could do like a family fun day for both kindergarten and preschool at the same time to get people excited to have our staff there. Plus, it's not being put on by the district, so it's saving us money. But I feel I know Dun would do it. Pretty sure your was. So, we can do that and do it somewhere like >> that's what they want to do. So, that'd be perfect for >> I mean, you could always do it like park or the local parks. We could have tables set up. They could >> I'm
055probably I'm always willing to come volunteer for >> advertising or outreach belong here. I don't think we're there right now. >> I don't think I would I wouldn't put it in there because we don't know what people are gonna want to do or >> Okay. >> We have nothing to add. >> I did. >> Oh, I >> Oh, yeah. Yeah. We are we have the ability to charge more than it could be if it's a pier that needs transported but >> no I like what you have in the yellow I think that's >> regardless it's not whatever our transportation cost is which I'm curious about we're not going to cure that there's like four buses there five buses No, no. I'm saying the cost is up here. But even if even 30 tents and we're
056capturing 50 bucks, we're not offsetting that in a meaningful man. I'm saying the cost is going to be up. We're not able to charge enough to the student. >> Where does the money go from here? >> I was just I don't know where it goes per se, but I know that there is a fund that it goes to. I know that it does. I get none of it for special none of it at the building. Yeah. And I don't think but my guess would be it's the general >> it was only $30,000 or something when when this all first came up and >> I want to say that the income that we made was only like $30,000 because at the beginning of the year when we were talking about this and then Kathy had all
057those questions she had us answer, right? We answered all the questions and all of that is in this. >> How many months are we collecting? budget all it's right to put it in the general fund but once it goes in the general fund it's kind of earmarked for whatever whatever you can't really mess with stuff in your general fund, but I would think you should at least get a portion of that to be able to put back into your program. >> So, let me say this. Adam and I sat down and did the books for all the different line items. One line item that they do get that I will say is heavier prek free is the equipment line item because the amount of extra related services that preschool kids get the amount of SLC's
058they start aging out like so that greatly gets more money on that piece but if they wanted something like there's basically they have to if they want something they the same thing as oh my go and if I I mean he's not told me no anything else. So do we need to frame how the board >> I wouldn't I was just >> I would say that at one of our next board meetings we would have to approve the tuition of $100. >> Yeah. I just thought if if we're getting feedback and we have it that would take the board a huge long conversation you all think it should just be 100 transported >> that's a bigger conversation I think because that is going to be a whole different department because if the is not going
059to transport them then that's cut that down drastically >> are we trying to go to no transport >> I don't know that wasn't in my lab to suggest for I don't know what >> any lot of times you'll find that >> there anything you think we need to beyond what we've covered. >> I don't think so. >> Appreciate you all coming out very much. >> Thank you again for letting us have a seat at the table. We really appreciate it. >> Good stuff. [laughter] There's a discussion of next policy or policy review. >> Yes. >> And a future meeting schedule. >> So I think the next thing we already touched on it's not relevant to this exact thing, but I think the next thing we really need to look at is um policy for transportation.
060We have a policy um for walking distance which is currently set at a half a mile. >> I'm pretty certain that we have to update our policy for kindergarten like that is might have passed when we're supposed to do that >> kindergarten policy >> for the date. >> Oh yeah, the new the new birthday. >> Oh that that >> that's going to hurt us so badly. >> No, I think we did that. Pretty sure I saw >> No, we did the other one. >> First read. >> We didn't even do a first read of it. >> I saw the What is the new >> start? The date is the first day of school, but then you can take children all the way up to January one, younger than five or younger than the five with
061um >> they have to assessment. Yes. >> Yes. >> But there's also another part where they can then request even after January one for assessment. I mean they just doesn't a whole lot more. >> Oh, we're talking about assessment. But like is it changing like the age across Ohio is any school district's first day of school. They must be fine. >> There's a caveat too. There's a there's a work around. certain certain testing or >> well that's the legal workound that is if you found your kids tested early then you have to contact the district and all that and that goes through now the other thing is that once somebody starts school and they have an email identity >> they have an identity with the state so like brand new kid here's your fancy number
062from the state of Ohio because you went to a charter school that started on August 1st. Well, >> your kid doesn't turn 5 until August 10th and then start school on August 20th. So, if I really want to come charter school anyway, >> they do that now. They do that now. >> It's a disaster. >> Okay. >> Yes. I do not believe we've done a first of that yet. >> My oldest kid was for kindergarten was not >> well they shouldn't be starting school at five when um >> no they assessed and he was four and he turned five he thought he a late birthday he was July June August August but they tested him way early and well he's so bright he's so ahead emotionally tested as a foury old and I'm like that
063might be because he's a foury old That's what they can do. It's about where they're at developmentally. >> And when you look at what kindergarters have to do, even fivey olds are not ready to do it because developmentally they can't. >> So in reality, and here's the other thing, you know, if they have attendance issues, they don't go to truency because they legally do not have to be in school until age six. But guess what happens for an entire year? They are truent. They're >> truent. They're truent. >> And they set themselves up for failure because they haven't had a year a good year. >> I don't think six is the magic age. Then six should be the age we start kindergarten. >> Yeah. >> Which I will tell you a six-year-old is much more
064able to handle the curriculum they have to be able to handle as opposed to a young five. And now we're possibly going to be having four year olds starting kindergarten. >> It's going to be a disaster. You know, I do. If you look statistically, most of our young fives end up spending another year in kindergarten because they just they weren't ready to handle everything >> academically. It's never about the academics, it's about everything else. And then they want to move >> and everything always works itself out in the wash by third grade because they don't typically look that ahead anymore. >> So early has requirements. So like part of the consideration is size. Do they have siblings? I mean, there's so many little caveats to that. My niece could read to you going into a
065long she was she was not socially adapted yet because she never Sorry, I took this off, but um kindergarten policy, transportation, walking distance policy if they don't already get presented to us before and then future meeting dates. We have not yet set just make it I don't know that Monday. >> This one was just because people wanted to be here. So for the prel [laughter] >> and I'm very happy to keep participating if you want to. Thank you. I think it is for school participation and doing this kind of thing with the other >> um I thought this time fine. >> Okay. >> I wouldn't go past six. >> No. >> You want to do the fourth Tuesday of the month? >> Yeah. That way it's not overlapping >> and one at six o'clock that
066work >> I don't know. I think so. I think we're way behind. I really want to work through our policies. >> Well, I say I will be in Iowa for much of the summer. I'm more than happy to meet virtually if you want. >> Okay. >> Just let me know and I can get on. >> We'll have to talk. We tried to do that with >> they said we could not do it. That was before I was on board. I don't know. >> We did it before. >> We're going to use a don't ask policy. I ask for forgiveness. >> All right. So, I think that's if there's nothing elsebody wants to appreciate for