001support and inspire therefore every cruiser will maximize their unique purpose potential and power to produce the results they want board norms as leaders of the district we will always strive to one support the mission and vision of the district two be prepared informed and ready for meetings three respect one another's elected representatives of the community be open-minded and recognize one another's strengths the values of diverse perspectives and mutual commitment to the mission and vision of the district four allow members to complete their thoughts and statements before others comment allow members to be heard and listen to all perspectives with an open mind five stay focused on all tasks at hand and respectfully redirect each other when needed six maintain confidentiality and communicate per board policies ensure trust and transparency in all dealings seven after a
002vote is cast leave the meeting as leave meetings united as one voice no matter the outcome thank you thank you moving on to c the adoption of the meeting agenda so moved second miss now doe barker sorry can we have the for the agenda right yes so could we have the um item i six move to number eight under okay well can you repeat that please yeah under uh g under the super attendance agenda can you start over miss walsh could you repeat that please can you repeat what you said so we're not following the change of requesting oh i'm sorry that's okay thank you so i was running the item i6 and the consent agenda moved out of the consent agenda into item eight in the super attendance agenda would that be all right
003yeah we can do that great you have a second can you why why do you want to move just so i know before we do it i i just want that out of the consent agenda really we don't have to have a motion to do that if somebody wants something out of the consent agenda it needs to be moved out of the consent agenda well no you just need someone to second it so i wanted to support i just don't know why we're moving it so that's why i was asking since you're requesting it i think we don't need a second to move it out of the consent agenda according to robert charles but i want it out so that we can have it to vote on it separately it's a hundred thousand dollar contract
004and i don't think the public for the people i talked to who saw the agenda they don't like it being shoved there why are you hiding that in the consent agenda so i said well fine we'll just move it out and vote on it separate not a big deal yeah we can move it out i would also like to make a motion to add to the recommendation for executive session to add any matters uh required to be kept confidential by federal law or rules of state rules or state statutes all right i'm in motion i need a second i'll second that motion madam treasure can we get a roll call on the current motion hi any more questions comments or concerns for the consent or for the uh the agenda meeting meeting agenda i'm sorry
005i can't think tonight can we get roll call please on the agenda hi mrs gray hi mr snyder hi mrs walsh hi mr ballard aye motion passes on to public participation do we have any there is no public participation um so e onto presentations and recognitions madam superintendent i am going to give the treasure just a second cause i know she's typing minutes um she is going to share the first recognition but while she's doing that i'd like to welcome our mayor and city management and city council members up if you'd like to come up they are going to present the board of education with the tax abatement check and i'll let our treasurer share a little bit about that we are grateful for the partnership that we have with the city on these matters
006as our community grows often there are enticements to encourage that growth and sometimes school districts suffer for that and the city of grove port has ensured that when there are tax abatements for growth to encourage that growth that the school is held harmless and we have this partnership of the revenue sharing agreement we're very pleased that they look out for us in that regard and that they ensure that we are held harmless and generously share their tax revenue with the school district okay thank you felicia board president snyder board members superintendent ogden it's an honor for me as mayor of the city of grove ward to come to this board meeting and present this nice check this started back in 1999 when grewport started annexing and bring the warehouses and and we had a partnership
007with schools to share the tax revenue so this started in 1999 and we're going to come last year with the covet but we're here tonight we've already given the chat to the city or the corporate madison schools but we're here tonight because we thought we need more positive not only for our school but our community because i said from day one our community is a great place we live but without our schools you help us succeed in what we're trying to do so on behalf of the city of grove ward jeff i not only do i want this but i want all the boards okay right now what's i forgot to introduce our great council people to the city and myself 75. right in here i think we're good thank you again thank you mr
008mayor and council for that generous 1 million two hundred five thousand six hundred eighty one dollar check so first of all thank you to the school district being a good partner in this you know what we have going on in our warehouse district and businesses coming in would not be possible without the school also supporting tax abatements for this and that's why we've always thought that it's important for you know the revenue sharing with school districts without the schools partnership in this we would not be able to do what we do with the warehouses and certainly without tax abatements the warehouses would not be here so it's a hard thing to say and i've heard it before that hey you know you're giving a tax abatement but at the same time without it they wouldn't
009be here and we would not all be capitalizing on you know what they bring to the community and the revenue that they bring allowing us to share this with you so i want to thank the school for the partnership in that certainly it's i understand what people will say about it but at the same time it's important to do so thank thank you thank you thank you would you like me to go ahead the next presentation we have is this month we are highlighting glendunning elementary school and we have our principal kurt brogan and assistant principal katie vanshoyk here uh here to share with us about glenn denning elementary thank you and thank you for giving us time to share i that's gonna be tough to follow though i'm just gonna be honest i mean
010i don't have a challenge it's gonna be hard to follow but we'll try so um we wanted to talk about how we are using how we're using our aim to kind of meet the goals that glenn denning so um you guys know because you see this i think every month when every every building presents that this is our in graphic that we focus on as the as the district and so we're going to go into each one of those sections real quick to talk about some of the things we're doing to try to to meet our goals in those areas so the first thing i want to start with we have a three art pledge that we do with our kids every single morning miss van and i do video announcements so every morning on
011the video you'll see us go like this and every kid in our building says the pledge and it's the pledge to be ready act responsibly and show respect because i'm here to learn and we've focused on that the last couple years and we've seen a lot of growth with our kids in those three areas because to us those are really important so i kind of wanted to share that with you guys and then if you go to the next slide we're going to talk about academics and um we talked at the beginning of the year that our our goal for this year is try to get back to where we were um in 1919 and 1920 and so the data you're looking at here is our third grade um our third grade fair results so
012how many kids in our third grade in the fall past the test and if you look at our numbers in 1819 we had 21 of our kids actually passed the test but then met the guarantee means we had 51 of our kids met that number that we had to hit for them to move on to fourth grade because of the guarantee so that's what those numbers are and if you'll see we were at 21 in 18 19 31 in 1920 2021 we did go back a little bit which we anticipated back to 20 but this fall we actually jump back up to where we were pre pandemic which to us was a really big success and it showed that our kids are really working hard and we actually had a higher percentage of students meet
013the guarantee than we had um pre-pandemic so i think that speaks just a little bit to our academics i got a couple more slides about that um this one's kind of hard to see so i want you to kind of look and i'll show you kind of where to look but the top one is this is our irate data so this is a new program that we're using this year in place of map to try to judge excuse me how our kids are doing uh they give it they give it three times a year so we took it the fall and then we took it in the winter and this is our data to kind of to kind of compare those two and that first chart is um progress to annual typical growth so in
014reading um the goal would be to get 50 or above which means if you have 50 that means your kids grew that half of year they needed to grow in that amount of time and actually our kids were more at 77 instead of 50 which means our kids are showing more growth than they were expected to show the first half of the year so our goal is to to increase that even more by the end of the year but what i want to point out to you guys is that second graph is our distribution with our um but this also translates to the state test which is based in the five quartiles too um this the color chart shows um students who are in the red are three three or more grade levels below and
015that's so those are both that's the the little striped red right here um if you look at the stripe red and the two grade levels below so our most at-risk students at the beginning of the year we were at 30 percent of those students and now we're at 14 so that's cutting that in half which says that we're moving those students up which is great that's what we want to do yeah but the other end of that is the green that they're above we went from eighteen percent to see if i could do my math two thirty forty one so we've shown a lot of growth from the beginning of the year to middle of the year and that's kind of want to show this chart i know it's kind of hard to read down
016here but that's what these percentages are at the bottom i think that's important because that means we're not just moving our most struggling students or those in the middle or the highest we're moving them across the board which is really important and so this is reading if you go to the next slide this is our math data again it's the same kind of thing we were at 69 percent so we were above that 50 mark that we wanted to hit um and if you look at the bottom um we went from we were at below to now we're at 20 and then if you look on the high end of it we went from six percent above to 20. so we're seeing some gains one of the things that we decided to focus on as
017a building is more on our math because we're not seeing that much that as much of an increase as we saw in reading so if you look at those two charts you'll see a lot more green and some less red in our reading area than you do in our math so with our um tbts and some of the things we're focusing on with our teachers we're doing some cohorts where we're doing small group instruction for math to try to bring some of that up even higher so that's our academic section um the last one i wanted to talk about this goes with our academics too i forgot this was on there this is projected proficiency though so this this number is based on hybrid projection so it's going to take where we where i ready
018says kids should score on the air test or on the state test so we have our goals that we set at the beginning of the year and that's in the yellow so our third grade goal is 50 4th grade was 61. fifth grade was 61 for ela and then you see the math now with the math i put an asterisk beside fourth and fifth grade because those group those are adjusted um we talked about this at blt at the end of the year that looking at our initial i ready data some of those may have to be adjusted based on how the kids scored on i ready at the beginning of the year so those are adjusted down a little bit to try to meet the benchmarks we're trying to hit so if you look
019at this um where we're projected right now based on our based on our winner data if our kids grow typical which means that 50 i talked about earlier those are the percentages we would have for reading and math and then the stretch growth means they get to 80 so basically they've grown better than 80 percent of the kids at their age level so the goal that we have being there was try to get those kids to that 80 which is our stretch goal if we get to our scratch school you'll see we'll be above our above our goals in every single area if we can hit that stretch that stretch growth which we're trying to hit so and again if you look at our data from earlier we were at 77 and 69 so we're
020we're edging towards that ever so slightly and hopefully we can get there by the end of the year what's really exciting is um kids are excited about the growth that they've made teachers are having conversations with them about goal setting which is really important but they're seeing they're seeing um i think the power of what i do every single day matters because it shows up on this test and that matters because it's helping me to reach my goals and so they're connecting what they do on the daily in their classrooms with how they're performing and whether they're meeting those goals or not which is really important because if you can connect every day when i walk in is one more day that i'm putting pennies in the bank towards meeting my goal what a powerful
021thing i know i use that to motivate myself as an adult so it shows that our kids are on track to meet that typical growth that was that first chart that was in the blue on the top for reading and math we're on our way there we're more than halfway through the year and we're more than halfway through those typical growth goals but i think we're going to meet the stretch goal for a lot of them i know our kids are motivated and they're ready and our teachers are really liking what they see in the data so thanks for purchasing ireti shifting away from map i know we're really excited with it as a building um also with iready it's not just a test it's daily practice so these results then go into personalized learning
022pathways that kids are practicing to meet their individual needs so it's all connected which i think is really powerful yeah it's really good to have that connection that we haven't had before can i ask a question sure i just wanted to make sure i understood these percentages so in the yellow yes that is what you're saying so say for math you're saying 60 of the third graders will be proficient so this is based on the 1819 pre-pandemic uh proficiency on the ohio state test right so if our goal is to get back to where we were before the pandemic and make up that ground from the past two years it looks like we're on track to do that so that to the but we're saying that typical it's showing that 49 is one yes but
023you're thinking that we could get to the 16th if they make typical growth which is one year's worth of growth but a lot of our kids have made over one year's growth and that was from fall so they took the test in september to january so a lot of our kids have already hit that typical year's growth from fall to january and we're anticipating they're going to meet that stretch growth which either helps to close the learning gap if maybe they're below or behind in an area or accelerate beyond okay okay i just wanted to make sure i understood it correctly yeah thanks for asking um if we go to the next um the next section we're going to talk about our intention and this is what are we doing to be intentional about some
024of the things that we saw in our data so go ahead and click today so um some of the things that we have kind of adjusted or modified to try to do a better job of and one of those is the rrti process um we have had 20 students go through our formal rti process and many of those have had multiple meetings um and the beauty of that is we've had 95 attendance from parents um we try to ask parents to come to every single one and 95 of our meetings a parent has been in attendance which is phenomenal for us uh because that's at the end of the day we look at rti as a process and a group of people that are coming together to make decisions about kids and how do we
025do that without a parent involved so we we worked really hard to try to make that happen um that was one of the things i think the pandemic actually helped us with because we do a lot of the meetings virtually which makes it nice for the parents because they're able to stay at home and they can still give input and we have enough i mean typically our rti meetings are seven or eight different people at the table everybody involved in that and that child and what they're doing educationally to try to help so that's been a really big plus for us um the next point on there 35 of our students have had an intervention plan in panorama for reading math behavior and seo and that program we're trying to use to track that data
026because we want to see here's what we're doing but a lot of times it doesn't carry over from year to year and with panorama in that program that we've been using we'll be able to do that so if for example we have a first grader who has um some intervention plans in panorama because they have title one reading what did the title teacher do with them during the year did they show growth during that year and then when they go to second grade that second grade teacher whoever's working with that student can see here's what they did in first grade here's the goal here's how they projected here's how they did and here's where we need to move forward so that i think is very helpful we don't have as many plans in for math
027behavior and some of our sel data because we've we've tried to get this rolling this year and so most of our plans are focused on reading and are in our title program and what we're doing with that but we're working on getting some of those behavior plans in there if we have a student on a specific behavior plan because again that shows here's what we tried and yes it worked because we have data to back it up or no it didn't so what else can we try and it kind of tracks that that's also nice because it goes from year to year and school to school within grove court so when students returned maybe to their home schools or they go to a different school let's say they transition up to middle school or high
028school all of that stuff is historically saved so you don't have to start the process over um so if a student is in rti or response to intervention you aren't starting from you know square one the next year you're able to look through that and say here's what the team last year tried here's what worked and what didn't so here's how we can start from day one supporting that student so i think that's really important and then that chart that's below there is just our number of um out-of-school suspensions uh gap in school suspensions emergency removals and then our total behavior offenses and again one of our goals was to to be back where we were in 1819 or better and so if you look at our numbers in 1819 they were a lot higher
029than the numbers we had last year obviously and then this year you see a little uptick in those numbers um but keep in mind last year we didn't have the number of kids that we have now um but we're doing really well at keeping our numbers below everywhere in 1819 and that's a testament to every single person in our building it's a testament to our parents it's a testament to our teachers our aides everybody because everybody has a hand in helping our kids learn and grow and trying to keep them on the right path and not have some of those mistakes that we've seen yeah go ahead so you're saying this year we've had three total students with out of school suspension yeah we have glenn denning how many students uh 460 about 60 yeah
030not bad but we we worked really hard to not have to do out of school but i mean that's still low i mean three total students in the whole year out of over 400 students i'll tell you when the state encouraged everybody to decrease the out of school suspensions keep kids in school we were a little nervous because when your numbers are lower oh then you've got it you know get it even lower and so it's been nice our whole team at school i think has pitched in this like mr brogan said is a team effort you know we had a custodian today student was vandalizing the restroom and our custodian came up with hey i really want that student to work with me tomorrow during this period of time that's a consequence you know
031and that's also meaning that every student every lesson every day and i feel like everybody who works at glenn denning feels that and understands that responsibility that even if i'm the custodian even if i'm the nurse or the secretary or one of our aides we are all still responsible for teaching every student every lesson every day it doesn't happen in the classroom it's not traditional but that's a lesson for that student and i bet we're not going to have that student vandalizing our restroom in the future but also pride and ownership in our school so glen denning's a different place i've been in a lot of buildings in the district out of the district working and we own our students every single adult that works in our school owns our student and that means that
032we own that behavior and we take responsibility for it so it's not hey i'm gonna send this kid somewhere else because they're not my problem anymore no they're always our problem and they're always our joy and our gift and our struggle to work through and with and so i think that is a testament to those numbers we didn't include the 2021 school year because that's when half of our kids were online half were in school it's just not even comparable to look at those discipline numbers um versus this year but glen denning's a pretty special place i i hope that we show that tonight and i'll go back to that's why we do the three r's because that's what our focus is and the kids here every single day from all of us um so
033that's that's basically our intention stuff if you would go to the next slide um our mindset i'll talk a little bit about our mindset um because that's kind of where we left off on the last slide when your mindset when people feel effective when people feel like the climate and culture in the building is a good one then kids want to come to school adults want to be at school parents want to send their children to school and that's what we're having here but we still have room to go and so the goal for the district for the past few years has been to work on teacher efficacy that belief that we can do the most difficult of tasks you know it's like pete rose if you walk up to the plate and you feel
034like you're gonna strike out you're gonna strike out but if you feel like you're gonna hit a home run every time and you're gonna have much better odds and much better success so developing that mindset with our staff that we can work with the most challenging of students we can work with the most challenging set of situations and boy has the past two and a half years really tested that with us but also our collective efficacy so as a whole building and as a district we feel like we can do difficult things this is from our panorama survey that we give twice a year to staff we also have one to students and this shows teacher efficacy so you can see that fall 2018 to spring 2019 was a really special year and our climate
035and culture at our building it just felt better there are a lot of things that happened that year but it felt better and you can see it we went from 55 positive teacher efficacy to 81 huge um and then uh fall of 2019 you always see a little bit drop off from spring to fall because you've got brand new kids and boy it seems like i'm never going to get this under control i'm never going to get to know these kids and we saw another uptick in the spring of 2020 but what's really exciting is the spring of 2020 our teachers took this from home as they were teaching kids and still it went up to 89 so even when our teachers were home teaching kids they still felt like i've got this even more
036than the previous year when they were in their classrooms in a typical setting so that's pretty impressive um we've seen kind of a fluctuation the past couple of years but i tend to think of everything we've thrown at staff teaching online teaching in person teaching half your kids teaching with math spreading out your classrooms all of that and you've got kids who are nowhere close to where you're typically used to academically or behaviorally so all of that builds into how am i feeling about being able to move my students and make progress and so we saw a little bit of a drop in the fall of 2021 our most recent data we're at 77 so what are we gonna do about that um tbts are moving towards grade level set agendas i have a lot
037of grade levels we have a lot of grade levels that do set their agenda they do most of the talking our teacher-based teams during their planning they're working on what they want to focus on which is exciting because they want to improve their students and teachers learn best from each other just that talking and dialogue something else that we're doing is we're starting every meeting with celebrations and for some of my staff they don't like to brag about themselves they really don't but they do love to brag about kids and so it's fun to watch their eyes light up and they tell you about the story about a student and one of our jobs this year our commitments mr rogan myself has been now why did that happen and they'll go oh well because he's
038been working really hard okay why did that happen well because um his mom knows how important well why did that happen because at the end of the day it's a lot of what those teachers are doing to build that rapport and to motivate that student so starting meeting with celebrations everybody likes good news when we start out building professional development's been focused more on teacher collaboration to improve student achievement giving teachers time to meet together because some of our teachers they don't have common planning time so it's nice to be able to give them time on professional development days to meet together to share what's working for them something else we're doing is we're using all of our i ready data and next step data to show student growth and teacher success making sure that
039it's visible to our staff how our whole building is doing and that's that idea of owning students because this year we looked at our third grade fall reading scores and they were great you saw that earlier but we showed that to our second grade teachers and to our first grade teachers and to our kindergarten teachers because they're the reason why that happens and so connecting our data with all of our staff something else that we're doing which i'm really passionate about is that we're using the zones of regulation to help improve student discipline we presented with you last year we talked about this that this was something we were gonna do and so if you aren't familiar with the zones of regulation it's uh colors uh four colors on a chart like this it can
040look many different ways but the same four colors and all of these are based on emotions and based on those feelings and the energies that they provide our panorama data said our students were having really hard time with emotional regulation what do i do when i'm feeling the extremes a lot of our adults have issues with that too this is part of our commitment to our discipline it's part of that commitment to ending prison to pipeline or the school to school-to-prison pipeline if we can help our littlest students to understand what to do with emotions and that it's okay to feel them but how do i get myself calm and centered again i think we can really change not just grow for it but the world honestly this chart every teacher has one in their
041classroom it looks a little different our guidance counselor spent the first month of school and subsequent lessons going in we talk about it on the announcements so it's a building-wide initiative where if we have a student who's explosive our student comes in and maybe their hood's down and they walk in the building you tell something's just not right i can simply say to them hey what color are you in right now and that student typically says blue because blue is low energy that's i'm tired i'm hurt i'm sick but i'm feeling really low energy okay what helps you when you're in blue how do you get back to green which is calm ready to learn happy you know a more peaceful state and by now in the year most of our students are able to
042say oh taking deep breaths really helps me getting up and taking a break and taking a lap around the building helps me get back to green or if i'm in red instead of flipping a desk and getting really angry so i get sent out of class i know i can ask my teacher for a break i know i can ask my teacher to go to the calm down corner or my teacher will help me take deep breaths or use a fidget or something to get myself back to green and so we talk about stopping naming your feelings and then calming down and using tools to get there it's making a big difference with our students i think it's making a big difference with our staff and the way those conversations are um i tell kids
043all the time this fan's not always in green you know sometimes i'm in red sometimes i'm in yellow and here's what i do so i think it's important that we recognize it's okay to have feelings it's what we do with those and how we move through those so i'm really excited for our panorama data to come back with our students to see if it's made a difference on that with their emotional regulation yeah you asked us the question about the our numbers of suspensions and things i go back to this chart because i think this chart's having an impact i had a kid tell me today i was on blue and i had can you explain why you think i'm a blues like well because i made you sad and you're sad right now so
044how do we get out of that like a student said that to me and it's like i think that speaks a lot to what we're trying to do and how our kids can start understanding how to handle their emotions and know what to do with those situations it's just having a big impact and a detention doesn't do that a suspension doesn't do that but a conversation about where did it all begin and why did you make that choice really can impact it because kids can trace back and go oh i did this because i was in the red next time i could do this and they listen i mean they process through it makes a big difference so that's really our three areas of fame and why we're doing what we're doing so thank you
045for giving us time i just wanted to make a comment on this and have never thought of it this way on that intention work when you're saying that it goes from one grade to the next and they have all of it and i never thought of it as a way is it's just almost like a doctor's report on you and now every hospital knows everything everybody knows so that when you go they know exactly what they've tried and what yeah and i never thought of it that way but that's that's exactly what's going on here is that we are taking that child and everything about that child is moving to the next grade you know i think that's that's a really neat program today well the good thing is is we're not the only ones
046doing it like the whole district is doing that yeah right and and i'll shout out our special ed department because they've been having these transition meetings to help pass off students who have special needs from fifth grade to sixth grade or from eighth grade to ninth grade when they're transitioning to a new building brand new staff they have those conversations about here's the best way we're going to transition here's intentional things we're going to do but what panorama allows us to do is do it for everybody and also across years so maybe the student had a really hard time in second grade and we did some things and two years later they're right back there and we forgot about what we did well it's all in panorama and we can go oh uh-huh we got
047that or two years later they're at a different school and they can see that i just want to thank um katie and kurt for everything that they do at london thank you guys all right our next presentation um per board request and it's good timing because this is hiring season is a hiring update from our executive director of human resources matt signer all right good evening everyone um i'm not used to doing powerpoint presentations that much so i'm gonna stick to my script and hopefully not ramble too much and i hope the shots that you're looking are legible but i can help you through those as well all right scott ready to go so i was asked to provide several updates from our human resources department that included the following first a refreshment senate bill
048one substitute teacher flexibility in relation to the two otterbein students that we had initially talked about uh historically black colleges and universities hbcus and utilizing these students as building substitute teachers next would be our minority recruiting plan the challenges that come with that what are we doing and three years of data to kind of show us you know where we have been and hopefully where we're going i also talked about retention rates i was asked to um share some data with that and i have a few years of that since i came here three years three and a half years ago and then finally employment or employee exit surveys which is part of our off-boarding checklist that i'll wrap up the night with next slide so as a refresher uh senate bill 1 allowed for
049substitute flexibility as a solution to the substitute teacher shortage you may remember that basically it says that school districts can hire anyone to be a substitute teacher they simply pass a background check you the board passed the resolution back on december 8th of last year on behalf of at the time two otterbein students who were going to be graduating in may and had some time they could sub with us um and i know mr snyder has asked for an update on that the bad news is neither of those students are with us today um the first one ended up taking a job in marion a full-time teaching position that became open at the time and the second one never shut up to his interview at madison elementary and honestly to as of today i don't
050know what happened to him i tried to follow up with him he never called he never replied um so i hope he's okay but um the good news that came out at least so far is that we currently have nine substitute teachers who have taken advantage of this legislation working with us and four of them are black females and a couple of them are even building subs and are doing a great job so good news came out of that next slide uh historically black colleges and universities hbcus i was asked to check on the possibility of our state hbcus providing sub teachers for us under this approved resolution you may or may not know that ohio currently has two historically black colleges and universities they are central state university and wilberforce university and central state
051is the only public hbcu and the only one of the two that has a teacher education program so when i contacted central state i was informed informed that they only had 10 education students on track to graduate this may and that they were all slated to complete their student teaching during the second semester so additionally i checked to see if any of them were from the columbus area was told they were not which would also make that difficult to commute the 90 miles back and forth on a daily basis just to sub so moving on um to our minority recruiting plan uh without a doubt i will tell you the most difficult part of my job over the last 17 years as a human resource director no matter what district i've been has been recruiting
052and hiring minority teachers we know that research has consistently shown that teachers of color help students of the same race or ethnicity perform better academically they help white students understand increasingly diverse cultural world around them and they help their peers stay in the profession longer however the biggest challenge i have faced over the years is an ever shrinking minority candidate pool currently 94 of ohio teachers are white and only 4.3 percent of ohio teachers are black and what's even more alarming is we recently heard that individuals enrolled in teacher education programs in ohio have dropped by 52 percent and at the 48 currently enrolled only 2 percent are black in addition to that as we start to feel the effect of a national teacher shortage here in ohio and this will be a slide move
053on next one scott that you may not be able to read but if you can see the number of current and this is ohio state students who are on track to graduate this year there is only one physics teacher three life science teachers one integrated science teacher and only eleven social studies teachers to name a few now eleven social studies teachers humans seem like a lot but i'm one of those people and there used to be 50 or 60 that ohio state would crank out so there's only 11 which is alarming to me so to think that how scary that could be from one of the largest universities or maybe the largest university in the all right country on all right the next stop i want to talk about is do black teachers want to
054work in growth sport so that is our second challenge and i think it's a fair question and we shouldn't assume they do some of these teachers have been raised in the suburbs and would want to go back to the suburbs i've experienced that from offering teachers who end up going in dublin worthington um pickerington i remember losing one to pickington as well within the last year or the last two years four out of the six black teachers who we offer jobs to on the spot either said no or changed their mind after they were board approved and then accepted positions elsewhere and that can be frustrating for an hr director just in the last two months and i want to share a story with you but just in the last two months we had a
055black female elementary teacher accept a position to be determined on the spot which i like to do was board approved interviewed at dunlow elementary school was offered then wanted and was granted two weeks to think about it then turned it down then it interviewed for two positions at madison elementary school before eventually resigning and then send us the following email we'd like to read and she said to me i love everything that growth court stands for and i can see the good that you are doing in the district i've been talking with some other mentors and educators and i feel right now it would be best for me to have the opportunity to better understand more schools and districts i feel this will allow me to get a well-rounded view of teaching and the education
056field i think this will allow me to be in the district or school that would be the best fit for me i'm not saying that brokeport is not the district for me but i feel that it is early for me to 100 commit to anyone right now so again there's some advantages to starting early making these offers on the spot and hoping that it sticks but here's one that um i just felt and laurie kingsley can vouch for this we did everything we could to get this this teacher here and it just wasn't going to happen next slide challenge number three is timing everything's timing we only hire about 35 to 45 teachers each year i begin screening teacher candidates shortly after a new school year begins sometimes by the time we know what openings
057we have the minority candidates that we recruited have taken positions elsewhere or like the example i just gave some candidates are not ready to commit so early knowing there are so many other options out there so it really is a nice big game of chess at least for me anyway what are we doing to recruit minority candidates to summarize what's on the slide in the nearly four years that i've been here i have yet to show up at work with the line of candidates waiting to be interviewed they are not coming to us we have to go find them that's what we tried to do we post an interview early and often to establish a candidate pool i never pass up an opportunity to sell grove ford madison schools anyone who invites me to speak
058to their students staff for organization know that i'm going to spend the first 10 or 20 10 15 minutes talking about and promoting our schools and that's just the deal i make with them you want me to come speak i'll speak but this is you know we're going to talk about grove court for the first you know several minutes we strive to find and hire great candidates before anyone else know they exist and the earlier we start the more likely this is to happen and i've experienced that we continue to expand our field and student teacher placements with local colleges and universities i will tell you this is the number one way to find students are teachers who really want to be here they are the ones that spend a significant amount of time in
059the classrooms they know what our community is like they know what our students are like and they know by the end of that experience whether they want to be here teaching that last thing on that last float about additional college field placements i've been bagging ohio state to be part of the feed program i took i was a thief student back in the 80s at ohio state and actually anybody coming in is thinking about going into education they make them go through a field placement to various school districts around central ohio it's a great idea and they finally have accepted us to start next fall and we'll see a big influx of students being exposed to our district so i'm pretty excited about that how is diversity included now recruiting um i'll read a few
060of these bullets i mean i'll read them out and maybe i'll comment on a few of them we we focus recruiting on diverse colleges and universities um hbcus we went to central state uh university last week i was at dayton a couple weeks before that um akron and toledo is also coming up for as far as a teacher job fair we offer promising candidates jobs on the spot i've done that geez probably about eight or ten times in the last three and a half years with mixed results sometimes you know they're all about it and they sign up and we find them a spot and they're good and they're they're still here others um as we just found out now isn't always going to be the case so it's just kind of hit and miss
061grow your own educational aid security personnel building substitute teachers that is a big movement now with a lot of people especially in recruiting uh diverse candidates i know paul can speak too and and he's been great about this we have a math opening right now and an intervention position open now we have offered those positions to black um black candidates one who is a building sub and the other who is a security officer and as long as they can get credentialed one with an alternative license and the other one to pass the uh the exam for the licensure they will have positions in our district so two great examples of kind of growing your own and helping them through a process through the alternative resident educator license uh we also attend local and national conferences
062for new ideas and strategies it's always nice to hear what other people are doing the american association of school personnel administrators diversity equity and inclusion summit i'll be attending that next month with superintendent ogden in chicago so looking forward to that uh we also just listened to a virtual conference through diversifying the education educator workforce workshop to the ohio dean's compact and that was great but it also kind of affirmed what we just did with the last bullet which is opening pathway to teaching which is optin ohio now that is a partnership and i know lori green is going to be helping me with this with ohio state they've asked us to be a partner in this and basically waiting for the results of a grant proposal that would help our minority recruiting and our
063shortages in tough licensure areas specifically it would establish and expand the local grow your own program it would provide pathways for instructional aides parapros and other interested non-certified staff members to earn a bachelor's degree and their initial teaching license provide opportunities for current licensed teachers to earn a secondary license to help teach hard to find teachers in other areas support field experiences and student teaching placements for teacher education students and support retention efforts by providing professional development and mentoring opportunities for teachers um so i'm hanging on hopefully in the next couple weeks we'll know if that grant was approved and those that help and funds would be coming our way the second boat to the last was just a kind of a side note too but was interesting we provided a paid internship for a
064black female social worker we have never done that before we found the funds to do that um through melissa nemi and we actually have a social work position open it's an elementary one we strongly encouraged her to apply and almost gave her the nod that this is your job you know basically to loot and um she's decided to move back to mississippi so that was tough because we were hoping that you'd be able to take on that elementary piece excellent and this is just a list of the job fairs and conferences that i kind of just talked about i can go through each one real quickly and summarize the kind of students i've been i've been seeing while i was there these are the ones i've been to dayton university um interviewed one black female
065that was it she was the only one in the program came really close to offering her a job on the spot and it's easier to offer jobs on the spot to our elementary people because i know i've got positions open and i know there's some flexibility there and knowing about interviewing some of the other license areas it's hard because you just don't know if you're going to have openings the university of toledo diversity opportunities fair so this is one that i wanted to experiment with this was an all major fair but it was open to education majors as well and i think i'm ahead of myself a little bit but i think the next slide will show you and it's hard to read that for a month and a half we had posted on handshake
066um our interview spots we had 24 interview spots saved for the university of toledo this diversity job fair and at the end of that month and a half nobody had signed up and i'm thinking hmm is that just growth board but i had talked to the hr director in new albany who was also registered for that job fair and she didn't have anybody to sign up for the fair either so that was disappointing um otterbein university we interviewed virtually otterbein university one of the candidates i interviewed was black female and she was the one i offered the second one i offered to position for she accepted and will be teaching third grade at madison elementary next year so that's one that worked out well um central state university no i'm sorry catholic university um one
067black female was a counselor and i don't know that we're gonna have counseling position but she has done a lot of work and is now subbing with paul over at the high school so hopefully something becomes available for her because she loves its district and would love to what would love to say here central state university i had a blast at central state university um i would say as i told you earlier there's only 10 students on course to graduate in may but i met a ton of kids who are underclassmen who were interested and just had a lot of conversation with them vowed to each one of them that i will be back next year the year after the year after that because some of them were freshmen some of them were sophomores um
068so belts met some really nice kids there there was a broadcast journalism major one of the few that is graduating in may and i brought her resume back and gave that to jeff because i know he has a position that he may need to fill the other thing that was kind of cool i sat on my table over there and i was all getting ready in fact i think i sent a picture to jeff but the president of the university came by and introduced himself and he asked me so what does go court had to offer me and i said well what are your credentials and he says well i've got three degrees in english and i'm thinking you know i got a high school language arts position i can start you tomorrow so he
069got a kick out of that we kind of had some fun with that and he called his photographer over and he took a picture with us and uh anyway it was a good good experience for me um that university has come a long way over the last few years i think they're growing and look forward to going back their annually how dominican university i know gloria green pinched it for me at that job fair last friday um that is the university that's known for tesol candidates and she interviewed i think six of them that day three of them that she really liked one of which was black and we're hoping with a little luck that we can get her hired for next year as well because i know we have some creative openings to fill
070in t saw um diversifying the educated workforce conference do i kind of talked about that a little bit that is kind of exactly what they expressed with forming bonds and relationships and partnerships with colleges the grow your own program so again we hope to be doing that with ohio state if this grant is approved and the rest of these job fairs are coming up later on this month next year or i'm sorry next month before we wrap them up and then the conference i had mentioned about the diversity equity inclusion summit in chicago is also next month we'll be attending um yeah i guess to wrap it up um another thing if there's anything i've been criticized for over the years it's interviewing too much but i don't think people understand that sometimes you go
071to these fairs and you interview 15 people before you find one really good one and there's nothing worse leaving a job fair where you've interviewed 15 people and it was just a bomb you didn't find anybody good but the one person you do interview that's awesome keeps you going you know for the rest of the season and keeps you trying to find more just like them um so anyway let's move on to the next one scott this is just a quick example as i mentioned the diversity here at university of toledo really excited about that i thought i'd have a few education majors that would sign up but we didn't have anybody i tried to reach out to them to say you know what do your numbers look like and what's going on um as
072the month went on because i noticed nobody was signing up and they were really vague with their numbers i am going out next month to a all teacher major fair at toledo and i hope to certainly i'll have more interest in sign ups i would think but i hope to talk to some of their officials i'm from toledo so i'm familiar with that campus and the people that are there and get some additional information with their minority candidates okay three plus years of data this slide addresses three years of black teaching candidates who were interviewed and what resulted after those interviews so i'll just read through these real quickly and these are the years since i've been here so 2018-19 we interviewed five black candidates two money two minority teachers were hired but they weren't
073black 2019 2020 six black candidates interviewed two black intervention specialists of those six were hired and in 2021 nine black candidates interviewed two black candidates offered did not accept one black t-cell candidate did not have an opening so i really wanted that person was hoping we had an opening and it just didn't happen uh one black unit was offered accepted but changed mind and one black candidate offered and accepted and then this year so far 21 22 for the 22-23 school year three black units were interviewed two awkward jobs on the spot those are the two young ladies i talked about earlier one did accept so again we'll be at madison next year and one accepted and changed her mind and um i'm not sure if she's been accepted another district or not okay next
074area certified retention rates um again i made a super uh i made a commitment to superintendent ogden three and a half years ago that my hope would be to help make grove port a destination district and not a stepping stone district there are teachers who i believe really want to be here we just have to find them support the heck out of them and then hope they stay with us and that's that's the key so the next few slides summarizes the last few years a certified teacher retention rates night 2019 20. hired 43 teachers five resigned to re due to relocation if you're interested where they went florida japan california germany virginia three opted to join another central ohio district owen tangie dublin westerville i will tell you the nice story about one of those
075three that ended up going to westerville had contacted myself and mr mosher a few months ago and said you know what this isn't what i thought it was going to be i missed the culture at middle school north and i want to come back so we hired him back for next year which is kind of a nice story he's a great kid um one equipment year we had four non-renewals due to inadequate performance and 30 are still employed here 2020 21 31 teachers hired one resigned to relocation went to detroit one opted to join another central ohio district which is dublin and 29 are still employed here and then 2021-22 45 teachers hired two quit in december one quit in august five non-renewals due to inadequate performance one resigned due to relocation what's going back
076to bryan ohio and 36 are still employed and then the last topic the exit survey um we have been sending out exit surveys and i know i get asked about this a lot but we have sent them out in the three and a half years i have been here i've always done that no matter where i have been because i'm always interested to know where and why people are leaving um i've always given them an opportunity to meet with me in person and if they don't feel comfortable doing that they can fill out the the form that we have with with questions for them to fill out quite frankly as i mentioned i'm disappointed in the amount of surveys we get back but i'm hoping that our updated district-wide off-boarding process that we updated last
077spring will yield greater results you know moving forward that's really it unless you guys have questions um suggestions i'm open for that i love what i do um and i'm willing to try other things i just i got a question and when you had the list of you know all the people that were offered and whatever it was just there's a lot of like black and then had like minority not black so like do it i know we did this for or you were looking at that form of uh basically black teachers but what about other minority teachers like um is that part of this or is that a whole separate well it's probably said right uh when mr groove and um mrs ogden approached me they said they specifically the board specifically wanted information
078on black recruiting and hiring that's what i focused on i'll be honest um the other minorities whether it be hispanic or what have you we haven't hired a lot that's probably why i pointed out in the last few years the two that that weren't black that we hired um but no i did not focus on that for this presentation and honestly sometimes it's hard to tell they don't have to divulge that if they don't want to and you know the state would say to do an eyeball test so you're almost trying to guess at some and where they're from and and it's not a heck of a way to document it feels weird do we know why so for instance in 2019 we had five candidate candidates interviewed but only two were actually hired 20
07919 to 20 20. six were interviewed but only two were hired again it just seems kind of low to me you know why yeah it's it's a combination i wanted to point out and i literally went back because i keep all of my scoring sheets for everybody interviewing i'll indicate on that scoring sheet who's who's a minority if they're black or what have you for my own purpose so i went back and looked at every one of them the problem is i start screening candidates so early in the year before we know positions are available six i've interviewed maybe three i didn't have positions for maybe two have been offered and turned it down which which i i've explained a little bit there's no rhyme or reason i mean if i see them we do
080everything we can to get them out to the building interviews sometimes i will take a chance like i said and just offer them on the spot which i have no problem doing it is risky though because i have to have a relationship with my principals because typically they're part of the process i do the screening i recommend to them they do the interviewing and they make the final decision or they make the recommendation you guys make the final decision but um when i offer people on the spot it's it's putting a little bit of risk on me because i'm going to assume that i've got principals out there that are going to welcome these students and take them if not i look pretty foolish and i've got a teacher we've just board approved with no
081place to go so i've always talked about relationships uh wherever i want i think i've done a nice job with our principals i think they trust who i hire like i said the one we sent out to laurie green she would have hired her in any great spot that she could she just didn't want to be here the second one the girl from otterbein we sent to trisha faulkner and this is a girl that preferred kindergarten in first grade trisha had a third grade the girl said it's going to be a learning curve but i want to try it and she accepted so we don't get everybody and as i mentioned earlier there's a tesol teacher i love that i interviewed in the fall but we didn't have any positions so those are the type
082of people by uc 4 out of six three out of six we just couldn't find positions for them even though i interviewed them thank you thanks appreciate it uh on to f uh board items uh we would like to discuss the facilities planning steering committee so we sorry we voted on this as a board in february um but you know and talking to some of the board members trying to figure out we should get the ball rolling on this and get a committee formed um so i'd like to open up some discussion on this so that we're all on the same page so i think we did form the committee but we didn't appoint a chairperson and in order according to our bylaws you have to have a care person who would schedule meetings for
083that committee so when we formed it we probably should have put a chairperson in there and i i think that that would probably be the president's responsibility so right now we currently have uh kathy walsh and libby gray as the two board members as a part who are wanting to be a part of this committee correct yeah and i would um like to be the chairperson of that committee i don't i haven't really had any responsibility rules since i've been on the board so i think that would be a good one to start with does anybody have anything to say about that all right um we also have other people involved in this committee uh would you like to yeah um the i think that it would be my recommendation that the co-chair whatever that
084that it's a co-chair with see with shp because they are the facility organization um the architects that you hired to do the work and they proposed the plan to the board so i just think it would be in conjunction with them so that because they've got the timeline they know what needs to happen um so i would just recommend that it be a co-chair situation i really agree with that because that to have it mesh with having b and the whole committee being on the same page with the same goals and the same guidelines you know i think it'd be best to have that together so that that way it runs smooth and everybody's on the same page and this would be for the the board steering committee right so um that would still through
085the process allow multiple opportunities for you know the community being engaged if you recall on that timeline are several branches of this if you will but the overall steering committee i would just suggest that um that is in conjunction with shp because we can't really it just wouldn't make sense to one-off meetings without the architect we we've got it they are our guidance they work with oscc you know that's why we hired them to help us understand what we can and cannot do to accept the state funds and what we would have to do with local dollars and all of those things so i just think it's important so right the chairperson would just basically report those meetings to the board correct but i'm just saying that it's nice to co-chair because if the board
086chair says well let's have a meeting wednesday shp can't make it wednesday it's silly to have a meeting i'm just everything's got to be aligned and together with the architect firm sure yeah that's all no no that makes i mean you're right and anybody else other than the two board members in the architect firm well can i um interject here a little bit so i think it's a board committee and a board member is certainly able to schedule in cooperation with the architect once the ohio facilities that we're doing now is over they would no longer be in this process i mean their process is i'm not sure how long it will take without looking at the schedule but it'll be a process but if there's other things within that the board um says hey
087i want the facilities team to look at this real quick too that might not include that part of the project that might be with some other facilities issue that the board has charged that committee to do but i do think a board member is capable of making um scheduling meetings in cooperation with the architect just like when we schedule these meetings within cooperation with everybody else i don't think a board committee needs uh another party to work on that but ultimately i think it's up to the president to do that i mean our policy says he's the one who's supposed to or he's our president is supposed to form the committee and part of forming the committee is having the chairperson because you can't even have a meeting according to our policy without a chairperson
088so when we formed the committee back when we formed it we should have done that then and we did not and i'm saying let's go let's correct that situation i know that we have had them we approved them and everything we still haven't had a meeting because there's nobody to make that meeting and we need to have be proactive and not be waiting to last minute to get this stuff we need to be starting this we should have already had a meeting or at least the conversation with them to say hey what days are good for you let's talk to the rest of the team and uh i think you have too many people doing that too many uh things get complicated so that's my uh take on it and we have reached out to
089hopefully leave it up to the board president to make that decision and just so the board knows shp is not available to me until april 4th at the earliest so that's why it's like two weeks from now anyway right that's why there hasn't been any ins you know instigating of a meeting yet they're not available so um well i mean based on the i mean it only looks like it really says chairperson um not co-chair um and then that person reports to the board from the committee so unless shp wants to be here and report i just think it's fine to have a board member as the chairperson and then you know obviously you can't have a meeting without the you know the project people you know whether it be architects or whoever else would
090be involved in any kind of future projects so yeah i just i think that with make we need to make sure that shp is there for every meeting because they can have a meeting without them right that they need to be able to guide us through this whole process sure the whole idea of the chairperson is to basically call the meetings you know and i mean they're basically like the president of the meeting where you you hit the gavel and whatever and then you report back to the board as a whole so i mean there's not really any like power invested into that or invested into that position to make decisions unilaterally so you know it's just whoever comes back to the board but nobody's gonna i mean i can't see anybody would have a
091meeting and then not invite the people who need to be at the meeting to make the meeting happen i mean yeah yeah that makes sense but who would call a meeting to just sit there and twitter your thumbs and not have the people who can make the things happen be at the meeting so that's not a thing that i would be worried about as you know so for me it's just i mean kathy's asked to be the the chairperson nobody seems to have a problem with that so i'm okay with creating the committee and having kathy be the chair so do we need to make a motion or no i just second yeah i have talent ah gotcha that's like the one thing i can do yeah that's the one thing i get to do
092um so so now we have the the meeting or now we have a chairperson for the the committee um you know we look forward to hearing about committee meetings all right thank you thank you all right on to g superintendent's agenda madam superintendent yes on this first item i'd like to recommend that the grover madison board of education approved vswc architects as design services company for the capital improvement project so you've already this is just to finalize that work on the contract and we do have i'm like where did he go we do have our attorney from brittar here if you have any questions but this is the contract that follows the action you've already taken second comments questions concerns madam treasurer roll call please mrs gray hi mr bauer hi mrs walsh hi mr
093snyder hi mrs dale delberger aye russians approved on to number two yes the next one is to recommend that the board of education approve the light tower attachment license agreement between madison township police department and the board of ed to install certain fixed radio transmitting equipment second any questions comments or concerns madam treasurer mrs gray hi mr bauer hi mrs dowdelberger hi mrs walsh aye mr snyder hi motion passes on to number three yes i would like to recommend that the girl report oh i first i'd like to say something the um scale on your desktops rather than is a printout different from your packet we found some errors this afternoon so this is the corrected version but i would like to recommend that the groper madison board of education approve the administrative pay index
094for the 2022 through 2024 school years in accordance with the board authorized salary schedule so moved second questions comments or concerns men treasure mrs gray hi mr bauer hi mrs dowdell burger hi mr snyder hi mrs walsh hi motion passes on to four oh sorry marker i would like to recommend that the girl port madison board of education ratified the memorandum of understanding between the ohio association of public school employees local chapter 312 and the board to offer clarification and change to article 13.07 substituting in a different classification to read employees who occasionally perform substitute work in a different classification other than their regular job will be paid time and one half for that work if and when the employee works more than 40 hours in that week second questions comments or concerns roll call
095please mrs gray aye mr bowers aye mrs walsh aye mrs daldo berger aye mr snyder aye motion passes the next one is a recommendation to ratify the memorandum of understanding between the ohio association of public school employees local chapter 312 and the board to clarify eligibility for paid holidays henceforth employees who do not work either the preceding or next following workday shall only suffer the loss of up to one paid holiday holiday pay day sorry i read that second roll call please mrs gray hi mr bauer hi mr snyder hi mrs dowdelberger hi mrs wanch hi motion passes the next one is asking for approval of the 23-24 school year um and i would recommend that the board approve that second roll call please mrs gray hi mr bauer hi mrs walsh hi mr snyder
096hi mrs dowdelberger hi motion passes the next recommendation is um to recommend that the grover madison board of education authorized the purchase of new k-12 math resources which are three-year contracts as presented and recommended by the district math committee at the board of education meeting on march 9th of 2022. elementary curriculum will be in the total of 171 and 60 cents middle school will be 83 782 and 80 cents high school curriculum 104.57 for a total three-year expenditure of 124.97 which is a per year cost of 20 dollars and 61 cents these are the books that we approved at the last meeting isn't it they weren't approved this is the math curriculum that elise clark presented that was the presentation this is asking for approval we did if you recall we had 11 community members
097give feedback on the website we pushed that out several times um over the court the last couple months and we have to date 22 is it still 22 um comments and all of those were in favor of the math curriculum and said they liked anything that we you know that we had proposed any other questions or comments we'll call please mrs gray hi mr bower hi mrs daldo berger hi mr snyder hi mrs walsh aye motion passes under number eight yeah i've gotta jump sorry to the consent i just gotta get my pages and track here um yes this recommendation is for the board to approve the master servants service agreement with meta solutions a second so i'll just give you a little bit of information on this meta solutions we have contracted with for
098decades um this is our annual renewal that's just to let the community know that's why it was on the consent agenda because when it's a regular contract renewal law allows for that but we can pull it off to explain no problem this contract this services basically all of our students information system that we house also the financial software as well as what uh well it's actually for the info hi i'm looking at janna info ohio library our children can check out books as well as our special ed software so and gifted yes thank you yep no problem any other questions comments we'll call please mrs gray hi mr ballard hi mrs walsh hi mrs daldo berger aye mr snyder aye motion passes um to the treasurer's agenda madam treasurer the treasure recommends that the grove
099fort madison schools board of education approved the official certificate of estimated resources for fiscal year 2023 second questions or comments i would just add this is a statutory obligation it's a it's an outgrowth of submitting our tax budget to the county auditor the proposals in that budget become the first estimated revenues roll call please mrs gray hi mr bauer hi mrs dowdell berger hi mr snyder hi mrs walsh aye motion passes on to number two the second recommendation this evening is the treasurer recommends the grope fort madison schools board of education approved the resolution accepting the amounts and rates as determined by the budget commission so moved second questions or comments if i may just elaborate what this is um annually this is not exactly part of doing the tax budget but very closely related
100we submit what our debt schedules are we resubmit with the budgets so the county auditor knows what rates to assess they actually set the collection rates and i'd like to mention that because our values and property values have gone up these rates have gone down as compared to last year so for instance the debt repayment it was reduced from 1.7 mils to 1.6 mils and even our general operating that went down from 59.28 to 57.06 all right any other comments questions mrs gray hi mr bauer hi mrs walsh hi mr snyder hi mrs dowdelberger motion passes to consent agenda i will make the motion second do you have any comments or concerns about consent agenda all right roll call please hi mr bauer hi mrs daldo berger aye mr snyder aye mr swash bye motion
101passes on to jay comments announcements and other business does anybody have any fresh thoughts and ideas i just want to make a comment we have our retreat and just let you know it may be a little late because 6 30 i'm making it up for me to get out just let me know it's not okay um that's cool anybody else got any other yeah the state of the schools it's tomorrow night yeah night where this is the this is a board heavy week everybody yeah we're really excited we were looking back historically the last time we had our stay at the school's event was six seven days before dewine six days before we had to shut down in 2020 so we're excited to have everybody together so on to okay executive session all right this
102is a long one this is a long one i would like to recommend that the girlfriend madison board of education adjourned to executive session for the purpose of meeting with the board's legal counsel to discuss disputes involving the district that are subject of pending or in imminent sorry court action and to discuss the employment compensation of the public employee in a court oh and other information that can be considered confidential in accordance with orc 121.22 so moved second roll call mrs gray hi all right we are in executive session the time is 8 31. there will be no action when we return and everybody will be leaving us now it is 11 40. uh we are coming back from executive session do we have a motion to address roll call yes ma'am sorry about that
103we should set our name hi hi mr snyder [Laughter] it is 11 40. you