September 9, 2025 - Regular Board Meeting

001United States of America to the Republic for all. Right on to our five principles of Cruiser PLC. These are the five principles that drive our cruiser professional learning community. They are we focus on learning, we collaborate, we take responsibility, we ask what are the results, we decide what to do next. >> Thank you so much. On to roll call. Mr. Kushner >> here. >> Mrs. Dberger, >> Mr. Bar here, >> Miss Gray >> here, >> and Miss Wash >> here. And before we move on, I do have a statement from uh Mrs. Dellberger. To my esteemed colleagues on the school board, please accept this message in place of my physical presence at Tuesday's meeting. I am honored that the Ohio School Board Association appointed me to serve on the federal legislative advocacy group to serve

002alongside schoolboard members across our state advocating for support of public education to the federal government. I am one of two committee members representing our congressional district. This visit is a crucial opportunity to advocate for support and funding that impacts public education. During my time here, I am scheduled to meet with Senator Bernie Moreno, Senator John Hustead, Congressman Marie's office, and during the meetings, the following areas will be discussed to understand both perspectives. The urgent need for me mental health supports for our students. the impact of proposed cuts to title one funding and the importance of increasing federal funding for K through2 education addressing the current and future state of child nutrition programs including the farm bill priorities request and discuss essential funding for teacher and principal training through title 2 part a we will be

003highlighting the critical issues of broadband connectivity cyber security and -ate most importantly pressing need for idea funding to receive it's just due 40% obligation from the federal government as the act turns 50 this year. I believe in the power of advocating for every federal dollar as each one we secure is one less dollar we must spend locally. I'm deeply committed to this work and to ensuring that our district has the resources it needs to thrive. Mr. President, I'm requesting that be recorded in the meeting minutes. I look forward to providing a full update upon my return. And on to our review of police statement and board noarmms. We believe all cruisers are valuable. We will unconditionally serve, support, and inspire. Therefore, every cruiser will maximize their unique purpose, potential, and power to produce the results

004they want. As leaders of the district, we will always strive to support the mission and vision of the district, be prepared, informed, and ready for meetings, respect one another as elected representatives of the community, be open-minded, and recognize one another's strengths, the value of diverse perspectives, and mutual commitment to the mission and vision of the district, allow members to complete their thoughts and statements uh before others comment. Allow members to be heard and listen to all perspectives with an open mind. Stay focused on the task at hand and respectfully redirect each other when needed. Maintain confidentiality and communicate per board policies. Ensure trust and transparency in all dealings. And after a vote is cast, leave meetings united as one voice no matter the outcome. On to B. Agenda approval. >> And I will second. Any

005discussion? Hearing none. On to uh roll call, please. >> Mr. Kushner. >> I. >> Mr. Bower. >> I. >> M. Gray. >> I. >> Miss. Walsh. >> I. >> Motion passes. All right. On to public participation. We have none. Okay. On to recognitions and presentations. >> Okay. We have a couple recognitions tonight. Uh first one, superintendent recommends that the Gilport Madison schools board adopt the resolution recognizing se September 11th as Patriot Day and National Day of Service and Remembrance. So move >> second. >> Read it. Yep. By joint resolution approved December 18th, 2001, public law 107-89, Congress designated September 11th of each year as Patriot Day. and by public law 1113 on April 21st, 2009, Congress has requested the observance of September 11th as an annually recognized National Day of Service and Remembrance. Whereas on

006September 11th, 2001, terrorists hijacked four civilian aircraft, crashing two of them into towers of the World Trade Center in New York City and a third into the Pentagon outside Washington DC. Whereas a fourth hijacked aircraft crashed in southwestern Pennsylvania after after passengers tried to take control of the aircraft in order to prevent the hijackers from crashing the aircraft into an important symbol of democracy and freedom. Whereas these attacks were by far the deadliest terrorist attacks ever launched against the United States, killing thousands of innocent people. And whereas in the aftermath of the attacks, the people of the United States stood united and providing support for those in need. Now therefore, be it resolved by the Senate and House of Representatives of the United States of America and Congress assembled, uh, designation of September 11th as

007Patriot Day, chapter one of Title 36, United States Code, as amended by adding the following new section. Section 144, Patriot Day. September 11th is Patriot Day proclamation. And the president is requested to issue each year a proclamation calling on number one the state and local governments the people of the United States to observe patriot day with appropriate programs and activities. All departments, agencies and instrumentalities of the United States and interested organizations and individuals display the flag of the United States at half staff on Patri Day in honor of the individuals who lost their lives as a result result of the terrorist attacks in the United States that occurred on September 11th, 2001. and the people of the United States to observe a moment of silence on Patriot Day in honor of the individuals who lost

008their lives as a result of the terrorist attacks against the United States that occurred on September 11th, 2001. The Girl Madison Schools Board of Education proclaim proclaims September 11th as Patriot Day and a national day of service and remembrance. It's an action accept. >> Mr. Ker I, >> Mr. Bar, >> I miss Gray. >> Hi, M. Walsh. >> I motion passes. >> Our second recognition tonight, the superintendent recommends Gport Madison Schools Board of Education adopt the following resolution recognizing September as National Hispanic Latino Heritage Month. So move second. >> Resolution Gport Madison School District proclaim September 15th through October 15, 2020 Latina Latino Latinx Heritage Month to recognize Latina Heritage Month by honoring the histories, cultures, and contributions of American citizens whose ancestors came from Mexico, Caribbean, Central and South America, Spain, Brazil, and other

009mystiso or indigenous groups. Whereas the National Hispanic Heritage Month, also known more inclusively as Latina, Latino, Latinx Heritage Month, was first observed in 1968 on President Johnson and was expanded to Hispanic Heritage Month by President Ronald Reagan and it acted into law an annual proclamation in 1988 to a month-long period starting September 15th. And whereas this law celebrates Hispanic and Latina Americans, the anniversaries of independence of the Latin American countries of Costa Rica, El Salvador, Guatemala, Honduras, Nicar, and Nicaragua. While Mexico and Chile are celebrate September 16th and 18th, respectively. And National Hispanic Heritage Month begins on September 15th and ends on October 15th. At the time of the proclamation, the designation, the term Hispanic was used by the US Census to describe people of Spanish speaking origin and ancestry. To be more inclusive of

010multiple identities, indigenous, Brazilian, and others, the district has titled this celebratory month as Latino, Latino, Latinx Heritage Month. And whereas no matter the term one chooses to use, whether it be Latina, Latino, Latinx, or Chipo, Hispanic, we refer to those those history as is rich with those who positively influenced and enriched our nation, our society, our community, our state, our schools through their work, commitment to our community, have a deep value, social justice, and liberty. And whereas throughout history and into current day, Latino Latino Latinx people have made significant contributions in fields such as education, government, science, law, medicine, entertainment, literature, sports, military, thereby enhancing and shaping the vibrancy of the United States with centuries old traditions that reflect the multithnic and multicultural customs of their communities. And whereas the board of education believes that

011each and every student is to be celebrated and appreciated for their distinct and vibrant contributions made by sharing cultures, language, ideas, beliefs, and values within the school community. And now therefore, be it resolved that the Growport Madison Schools Board of Education proclaim proclaims Latino Latino Latinx Heritage Month September 15th through October 15, 2025. >> Roll call, please. >> Mr. Hi, >> Mr. B. >> Hi, >> M. Gray. >> Hi, >> M. Wash. >> Hi. >> Motion passes. >> Okay. Um, our next item, um, as you know, both in Groport and throughout the state, we've implemented no cell phone policies in our schools. and we thought, who better to hear from than to have our high school and middle school principles come in and talk about the cell phone policy, the implementation, what they're seeing, the

012trends. So, um I don't know if you're all coming up together or coming up one at a time, but if one of you want to come up and and begin everybody. Uh I'm Principal Alman at Gport Madison High School. Um I know that our middle school principles here will also share their data. Uh but when it comes to the high school, um the first slide, so I wanted to uh just kind of start off. Um first off, uh I could never probably anticipated such a great start to the school year thus far. Um truly in our building um the culture is exactly uh where I envisioned it could possibly uh be a few years ago when um I inherited the uh position of uh building principle. Um and a lot of that goes to a

013lot of the credit goes to you all uh for staying unified um and your expectation when it comes to cell phones. Uh I think that this is um a policy that obviously has been mandated in the state of Ohio by our governor. Uh but we are reaping the uh rewards from this uh very early on. Um when it comes to the middle school setting for the last three years, my my colleagues here uh they've done a great job of reinforcing this policy on a daily basis in the middle school um settings. Therefore, my ninth grade kids that have transitioned up to high school this year, nothing's really new. uh the same expectations been held. Uh but where it's really been a big change for us is grades 10, 11, and 12. Uh because up until

014this school year, uh students have always been expected and asked to put their cell phones away for classroom instruction. So at no point in time are they supposed to have them out in the actual classroom setting, but they have had the autonomy to carry their cell phones around during hallway transitions, during our four-minute transitions from first period to second period and in our cafeteria setting. Um, and this year it's from the time you arrive at 7:00 a.m., uh, the cell phone is put away until the day concludes at 1:45. So, at no point in time are they available, uh, or accessible, um, to students during cafeteria periods, during hallway transitions, or any kind of academic instruction. Um so far uh in the first 17 days when it came to the data that we've collected we

015had uh 408 instances collectively of either cell phone violation um a smartwatch violation earbuds that would be Bluetooth wired um or the Beats headphones which are once again wireless headphones that a lot of our kids like to utilize. You might hear that number 408 and say, "Well, that kind of sounds like a lot." But when you break down our student population, which is roughly 2100 students that we serve at the high school on a daily basis, we're breaking that down to 24 occurrences per day. Uh I right now have uh five assistant principles in addition to myself. So really, you take that 24, you divide it by six, we're looking at each of us dealing with four issues of a cell phone violation in a school day. Uh for us, that takes all of 20

016minutes to deal with. Uh so that's that's something that um was very been very eye openening to me. Uh I probably would have anticipated that we would have had more infractions thus far. Uh but we have a lot of our students have um been talking to us uh not only me as an administrator but to our teachers and a lot of them love what they're what school has become. Um it's very gratifying seeing in the uh cafeteria setting students talking to each other just being kids again. Um, and a lot of people might say, you know, well, hey, you get a work break, you know, when you have work lunches as as adults, you have your phones accessible to you. And you're right, but what I will say in our cafeteria setting, um, each lunch

017period, we are responsible for feeding roughly 550 kids. And what we saw in the past was a lot of times when you give kids the autonomy to have their phones out and they're snacking away, that's when the bullying does happen. That's when they are sending text messages. That's when they are on their social media. And that's when we've had problems in our cafeteria settings where kids have immediately got up, went to a table, started confronting another kid, and then the banner back and forth uh just doesn't stop. Um the fact of the matter is this school year we've really been able to stay fixated on why we come to school in the first place, and that's to receive the highest quality education that we can provide uh to our kids. Uh that's the education that

018they deserve on a on a consistent basis. Um, what really has stood out for me is the amount of emails, the thank yous uh that I've received from tenure staff members. I have a lot of uh tenure staff in my building and I'm talking 15, 20, 25 years where they're taking the time to write me an email and saying, "Jeff, this is the best start to a school year I've had in my 27 year career." They wouldn't say that to me or take the time to do that unless they meant it. Um, so we're doing something right. uh progressively the discipline measures that we have in place. It's kind of a four-step process. And what I take a lot of pride in is that we're almost a month into the school year and out of

0192100 kids, we only have one student that has actually reached all four levels of our progressive discipline. So that shows me that when we are stopping students and we're having conversations that they're receptive to what we're asking, that they don't feel like it's in um you know, in any way such a serious demand that they want to uh go against it. Um, and I think a lot of our success thus far this school year really starts and ends with this policy. Um, I give I give a lot of credit to all of you all uh and to our district communication teams because this was something that we circulated a message all summer long and we did it in a variety of different platforms from social media to newsletters to ROOC calls to emails to parents

020and guardians. There were no surprises. This wasn't an I gota kind of thing. We didn't want that to ever be the field. We wanted to put what we were going to do in front of our communities, in front of our stakeholders, and let everybody know that we're going to remain firm, fair, and consistent on a day-by-day basis. Um, we have seen trends over the last uh week and a half where uh the number of cell phone devices that we are um uh obtaining are decreasing in volume, which is also nice to know. Um, when it comes to the process of giving a phone back, I think that's important where students also want to know and feel respected by that because with the cell phone policy, you guys know as well as I do, you make

021one mistake on not returning a phone correctly or giving it to the wrong kid or misplacing it, you're going to be taking those calls. I'm going to take those calls. You're going to take those calls. So, it's one of those things where you have to be you have to have your processes and protocols in place with how you go about this. And you also have to be willing as a leader and the way that we looked at it administratively on my team is that the ownership needs to fall on our six shoulders as administrators. I'm not giving security guards keys to unlock cell phones. I trust them, but at the same time, once again, all it takes is one mistake. Um, for us, we've been able to stick to a process starting at 1:30 pretty

022much daily from 1:30 to about 1:42. uh in a 12minute duration, we're able to disseminate back to students the cell phones that have been collected. Why that's important for us to not call them out of class to bring them up to the office, but actually hand deliver this to their eighth period teacher is that one, now the teacher has it in their possession, yep, I have that student. Now when the bell rings at 145, they're opening the Manila envelope, handing the item back. The students going directly out to the buses. There's no further infractions. but two, that student is staying in the classroom receiving all instruction for that final period of the day. So, we didn't want to create any kind of process that was going to pull kids from three, four, five minutes of

023class because you add up the time, a lot of our teachers are going to say, you know, that's not fair. Why is my eighth period getting shortened minutes of instruction compared to my first, second, third, etc. So, that's been very beneficial to us. Um, you know, I I've heard a lot of different ideas on ways that we can be effective. And I know there's a lot of different suggestions out there when it comes to uh items that can be purchased to help in this endeavor. Um, but right here, right now, um, the data is showcasing that we're on top of this. We feel very strongly that we are handling this accordingly in house. Uh, and we feel, uh, very good about that. So, um, that's that's just a little synopsis of what I've seen in

024month one of the implementation of the cell phone policy in the high school grounds. >> Any questions on the high school in particular? So um which I've said multiple times in meetings that my concern was that the teachers would have to handle the discipline and and in the past we had always had issues where instruction time was totally interrupted throughout the day and um I'm just curious as to when these violations are happening when are you catching them and who's catching them. >> Yeah that's a great question that's gray. So, we have a running spreadsheet that we ask, well, what we ask out of our teachers is one, you're the adults in the classroom. We're never going to ask you to physically take a student's cell phone because all you're doing is you're creating um

025a battle in a classroom of 20 other kids that now their eyes are fixated on this student teacher interaction. And regardless of how good you are at your job, you're never going to win that interaction in the eyes of the adolescence. So, what we ask is that you address the issue right on the spot. Hey Johnny, please put your cell phone away. Now, the next step of that process is that you're going to spend about 20 to 30 seconds filling out the Google form that we submitted out. And once they submit that information, it populates on a spreadsheet that all six of us work on throughout the day. So, some of our teachers have have commented how fast we have been responding to getting on this. So, it comes down to really me as the

026overseer of my own administrative team um assigning times throughout our days where we're always going to have at least one of us fixated on the spreadsheet. So, the more effective we can be in getting to these infractions on the spot um and showcase that our staff is going to see that, our students are going to see that and it's making other students kind of think in their decision- making overall. Um, I think if you if you reached out to high school staff members, that would be something that they probably would applaud our administrative team at this point in time for the start of the school year and how fast we've been in that process. But why we've been so quick on that is because of the intentionality behind who's going to be vetting the spreadsheet

027at what times during the day. Um there's times where we can get pulled into different uh task um as administrators, but uh we're letting ourselves down if we don't have somebody on that spreadsheet because then the infractions will accumulate. So um that's something that new that we implemented this year with this uh streamlining this process and so far so good on that aspect. >> So when you were a teacher in the classroom and having to deal with this policy, what is the difference between the policy you're doing now and what it was in the past? I think uh overall I think it just when you have the support of the governor from the top very top level in the state telling you this is the expectation on what they expect it's being reinforced by the

028board of education we have a progressive discipline I just think it it makes it more real for kids um I think you know we we've circulated this information you know one of the things that was different this year in comparison to other school years too we had our welcome back night but prior to that evening we also had uh a welcome back night for our ESL families to our families that, you know, English is their second language. And we have this cell phone policy actually broken down in eight languages. And why we're doing that is because once again, we're trying to be intentional, but we're trying to showcase that every shareholder that we have is just as valuable as anyone else. And I think collectively we've done a great job. This isn't just a high

029school crusade on this end, but I think the communication with this policy has been excellent. I think the way that this has been uh approached in our community has has been excellent. Uh information has been disseminated for quite some time and it's continually being reinforced. Um so I think that's the big difference. I mean in my past I was a teacher for 12 years uh here in this district in the high school prior to uh transitioning to the administrative realm. And for me it was just there was a lot of you're in the middle of instruction. Hey Johnny come on put it away. Hey this is the second time Johnny come on put it away. you know, and it does add up because now if you have two, three, four Johnny's in your class and

030you're constantly giving that information, you know, you're making that statement and you're addressing that, that's taking a good 10 minutes off of your instructional period. One of the things that's been nice and eye openening when I have some of my teachers saying, "Listen, you know, the nice part about this school year, and I never thought this would be my complaint, but my complaint right now is that I haven't prepared long enough for a 45m minute duration because what I'm used to getting done in 40 minutes in the past, I'm now finishing in 30 to 35 minutes and I'm ready to kind of get going into the next day's lesson. So on my end, I have to plan a little bit differently because this is being very effective in a great way." And I'm like, well,

031if that's the biggest complaint I have at the moment, I'll take that all day long. Uh, so, um, for us, um, we're we're seeing positive things, but we also know it none of it, it can all go by the wayside if you're not consistent, and that's every single day. Um, there's been a lot of times, you know, I always think outside of the box. So, if a kid's going to try to get away breaking this policy, they're not going to probably do it in class because the teacher's in there, you got other kids that are eyes are on you. Where are they going to where are they going to try to break it? They're going to try to get a restroom pass, go into a restroom, and know cameras aren't in a restroom. But what

032they don't know is that our security guards are very much stationed where they're popping into certain bathrooms at certain times of the day with how we've structured that. And we we are walking in and busting kids, texting, and they are coming to the office right on the spot. Now that you're in this area, your phone's out, can't be out. It's between 7 a.m. and 1:45. Doesn't matter where it's at. Doesn't matter if we're practicing a fire drill and now we're going outside and you're getting your phone out, you're violating policy. So, as long as you're staying consistent and you're holding a student that might be your 4.0 kid that that has opportunities, you know, for a college scholarship along with the kid that's just showing up every other day, might be a little bit of

033pain in the butt here and there, it doesn't matter. Like, this is a policy you must mandate across the board and treat everyone the same. And as long as our kids are feeling that, they're going to respect that. Um, you know, we've we've taken time before the school year started to get in front of I know I've got in front of the the football team. um the marching band and you're talking to these individuals because these are the kids that have more to lose than other kids. In addition to violating some kind of policy, we're going to be held accountable. If you're held accountable, not only does it affect your academia here in the in in Gore Medicine High School and your status and standing, but you have more to lose when it comes to

034what you do outside of school. You know, the extracurriculars, you know, those are are something where you have to be student athlete, right? Student first. And so having talks with them and making sure that if you can get some of those groups to buy in right from the jump, then you start to see kids leading the change. And that's been something that's been very important for us. And I think that uh taking the time in the summer to hold some of those meetings has helped us throughout the month of August and as we transition into September. >> Yeah. >> Are you seeing um a drop in the fighting as well due to this? >> Oh yeah. Um that that's that's definitely been um just a a not only a drop in the fighting, but a

035drop in drama in general, teenage drama. Um there's not as much banner back and forth because they're not allowed to be on their social media. Um there's not a lot of well yeah we're going to get this kid or we're going to confront this kid fourth period because you know I'm getting this text first period and kids don't have the autonomy to plan in that manner. So we are seeing a lot of positives when it comes to just overall culture that we are trying to establish. So, I have no problem on a day-by-day uh basis um you know, fighting the cell phone battle because it's eliminating some of these other nuances that can become very time consuming and in reality and I think the administrators behind me would share the same thing. Um you know,

036we have a passion for pedigogy, but the only way that you can get into the classrooms to really showcase that passion and be there for your teachers is take care of some of this other stuff. And a policy like this is is helping us tfold do just that where we're already seeing early on in this school year. We're having more freedom collectively as six administrators on a team to be able to pop into classrooms at different points in time just to see instruction occurring and that's that's very rewarding. Um I can't say that uh every year on the job it's it's been that way. So, um I'm very thankful that uh collectively uh we we put this policy uh into effect and I think uh overall as my staff, you know, I welcome you into

037my building anytime. You're always welcome. Um but my staff have conversations with them face to face because I think they'll tell you the truth and that they're seeing a difference. So, >> I got a little lost and confused with the spreadsheet. So, you were saying, you know, there's a student >> in the class on their phone and you say, "Hey, please put your phone away." >> Yes, sir. So where does the spreadsheet come into play? How is that done? >> So for that particular teacher, they'll address that infraction. They might go back to instructing it and might be close to, okay, now I went through what I need to. You guys are going to start working on your own. That teacher, all we ask is that when they go back to their computer that they're

038going to fill out a Google form and that Google form will take them about 30 seconds to put the student's first and last name in along with the student ID number, the period the infraction occurred, and it's going to list their name as a teacher. Then when they hit submit, a spreadsheet that all of us administrators have access to, that students information from that particular example will then populate into that and it'll just kind of keep a running tally. And then what we're doing is we're working off of that spreadsheet. And then we're given the infraction. We're also able to itemize to understand, okay, well, this is little Sally's second time. So now we're into tier two. So now in addition to taking the phone, now we're looking at we also have to issue a

039launch detention. So each it it's a way to keep us on track in the moment. Um but the timeliness of things, you know, if a teacher types in something on a Monday and then you're not getting around to handling that infraction until Friday, is it really effective? >> Right? >> And in reality, it's it's not going to be. So we have to prioritize how we how we go about this and um timeliness, how fast the turnaround is. It sets it sets an example in a class. I think our record was like 40 seconds. Uh Mr. Downing was really complimentary of that. Uh he's down in his ox gym. He he puts that in there and I can tell in Milwaukee he's a little frustrated. Within 40 seconds we're able to go down process the ri

040or process what had happened, pull the kid up, send a security guard to go pull the kid with the phone to the office and he's like coming over the walkie. All right. That's a new record. Thank you guys. Thank you. And and a guy like Chris Downing, you know, he's he's at the top of the tenure list when it comes to GMLA. So he's he's been here a long time. So, if he's going to throw, you know, uh, hey, you're on top of this. Great job. Then it means something to you, you know, and that's, uh, that's that's rewarding. >> I was looking to see how we weren't really interrupting instruction time spreadsheets. >> Yes, sir. Thank you. >> Yeah, no problem. Any additional questions that are high school fixated this time? >> Thank you.

041Thank you. >> I'm Chris Moer. principal of Middle School North and and I'll be really brief, but I first want to give kudos to Mr. Alman and his team. I've heard from several people throughout the district that the culture at the high school is just different this year that it's an environment you can just feel the difference. Um and I think that that's a major reason why is the the limiting of the electronics and in the classrooms. Um at Middle School North, um we don't really see much of an issue. Um if if you look on the spreadsheet most days we collect zero um cell phones and and headphones from kids. Um we had them hard. We do uh grade level meetings at the beginning of the school year and um gave the students a

042copy of our electronics policy um so that they knew the expectations. Um I post up at the front of the building during arrival and sometimes when kids are getting off the bus they'll have their phone in their hand or their headphones on their head and I say, "Hey, thanks for putting that away or I appreciate you putting that in your bag." And that's it. Um, don't get push back from kids. Staff have been a great uh have been doing a great job of being consistent. Um, students have been respectful. Um, I don't think we've had any student go past the the second tier of our our policy. Um, we a few years ago we allowed students to have them at lunch. Um, and when we made that change uh a few years ago to not

043allow them to have it at lunch, we noticed the the same difference that Mr. Alton mentioned. It just limits the drama. It's not, oh, this person posted this on Instagram and now I'm seeing it or this person texted me and said that, you know, my hair was ugly today or, you know, whatever it is. Um, and so we it's really not not an issue. I would say on my priority list of concerns, it's not it's not even top five. >> Any questions for me? >> Do you use the same the spreadsheet type of >> Um, ours is a little bit different. Um, we use a program called PBIS rewards where teachers enter what we call trackings. Um, but it's it's a similar type of thing. Everyone in the building can see when a teacher puts

044a a tracking in for a student. Um, and and similar processes. You know, the first one is is a warning. We collect the phone. Second time is a a launched attention. Um, then escalates from there. But >> so just like at the high school, the teacher doesn't have to collect the phone. You come around, collect the phone. >> Yeah. They call us, we come in and we get it. We don't we want to limit instruction as as little as as possible and it's not the teacher's job. It's the teacher's job to teach. It's our job to limit all barriers in their way. So, >> thank you. I I really appreciate because that was one of my biggest concerns was the teachers >> and I'm sure it's the same at at the high school and the

045other middle schools, but our teachers have been fantastic um since we started doing this years ago. Um it's just that consistency that just makes makes a difference. Everyone's on the same page. Kids know what to expect. If you have your cell phone out, here's the It's just It's just black and white. There's no arguing. So, yeah. >> Good evening. Uh I'm Casey Martin, the principal at Middle School Central. Uh I'm going to sound like a broken record because we're we do the same thing as what uh Middle School North does. Um uh this is my second year at Middle School Central and prior to this year, you know, I spent a lot of time talking with Mr. Moer about what what goes on in middle school. What are some things to do? He talked to

046me about the the cell phone policy. Uh it was already previously um implemented at central very similar data. Uh we it's not much of an issue to be honest with you. There's not a lot of controversy or attention when we redirect students and to have them turn it in, give it back. Even more so when we talk with parents is not an issue. Um, parents have been consistent in talking with me about saying that they want their students to be present and learning. Uh, which is great to hear. Um, yeah, that's it pretty much. You guys have any questions for me? What system are you using? How are you enforcing? >> Very good. So, uh, we use a we don't use PBIS rewards. We have our own Google sheet. We call it our tracker. Um,

047we use it for a variety of different reasons. uh we have students we use actually as our infraction for for teachers to discipline referrals. We also uh just use district track general behaviors in general and we use it for our MTSS system for student success plans to try to help students. So it is a very encompassing document that we use. Um actually I had a conversation today with some of my members of my BLT were actually at a different tab to more specifically target this. Previously, uh we would just have we were talking to teachers and we use control F because we have a variety of different things that student or that teachers can um identify what infraction it is and be able to make notes and things. So, this was something that teachers said

048that they think would help them. So, that's how we're using it. >> All right. Thank you. Thank you. >> Hi everyone. I'm Lindsay. I'm the head principal at Middle School South. Um, kind of the same as what the other middle school head principal said, we are having minor issues with cell phones. Uh, when I went back and looked at our tracker, I think we had maybe the most in one day, maybe four incidents, but I would say this is not really a huge concern. In our building, students are following the expectations. They're reminded every day um on daily announcements of what our expectations are and our students are following those. So, I would not um say that cell phones are a huge concern, although we do have minor things happening. Um none of our students

049have gone past the second tier of our tracking system. And I use a system similar to Mr. Martin. We have um a central hub at Middle School South that houses a lot of things for us such as discipline, cell phone tracking, um and when a a teacher notices a student on their cell phone, they have a walkie, they can call for one of us to come down, admin or security, or they can call for us. we come down, we handle taking the cell phone and then we track it from there. So, um it's just the admin and security who are handling taking cell phones so teachers don't have to worry about that. But yeah, overall I would say I'm very pleased with our students. They're following the expectations. Um cell phones are are not a

050huge concern in our building as of right now. So, any questions? >> Okay. Thank you guys. >> Thank you. Right. On to item B4. Our next item is the cruiser PLC update. For two years, we've talked a lot about building the Cruiser PLC. So, it's important for us to once in a while stop and everybody agree on what we're actually building, what it means to build a professional learning community. One of the questions I'm asked once in a while is where I came up with the five principles that are behind our cruiser PLC. I base them on the three big ideas that drive the work of every successful professional learning community of the last 20 or 25 years across the nation. There are these three focus points. A focus on learning, a collaborative culture, and

051collective responsibility, results orientation. What I wanted to do was make that actionable and actions that we share. So that's why we have the that's why we start every board meeting with them and we're talking a little bit about them more in a second. Another question I'm asked sometimes is how long does it take to become a true PLC and and that depends and I ultimately answer with you need about five years before you are really confident that this going to stick around forever. In the meantime, you have to look at your commitment, your passion, the persistence of the district and the school level leaders. The size of the schools matters too to figure out what kind of effort we need to have. Also, the quality of our collaboration and our professional development. We've made sure

052that we celebrate that a lot because our teachers have been astounding. They've been outstanding. Uh what we've been able to do over the last two years and especially this past summer and at the beginning of the school year, our convocation was devoted to the very same. And so we're doing really well when it comes to what it takes to become a a PLC. We have become a PLC for sure. Then in the first year, I want to take us back. What do you do? This is what we did. This is a checklist. We identified systems issues. We looked at the basic structures of the PLC and we needed to start implementing them. For example, common assessments. We needed to talk about those. That's at the heart of every successful PLC. the idea that you can

053assess your students on on the standards that we have focused on. We'll talk about that too in a minute about identifying your essential standards and along the way you have to develop your common assessments. We were pleasantly surprised that that was something that the teachers here wanted to do. They had familiarity with it. They had tried it before. This is something that they wanted to do and they're doing a great job with it. We also have to make sure that we have sound intervention systems. When we go to the second year, this was last year. Again, this is a checklist. We checked every everyone refined the PLC process and practices. We fixed the systems issues that we identified in year one and we continue to get better along the way. Teacher leaders emerge and they've

054emerged in a giant way across this district. Principles and teachers lead the work in their buildings and across the district. They share that work together. It's not just something that's coming down from the district office. And you implement those common assessments. When you looked at when you look at this year, what do we expect? What do we want to check off this list? We do want to see widespread gains in student achievement. We are ahead of schedule in that way because last year almost all of our buildings had gains in achievement and some of them doubledigit percentage gains. So, we are already checking that box. This year, we want to make sure that the teachers are fully involved. I can say we've already checked that the teachers are fully involved. They're enjoying the work that

055they're doing together and they're giving get getting lots of chances to work together. We have to make sure and we did this during convocation was a giant feature and we continue to do this every day. The teachers need to have a voice in this. That's the part. If we're trying to just tell them what to do, that'll never work. We need the teachers to improve a district and that they share the vision. We see that they they're sharing the vision. They want this work to work. And what we have to do is keep pushing and focus on the right work. And then as we look for the future, what does it take to sustain this work forever? It is a forever process. We're looking at high performance and student achievement. We are achieving. We have

056improved our report card. Remember last year we explained that it was the best report card massman has had in the 21-year history of the report card. We're seeing that again this year. We're we're seeing some gains. We'll be doing a presentation on that in another month. It looks like we keep pushing and we focus on the right work. We have to continue to identify any distractions because they do come up. We have to always make sure that we're doing everything we can to help the teachers, help the students achieve. And then we share the success at every turn. We have to celebrate what we're doing together. And we do not ignore complacency. That's one of the biggest things that can get in the way of the success for your forever professional learning community. That we

057just become complacent and that we're not continually trying to be the best school district in the state of Ohio. >> And we could talk about what we're doing this year for hours, but we're not going to do that. I'm going to limit it. Um, we're committed to this this year and we're committed to giving the teachers the time to collaborate. You know, our high school teachers have they have the luxury of their collaboration time is everyone can meet at the same time. But our middle school, our sixth grade middle math, sixth grade math teachers, you know, we have two at middle school south, but we have two at North, we have two at Central. We need to provide that time for them to collaborate together. So, if you look at our schedule for throughout the

058entire year, this is a a screenshot of September. We are scheduling these twice a month, these virtual meetings so that all so we can meet as horizontal teams. Every seventh grade English teacher is going to be meeting at the same time collaborating. Every third grade teacher is going to be meeting together. Every kindergarten teacher is going to be meeting in a different group. So we have I think it's 41 meetings on our calendar where these teachers are meeting virtually twice a month to discuss data to discuss common assessments learning progression and essential essential standards and you can see here are the different possible discussion items and I'm not going to read through those um but what I these are listed on the the agenda for every single meeting and you can see every single thing

059is tied to one of our principles of the PLC. What I like most, the very first thing that we did was we asked each group to create their own norms. And again, I'm not going to read everyone. You can see the different colors. Each group, each team was able to create their own norms and how seriously they took this. They were so professional and it's so exciting to see the work that they're doing. I mean, just looking be open-minded, collaborate, um, try to participate twice and be active in conversations. This isn't a thing that they're just going to get on the on the meeting and sit there for 40 minutes. We want them to be involved. We want them to have a voice. I think this next one in red is probably one of my

060favorite. Be comfortable being uncomfortable. This is I think someone said that's us. That's kindergarten. it this is this is hard work and it's hard when you're meeting with a group especially when you've been teaching a certain concept a certain way for years to look at a colleague and say my students aren't getting these this like your students are what are you doing instructionally that's a hard conversation and so for our teachers to be able to come up with these norms I it just I I was so excited when we when we saw these um this was another group this one was a very um overachieving group. Look at how focused this one is. Um be punctual, be prepared, stay engaged, use be clear and respectful communication, follow through on commitments, and then I think we

061high-fived when a team actually put the five principles as their norms. And I think we are like, all right, that's it. Do we want it to end? um what the work that our teachers are doing, there's going to be growing pains in this and it should be. There should be growing pains, but the work that they are doing, they're putting kids first. They're talking about their data and they're talking about ways that we can change so our students can learn. And the fact that norms are these five principles is is so impressive. >> And none of this would have been possible without the awesome partnership from GMLA. We're very thankful for that. Thank you. >> Thank you. >> All right. Thank you. >> Okay. Our next item, uh, we have BJ and Michael from the

062city to talk about the developments going on that we've seen uh, in newspaper articles and other news and and they're here to kind of give us give the board an overview of of what the project is. >> Yeah. So, I'll >> Sorry, Mr. King. Um, before we start, I'm going to recuse myself as a city employee. So, I'll be back there. So, if someone can just get me when the presentation's over, but thank you both for coming. >> We We hope they get to um thanks for having us, Mr. Superintendent, Assistant Superintendent, Treasurer, Board. Um, we're excited to be here. Um, obviously, as Mr. Group mentioned, there's a lot going on in the city of Groport. We're excited. In my five and a half years here with the city, this is the most we've had

063going on, whether it's development wise, uh, growth within the organization or anything that's happening. So, we're very excited about it. Um, everybody has seen the news, I'm sure. We have a lot of interest. We have a lot of vacant land down in this area of uh, the county. Um I made the comment several times that I wish I owned hundreds of acres in this part of the county because um I'd probably sell it and move elsewhere. So um we just wanted to come here give you an update. Uh what you're going to see city council did approve last night unanimously. We had a long meeting till about 8:30. Um last night um many residents of township, some from the city came and spoke and council approved this development unanimously because I think they see the

064importance of this and what it can do to be transformative for the city in this area of um southeast Franken County. So with that, I'm going to turn over Michael Lois, our development director, to go ahead and walk you through these and we're happy to answer any questions once this is all said and done. Thank you, BJ. Um, so I'll start here with the first slide. This is a slide that um often is paired with commercial attraction projects, but I wanted to call attention to a couple key items on that that um I think I'll reference back in future parts of the presentation. So, we're a small community. We're just under 6,000. Uh that number is actually slightly lower than the 2020 census. We were estimated to be about 6,000. of 6,090. Uh midyear estimate

065for 2025 shows we've actually lost a little bit of population. That's abnormal in central Ohio that is growing, as you know, pretty rapidly. As a region, we've got about 2.2 million people in uh the met metropolitan statistical area. That's projected to be about 3 million people by the year 2050. So, I want to pay attention to that. The other thing to note is that we've got about 2,300 homes currently in the city of Broport. About 20 2,300 residential structures, I should say. 2400 actually dwelling units. That includes some multif family. We've got though we don't have a lot. Um that is has remained relatively static for the last 10 years. In fact, the city of Broport has issued only 113 single family residential building permits. That again is abnormal. That's the second lowest in Franklin

066County. Uh a community that is uh is absolutely booming. Uh and then you can see the median home value there is about $245,000 as well. So those are the three statistics I wanted to reference Nate if you wouldn't mind. So this is the city of Broport's geography. Um you'll notice the kind of edge of the page here at the bottom left is kind of jagged there. The reason for that is that's the county line. We are in the extreme southeast corner of Franklin County. So, I wanted to kind of bring context and attention to that. The orange red dash line shown on the screen is actually really our current municipal boundaries, but for the site that uh we're going to talk about and and review that got annexed um it got approved in July and

067was effective in uh middle of August, middle of last month. As you can see, the balance of land uses is shows to be a lot of residential but also a lot of commercial and industrial space. That's our economic development tax base. That's what fuels city activity. If you in mind advancing to the next, that's better shown here on this existing land use map. Residential is shown in a number of colors uh including uh pink and some greens as well as uh I think some burgundy like more magenta colors there. Um industrial is primarily shown in this kind of it shows up kind of green on these screens. That's our um industrial bark. We have five of them. We got about 25 million square feet under roof. And again, that's our tax base with uh this

068campus and the high school campus being at the extreme north uh uh kind of area right off the Hamilton Road, of course. Go to the next, please. So, every community does uh a number of things to plan for their future. And one thing that a good community does is they prepare a comprehensive plan. Good communities do that every 10 years. great communities do it every five or updated at least every five. We have not yet done one in about 20 uh 21 years. We're due for an update. That's not abnormal in central Ohio. We've seen other communities kind of let that go uh a little farther a field. Canal Winchester just updated theirs last year. That hadn't been done in 20 years. Uh Delaware just updated theirs last year. That also hadn't been done in

06920 years. So, we're we're not too far off the mark. But one of the things you do is you you plan for a growth boundary. A lot of times that's uh tied mostly to water and sewer service. Uh we have a contract with the city of Columbus that kind of manages a lot of that. But the area that we're here to discuss is shown here on the right hand side of the screen as pink and yellow. Yellow was kind of determined at the time, this was adopted in 2004 to be residential development that allowed for both single family and multifamily residential. And then the pink is shown to be mixed use. If you read the land use classifications from the 2004 report, it's kind of a catchall. Uh what that intends uh what was intended

070in that was it allowed the city flexibility for attracting additional investment. It allows for things like retail uh residential over retail a true mixeduse integrated product. It also allows for light industrial like data centers and small manufacturing facilities. Uh but it it provides for a variety of uses. Wouldn't mind. And the kind of hatch going back real quick, the hatched area is kind of environmentally sensitive areas. Um a lot of the area that we're going to be discussing is actually in the flood plane which is to be managed by the development partner if you wouldn't mind advancing. So looking about the area um thinking about what our growth potential is and and our opportunities are really kind of in two pockets. To the west, we're pretty well hemmed in. We've got pockets of opportunity between

071us and OETS. Pockets of opportunity between us and Canal Winchester on the northeast, excuse me. But on the southeast area, this this area bounded in red, that's really a growth corridor that we could uh, you know, kind of do something with in a little bit more of a substantial way. Um, again, going back to the land use map from 04, a lot of that was thought to be mixed use. uh for the area east of or excuse me west of Richardson Road and south of Hayes Road and um west or excuse me east of Richardson Road. It was thought to be more low density residential but the area we're here to discuss is really blue shown in the blue there. You wouldn't mind advancing. So here's the site we're here to discuss. This is Addison

072Groport's property. Uh it's 295 acres. Uh currently it's it's agricultural use. It's farmed by a a pro a person in town here. Uh though he's not the owner. Um it is was currently zoned residential and and will be uh here soon uh going to PR18. Um PR18 uh is our highest density residential development, but that's kind of a misnomer and I wanted to call attention. um we don't have what's called a planned unit planned unit development zoning type in our code. Our code our zoning code is a bit antiquated. And so to to make sure that we could accommodate this project, we the city advised the client to essentially grab whatever planned district was closest to what they were hoping to achieve. But the PR18, the 18 designation, you might as well just ignore that.

073That's doesn't have a lot of relevancy for this discussion, but in the code, if you were to read it on the page, it allow for up to 18 units per acre. But again, kind of irrelevant for this, but in case anybody asks. Go to the next, please. So, there are five sub areas A through E with this uh project. And I've kind of outlined the basics here. It's important to note that this is not going to all happen at once. So, we've got a phasing slide in here later on, but it is important to note that this is a mix of uses. This is a a true kind of mixeduse development that we haven't seen uh from a solid a single unified development team ever in the city of Groport. The most the most kind

074of comparable example was last pursued in 1979 uh with Newport Village uh just south of like where the Kroger Shopping Center is off of 317. But north of Sims Road as denoted there is sub area A shown in yellow. That's 22 acres. That's expected to be for multifamily as the exclusive use of that property. Shown in green is sub area B. uh that's 38 acres uh to also be used for multif family development but it also importantly allows for commercial development. Uh we are working with our partners in canal Winchester and our partners with ODOT in the city of Columbus to pursue and advance a transportation improvement at Bixby Road in US 33 that has been on the books for about 20 years. um which is a full interchange a full uh a proper interchange

075at the Bixby Road and intersection now and so we hope to create a parallel roadway network that will kind of align itself with 33 to create a commercial corridor there and that's why we reserve some of that ground for that purpose. Uh next shown in blue is a multi excuse me a single family residential product at 365 expected for area C. Area D is uh 215 single family homes. And the the distinction there is those would be under different construction teams, different actual home builders would uh would likely be in those different areas. And then red there at the far south end of the site. This this kind of corridor abuts a hard to see railroad track uh that uh is kind of just be behind the rec center now. And that's a product that

076we don't have. It's a threetory product that you'll see in here. uh in a bit if you wouldn't mind advancing to the next. So phasing, it's important to note that the site has constraints and it's not only costly to develop because it's costly to develop and because of some environmental challenges on the site, they've chosen to phase the project. So I've called attention to just phase one here. The colors relate to the previous map that we just saw. So phase one would expect vertical vertical construction start mid 2027. That's best estimate. They have to invest around $60 million in infrastructure to to see this to full completion. A large part of that is the extension of sanitary sewer from the north uh on the north side of US 33. So they have to bore under

077the highway to tap into a 42 inch uh sanitary sewer sub trunk. then exit to the far south. So to flush your first toilet, you have to invest about $17 million in sanitary sewer just to do that. So that's an initial cost of at least 17 million just for sanitary that doesn't include water or roadways or um sub area C they expect to construct busty full family homes, D uh single family homes and E48 V simple town homes. In terms of talking with the development team, their estimates for the public finance is the single family homes would on average note that as I'm gonna kind of emphasize that on average they would for about 200 or excuse me $415,000. Again, average home value in Groport right now is 245. These would be $415,000. And for

078the product shown in sub area E, the fee simple town homes, those are the three-bedroom product. Those would uh they estimate those would sell for about $350,000. Importantly, on phase one, the multif family right now at least north of Sims Road, not colored there, is kind of market dependent. We are having active conversations with multif family developers, but at this moment the developer is not comfortable yet committing to a timeline that they can advance anything north the Sims Road, any of the multif family or any of the commercial because it's so dependent on market conditions if you wouldn't mind advancing to the next. So this is full buildout which they expect to be about 10 years uh for the south of Sims and that's kind of where they've chosen to focus at least um because

079it's it's the known uh that they've gotten a lot of interest from. They've gotten interest from about half a dozen or so home builders that are active in central Ohio and it's all the names you might read about. Um, but shown there in phase one that we just reviewed is shown in green. Phase two shown in the light blue. Phase three shown in tan. Phase four shown in purple. And then there's an inflection point. Kind of hard to see on this, but uh really easily to discern is there's a new north south roadway that would be constructed between the dark blue on the right side of the page there and the tan and purple on the left. Um there's kind of a gap there that's shown and that's a of a 120 foot right of

080way lane road section more five lane road section to support traffic to get uh out of the village center going over the railroad tracks eventually though that again costly investment that we've not yet figured out the funding for but ultimately to get over the railroad tracks to Grop road and also crucially tie into that new parallel roadway that we talked about connecting canal Winchester to our east and to to the new Bixby road interchange. Also important to note is that the development team in particular called attention to the fact that north of Sims Road is really going to be challenging to develop without true partnership and and probably construction starting on that Bixby Road inter Bixby Road interchange. And the reason for that is as the results of their traffic study which are not yet

081finalized but the suspicion is that to move that volume of traffic there would need to be some alternative path of travel. Um and the way the traffic study works is essentially there there are kind of like tipping points. You can build 200 homes before you need a turn lane. You can build 300 homes before you need a turn lane and a signal. You can build 350 homes before lane of travel a turn lane a signal and on and on. So they're kind of broken up that way, but the the blue the dark blue there in phase five is the furthest out uh for the at least the elements south of Sims that they expect. If you would mind advancing to the next. So here's an example of development projects that they've uh these are partner

082projects that the Addison Properties team is in in discussions with and have signaled that they have a strong interest in investing in southern Franklin County and in Growport. The majority of the product for single family homes will either be three or four bedrooms. No five bedrooms are at least anticipated, but that could change with a a bonus room or anything like that. But you can see most of those are probably going to be four bedroomedroom product. And that's not dissimilar from what we've seen with recent investments from Miranda and other uh single family home builders here in central Ohio. Uh, and I bring up only the Miranda example because of those 113 building permits issued in the last 10 years, the majority of were with that builder as they built out the Hickory Grove subdivision.

083If you wouldn't mind advancing to the next. Here's other examples. Other other builders, uh, other products, uh, the bungalow product that you see there in the upper right and lower left, those are threebedroom products with the the smallest bedroom is quite small and are likely to be used for offices. These products are found to be better for empty nesters, young professionals, things like that that are folks that are hoping to gain equity or downsize. So, these are kind of either starter homes or uh downsize options for folks um in the community if you wouldn't mind advancing the next. These are the town home options. Um a variety of either twostory or threetory. Uh these are being built in other markets right now in central Ohio including uh the closest one to this site is being

084built in Reynoldsburg. Uh but these have been a pro popular product in southwest Ohio where one of the builders are in talks with has products in um in Hamilton, Ohio. As it happens, you might be asking why here, why now? Among other things, Central has seen a boom in me, what's called mega projects, economic development projects that create more than a thousand jobs. The Andril project is uh about five miles from the edge of this product, edge of this site. It's about 2 and a half miles of our community on uh on Hayes Road and Pontius Road. It's expected to create 4,000 direct jobs, 8,500 indirect jobs with suppliers that are expecting to locate to this to the region. Wouldn't mind advancing to the next site. So, they've secured 500 acres. It's 550 plus an

085extra 70 from the airport to construct this. This is Arsenal one. This will be the largest defense investment in the United States um in quite some time. Um this for For reference, just for point of reference, for size comparison, the Ohio State Buckeye Horseshoe, Ohio Stadium is shown to scale relative to that that product site or project site. Um, so this is ongoing investment. Um, site not one on that on that plan is actually already constructed. That was a built um that was a speculatively built industrial building that they've uh now fully leased. They've taken the entire thing and they're working to get in the product site. Um, building two will come online next and they're in the process of doing a site due diligence and wetland mitigation and things like that now. But we're

086seeing a lot of economic development activity in southern Franklin County and northern Pickway County. We have for a while. Uh, in Groveport, we've got about 14,000 employees. Again, population of not even six. So, we're a net job importer. and uh Franklin County in the in the Rocker area without this project supports about 26,000 jobs daily. So with that momentum and activity um there's a recognition that there's a spatial mismatch. There's also an afford mismatch but we'll touch on that laterial mismatch between where workers are able to live or can live and where the job opportunities exist. So, we're hoping to capitalize on that, both elevate the housing stock in Groport, create some some activity that we can use to further invest in spurring small businesses and more main street activity, and also support a housing

087need that projects like this create. I think that might be my last slide. Yeah, happy to answer any questions on the phase one um picture that you had up here. There was a line going through that. Was that some kind of drainage or something? >> Yeah. So, the red line is actually the flood plane boundary, the current flood plane boundary. So, it's a 1% flood event. Um, it used to be known as the 100year flood. That's a 1% flood event now by current vernacular. So, what that means is they try to identify the sites that they would have to do the least fill to develop when it kind of immediately in total. This is not an exact number. They're still working on their engineering. They estimate to invest in bringing in about a million cubic

088yards of dirt and then compacting it for development purposes. To do that, that alone is about a $10 million investment just to bring dirt in and pound it to sufficient uh compa sufficient compaction to actually put footers. None of the homes in sub areas C or D uh shown in blue and purple are expected to have basements in part because of the poor soil quality in the area. We've known that in central Ohio, well in this corner of central Ohio for quite a while that our soil qualities are quite poor. But to answer your question, that's a flood plane line. >> Thank you. >> I would just like to say that I'm kind of disappointed in the city that they not come to the board at all to have our discussions with us before this

089development happened. >> This really impacts our school district and the number of students that we have. And as far as I know, I I've read in the paper that there was a study done that was done by the school, but we didn't hire an evaluation to determine how many students additional students that this would create for our district. Um it's just really disappointing. I know in the past we've been able to work together and for you not to include us in this discussion. I think it's sad. >> We appreciate your comments. Certainly, >> I have some comments. Um, did the stud did the city did the city study how many new students this development could add to our school district? Um the city looked at you know and and this is going to be a

090tough thing to say you know we are in the business of running the city and the city is on the move right now. Um did we study how many students this going to add? I think when you look at the housing stock that's going to be built but we don't have any equation to determine how many students that'll create. Um, does the city plan to contribute towards additional classroom space, transportation, or school facilities that may be needed as a result of this development? >> City is unable to use public funds towards that sort of use. >> So, just to comment on what you're talking about, um, >> we knew about the project, right? So, it's I would say it's a two-way street. Um they could have come to us but we could have come to

091them as well. >> Yeah. >> No one came to the board and told the board make the board aware of this. >> That may be that may be their issue or that may be our issue. I'm I'm inclined to think it's our issue if we have someone who works in the city of Groport and we've also you know the superintendent was nodding his head. We knew about this project. So, I think the board itself should probably learn from this and and uh get more involved with the project of the city and what's going on there and uh come in and get and get involved and uh so I I I feel bad that I think we all should be agree with you there. >> Couple more questions that I had didn't have the opportunity to

092ask. What more formal process does the city use to consult the school district before approving development of this size or is there one? >> Yeah, the the current uh process is there is no engagement with the school board for projects of any type um any uh residential or commercial development but for when there's an ask that's required under a state law codified section. For instance, if we were to establish an incentive district that would require a heavier or longer abatement term or something like that, we would be required to engage the school district for negotiation. >> Is is there a plan for parks, playgrounds, and other child focused amenities that will be reduced that will reduce the burden on the school grounds? >> Can you repeat that please? >> Is there a plan for parks,

093playgrounds, and other child focused amenities that will reduce reduce the burden on school grounds. >> Are you saying in this development area? >> So when we >> more than likely we're going to have to build another school. I mean >> sure that will have parks in there or space in there where we could use for a school >> or in the general area. So the uh the planned unit development tax, the PR18 uh zoning classification requires that not uh not less than 25% of the total acreage be devoted for open space uh which is defined in our code to include things like walking paths and things like that. Um this exceeds that. It's a little more than 30% open space and there is an intent to construct a leisure path along some of the major

094roadways and um retention basins affiliated with the project of which there are five. So my final question is did the city reach out to the district at all regarding this project? >> Yes. >> And how was that done? >> Yeah. So the city of of brokeport engages the school district in a number of ways but that was issued an email after formal submission in July from the applicant as well as engagement with uh some leaders in the school district in March as well as discussion at the CIC the community improvement corporation as early as la late last year around the fall of last year. So, you did reach out, but did you reach out to the board or was that just to the uh district leadership administrative team? >> Uh, we did not reach out

095to the board directly. We I I would think it would be similar to if somebody reached out to me, I'd say take it city council. >> Okay. So, now I'm going to direct my question to the superintendent. So, did you attend any of these meetings or have with the city or with the city regarding this issue or development I should say. >> Did I have input on the the No, I I I sit on the CIC committee had some discussion and then you know things are planning until it's not planning anymore and then then it becomes real, right? And so I I don't think paper and pencil actually happened until maybe July of this summer when it became public. But no, I I don't have any input in the development. >> Yeah, and that's fair.

096>> Is there a reason you you didn't bring it to the board? >> Who are you asking us? >> No, I'm asking the superintendent. Thank you. >> Okay. Can answer for him, but I will not. >> Yeah. No, I'm sorry. No, that was directed to the superintendent. why he didn't bring it to the board. >> No reason. >> Thank you, Anthony. Gentlemen, could you possibly um email a copy of your slide presentation? >> Thank you so much. >> Yes. Yeah. No problem at all. And and and I just want to say, you know, this is not a I know there are competing interests. Obviously, we all have a job to do with these things. I get that. Um you know, we have I am a firm believer in people's property rights to sell their property

097to have development occur. That's what we're dealing with here. Uh we dealt with that last night. People saying, "I don't want this. I don't want this next to me. I don't want to look out my window and see this." But firmly believe that it's people's rights to be able to sell their property and develop. And everybody has a job to do. I get it. It's tough at times. It is. um you know we you know certainly we don't have students to worry about but we also have additional infrastructure which we have to start thinking about how we're going to fund people to um maintain that. So you know it is it's it's a tough quandry for this. I just like to say that it's nice that city is able to collaborate with us so that

098we can make decisions for our future. If we knew this was coming down the pipeline, we could have decided to go ahead and put the bond on for uh new buildings anticipating this and now that has put us in a really bad situation of being able to do that. Now we've lost that opportunity. So being able to have discussions and collaborate and work together with a good partnership. We could have moved forward and and not be so upset over some of the changes that's going to happen because now we have to make a quick reaction to this type because two years is not you get these houses built that that means the kids are there. It takes longer than two years to build a school. >> Yeah. So I those comments are well received. So

099let me be clear in terms of the the growth potential in southern Franklin County and and our growth boundary that we reviewed. This will not be the only project that we pursue of this scale. Uh this is a project that is the first of them. But we are committed to the growth and you know generation of wealth in the community and part of that is making sure that we've got a customer base and economic base that we can sustain. And right now we we may don't for the growth and continued prosperity of of growthport. And this is a way that we can do that. In addition to planning with this development team for the construction of the utilities to support this project site, we've asked that they upsize everything to essentially account for an additional

100200 acres nearby adjacent to these parcels that can also be developed. So they've done that at our request. That cost them tens of millions of dollars extra. and we intend to pursue the development of those sites too. Um, not only that, there are other sites nearby is not controlled by this product or prop these development teams that are also currently listed for sale. My understanding is that the district also pursued the the com of composure of a uh master facilities plan last year uh that was presented to the city council. And so my expectation for hiring a land use planning firm is that they they take these kinds of plans into consideration, available utility capacity, the sa the uh listing of available real estate in the community, comprehensive plans and things like that. So I

101think that's also something that uh we can maybe work together towards in the future to better coordinate to ensure that everybody get uh the information that's necessary to make these kinds of decisions. >> Thank you. There was an excellent presentation. I appreciate you coming out this evening and your time really. >> Well, and I appreciate it too, but contacting us, getting with us, letting us work with the developers. A lot of communities across the United States work with the developers to get um help and the plan to provide for the school systems of their communities that they're putting in. And that's an opportunity that was lost because we weren't in the discussion. So going forward, I would hope that you would have the courtesy to contract contact the board directly um so that we can

102be involved in the process. Thank you again, gentlemen. Appreciate your time. >> Thank you. Have a great evening. >> Thanks. Okay. Our next topic are modular discussions. Um, and I don't know to what level you might want to go in. We have some interactive display we could show. We have some videos we could show. uh when it became clear that the district was not going to move forward with a fall attempt at the bond issue, we started looking for options and and how to handle space. Uh one of the options we started to pursue was investigating modular options. Um modulars um I'll give you a couple for instances. Um you know we have some two classroom we have some four classroom we have the big 12 classroom um Sidelia uh we've talked to some modular

103companies to find out availability pricing and and some things like that. Um we looked at the possibility of as much as uh three modulars um and The reason we we considered different options and different sizes an economy of scale if you do a larger modular than than multiple smaller modulars. Uh 12 classroom modular would be similar as I said. Um, we also looked at the possibility that we know when we added the 12 classroom to Sidelia, uh, that has restrooms in it. Uh, it it one thing it did was to some degree overwhelm the cafeteria, the lunchroom facilities for serving that many additional kids. So, we've looked at the options. If we did modulars, you can add on a serving and additional cafeteria space. Um, in our process of investigating, we found another central Ohio

104district who have some modulars uh that for a very very low cost uh we could potentially purchase from them that would require obviously expenses to move, renovate and and set up. But I I guess I wanted to throw this out. You know, we talk about facilities, we talk about uh we we've been over capacity um in in our buildings and and looking at different options. And I'm throwing this out for the board for discussion to see what your interest is in us pursuing modulars. Um, I will say if we were going to take some type of action on modulars, we would if we want them in, installed, and available for as early as next school year, we would have to make a decision in the in the fairly um close future. >> So, I know

105when we've had discussions on modu before, we were limited as to which buildings. So, I'm curious as to which buildings would be able to And then are over now that it's mandatory. You got to get some kids moved. >> Well, I I I think we're basically over capacity at every building. Um something else. If you looked at a school building 25 years ago and a school building today, um a school building 25 years ago, you know, 25 to 28 or 30 kids equals a classroom. Uh when you look at a school building today, uh those those 25, 28, 30 kids, if we have uh kids with ESL that English as a second language, they might require some additional assistance otherwear. We might have kids with different kinds of special needs or you know an autism

106unit as an example is six kids, a teacher and two aids. So the space utilization of what used to be, you know, an elementary that would hold 400 kids. U practically we're we're using every little closet, every little um every of the times our our former libraries are cut up into multiple classrooms. In some cases, we're using space in in hallways. Um, so I I I guess um if this is something to consider, I would suggest that we bring a presentation to the board with hard numbers and where we're over and room utilization and then um options for what modulars could be put in for those locations. But I I first wanted to get a a feeling or assessment from the board if this is something we should be pursuing. >> I would say along

107the lines, I think it it's going to be a little bit of a complicated and maybe lengthy process. I don't know if we get there as quickly as we would need to for this coming year, but I think when we're looking at this, I think one thing we need to look at is uh as Adam has put up on the screen, it looks like, you know, some kind of random artwork where our kids go to school. So, you know, you know what I'm saying? You go into independence and and they're going to three different middle schools. So, I think capturing that and maybe fixing that or making it more efficient would be part of this phase. >> So, so for instance, if we were to do three sets of of modulars, um our thought would

108be to put one potentially at Middle School North. um north and elementary school and then possibly in the Glendenny area. And and here's why. Um right now, as we've said a number of times, twothirds of our kids live north of 33 and we artificially bus kids across the district to schools. And and you also share very correctly that our attendance boundaries are bizarre and don't make a lot ofense. So, if we were to do a wholesale plan to have uh space to accommodate to have kids go close to where they go to school and we we would need to do attendance boundary changing while that's happening. Um it would get kids and classrooms out of closets and out of hallways and and into regular classrooms. it would give us a potential for some swing space

109and it would also give us some potential for growth in both ends of the district. So, um if you do an all-in-one plan, you can be more uh correct once and gain some of those efficiencies. If you do a peace meal plan and add, you know, classrooms here, classrooms there, it's just kind of a band of of more of of the same. break down the timeline and is this doable for when you're saying we would have to have this done by how we would go through it etc. Um, if we were to purchase all new units, there's a buildout phase, there's a planning phase, there's um all of the um permitting and and things like that. We would probably need to have a decision as early as next month to be able to have all

110in place for next school year. If we did something less than that, if we were able to purchase used uh and things like this, so the the time frame would be a little bit, but you're probably still just the nature of how long it takes to do applications and working with utilities. I I would think, you know, minimum six months to to be able to have and that's a guess at my part uh to to be able to have things up and running for the start of school. >> I don't know if I said >> we would have you're saying we would have maybe 90 days to come up with this plan. >> I'm saying if we were going to do the the big full plan, we would probably have less than 90 days. might

111require um some special work sessions and and planning to to do that to make sure there'd be time because if we couldn't have things in place for the start of school, that would be, you know, all of the redistricting, all of our transportation schedules, all of those things would be depend upon the thought of moving forward with um the physical plan of where buildings would be. So, you're thinking that we would probably have to have at least two work sets just to kind of go over things um possibly three and then get into voting on it at the board meeting because I think that this is something if we're going to do the whole if we're going to do this, we need to do it right and not just kind of willy-nilly go, okay, we're

112going to put a building here, we're going to put one here. We need to a thoughtful plan together and go, "Okay, yes, this is what we all agree on. This is the process and a timeline and the whole of just every everything that needs to be done so that we have that timeline down packed so that it's ready come the school year. So, I would say we'd have to have at least three to four work sessions and then vote on it." >> And I'm I'm thinking that haste I I am not opposed to this at all. Um but it it it makes me very concerned that we would make quick decisions rather than thorough decisions. >> Well, that's why I was saying three or four meetings that we're discussing. >> I I I what I'm

113I'm countering with that's a heck of a lot for three or four meetings. I mean, there's a lot to digest, a lot to prepare. Okay. Well, what's plan B without the modular though? Um, you know, we keep doing what we're doing in peace meal. Maybe we could do something uh less where there's no significant change. of boundaries or anything like that, but um we figure out a way to add some space to help us with with overflows. I I I think I think for the next meeting, we bring a facility use to show where we are, to show what our enrollment is. And um I'm just going to say it it sounds like we probably wouldn't be practical and ready to move forward with a big wholesale plan for next year. So maybe it's this

114year we're talking about the plan to initiate for the following year or or um you know I don't know how you would do a change like that in the middle of the year if you could do things by so um and and that's fine. >> I I think we need to we can't just keep putting band-aids. I mean this is a band-aid in itself because we're having to do modulars. So, this is a band-aid on top of a band-aid. Then we need to have a plan to move forward. >> I agree with you, Libby. Um, what could you explain what you meant by a wholesale plan? Is that what it said? You said >> scale. >> Oh, thank you. >> I was saying like, oh, okay. I was saying there's a difference if you choose

115to do one >> one six classroom for the district just to have some space versus doing >> three sets of 12 with restroom and lunchroom facilities. If you if you did a middle school and elementary to the north with uh 12 classrooms and restroom and and lunch and one to the south, you could make significant changes to redistricting, putting kids to go to school closest to where they live, reduce some transportation costs and things like that. But um if it takes us three or four or five months to get to that decision, we're not going to be able to have those in place for next year. So this might just be a planning year. >> So we had the cropper study. How do our numbers now compare he projected they would be this year? And

116what are those numbers for the projection in the future for next year, the following year? >> I my memory would be as good as yours on that. I could pull that out and that that would be part of we talked next month. >> So, okay. So, this is why I think we need to have a long-term facility plan in workshop like saying three, four meetings, whatever we need to do. Um, that's exactly the issue. We don't have that. We have this stuff that we had done. We're not looking at it. We don't have a plan. the enrollment projections. We don't even know if they justify modular right now compared to what he said because his his projections if I'm not mistaken came down after a couple years because of the population is changing the family

117structure and all that. So I really think uh we need to do a lot more work before we make a decision. We need to see numbers from the treasurer on permanent versus I mean on leasing versus purchasing. Um maybe and there's other options. We need to be looking at all the options. We need to have a long-term plan. We just need to stay focused. We haven't had that and that's a big problem in my opinion. >> Are we wanting to have committee of a whole for facilities planning? I would be willing. >> Yeah. I think for this I think that needs to be everybody meeting having work sessions. >> Yeah. >> Work sessions, not just a meeting with presentations, but a true work session >> and indefinitely we need to look at boundary adjustments and

118other options. So, if we were committing to three or four meetings, um what is that going to look like? Um as far as trying to compress that, doing the research, all of that, and trying to figure out how that how how we want to fit that in. >> It sounds like we're going to be I mean, we can spread it out over the next few months if we're looking at plan for the following year. Okay. Is that what we're I think that's probably >> I think I want to get clarity because I believe was wanting to move a little quicker. Is that correct? >> No, just be several. >> No, I didn't know if we were in agreement that we are looking for the uh 2627 school year now. We're trying to compress and do

119something for 2420 I'm sorry 2526 >> 26 27 >> Thank you. Okay. So just just something to share. Um the little bird who happens to be in the room uh for informed me that permitting and plane review timeline is approximately 180 days. >> Oh okay. So when you're looking at six months, um to be realistic, I'm not sure for next year would even be an option unless we are acting sooner than probably be comfortable with. >> Does that include the possibility of variances that you can ask for? >> I I don't know that that specific answer. I'm just giving a ballpark response. Why don't we commit to a meeting a month committee of a whole for facilities planning and get the right people on the bus and figure out where we're going? I can throw

120out dates. I can throw out dates in a separate email uh following this regarding some upcoming work sessions for this >> starting in we want to start this in October or do we want to try and shoot for September >> October. >> Okay. All right. So I'll send an email out after this um to start gauging on on dates. >> Thank you. Yeah, I found that cropper. They're showing for 2025 2026 school year total enrollment 6,433 with Crawford 26 27 we go up to we gain students. So we from what our notification on Friday that we've enrolled 912 students this year. So >> that's was that in addition to the total >> it's 91 and then you have state students that have left right that's how your numbers come out but 912 that gives you

121an idea of people moving into our district. All right. Uh, the next item is a student advisory committee update. >> Okay. And this I believe we just need to get the applications out this upcoming year. Correct. >> Weren't they on title forms? >> Ty, do you want to come up and talk? We talked about online application. So, we can do it one of two ways. We can either put it on final forms. We could also do it on our website, too, and direct people to our district website. We can create a form. Once they fill out that form and submit, it goes to any email address that we direct it to and we can collect them that way. >> So, last year we had them on form. So, they did include this year too. >>

122It was my understanding they were paper pencil. Is that right? >> They did them both. >> Oh, they did them both. Okay. >> Sorry, I didn't know you were looking at me, but yes, we did add it in the final forms. They fill them out and then we collected the data. >> I I think one of the things we ran into last year was the trouble with the handwritten ones and copying them and being legible and spread out that we wanted to try to have everything be electronic so we could sort and easily email and some things out and not have our our board packets be 600 pages. Um, but yeah, we go ahead. >> I will that our students and families are used to the Google Docs and filling those out. If we had

123a link was just accessible. >> Yeah, Google Docs is in in play, too. Yeah, >> that information will come right to you and report spreadsheet. It It actually works really well. Yeah, >> I guess I thought that they were in the forms that they filled out at the beginning of the year, you know, when they're registering for the school year. I thought that was a part of the whole pack was in there. >> It's attached in the forms that they fill out. So, if they're interested, they could fill that out. I don't remember right now if we did that at the beginning of this year. >> Okay. All right. >> So, we just need to get it out then if we have. >> Right. I I know that we did it towards the end of

124the year to see who would be interested so we could start forming our committees during the summer and um but I don't know if we did it at the beginning of the year. >> Was there a decision from the board to do this year uh what we did last year to automatically carry over previous students? I I don't remember hearing feedback on that. The the only issue was that with our new policies um it actually that you are the one that has to identify students rather than us. So that would be something that you would need to decide on your students rather than the board. >> Okay. And then the other thing is um I have done the elementary school for the last two years and I'm [Music] running for reelection. I think whoever is

125um goes on that for the the students that they do the full year rather than cutting off. So I would be stepping down from that opportunity. >> Okay. >> What policy were you referencing? You say BCE >> BC as a board >> committees. Yes. That's what it was. >> Is this the board committee or >> it's advisory the student advisory committee? Yes. says all point appointment appointments to advisor committees are made by the superintendent with the approval of the board. next. >> So that would be >> so you can bring >> and we would have to come up with a per a specific topic of study >> and activities and who would write that superintendent or the board? I believe the board decides what topics we want to be advised on from the students and

126the parent advisory. This goes along with the parent advisory committee. >> I'm confused. We said Bravo Charlie Echo, right? BC >> BCF as in Frank. >> Bravo Charlie Fox. >> Okay. sure how that >> Okay. So, we're saying the student advisory is not a board committee. It's an advisory committee. >> It's an advisory committee. >> Yes. >> It is a board committee. It's advisory committee to the board. >> Yes, John. >> All right. So, you can bring those to us then for approval. All right. >> What we would like to hear from students All right, sounds good. >> Okay. And that I believe we just need to get a date. >> Yep. I was looking I looked June 12th would fall in line like the second Friday of June 2020. And then the board we

127need to decide what the the proceeds are going to go to. We did student lunch last year. We talked about doing like DECA and instruments and stuff like that for band. Um, and then you guys got you guys figure out what you guys want to use the money for. >> Okay. >> I'm sorry. I'm going to need that again. It's reading that we're talking about June 2020. >> June 12th. >> Thank you. >> Yep. >> So, we can discuss that at the next meeting or When do you need to know? >> We've got Yeah, we've got time. >> Yeah, you got time. >> So, upcoming March meeting. >> I didn't know if you had to have that date reserved. >> Well, I can go and reserve it, but then the idea of what we're going

128to talk about have that in the next three months. >> All right. No problem. >> Thank you. >> Sounds good. Thank you. >> All right. On to G, superintendent agenda. >> Okay, we have a series of department reports. We'll just go in the order of the attachments. We'll start with actually Terry, you're standing up. Let's let's let's do transportation first. So Terry, Mr. President, ladies and gentlemen, board administration, my report stands as submitted. Things are going well in transportation. We seem to have solved the little glitch with my ride. There was some interconnectivity with the softwares. That's doing well. And uh the our biggest problem is uh keeping drivers who do things that you just can't keep them anymore that they do. And without getting into details, we separated from six drivers. And I was

129just going through the data that I submit to you every month about how long it takes from the driver applies to become a driver. It's four, five, six months and sometimes longer. And you know, we we've separated from over 240 people in the last three years since we started here. And that's on on your reported as well. So, uh I'm just uh telling you that it's a struggle. We're doing fine. I do have an independent consultant that visits with the schools each month to make sure what we're hearing from our people is the same thing that the building people are telling, you know, uh us and things are going well as far as a service standpoint. But it is a struggle and with all that being said, we're doing well and it should continue. We

130have school bus safety week coming up next month. We'll have a series of activities there, but everything else is on the report is pretty much uh the way I've reported it. Are there any questions for me? >> Yeah. You where are you with the fuel tracking? Did you get that put in place? >> We have quotes coming in, my my understanding, Mr. Husman, and and we are excited about that. Thank you for asking. Um and as well as the other commitment for the external video cameras that we have committed to reimburse the the district for. So we wanted to get the fuel thing settled first and then the quotes uh Teresa is searching for grants on that. But one way or the other we plan this school year to uh to outfit each bus with

131an external video camera to uh capture passing motors. These these cameras are pretty slick. Uh they use artificial intelligence. So um the driver doesn't even have to actively say there there goes a car. It it does it on its own. Creates a little uh email message and it goes to whatever law enforcement. Uh it everything's automatic. So just like kind of like a speed camera on the uh on the highway. But it's it's a wonderful thing and the drivers are looking forward to it because when you witness a situation like that and you're all aware that it happens every day, all the time everywhere, uh it's just a nice thing to have. So as soon as we're done with the fuel, we'll be putting those cameras in as well. >> And u we have software

132now tracking fuel, right? >> No, no, we just pay fuel bill. We pay a community bus pays 100% of the fuel even if it's not our fuel. Okay, I got you. >> We had that at one point and I I just wondered what happened to it. Thank you. >> You had automatic fuel tracking. >> Oh, yeah. >> I I don't I I've never >> probably changed >> and I kind of remember that story from way back, but uh not since I've been here. >> Thank you very much. Thank you. >> Okay. Now, Mr. Bernowski will start with special ed. And I'm going to say this, we have a lot of department reports. For the sake of time, we want to be expedient going through those. We'll let the board ask questions as they will, but

133we'll try to cruise through these uh to not drag your meeting on for too long. >> So, we have spent since I got here in July up until even this morning working to identify where are processes and procedures that are ineffective, where are the ones that don't exist at all. And we're trying to work with states 1411 and other area directors to see what are best practice. What are things that they're doing in relation to like evaluation requests for special ed testing. Today we worked on home instruction, things like that. The goal is that because our kids are transient, we don't want there to be huge gaps when they go building by building and then those gaps can also lead to compliance issues. So, we're trying to avoid that as well. The second thing that

134we're working on is our stack process. So stack is a way of running a classroom that has autistic kids and it's done designed to meet them at their needs large scale. It helps a lot with behaviors and so we're really trying to work on that and get that focused. Um that's everybody in that room. So teachers are being trained and then I'm working with Mark and Dave on getting the pairs trained because that's a very different lens from their end. um the time frame that they're going to roll out that by the end of this school year they'll be totally trained so that they'll be equitable go forward next year. That's all I have. >> Any questions for Mandy? >> Thank you. Thank you. >> All right. Next we have our business update. This will

135be the longest of our department reports. Okay, good evening. Um, couple things. I'll try and go through it as quick as possible, but we wanted to share a little bit with you. There have been discussions regarding expansion over at Little Cruiser. Um, what we estimate with adding six classrooms to that area, a changing room, and two small offices. Um, moving the indoor play area and having storage. That's probably going to be 1.6 to 1.7 million. Um there is a floor pan floor sorry floor plan attached and we can look at that. Um this one that Nate brought up is varies slightly from what you originally saw. The only difference is the changing room and the two therapy offices. Everything else stays the same. Um so we wanted to share this with the board and get

136input thoughts you know your feedback. How many students additional students will be served with this? >> So, so Mandy, if you want to come up and help, but uh by and large, as it is right now, and I understand it's still growing daily. We um have 51 students on weight list, but Andy, do you want to talk about that? >> So, we have 51 kids in evaluation right now. Um their evaluation acceptance rate or um approval rate say is 95% because most of them are coming to us from board of DD or from help me grow and programs who have already sent them to us knowing that they're likely going to qualify. So that's 51 today. As a whole last year they identified 125 kids. So when we're looking at that, take that into consideration

137with you can only have so many kids in a room with those that would be a total max of 60 kids. Yes. >> So you're saying 185 students total which is the 125 and the 60. >> No no no the 125 is just how many people we average for you know evaluating with those classrooms. Each classroom holds 10 kids max. Um only six of them can be autistic or TBI or death. And then of those classrooms you have three adults per classroom. >> How many do we students do we currently have? I'd have to look because they count them kind of twice because teachers are still working with them. So, I'd have to look to where, but I can email that to you. >> Okay. Thank you. We're we're full. Let me say that. We

138have three spots left and we have 54. We have 50 more kids being evaluated. So, we're full on that end. >> Okay. So, we have like 196 kids right now. You're saying? >> I'm not positive how many we have because some of them are in evaluation. The other piece is that if they're special ed and they come to us, we have to provide them services regardless. So if we don't have these classrooms, we still have to provide them services. >> Said you don't have numbers on how many we currently >> not right this second. No, I'm more than happy to send it to you email. >> That's kind of pretty important information. >> So why would we be limited to 10 per classroom? What's the square footage of our classrooms? >> We're limited to 10

139not because square footage of classroom. to high operating standards for special education. >> Say that again, please. >> It's not like fire code. It's for based on the operating standards from special education. >> So if we had So what's the teacher ratio in these 10 student classrooms? >> It'd be one teacher, two parents to 10 kids. >> I'm sorry, I'm having a hard time hearing you. It'd be one teacher and two parents. to paras pair professional aids >> thankfully. Okay. >> So when we had our proper study done they said we had room for 196 students and that it was a 16 to1 ratio. That's what we were told. um six classes at 16 to1 in our classrooms due to the size. Has some law change that changed that? >> I don't know what that

140study is because I wasn't here when that study took place. I can just >> I think 16 to one would be with typical peers. >> Yes. >> You you you don't have 16 special needs students >> in the class. You can go up to 16 with the typical peers joining in. >> Correct. Is that how our school is modeled? 50/50 50 special needs 50 typical peers. >> I mean, yes and no. It depends on the service placement for the students and what their IEP says. >> And right now we don't have as many typical peers as we actually need >> because we have so many that we have to by law have to service. >> Um, no, that has nothing to do with it. We just people don't send their kids right now. They're just

141not sending them here for their typical peer. Typical peers are kiddos that come in. They don't have IEPs. They're designed to help our kids learn how to do things social behaviorally. >> People just aren't sending them here. So, they're sending them to God or they're sending them to other places, but for some reason or another, they're not sending them here. And what I've experienced in other districts is a lot of times if people don't understand that model, you'll have people say, "Well, I don't want to send my kids to special ed preschool because they're not special ed." They don't always understand the concept of that. >> Yeah. I don't think I don't Did we advertise this? I know for a couple years we were advertising it. Did we advertise it this school year? >> Not

142anything I have. >> Okay. Because typically we have been in the past advertising um for those peer spots to be open. >> So if if we're mandated to take students, how does the costing work? Are we are there students that don't pay anything and there are students that do? So in regards to paying, the typical peers pay $200 to attend. >> The special ed kids, we cannot bill them weekly. So they come and we provide them their services because they are found under child after they three. >> And and what's our rate ratio of the um typical peers to the special ed students? It's supposed to be 5050 or larger on the typical peer side, but right now we're not averaging that because we don't have the enrollment. That's always the goal. >> So, we're

143not at 5050. We're more weighted towards the um special needs. Is that what you're saying? >> Thank you. >> Am I good? >> Um, one more question. Is the pricing a barrier? Is that part of the problem that we're why we're not hitting the 5050 mark, >> but I know we had major increases. We went from 50 to 100 to 200. >> And do you think that affected our uh attendance from the uh typical student? >> Not anything that I'd have to justify saying that's the cost. Most people never tell us why they're >> and keep in mind these are monthly >> monthly fees, not weekly fees. I think No, I understand. >> I think Adam looked at this and weren't we among the lowest in central Ohio? >> Yes. Yes, definitely. So, 50 a

144month. >> And where are we now? >> I can get you that number. I mean, we're still low. I mean, with with the preschool and I know neighboring districts up to 600, 500, 600 bucks a month. >> Thank you. I was going to say if we need to fill the spots, maybe we need to get some advertising out there. >> I think we need to get more data. I mean, to make a $1.75 million decision without any data being supported, it's kind of a problem. Well, well, Kathy, she said that we have three until we're full with our current classrooms and 51 beingated and historically it's been 95% of those. So, we know we will have more than what we have slots for the special education students if that's the data you're you're looking at.

145Now, as Mandy said, we still have to provide service for them. Uh, and that's are through itinerant service. It might be going places to do that or bringing them in. Uh but it we're we're obligated to provide the service to all of the students who are qualified for that. Is okay. Silly question. Maybe is that because we provide preschool. In other words, if we didn't have preschool, is it is we're not mandated preschool. Correct. I I think we are. Are we not? Can you go to the podium, please? >> In the past several years, a lot has changed in regards to step up to quality and what the expectation is. So, for example, preschool is now covered under both Ohio Department of Education as well as job and family services. So, we have to have

146some sort of educational enrichment opportunity. Not that have to be a formal preschool. that I do not know. But regardless if a kiddo has an IEP at three, we have to provide them services some way, shape, or form. Anyway, whether it's at the library, somebody goes to their daycare or here on property, we still have to provide them service. >> And do you know what the square footage requirement is for special education preschool students? >> For the classroom? >> Yes, ma'am. >> There are preschool requirements for the classroom regardless. It doesn't have anything to do with being special ed. that comes from Job and Family Services. I'd have to look at the manual because they just updated in the last school year. >> So again, I'm saying we don't have enough data. We know that

147those um classrooms are what about 810 square feet ones that we have now. >> So how many students would that hold if it was 16 to one, which is standard for preschool? >> I I don't understand your question. The classrooms that are designed on that sketch I just showed you in a typical setting would hold 26 students. >> So we have seven of those classrooms now. So that would be 26 * 7. I thought it was 16 actually. But let's take your number times seven, right? Because we have seven classrooms and then times two because we do AM and PM. Correct. >> We do do AM and PM. Yes. What I think they what I think he's saying is the physical space itself if it was a regular classroom would hold 26 kids >> for

148fire code. However, there are certain requirements each classroom has to have as a preschool classroom. So, for example, it has to have a designated play area. It has to have stationary. So, in those rooms that takes up space, which also limits the amount of kids you can get into that room. Consider that including that there's three adults in that room as well. So, what is our current classroom size? Do we know that square footage wise? >> I can get that for you. I have it on the drawings. >> Does it sounds like It sounds like we've overbuilt classroom size. We built for 16. We're handling 10. >> We We didn't build these classes for preschool. This was Cruiser Academy, which houses uh high school kids before. We converted it to a preschool center. And back

149to your earlier question, yes, we are required to provide special education services to eligible children who are three years to five years old uh mandated in federal and state regulations. >> Okay. So if we had for instance a 700 foot classroom right now, that could be two classrooms conceivably I believe. Right. >> As far as special ed goes, I don't know all the requirements for special ed. >> So there are three types of You have fire code, you have operating standards for special ed, and then you have preschool standards which are from job and family services. Sometimes those all align like laws. Sometimes the laws counter other laws. So really just depends on which kids you're working with and what they're doing in those rooms is what it comes down to. How many people you

150can fit in there because you have to take into consideration. We have kids in wheelchairs too. That is also space prohibited. Thank you. >> Next slide. >> All right. Last board meeting we had um a discussion regarding the water the flooding at Middle School central and Groport Elementary. So just a quick update on that. Um it was asked that one of the requests I received from board was as far as an emergency response plan. I want make everybody aware we do have a we have a maintenance employee who has an what we call an on call phone during all non-working hours. This boat is rotated amongst the employees on a weekly basis. So we always do have somebody on call in the event of an emergency. It was also mentioned um about engage with um

151engineers and architects to look at a very permanent solution. So right now I've had a civil engineering firm out. They've surveyed the site and they are now trying to convert the information that they've gathered into drawings. That was an update as of this morning and I should have that information um hopefully within the next week or two. Uh also the architectural firm has been engaged and they are looking at um both cosmetic and structural issues as requested by the board for that space. Um one of the other things that was mentioned by the board was to contact the basement doctor. Um, I did that and met with the basement doctor out there. No, definitely didn't say the basement doctor. Big difference. Basement authority. >> I Yeah, sorry. >> Yeah, I don't believe that. >> Basement

152authority has engineers. The basement doctor has voodoo. It's a big difference. They have springs and beams. And seriously, there's a huge difference. I'm sorry there was confusion there, but no, not the basement doctor. basement authority has has professional engineers on staff. Sorry. Okay, moving on. Um, and then it was also mentioned that a communications timeline. So, all of the times that are up on this screen are verified either through through phone logs, through video, or through badge swipes. So when the maintenance department got the first call, um our maintenance supervisor was on site within an hour and 20 minutes. He was dealing with flooding of his own in his own house. So he got there as quickly as he could. Um he got there, he went home to get some boots so he could go

153downstairs, called me, we discussed the situation. Um I spoke with the PTO at 509 and our other maintenance um showed up on site was able to get there by 5:35. So within a a period of about three hours we had two maintenance guys on site. Um, so while dealing with the torrential downpours that we were getting at that time questions. >> Thank you very much. Thank you. All right. Next, we have student services. All right. So, the student services team has been able to enroll a lot of students this uh since May. Um and um we are continuing to enroll students. Uh there was one question about what that number includes and um are you familiar with the term stop status? So, students who are under enrolled under residency affidavit, they are required by policy

154to provide proof of residency yearly. And so they need a new residency affidavit, a current mortgage, and a current gas or water electric bill to show that they live here. We're not an open enrollment school. So some of that number includes the students that were on stop and now they were able to enroll once they came off stop. I just wanted to make sure that >> How does that work? How do you get what makes you get on that stop list? Um you uh have If you're normally you don't you're not on the lease. You live with someone else and you're not on the lease. >> Okay. So like if you don't own your own home and you're living with somebody else and right that >> puts you on that list. >> Yes. >> Okay.

155Yeah. I just know there's been a lot of questions. Why do I have to keep doing this every single year >> and >> I didn't didn't understand exactly how you get on that list. So thank you. >> Yeah. So that I just wanted to for you to understand we haven't we have enrolled a lot of students but some of those students are coming off stop um and so uh we also um are working with the nurses. We have uh full staff nurses now and right now they're uh training um the principles and appropriate office staff to help with um giving out medicines and whatnot. Uh they have a whole list and we have a spreadsheet to get everyone trained. Um and the last bullet um we are working with nationwide hospital opened a clinic. Now,

156when this was due, that was the temporary uh date was set, but we're still working on that. So, that's very tentative, but we're working very closely uh with Nationwide to eventually end up in the old priority one um space. >> Thank you. Mr. Tra, you're up. >> Thank you, Mr. Um, as I put down that we're still continuing to hire employees from our sub uh list that we collected at the job fair. But I am going to tell you this, this is probably gonna be the last time you hear the job fair. Um, we've used several employees and placed them on uh in uh put them as employees and we have several that are subbing for us. We're getting down to the list is pretty low now. So, we're going to continue to advertise and

157make sure that we have employees that are coming into our application process. Um the HR inform department has also been dabbling a little bit with the frontline analysis analytics sorry program there. Um as you can see some of the things that we can do with it. We're we're still dabbling with it. Um this is is basically um employees by race trend. As you can see we've been diversifying um since 24 and 25 and 26 now. So we are just dabbling. Uh I will tell you this. Um go ahead go to the next one also here you can see is a gender trend. Um one thing I will tell you and go ahead and go to the next one and I'll just go from there. Um as you can see here with the no value certified

158classified intern substitutes and supplementals. Well, one thing we're going to have to clarify is is the information that we put in is only as good as the information we put in. So, I'll give you an example, and I'm gonna, if you don't mind, M. Gray, I'm going to use you. If you were at OU and we had an opportunity, one of the principles interviewed you and um they liked you, we would put you in a in in a folder, we called it hot folder, that we'd be able to go in and and have you come in for another interview in the building and we would possibly hire you. However, if a couple months go by and then we are posting positions and you apply online, okay, and the principal sees your name and we come

159in, when you get hired and you go in and you say, um, I applied online, that doesn't show that we actually interviewed you um, at the schools, the recruiting trips, and which is very important to know that we're getting people from the recruiting trips. So, we're going to have to work on trying to figure out why that isn't going to work, why it isn't working the way we want it to. So, I just want to give you an example of some of the flaws that that we're have to get better at, too. Um, identifying some of these these these programs. Okay. >> Thank you. >> Okay. Um, our next item is approving the student handbook. Superintendent recommends that the Gilport Medicine Schools Board of Education approve that student handbook as attached. >> So, move. >>

160I'll second. Any discussion? >> Yeah, I had um one thing on page 24 PowerPoint page 25 um it talks about and it's 18 aggressive physical contact. It has dress code as part of that and it didn't make sense to me because there's already a section on the dress code for violation under 3A. It's a 3A violation on page 23 shows the dress code violation but then it lists it under aggressive physical contact and it says dress code v i.e dress code violation and I felt that that should be removed. The other part, inappropriate language, cursing, inappropriate gestures, that's that's fine, but I just thought the dress code violation was constrained. >> I agree with that. >> Good catch. >> Great. Great catch, Libby. >> Yeah, >> we'll get that out before we put it out.

161That's not supposed to be in there. And I appreciate you catching it. >> Thank you. >> So, Yeah. Okay. I I noticed that on like page 69 71 and 72 the form is covering up the the language. And I thought, well, it would be nice to see the language instead of just this big form covering everything up. >> You know what? I had the same question, Kathy. Uh but the point is that we have it and they're on final forms and you can see the form on final forms and we didn't want to confuse people. >> So the printed the printed handbook would not have this covered. Correct. >> Right. Because we need people to go to final forms, read it, say that they read it, sign that they read it, and then move forward.

162>> I got you. So you're you're concerned that they might use these these paper forms instead and think it's done. >> Correct. >> Okay. And I had the same question myself and then it made sense once they told me. But don't we need to see it to approve it? Shouldn't we be reading that to approve it? >> None of these are highlighted yellow. I'm assuming that they weren't changed. Thank you. >> No. In other words, we're not changing. >> Okay. Thank you. >> And it's basically just a communication device and cell phone looks like to me. >> Smartwatches. >> It just had a lot of like people's names positions change and things like that. >> If if it would be helpful, we can get these copies printed for you without the sample over it. I

163mean, we we could do that. I don't need it because I'll just go online and look at it. >> And have these already been distributed or just doing this? >> Yes. All of them are in final forms and families and students have signed off that they're written word. Understand? >> We were waiting on the cell phone policy to add it to the uh student handbook as well as what you said, Libby, update the titles and names. Uh, so we're a little late with the handbook because of the cell phone policy, but schools have been moving forward and final forms has been working great. Thank you. Any other discussion on roll call, please? >> Mr. Hi, Mr. Bower. Hi, M. Gray. Hi. Miss Walsh >> I >> motion passes >> uh chair remote recommends the grow

164from mass board education improvements for the July 8th uh 2025 and August 12th 2020 regular meetings move >> I'll second on to discussion >> I would just point out again that we don't have attachments to these many minutes thank Roll call, please. >> Mr. Kersner, >> no. >> Mr. Bower, >> hi. >> Mrs. Gray, >> I. >> And Miss Walsh? >> No. >> Motion fails. Superintendent recommends that the Gilport Madison Schools Board of Education approve the following classified personnel items as on the attachment. >> So move. >> Second on to discussion hearing. None. On to roll call please. Mr. Kersman. >> Hi. >> Mr. Bar. >> Hi. >> Mr. Gray. >> Hi. >> And Mr. >> Hi. >> Motion passes. The superintendent recommends that the Groport Madison Schools Board of Education approve the following certificate

165of personnel items as outlined on the certificate board attachment. >> So moved. >> Second. On to discussion hearing. None. On to roll call, please. Mr. Kushner. >> I Mr. Ber. >> I miss Gray. >> Hi. >> Miss. >> So I haven't had a chance to because I just got this packet. So I'm going to say no. Motion passes. >> Superintendent recommends a Girl Port Madison schools board of education improve payment loop of transportation reimbursement. Ohio law allows for public school districts to determine the impracticality of transporting um resident students attending schools not located within the district after consideration of a number of factors. Upon that determination, the school district is permitted to offer payment in leation to the parent or guardian. The transportation department has completed studies and the resident and residents in the affected

166areas will be offered payment in lie of for and I updated the credits 2526 >> for 2025 2026 school year. The initial list of families being offered payment transportation are attached as executive content. that lists the students names. >> So moved. >> Second. On to discussion. >> So did these families request the payment in L or do you know? >> Uh nope. We go through the six items uh that's listed below and if it's deemed to be impractical, they're offered payment of living. >> Thank you. >> Yep. >> Roll call, please. >> Mr. Ker. >> Hi. >> Mr. Bar. >> Hi. >> Mr. Gr. >> Hi. >> Miss W. No. >> Motion passes. All right. Superintendent recommends the Girl Fort Madison Schools Board of Education approved the attached special special education contracts. And there are

167a bunch. >> So move. >> Second. >> I'm actually going to if there are questions I'll have Mandy come back up. But there are I think we have is it 18 contracts tonight? >> So I do have a couple questions and that is hold on I'll get those to you. Um, when you look at these contracts, one of them for news stories is a contract that we approved in I think it was the April 27th, April 22nd meeting. And that is the the one on the second page and the the first one down actually. So, not this one. IDP agreement >> for the end school. >> Yes. >> Okay. >> So that is a continuing contract and it is for is that the one? Yeah. Um two some million dollar million something for 36 students.

168And it's like if you have students, but you have it doesn't matter if you have less than 36 students. So, and then we have other new story contracts. So, I was very confused by that. So, could you explain that please? Happily. So, the one that you're speaking of is for 4500 and the new story collaborative. The other ones are specific kids in general that are being serviced right now. So, they're both new story. It's just two different buckets if that makes sense. Um, all of our kids that go to New Story have to have their contracts approved in every school year. So, for example, somebody's been there since third grade. Every school year, we have to bring it to the board again to be reapproved to make sure that we are authorizing and setting aside

169that level of funding for that kiddo. Now, they do once it opens, they will go together and we will actually save money on those kids because they become New Story Growport kids and stop being New Story Columbus kids. But in the meanwhile, we have to pay the higher portion until that opens. Am I explaining that good, P? >> One other thing to note on page eight, there's a reference to Jamie Angelini. We'll have that corrected to Mandy. >> Yes. So, I would want that pulled out of this pulled out of all of these contracts and voted on separately. >> Um, like I said, we already voted on that, so I'm not sure why we're voting on it. for a second time and we don't have that facility at this point. Um, and there's nothing in

170the contract that says that these other contracts are taken out of that dollar amount. It's very confusing, right? >> Okay. So, we need a um a motion to pull it out. Correct? >> I think we need a motion to just pull it out. >> Just pull it out. >> Okay. One other question if we're are we done with that discussion? >> Which one's worth? >> Just the one the new story >> that's like a separate it's the same school we voted on. >> So how many students do we have participating with Dreams on horseback and is that during school or is that an after school activity? >> So that is something that I inherited when I got here from my predecessor. We actually cut it in half this year. Um, one of the concerns that

171I had is it's one school building and it was 10 kids max. Um, they were going 10 times a year and it was offsite. So, we have transportation costs and then they were actually going to that facility. This school year given the constraints that are going on this in the financial piece of special ed as well as the fact that there's not as many kids being able to receive that option. We cut it in half and let the teacher know that next year we're more than happy to help her find grant opportunities for that, but that we can't fun benefits one building with only a certain set of kids. >> Does that answer your question? >> Yeah, I'm sorry. I'm trying to follow when some of the things get scrambled here. So, we've cut back

172from 10 students to five now. >> We've cut back from 10 visits to five. >> Oh, gotcha. And they are during the school day and we're transporting. Okay. Thank you. >> You're welcome. And how many new student new story contracts do we have? students for a new story currently. >> You mean going to New Story currently? It has nothing to do with 4,500. It was 11 last I looked >> that New Story provides services for this. This morning I had 11 and two of them are medically fragile. So they are homebound. So they don't actually go to that story. New Story sends people out to them. >> And Adam, how does that how do they build new story? >> Monthly. I know, but under what name? Because I noticed on the check registry that one

173year there was just news story that was 25 current. >> All right. And now the learning spectrum falls under that umbrella too. So Hogland was Hogland. Then it was new story and empower. Now it's new story empower and TLS the learning spectrum. >> I thank you. I've worked I I learned of Dreams on horseback through the Rotary and the Rotary backs them pretty substantially. So that may be an area the Gana Rotary may be willing to sponsor kids. Um what are the criteria? How do we pick who who we send through that program? >> I do not have any idea how that even came to be. Um this was something that had been going on since Mity Boyd was here. So when we looked at it and it was that number of kids at only

174one location that wasn't equitable. >> I can tell you from our my experience that um they're exceedingly effective for non-verbal autistic children because they have horses that respond only to voice commands and the kids want those horses to go. So, we've seen kids that have been non-verbal most of their life and in weeks are talking and reading and so it's an awesome program, but like I said, you might want to reach out to the Rotary and some other organizations like that. Uh, Dreams on Horseback, very well known, so I hope you won't have problems finding sponsors. >> Thank you. >> Um, all right, Mr. real quick. Can you So we >> So we pulled out the one y everything else is good. We just pulled out the one IDP. >> Well, no, we'll vote for

175all the rest of them first and then we'll vote for the IDP one. >> Yeah, I will need you to clarify what I am about to vote on, please. >> We're voting on 21 contracts because we pulled out the one new story IDP. So we're we're voting on the >> I did have one more question. I apologize. Um, a lot of them say amendment C and to Amnigus maybe >> is that >> but there's no Amerus contract in there. So it just is addendum C but no contract. So my notes that I have from Miss Angelini is that the major contract was approved in the spring >> the master contract. So then as we employ those people through emergence then we get the add agendum sees to show where are they going and what are

176they doing. >> So I look forward I was not able to find it. Do you know what meeting that was? >> That all right. So now we're voting on 21. Mr. Kersner. I >> Mr. Bower. Hi. >> Miss Gray. Hi. >> And M. Walsh. I. >> Motion passes. Uh so now we're going to superintendent recommends report Madison schools board of education approve the attached uh contract of new story IDP agreement. >> Correct. >> Some move. So my question is again, why are we bidding on a contract that we already have? We bid on it, I mean, we voted on it on April uh April of this year and uh it's for 2526 school year. It doesn't make sense to be voting on this again. April 22nd is when we voted on it. the exact same

177contract and it's just duplicating what we paid in new store. It doesn't make any sense. >> Mandy looks like we can we don't know. So Mandy just sugar doesn't know. So I think we can just go to the motion >> a motion that we um table. >> There we go. >> Uh this new store contract. >> Just hold on a second. What did you say it was? >> That was a student advisory meeting on the 22nd. the 23rd special meeting >> special education contract. There was that >> it was it was it was autism contract. >> Oh, the April. There we go. >> Yeah. Okay. >> Okay. I'm >> I'll put that in the notes. Same. Yes. >> Okay. So, April when was that? >> April 23rd. >> Yeah. >> 23rd. Okay. >> April 23rd.

178So, is that the same contract or are you saying that's a different part of the contract? >> She says exact same. >> Okay. Okay. We're looking to table now. I'll second that. >> Okay. So, table the motion. Kathy first. >> Second. >> Yeah. >> Mr. Kushner. >> Yes. Mr. Ber. >> Hi. >> Mrs. Gray. >> I miss >> I >> motion passes. I do want to ask you, Adam, if that cont with that contract, >> does that mean we're on the hook for two million dollars and it doesn't matter what else we pay to them this year for our other students? >> No. No. Again, like Mandy said, there's new story students and there's new story students for us. So, it's two different types of kids going to New York. >> Correct. But if we

179don't have any students going there, are we going to have to pay that? We're going to we're we're going to have to pay that no matter what. But like I said, we talked Manny, we're going to fill that here in October. >> So, we could have no students going. >> We already have students. We have 26 or 29 already. We'll fill up the other seven or eight. Yeah, we got we have Pickerington, Whiteall. No, we have Pick and White Hall Canal, Hamilton, and us. And Columbus wants to get involved, but we don't think we'll have spots for them. >> And they paid more than what they Correct. Remember this was the savings we were talking about, right? That we we get this up and running and we'll have savings per kid. Yeah. So, we're almost

180>> And then you can do a report for us analysis on everything. >> Yep. >> Okay. Thank you. >> And real quick, not all of the kids in New Story will be at our campus because they don't we're not taking the most severe needs. So, we will still have additional new story contracts that are going to be found. We don't have tier four here. We just housing >> or they're being >> um serviced at the home >> at homebound or by another organization, >> right? >> Okay. Based on some previous conversation, I would like to um remove item eight from our agenda tonight. >> So you want to add a motion to table. >> Do I need any approval to not >> recommend automate it? It can fail for lack of motions, >> right? >>

181Yeah. >> Okay. Do it that way. >> All right. So I'll make a motion to remove item eight from the agendas. >> To remove it. >> Remove. >> To remove it. >> Can you come up, please? >> Thank you. >> Either way works. You could do several different things, but probably the cleanest thing to do at this point since the agenda was already approved is um have the superintendent recommend tableabling and then a motion to table. >> Okay. >> All right. So, I will amend my motion to table item eight. Does that allow it to come back to the future time? >> So you're you don't have a a set time when it's going to come back when when you do it that way. >> Okay. >> But yes, you can bring it back. >>

182Yes, that's what >> Sure. >> All right. Thank you. >> So the superintendent recommends that we table item eight on the agenda. Okay. >> And I modify my amendment to table um item eight. >> Second. >> Any discussion? So Seth first John second. Yep. To table. Okay. >> Mr. Kushner. >> Hi. >> Mr. Ber. >> Hi. >> Mrs. Gray. >> Hi. >> And Miss Washington. >> I. >> All right. Motion passes. >> Superintendent. >> I would also like to say that I sent out a thing about information. I I want a lot more data when this comes back around. analysis, how it sits in with our uh long-term plan and everything, but we need a lot more information. >> Thank you. Sorry. >> All good. >> Superintendent recommends the Growport Madison Schools Board of Education

183approve the Groport Madison High School band trip to Wilmington, Ohio. So moved. >> Second. John. >> Yep. Any discussion? Roll call, please. >> Miss Walsh. >> I gonna abstain. My son is in the marching band. Mr. >> Motion passes. >> Sorry. When you go out of order with the deaf guy, that's what happens. >> All right. On to H. Treasures agenda. Yep. All right. Nate, good to go. Think we got working? venue cable. There we go. Okay. Um, so again, this is the month of August. Um, this is where we get our big uh property tax bill. Um, as you can see the first two uh slides. I can make this bigger too. We don't need all that. Make it bigger. You guys see it? So you're not squinting. Um so I see August we

184get our big we get remember August and March or sometimes April if they're late we get our tax settlements this year. Um those two top figures if you look at a little over 20 million um actually is a little bit lower um than I was anticipating. Um so I have a call in to um Franklin County right now. Um I got when I first got it I got I got a call into to them and they said that the refunds were a lot higher about quarter of a million dollars this year which means refunds back to the taxpayers. But um I was still a little bit light. So, as soon as I get that information from them because they're looking into it because we actually went down in my revenue. I mean, we actually went

185down three quarter something dollars from last year. So, everybody says our property tax was going higher and stuff like that. We actually lost 750,000 from last year. But, they're looking into it because they think that's kind of weird. Um, but they did say one thing is the refunds were I think last year they 30,000. This year they're 250,000. Um, and that's just refunds going back to people who want who were who were doing the refund. Um, Utilities actually went up. All the loss came in like residential and commercial. So >> delinquent >> delinquencies are up a little bit too. I mean in the past couple years I was going up I was going up 700. So I'm not only up 750. I'm down 750 which is worse. But I got a call in said she

186got better refunds. I saw that. But yeah they're looking more into it on how that can possibly be. Property tax is going up for everybody. >> So as soon as I get information maybe they go up. I don't know. But yes, so that's so hopefully there's something, but they still haven't back to me yet. Um, but other than that, the unrestricted graate hit my number 3.4 plus the 600,000. Um, and then our profit tax allocation. Um, was you go through those salaries, benefits, 8 million. Um, so we profited our revenue, our expenses almost 18 million still. Um, so that's still good. Um so that kind of is that slide. Again once I get the information from them I will share with the board uh charter receipts. Again this this one of course um the big

187piece of the pie is the uh property taxes. Um as as you can see the only 17.8 million and then 2.7 for personal property expenditures. Again like always 77% is personnel and employees retirement insurance. Then you got some purchase services and a little bit supplies. No, it it fluctuates some sometimes we get like remember like last month supply is like 9 or thousand so it it's anywhere between 73 and 80%. Is that so? Yeah. Uh again change priority you can see I mean as you see I mean we're down 740,000 from last year. Um but our change of property taxes like I said utilities went up half a million. Um, but still, how's the residential and commercial go down? 750,000. I get it. 250,000 to explain the refunds, but don't understand it. So, like I

188said, as soon as I get back with me at the answer, I will get it to you and hopefully there's an answer and we'll get the money later because it just seems odd to me. Everything else kind of uh flows uh with it. Um 3.01 um salary amounts 3.04 um was actually went down um supply cost in last year. So this one's a little bit lower because if you remember we had a big supply cost last month. So this one's a little bit lower. Kind of eatens out. Um and then cap outlay was lower because we didn't buy as many buses and stuff. And networking was last year. The room networking. That's why that was a huge decrease of $700,000 from last year. Um and then this year we have not had to transfer out

189this year with the 1.2. So that is the difference in the change year from last August to this August. So, how are we on are we still track abatements and >> Yeah, that's all. Yes. And I see like I think hopefully that's part of it. But >> but the abatements should some of those abatements should be coming off >> should be coming off. Um but Carrie Rich is really great. I mean I've worked with her for 22 years my previous and she was confused. >> Okay. >> So yes, hopefully there's a good explanation. >> It's just not property taxes went down because that would be news. No, Carrie Richie is the Franken County auditor and I've worked with her over 22 years when I was at my previous district. Um, and she was very confused

190at why property taxes went down. Sorry. >> Yeah, the priest. Yeah, >> good point. Um, so let me get off that back to the board. Um item number two. Um I have a motion treasure recommends that the girl for mass schools board education approve the permanent appropriations. >> So moved. >> I'll second. >> Mrs. Gray is first me a second. Lots of discussion. >> And again this is we had temporaries already earlier this year. This is actually permanent. So we make sure we pay the bills, pay salaries which is always important. >> Has anything has anything changed from the temporary? uh a little bit because temporary we didn't know all our grant numbers and and we and we don't know exactly in July we don't know exactly those numbers so it went up a little

191bit but it's in line with my five year forecast that's the big thing temporary is kind of temporary but this is in line with my five year forecast okay roll call please Mrs. Walsh >> I >> Mrs. Gray >> I Mr. B >> and Mr. I motion passes. >> And the final thing I have here is just uh make an update to the to the admin office hour the DSSE. Uh right now we have a transportation uh person um in the in the column where it says like supervisor treasur's office and stuff and instead of just keep adding on names I just want to add transportation to that column. Um I can pull it up here so you guys can see it. Um so instead have to keep on because right now remember CBS is

192paying for this person and remember also by November 1st CBS could be paying for our payroll person. So instead of saying you know payroll person this and that if we just put transportation under the treasure treasures office supervisor tech maintenance emus then we don't have to keep adding names. >> So you're adding a new level or a new column. >> Nope. Nope. Just add transportation to that >> treasur's office supervisor check em maintenance. just add transportation. So I don't have to do laid on and then payroll and all that. It's just gonna say transportation. It's the office supervisor check EMS maintenance back that column. I'm just adding transportation in there. So it covers all the people on transportation. So we don't have >> adding the word >> in the word right. It's no more money.

193We're not putting in these steps. So we're done doing that. It's just adding the word transportation in this right here. Right. We're just adding the word transportation. >> Yeah. No money. staying the same. >> Yes. >> Transportation. >> And which why we want to do that? >> It'd be easier. But remember CBS is paying for one this year. >> Sorry. >> Let me read the motion. Sorry. >> All right. Sorry. The treasure recommends that Gro Madison for education approve of adding transportation to the treasur's office supervisor tech maintenance. >> So move. >> Second. Sorry. So, this doesn't change anything as far as us understanding who we're approving or who's working over there. >> Yeah, Tanya. No, correct. Tanya Williams is working over there. But remember, we could add, like I said, another payroll position. So,

194I just want to keep adding words to this. If we just had transportation on there, that covers everything. >> So, are you saying by changing this, we could add transportation people without us knowing it? >> No, no, no. That'd always come a for you be hired, obviously. Okay. Roll call, please. Mrs. Walsh. >> I. >> Mrs. Gray. >> Hi. >> Mr. Bar. >> Hi. >> And Mr. G. >> I. Motion passes. Superintendent recommends Gilport Madison School Board of Education go into executive session to consider the appointment, employment, dismissal, discipline, promotion, demotion, or compensation of a public employee official or in the invict I'm sorry or in the investigation of charges and complaints against public a public employee, official, lency, or regulated individual unless the individual requests a public hearing for highrise code 121.22. So move

195>> second to roll call please. >> Uh Mr. Kersner. >> Hi. Mr. Bar. >> Hi. >> Mr. Gray. >> Hi. >> And Miss Walsh. >> Hi. >> Motion passes. It is 9:47 and we are in executive session. I guess. Yes. >> It's 10:46 and we have returned from executive session. On to item K, comments, announcements, and other business. And we've got an update on legislative bills. >> Yeah. Um Libby asked me to talk about this man Jame so I can talk about it. Um there's again these are just bills introduced. Nothing's happened yet. Um but they they could be uh not good for public education. House before 20 eliminates continuing levies to ensure each generation has an opportunity to vote on taxes they pay. Uh discontinuous existing contin after tax year 2029. So obviously all

196of ours continuing that would be Obviously we have no funding then from property taxes >> may about yes of course they don't have any way to fund the problem with that one is fire roads bridges like everything like so they got to come up um the other one's house 421 which is this bill to create process allows citizens who believe inside mill is too high to send the issue to a balance so this is kind of getting property taxes And then the third one um it talks about the increase approval threshold for tax levies. So if levies under one mil would just be a simple majority levies between one and 1.9 mills would require 60% majority and levies 2 mills or higher will need 66%. Um so I mean 66% I don't know how many

197bills would ever pass or leies would ever pass or 66%. That would be I mean most lies are over two mills. >> Yeah. My thought was if they get rid of all the continuing >> then you have no >> you have nothing and you're going to have everybody's going to have to get 66% to put all of that back on. >> Yes. >> That's three bills introduced now. And and again I don't like property taxes but like you know got to pay for somehow. So that's three bills that they brought up and so I did some research on stuff. So >> we'll see. >> Yeah, I read that in that one article that we get every week we get from OSDA and that was brought in and I was just like, "Oh my goodness, this

198this could eliminate public education." >> Yeah, because as you saw property taxes are what my forecast about almost half my budget. >> Yeah. >> Right. But anyways, that's that's >> Thank you for >> doing that. Appreciate it. >> I just had two quick things. One is it seemed like the cell phone policy between the middle schools and the high school um the way they track is a little ad hoc. I don't know if maybe it's worth considering standardizing between the schools so that staff is more familiar. >> So the the middle schools are actually doing this before this year already, >> right? And keep in mind they're 500 students and the high schools over 2,000. So I I think we can have consistency between the middle schools. Um right I can say that I spoke

199to them about as we were talking about implementing this and they have worked real close with their building leadership team and they're doing what their school likes. Okay. So, we talked about doing a consistent document or form, but then they went back and they like the way they do it at each of their schools. So, why if it's not broke, don't fix it. Then the other thing is the closed captioning is really maddening. It's hard for me to know. I don't know if there's a better AI platform or something to help with that. I also think maybe it would be helpful if the people speaking could what I'm see maybe maybe if it's on the on the screen or or maybe there's a screen up there because um if you all could see what I'm

200seeing it would make a lot better because it's I mean I can't I don't want to keep interrupting and you saw the stuff I'm seeing I have no idea what's being said it's not great seems to be somebody like softspoken people quick talking people or just terms that like abbreviations and things that I don't know what they are and then it turns it into David or whatever. Um, so a lot of times it's it's little used words or people talking really fast and soft, but regardless it it jumbles. It creates some really hard to follow information. So >> it is really really bad. And the other problem is not knowing who's speaking from one person starts and one person stops. I have no idea. Um, I would like to request that uh assisted listening device

201because I really am having a very hard time following some of this stuff. And >> when we I noticed that I just want to Okay, try. >> We did have one of our vendors offer to come in and hook her hook that loop up for free. I don't know why it never happened. Yeah, she has it here. It's been sitting here forever. That's it. So, if I um I'm just curious that if I have this where I'm using it. Where' this go? Oh, crap. It's wait a minute. Hold on. So, I was just curious. Yeah. See, so if we use Do you see that, Libby? >> If we use the board docs and then we just push, you can usually microphone push. I don't know what the sequence is for this, but on Zoom calls

202when I do those or Google Meets, I push the button the space bar and speak. But if you look at this, it tells you who's speaking. So, there's a way to do it. >> Says the state. >> Well, that's probably picking it up from somebody else. >> I don't know. But I It's obvious there's a way to do it because they're showing me when I'm speaking We don't have >> It's showing both actually because the microphone over there is picking me up. That's why it's showing both. But if we had it set up where it's just picking up the one person, then you would see who's speaking and it would make a big difference and it might even be clearer because you're speaking right into the microphone that is being used, not across the room

203picking it up. >> That's all I'm saying. That was Google Me. >> Oh, that's YouTube. >> Oh, that's doc. >> It's actually in our board doc. So, here's See, it's >> picking up um both. Well, now it's just picking up me. Not that that's Nope. Both because the one over there, Nate, or one of those over there is also on. or that one right there in front of us is on, but that's across the room. I don't know if it's as good. Um, it appears to be a little delayed. >> So, I'm just saying I know there's ways to fix it and we need to figure that out. >> Okay. See if Yeah. Anyone have any >> I just have one. Um the kudos to the staff at the football games last two have been

204amazing. Um no issues, right? I have I have not seen anything. Everyone seemed like they were having fun. Yeah. Knock on wood. But no. Um so great job to to all of the staff >> and I forgot. Could we get an update on what happened to middle school where the bricks got taken down the wall got taken down? >> Was it Brand one of the delivery trucks? backed into it. They came in and reported. They have insurance, so we'll we'll get it repaired. >> Anytime that happens, it's better to hear it from the the district than the public. So, let us know when you when it happens if you don't mind. >> Right. Um >> I would like to say congratulations students to a great start of the school year. We haven't heard any bad

205things about fights. It's appears they're basically following our cell phone policy and yay, kudos to them, right? and the staff too because obviously they've been doing a bang up job. >> All right, on to adjournment. Can I get a motion to adjurnn? So move. >> Who wants second? >> Second. >> We'll do uh John first and second. Um roll call, please. Mrs. Walsh. >> Hi. >> M gray. >> Hi. >> Mr. B. I >> and Mr. Gerson I. >> It is 10:55 and we are church.