Trustee Rocket Martin >> present. >> Trusty Galvin >> Galvin >> Gavin >> present >> and Trusty Doyle. >> Brother Vice President a forum has been established.
>> Thank you. We now come to the part of approval of agenda. Is there a motion on the floor to approve the agenda? >> I so move. >> A motion has been made by Secretary Triplet. Is there a second? >> I second.
>> And it has been second by Trustee Rakette. Is there any questions or comments? Therefore, being none. Secretary Triplet, can you please call for the role? >> Vice President Bowens. >> Yes.
>> Secretary Triplet, yes. Trusty Rocket Martin. Trustee Gavin. >> Yes. >> Motion carries. >> Thank you. We now come to the part of our board norms. The board norms are as follow.
Pausing before responding. Sorry, sorry. The board norms are we will treat each other with respect. We will listen to learn. We will refrain from side conversations. We will use our time wisely. Starting and ending our meetings
on time. We will use our time wisely. Starting and ending our meetings on time. We will challenge ideas and not people. We will ask questions when in doubt. There will be no surprises at the board table. We will practice the seven norms of collaboration which are as
follow. pausing, paraphrasing, posing questions, putting ideas on the table, providing data, paying attention to self and others, and presuming positive intention. We are now at the point where we have public comment on agenda items. Is there
any comments on the agenda? >> Did you fill out the form? Sorry. Sorry. I'm gonna have to read the statement, so please forgive me. Um, the Bitten Harbor Area School Board of Education recognizes the value of public
comment on educational issues and the importance of allowing members of the public to express themselves on district matters. Today, there are two areas for comment on the agenda of what you may decide to speak and when to speak. public comment on agenda items and open public comment. We request that each
interested participant complete a public participation form using legible writing to ensure that the responses are appropriate and properly focused for Bitten Harbor area school bylaw 0167.3 which governs board participation
at board meetings. We request that you preface your comments with your name, address, and group affiliations when appropriate. Each statement may be made by a participant shall be limited to three minutes duration and per our bylaws, no participant may speak more
than one at the same topic um until any other person have had the opportunity to speak on the topic. Participants may remove their face masks when addressing the board. Participants shall direct the comments to the board and not the staff or other participants. The board will
listen, take comments and questions under the advisement and not respond at this time. I as vice president will refer your questions to the superintendent for research and response. Please ensure that your public participation form includes your contact information as requested. If you have
any questions for the board or executive team that require followup, please email those directly to natalie.serbhas.org. And before you go, can the record please show that Madame President did enter the building at 6:13? And I am giving her
back her seat. Thank you. >> All right. Thank you to Vice President Bowens for cheering in my ask. I did give him a heads up yesterday that I may be about 10 or 15 minutes late today. Was there anyone present for public comment? >> Yes. >> All right. You have the floor. Good evening. Can you hear me?
>> Good evening, Board of Education for Ben Harour Area Schools and Central Admin. Um, I am Ashley Williams. I reside at 125 Parker Avenue. Um, I am commenting on agenda item for my resignation
and I'm a little nervous because I wasn't expecting to speak today, but I feel compelled to have to speak on my behalf for my name's sake. Um, I resigned on September 17. Um, after a
hard, it was a hard decision, but it's a decision that I actually made around the beginning of the month because we have a ELA program at our school that was carefully established with the support of the Michigan multi-tered systems of
supports. And so I've been helping to create a comprehensive ELA system for intervention and last year for the core literacy block which included 90 minutes instruction at great at the students instructional level and so we engaged in
walk to read or what I need groups as a flipped MTSS model because 80% of our children need intervention and we don't have enough interventionists and so our core teachers were tasked with taking on small groups at the grade level that
students is tested at. We experienced success on the in program assessments last year. We had a 4% increase on the MSTEP, which might not seem like a lot, but most districts are actually this declining in proficiency for the MSTEP.
And I have disagregated the data for all the schools in Bering County ISD for third grade for the 2023 to 2024 school year and all black children at every single school district where black children are present are
failing the MSTEP at mass rates less than 20% proficient and it's covered up because all the white kids that are performing proficient mass their scores and it levels it out. And so we were hopeful that because we had that 4% increase that we have not experienced in
quite some time. We experienced 4% increase instead of decline. We were hopeful that we could come back and do better this year. And so we had a detailed plan to refine our improve our systems which included coaching to teachers who were not as comfortable
with our programs. And we're doing a all hands-on deck approach for reading. So everybody in our building was planned to teach a group for reading or support reading so that we could have massive gains which might have looked like doing two lessons per day to catch kids up because we have kids coming in at second
and third grade that are reading at kindergarten and first grade level. Too many of them. And so if you just do what's prescribed one lesson a day, there's not going to be a huge jump on that MSTEP when you got a third grader testing at first or kindergarten and they're gaining one year of skills. And
so we need that 90 minutes of s sustained learning at their level to catch them up. So at the beginning of the school year before it started, I went into my building in August, early August, started preparing my class for kids that I plan to teach intervention
to. I worked for free many days before school started. When we came back to school, we got a list of non-negotiables which included teachers doing centers in the class to reach all CL kids in the classrooms and no pull out for intervention. So if
teachers are teaching centers in the classroom, that effectively equals to a group, maybe five groups in that teacher's class and maybe 15 minutes of instruction, explicit instruction a day for kids who actually need 150 minutes
or more a day. Um, and I took notes so I don't get confused. Our universal literacy screener, Ames Web, which we use to diagnose kids to place in their intervention. Is my clock going down? 15 seconds. Oh, all right. I'mma skip past
some stuff. So when I realized that my job was actually obsolete because these changes were happening, being an academic interventionist, being the MDT coordinator, I realized that with these changes, there was no place for me. And so I was wondering if my job was going
to be eliminated. And so I made the decision to depart during that time. I got an opportunity to teach at my children's school doing the same thing. And so I accepted. I informed my principal of my two weeks notice on September 9th, but I didn't inform HR.
Now, I'm not sure if you all would like me to stop talking. If there's somebody else that wants to public comment or if I can sit down and come back up and restart, >> we would like you to um wrap up your comment. >> Okay. So, I didn't give a two weeks notice to the HR department like I like
I probably should have, but we were all under duress and stress and I I wasn't thinking to give a two weeks notice because the position at my children's school some the board sometimes um votes on them here. So, I thought it would just be a transfer and so because I didn't give the two weeks notice when I
went to give my two weeks notice uh Sheila Dorsy informed me that I need to restart that process and I have cardiomyopathy. I'm in heart failure right now. I'm wearing a life vest. And so healthwise, I didn't think it was a good decision to engage in two more
weeks of work, especially when they eliminated our academic interventionist jobs. And I wasn't sure what I would be doing for two weeks. And so I did leave that office originally complying with that two weeks request, but when I went to the doctor, my symptoms were exacerbating and I could not do it. And
so I did not give the official two weeks notice. Therefore, Sheila Dorsey decided that I'm not in good standing with the district, and she refused to recommend me for hire at my children's school, which is now affecting my namesake, and it's affecting my livelihood because it
looks like I just quit without notice, and that's I didn't do that. And so, I was I would like to have gave an exit statement on that agenda. It says I was given an exit statement interview invitation on 9:22. when my email for my for the school district or my personal
email there is no invitation. So I wrote a exit statement and resignation explanation and I asked I told Sheila Dorsy that she could share with the board of education. she had my consent. And so I would like if it's possible that you all can review that information
and change your mind about the fact that I'm leaving a district not in good standing when I've been teaching and I've been dedicated in this in this in this district in this community, my community where I graduated from and I gave my time from. I would like you to reconsider once you read that statement.
Thank you. >> Thank you. Is there anyone else for public comment on agenda items? All right. Hearing none, we'll proceed. Up next, we have Oh, >> you have the floor. I didn't see your hand. >> You're We're good. Did you hear this?
Were you here for the statement? >> No. >> Do you need us to read it to you or are you okay with making your comment? >> Am I okay making my comment? >> Would you like me to read the public comment statement to you? >> Okay. I don't have to. If you need, I can real quick. >> Go ahead.
>> Okay. Uh, the Benhabberry Schools Board of Education recognized the value of public comment on educational issues and the importance of allowing members of the public to express themselves on district matters. Today, there are two areas for comment on the agenda of which you may decide when to speak. Public comment on agenda items and open public comment. We request that each interested
participant complete a public participation form using legible writing to ensure their responses are appropriate and properly focused. Urban Harbor area schools bylaw 0167.3 which governs board participation at board meetings. We request that you preface your comments with your name, address, and group affiliation when appropriate.
Each statement made by a participant shall be limited to three minute duration. Per our bylaws, no participant may speak more than once on the same topic until any other persons have had the opportunity to speak on that topic. Participants may remove their mask when addressing the board. Participants shall direct all comments to the board and not to staff or other participants. The
board will listen, take comments and questions under advisement and not respond at this time. I, as president, will refer questions to the superintendent for research and response. Please ensure that your public participation form includes your contact information as requested. If you have specific questions for the border executive team that require followup, please email those directly to
natalie.singer atbhs.org. You have the floor. >> All right. My name Victoria Jones. I'm coming to y'all concerning of my granddaughter that goes here now. She's in the 12th grade. I received a text on my phone
stating that my granddaughter had to go to summer school. Okay. I come up here to put her into summer school. I was denied saying she could not take she could not go to summer school. And I was
like, well, I'm looking at the report card at Power School. Y'all don't send papers out no more. It got a FF. That means you didn't bad. That's on my That's how I look at it. So I goes over there again. They told me make an
appointment to come up here to see the acting superintendent which not now this been this been going on for two weeks. Okay came when summer school died. I said where you are y'all send a text to me. I'm going by the text that you sent.
They told turn around and said they send everybody a text. I said no no you don't. Cuz my nephew goes to school up here. He's number four in the state. He ain't get no text to go to the summer school. So don't don't play with me like that. All right. So I come up here. I
had a meeting. I was up here this summer with the acting superintendent and the other lady sat me down and said, "Okay." Looked at the my granddaughter's paperwork. They said, "Okay, we're going to let her go to summer school. She do need to take this class,
but she can't go this week." Why? They kept out another week. Okay. Then when she gets to summer school, I got to argue again with who y'all had the principal of summer school and the other lady, Miss
Cow. I had to argue with them again. You going by said, "Look, I ain't come to argue with y'all. I already been over y'all head." So guess what they did? They still did not put my granddaughter in the right proper class.
Guess what? She comes here, get her go see her counselor, she get no credit for summer school. And that's not fair. Y'all sent me that text. Yes, she weren't doing what she's supposed to do, but y'all sent me and I and I and I
stood up to her and made my kid, they granddaughter of mine, come up here because I know a F is not a passing grace. Then y'all still fail to do what y'all supposed to do. And I can't hold this board accountable. I'mma hold y'all accountable for y'all letting these
folks up here doing what they want to do and mistreating these kids up here. And then when the parents come up here, I get addressed. We ain't scared of you. That's not my name. That's not my name. My mom and daddy
name ain't me. And I'm not scared of you and you ain't supposed scared of me, but that is not my name. And I'm held if you can call me and can I can hold my grandchild accountable for what she done did. I got to be able to
hold you the same account for what you not doing and what you getting paid to do. And I think it's unfair. And this another thing, she a senior. Why y'all got these kids in class ain't got no teachers and you got these kids on the border line of graduating and they need
such and such class but they can't take them right now? Come on y'all. Y'all who y'all hurt? Y'all hurting your own kind. That's what's wrong with us now as a race. We ain't going to never get nowhere cuz we hurt ourselves.
We hurt oursel all the time. Somebody got to be held responsible. If I'm doing what I got to do. No, I don't feel like raising no more kids. I had six of mine in graduate. Now I raised three more grandkids. Y'all do right by my kids.
If I can come up here and get a report card. If I can come up here and and and and so and and and sit there with other kids that's out here playing sports. Then I ain't got no kids up at this high school but my granddaughter. I ain't got no boy no football team. If I can come and get my time and dedicate myself to
everybody else's kid, I expect for y'all to do the same thing to y'all with what y'all want done to y'all kid. >> Ma'am, please wrap up your comment. >> My comment is wrapped up, but I I'm not I'm not I'm not I'm not satisfied when she did not get a passing grade when y'all failed to let her go in that
class. Y'all failed to to send her to the right class. Then you got to argue with everybody. Why we got to argue when you supposed that that she needed English? Put her in English. Why would you put that mouth? That's the only answer y'all can tell me
is is wrap up my comment. >> So, according to the public comment statement, we don't respond to you at this time. I, as president, will refer it to the superintendent. That's why I read it to you, so you would know how it works. >> Respond. I'm just letting y'all know. >> Okay. >> Yeah. >> All right. Thank you so much. Anyone
else for public comment on agenda items? Did you fill out a public participation form so they can follow up with you? >> I'm okay. >> All right. So, we're going to move forward. Anyone else for public comment?
>> All right. Next on the agenda, we have approval of meeting minutes. The minutes that are on the agenda for approval today are regular session 812 2025, work session 826 2025, regular session 992025,
and work session 923 2025. Is there a motion to approve the minutes as no? >> Madam President, I make a motion that we approve the meeting minutes that you just stated. >> Is there a second or support? The motion has been made by Vice
President Bowens and supported by Trusty Rocket Martin. Any questions, comments, or concerns at this time? Hearing none. In the absence of Secretary Triplet, Miss Singer, can you please call the role? >> President Robinson, >> yes. >> Vice President Bowens, >> yes.
>> Trustee Gavin, >> yes. >> Trustee Rocket Martin, >> yes. >> And Trustee Doyle, >> yes. >> Motion carries. >> All right. Up next on the agenda, we have uh board business. Reminder, our protocol as of 9:13 2022, all comments
will be limited to two minutes per trustee per topic. Our first items of business, um I'm assuming there were no changes made to the agenda, Vice President Bones. >> That is correct, Madam President. >> Okay. So, our first items of uh business under board business are two close
session. Um they will be backtoback. The first closed session, the board of education may hold a closed session to consider uh materials such as written opinions of council which are exempt from discussion by state or federal statute reference policy 0167.2F. We have an opinion of council from Tron
Law Firm regarding a matter um that is pressing that he brought to my attention and he's advised us some direction. Um he's also uh available in the event that we need to call him. Uh the second close session uh the board of education will
hold a closed session to consider a student discipline disciplinary matter pursuant to the request of the parent under policy 0167.2B MCL15268 section 8B. At this particular time um I'd ask is
there a motion to end open session and enter close session as noted? Madam President >> All right. I'll take Secretary Triplet as the motion. Uh, Vice President Bowens, would you like to leave it to board? Okay. >> Any questions, comments, or concerns?
>> All right. Secretary Triplet, can you please call the vote for the closed sessions as noted? >> President Robinson, >> yes. >> Vice President Bowen, >> yes. >> Secretary Triplet, yes. Trustee Rocket Martin, Trustee Doyle,
>> yes. >> Trustee Gavin, >> yes. >> Motion carries. >> All right. So for members of the public as stated we will be entering our close session room. Um we will have two separate close sessions as indicated and then once those are complete we will
return to open session. Uh you are more than welcome to stay here. I do not anticipate that we will be um away too long. However, if we are in close session longer than you have patience to wait, you're more than welcome to tune in live to see the remainder of the
meeting. Um, so at this particular time, I'm going to end open session and enter close session as of 6:31 p.m. is our website. >> Okay. >> All right. Is there a motion to end
close session and return to open session? >> I so move. >> Is there a second or support? >> Support. >> The motion has been made by Secretary Tripley and supported by Vice President Bowens. Any questions, comments, or concerns? >> Madame President. >> Yes, sir. >> I would like to make a
>> No questions. Okay. Secretary Triplet, please call the vote for returning to open session. >> President Robinson, >> yes. >> Vice President Bowens, >> yes. Secretary Triplet. Yes. Trusty Rocket Martin. Trustee Gavin. >> Yes.
>> Trusty Doyle. >> Motion carried. >> All right. At this time, I'll ask, is there a motion to move the proximity learning um present and proposal and presentation um directly after
item C under board business so that our guest for this evening does not have to wait. >> Yes, Madam President. I would support that. But I also would like for us to go to policy and discipline as a consent. Also, teaching and learning as a consent.
>> Okay. Policy and discipline is already a consent. >> Oh, okay. I'm sorry. I looked at that wrong. >> We had we technically have to do the second reading, but we did a thorough first reading. Um, >> so we have to read >> I guess my thing is >> I'm just going to name what they are.
>> Okay. So, okay, that makes sense. I was going to say you got to go through every single one of those. Okay, then disregard that, Madam President. >> Yep. I'm going to do enough for it to count as a second reading, but not as much as I did the first time. All right. Is there a second to amending the agenda
as noted? >> Is there a support to moving >> support? You were the motion. >> Oh, my good. >> Is there a support? >> Support. >> The motion has been ma made by Vice President Bowen and supported by Secretary Tripley. Any questions, comments, or concerns? just have a question about the teaching
and learning. Um will is if it's under consent, will we be able to ask questions about those proposals? >> I thought we already discussed that, Madam President, in the works. >> Uh Vice President >> proposals, >> these are >> these are new.
>> These are new. >> These are new. >> So, Vice President Bowens, are you fine with us just making the amendment as noted? >> Yes. Just Madam President, I would remove my motion and we can go ahead and make it as noted. >> Okay. Um, Secretary Tripley, call the
vote. >> President Robinson, >> yes. >> Vice President Bowens, >> yes. >> Secretary Triplet, yes. Trusty Rocket Martin, >> Trusty Gavin, >> yes. >> Trusty Doyle, >> yes. >> Motion carry. >> All right. Up next on the agenda, we have uh item C, which is a student
reinstatement. I would ask that Dr. Griffin please present staff report B1. Oh, what time did we come back? The open session 7:55. Okay, I just forgot to hit the gavl. Okay, go ahead.
>> You have the floor, Dr. Griff. >> Yes. Student reinstatement October 14th, 2025. Reason for board consideration policy requires the school board to review any student request for reinstatement. Policy reference 5610. Strategic plan goal reference learning environment. Ben Harbor area schools
will develop, maintain, and implement with fidelity a multi-tered system of support that enhances the culture and learning environment. Fact in analysis following an incident in September of 2025, said student DT was expelled from Benton Harbor area schools after 150
days. The policy allows the parents or legal guardians to petition the school board for reinstatement. A position a petition of reinstatement was received from the said students parents to be reinstated at Ben Harbor Area schools following the 150 days per board policy.
There was a reinstatement committee whose recommendation is as follows. Recommended actions that the Ben Harour Area Schools Board of Education votes to approve the conditional reinstatement of the said student to the Ben Harour Area Schools immediately with the following
conditions. Student will only be allowed to return to a virtual learning environment which is CAPE and be assessed individually. Student will need to maintain a passing grade in all classes. Student will be required to participate in 31 in counseling sessions. Student will be required to
pro to provide a report from her outside counselor regarding progress. No reports of fighting and student will be required to show success regarding her probation terms. If the student meets all these conditions through August 2026, she can
reapply for a different placement. So, approve for presentation to the board of education. All righty. And this is staff report B1. I just want to note for the record um the original recommendation of the committee was January of 2026.
However, after hearing um the information, the board had can support um the recommended action with the adjustment of extending from January to June of 2026 and also the um implementation of
the how did you phrase that again >> the recommended actions? >> No. Uh item one >> oh uh >> the independent >> independent the assessed individual >> with the uh individual assessment. So at this time I'll ask is there a motion to approve staff report B1.
>> I move >> support. >> The motion has been made by Secretary Triplet and supported by Vice President Bowens. Any questions, comments, or concerns. Hearing none. Secretary Triplet. >> President Robinson. >> Yes. >> Vice President Bowens. >> Yes.
>> Secretary Triplet. Yes. Trusty Rocket Martin. Trustee Gavin. >> Yes. >> Trusty Doyle. >> Yes. >> Motion carried. >> All right. So with the amended agenda up next we will hear from proximity learning our why breaking down barriers to connect all learners with teachers
they deserve and this is attached to uh the proximity learning proposal staff report S1 you have the floor we appreciate your patience and being willing to wait until the end of the meeting but you've never waited through one of our meetings before. So that's why we're doing you the courtesy of
putting you first. Well, like >> we use the mic for for the virtual, but he can turn it on, so it's sufficient for you. >> What is the problem with this? >> Oh, there we go. >> All right. Um, thank you for having me.
Uh, especially to Dr. Griffin, to, uh, President Robinson, and other members of the board. Uh my name is Dr. Michael Robinson. Uh I work for Proximity Learning. I'm the senior vice president of strategy. And one of the things is I've been with this company for almost a
decade. And as you know what we're going through across America is a teacher shortage. And if you look at that little slide, that little bubble 2425, we're down roughly a half a million teachers nationwide, which approximately
affects 15 million uh unserved scholars. So before I get in, I'm going to let you watch a quick video of why proximity learning works. This is Kansas City, uh Kansas, which is one of our clients that
we've been working with for three years. There are universities that are closing their school of education because individuals are not going into the field. Now we add the specialized areas and just isn't taking place. I knew as we continue to talk about teacher
shortages, I knew I had a solution and a partner that we to come in and support our district. We looked at the need not only district but international around teacher shortages. We recognize that we have to
from the independent model and determine how we bring individuals in who will provide the outcomes for our students but in a fashion while we have long-term subs in the room. They weren't uh necessarily trained or certified
teachers in math in um reading or science in those areas. Just by having that certified teacher who have trained to teach those areas, it's going to increase the academic requirements of our students which will address the uh
achievement um gap that we've all been a part of since >> proximity offers us quality level teachers in the classroom that meet the state requirements. They coordinate with our curriculum viable curriculum and
ensure that students are getting exactly what they would get if they were in class with a regular inperson certified teacher. >> My class developed a great student teaching co-eing job. I think the aspects of just individualized learning
as well as the aspects of using technology will really help students. I am learning so much of just the different ways we use technology in classrooms to assist student learning. We're pulling students out. We're differentiating the words. It's been really nice to either pull the high
students out that need to be that extension or to pull the low students out that just get that extra support. >> I knew that this would be um a partnership that I would absolutely continue to advocate for just based upon the philosophy of what
they typically don't get. Their customer service has been above and beyond. They have made themselves indulging the district and they are in the classroom and they're responsive. I feel that my son has been very
successful in that learning has been able to advocate more for himself. He's going to National Honor Society now to mention it. proximity continues to um be aspirational for us and I support.
>> All right. So, one of the problems that we have in education right now, these are like five buckets. Uh some school districts have not had certified math teachers in over two, three, four years. Also you have like a lot of non-certified teachers who are working
in the field who are emergency licensed who cannot pass the practice exam. These are some of the things you see. Then we also have schools where their uh substitute rate is that high that they have to actually send kids to to the gym and push seats together. And then some
schools have said okay I'll use a product that's an asynchronous product where there's actually no teacher and the kid. The machine is just actually teaching the students. and we know where that ends up. And we also have a number of teachers who may have to teach a
different type of class than what their uh teaching certification comes from. So, one of the things that we're going to do at Proximity Learning, if you need a teacher to teach physics, I'm going to go out and find you a teacher that has a physics certification. If you need a teacher to teach algebra, I'm going to
go out and find that teacher for you. you need a teacher to teach Spanish or need a teacher for special education. That's what we do. So the thing is colleges of education closing their
doors. There's not enough teachers. You're competing with, let's just say, Chicago up the street for the same folks. This one district can offer a few more dollars than this one. Say, "Hey, I'm going to give you a $10,000 bonus." you may not be able to do that in order to get a get a teacher within your class
in within your district. So, you got to think outside of the box. I tell people, and I'm very honest with you, this is not the best solution. The best solution is if you can get a state certified teacher to walk through those doors and teach your students. This is another
solution. This is a arrow in your quiver. So if I can't get an algebra teacher, I'm going to say, "Hey, let me farm that out proximity until I can get one." Because the way we write our contracts is that you're not locked in. So if teacher X decides to come to your
district and want to take that class, we hand the keys back to them. That's also with inside of your contract. Now, what I want to do is just kind of show you what a classroom looks like. This is Lincoln School District 156,
south suburbs of Chicago. Uh, demographics probably very similar to uh, Benton Harbor. And this is a Spanish class. And this is what it could look like. >> Excellent. with your sister at home.
So you guys love it. Okay. Okay. Okay. >> Oh no. So what I believe is a picture is worth a million words. First you got to see the philosophy of why we do what we do.
Then you got to see what actually happens in context. If you notice the woman that had on the Batman outfit, she's what we call the facilitator. So that could be a long-term sub. Their job is to classroom management to make sure that everything bows well. teacher's job
is to teach but the two work together in tandem so that instruction can be delivered. All right. So this is actually the proximity learning model. You have a a facilitator, you have a live teacher,
you have your active learners in the classroom. Each student needs their own onetoone computing device. If you have a Prometheian board that goes to the front of room, that's like best practice and so forth. One of the most important things that we do at Proximity, we use your curriculum. It's not necessarily
our curriculum as can. So, whatever you're doing in classroom A with your in-person teacher, you will do in classroom B proximity teacher. So, this is the power of synchroniz synchronous instruction. It's personalized attention, tailored
support, individual needs because we can put kids in breakout rooms, we can put kids in intervention groups and so forth. It's also emotional support and you saw with Jackie Fa how she was talking to the students. She said ectoire and she called his name out. So she had that rapport with them. The
other thing just like brick and mortar classroom immediate feedback instead of putting your kids in something like a software product where it can't talk back to me as a teacher I can look into your eyes and let's say if I'm working on algebra and we're doing foil multiplication and you don't know first
out or last or you get the concepts mixed up I can determine that that's the beauty of a science of teaching the other thing in a virtual environment it can be engag engaging I showed you that within the video and We can also adapt
the pace according to where students are. Every kid that starts on a learning continuum are not necessarily on the same pace. So we can do all of the things like MTS inside of the classroom as well. Uh the most important thing is every
student and for me this is a human rights issue. When I grew up in Illinois, I knew that when I went to school, I was going to meet some woman on the other side of the room that was going to teach me, love me. That dream is fading from our students. So, like I
said, this is not the best solution, being honest, but at least it is a solution until we can get over this. Teachers matter. They're very important. the most two important people in the classroom is number one the teacher and
number two the student. So I talked about this your curriculum. One other thing I want to show you was this study that was done by Chicago State. We have a long partnership with Shelby County Memphis City Schools. We place over 100 teachers there. This was
actually the proximity mean score against their mean score with their regular teachers. Now, a lot of those teachers were on emergency certification, but as you can see, the proximity mean score actually for all subjects was almost 10 points, actually
10 points higher than um the district's teachers. And this is all done peer-reviewed article, so you can look at it. This was done at Chicago State uh with Dr. Gerard McClendon and Chicago State uh education department.
So that's uh what I call the uh rapid response. Uh if I if there if there are questions, I'll be more than happy to answer any questions from anybody. >> Yes. >> Thank you very much. I'll open the floor up. Any questions from the board?
>> Madam President, >> you have the floor. >> I like this. Um but I do have a question for you, Dr. Griffin. Um, how would you say this is different than the virtual learning that we have now?
>> It gives them an opportunity. These teachers have office hours. They can work with a kid oneonone and you get that the engagement is much higher. It's much closer to a teacher than the other programs. The other programs spit out a lot of good reports, Centric and
Subject.com. But this, you got a live teacher that's working five days a week versus subject.com, you get a teacher two days a week and then they have work every other day that they have to work on and they can ask questions, but they they don't get the questions answered
till they get that live teacher. This literally is a teacher you get every day and you get the teacher has office hours and can give that feedback a lot sooner. It's a bit more hands-on for the courses than say uh the Kate situation where it's all kind of virtual and you get a
couple of days. >> Okay. So, I I like that. But my next question goes to is I know we were told that we had accidentally paid for is I could be wrong, but we accidentally paid. >> So, you see where
>> how where would that put us at as a district? We would have then three virtual educations. So, we're making sure no child is left behind because we'll have a teacher for each subject. But, >> right, they hit different gaps though. >> Okay. >> They they hit different gaps. Uh for me
in in our K12 area, we got to have cert these are certified teachers, right? and they're in the classroom. Well, not physically, but they're available and to teach that coursework every day like a teacher versus uh the other gaps being for uh credit recovery or something like
that. You don't get them every day. And I and I understand your point in terms of uh Centric and Subject, but they're filling other gaps as well. Those Centric and Subject.com are closing those academic gaps for kids who need credit recovery and other stuff. But
this these are just gen ed courses are our our sped which we desperately need right this is what this is going to feel for us all these vacancies that's why when I shared it I shared the vacancy list he's going to go and find us those we got seven out of eight uh vacancies
you know there's you know subs but these are he'll find us those certified teachers that have the pedigogy that we're looking for uh and can give that feedback grades all of that talking to parents they'll do all of One thing I will say and this is I'm done. I liked how it did Memphis um
Lincoln and Kansas City bless those are similar demographics to our community. Um so thank you for this presentation and thank you for your answers Dr. Griffin. >> Certainly. >> Thank you. Um
I had a clarifying qu Oh, go ahead Secretary Triplet. I'll defer to you. First of all, I'm excited about this and I want to take this opportunity to thank our superintendent and our director of human resources um for working together to identify
something of this magnitude um saying Kansas City, Kansas. >> Mhm. >> And it it just brought a a a flashback in my life. Dr. Anna Chantler who worked here the director of elementary education years ago and some of you all
remember um Sandre K. Ruer who was an English teacher and counselor. She ended up going to Kansas City, Kansas public schools when she left Benton Harvard. So that was like okay that's a hello piece. I had an opportunity to teach online. Um
it was tutoring and teaching online and it was an absolutely amazing piece. I think that this will fill vacancies. Um I would the question that I had in my mind was who's going to be in the actual classroom to help facilitate. They
provide that as well. The district will provide that. So and you have certified qualified teachers in these subject matters, but you have uh a sub or or somebody in there that's leading the other pieces and they're working in tandem together and they're also
working. I think this is like you said it is not the best but it is better than everything else that we have. Yes. >> Because one of the most difficult things to do as an administrator is to um leave a building when you have all of these
vacancies. That's very hard. And so I'm I'm just excited about it and I appreciate it. I I I'm I'm looking forward to it working. I just hope that we have everything in place from the technology department
um um that that our kids have their Chromebooks and they have all of those things in order for us to be successful. Thank you, Dr. Griffin, um Dr. Robinson and uh I I'm quite sure they that they've met together with the human
resource department to figure out unique ways to handle what we're dealing with. And it's not just happening here. Thank you. Appreciate you. >> Uh, Trusty G. >> Thank you. Okay, so I have a few
questions. Um, subject only works with credit recovery. It does not work with any other um, regular ed courses.
>> It can. I'll have to double check with Dr. Foster. I don't know in her absence of the other component that we're using it for, but I'll be candid with you. Um, and I'll I'll say I found some other ways that this benefits our kids, but go ahead to your next question. I'll have to circle back to you about the other
way we're using them because we had to figure out how to use them both when we found out we couldn't uh get out of the contract. >> Okay. So, that's one thing I I am wondering if subject provides that service already. Um
the other thing is this student co-eing model. >> Mhm. >> And so um I guess if I'm visualizing it, what you're saying is if I have 20 vacancies,
then you're able to fill those 20 vacancies with certified teachers in that specific area. My question is, do I still need to have 20 facilitators
um in those positions? So, I'm actually needing 40 staff for that position. >> Um Trusty Gavin, that's a great question. So, let me explain how this go. You have to have a facilitator in the class. Someone has to handle
classroom management. facilitator does not have to be a licensed educator. It can be a substitute. It could be a parent. All just all depending on how your system is structured. Our teacher is licensed. So when I come here, I'm
going to bring you a licensed teacher. We're going to take them through Michigan reciprocity and certification so that they have a Michigan license. Now, we'll start them off first. And some of them we may already have some on that have the license. That's the first thing. And then going back to what you
were saying, the difference between our program and the other program, credit recovery is different. That's a asynchronous thing. Uh, you know, that's a onesie. Our teacher will be in your classroom from bell to bell. So if you
are on a traditional schedule, chemistry meets from 8 to 9, section 1, 9:05 to 10:05 for section 2, our teacher is going to actually attend those classes. students will be able to talk to the teacher birectional which you saw in the
classroom. So it's it's an open forum. It's really seamless. The other thing that uh Superintendent Griffin was talking about in order to make this work, the reason why it works is that when our teachers are a part of your planning period, your PLC's, they are
part of your fabric. They are part of your curriculum. Whatever curriculum you are using, they're going to use that. a lot of asynchronous programs you have to use their curriculum. So there and so like also in our classes we give every student a pre and a post test especially
for our high value courses. One of the reasons why Shelby County works with us in the state of Tennessee they have a thing called ELC to test which is given by the state and only a state certified teacher can teach that class in order
for them to get credit. And that's why they that's why they use us. So those wonderful questions. I >> have another question. >> Yes ma'am. >> Um what is your turnaround time for if we needed 20 teachers?
What's your turnaround time on those 20 teachers? Certified teachers. >> Okay. So we have a deep bench of teachers. in seven to 10 working days I could have your stuff up and running and then have someone come in and train the facilitators. So I've already kind of
said team this may be coming. So they are in the background they started like from the list that I had they started trying to recruit and put people there ready for you if this is a decision that you guys want to make. >> Just a distinction you said training the
facilitators but placing the certified teachers is my question. You're saying that within seven to 10 days you can place >> you can fill all of our teacher vacancies. >> I believe so. I believe so. Most of them. Yes. So it may be a rolling thing.
So for instance, if you needed if you need said I need 10 algebra teachers, >> whatever we had on that list that you shared, I've already had my HR team and the recruiters working. So I know I can fill those >> within seven to 10 days. >> Seven to 10 working days. Is there like
a money back guarantee? >> Well, gotta ask. I mean, a lot of time we're dealing with human capital, right? >> We're dealing with Somebody could say, "No, but we the way we work, I can't I'm not going to sit here and tell you that everything is going to be perfect,
perfect, perfect. But we have been doing this for so long, we can't anticipate." So, like when uh Dr. Griffin came to me with this and um Miss Dorsy, she knows she's been knowing me a very long time. We see each other every HR conference.
Uh and so um I'll give you my word that we will do our best, you know, to get them all feel. >> Yes. >> Thank you. >> Secretary Tripley, did you did you already go? You went already. Okay. Trusty Wire. >> So who graced the students? Were the
virtual teacher? >> Yes. Our teacher is your teacher of record. So they do all of the grading, planning, lesson planning just like a regular teacher. What you have to think of this is as an extension of you when we bring our teachers into your district. So like let's just say for
instance culturally a teacher does not fit with the kids. We have in the background we have a TLS which is teaching and learning. They're the instructional cultures. Then we have the TAS team which they are kind of like our quality control. So, they're going to go to the grade books and all that to make
sure that whatever your grading policy is that our teachers will follow that. And then you have a CSS person who's kind of like your customer success person. So, let's say uh whoever is going to be the champion for each school, that person will communicate
regularly with them as well. Do your teachers have like times where they may have to work with um a few students individually or or group maybe a smaller group? >> Well, then that's intervention and we can
>> like an intervention type thing. It's something they don't understand. >> Can they get in touch with that virtual teacher to to get more clarification on their assignments? That's why I always put planning period inside for parents to be able to talk to that teacher for
students to be able to talk that remember student can talk to a teacher with inside of the class because it's birectional right it's you saw what was happening there she when she called Ector out and he responded so not only within class time but also outside of
class time. >> Okay. The other thing is I've required our teachers to attend your PLC's, your professional learning communities that you have set up so they know the dynamics of what actually is going on in your district. >> My last question, what's your
recommendation for teacher student ratio? >> Okay. So, we do not take more than 30 students in one classroom. So, 0 to 30. If it's 31, then you add another class and so forth.
Okay. My question that I have um I noticed that part of the fee that we pay is for setup, technical support, etc. The headsets and technology that they're you utilizing, is that included in this expense or is that our responsibility to get that technology? >> We have the earbuds. However, we have
something that's much better. Uh we have a speaker. This this this video is probably two years old, but we have a speaker, a boom mic that sits inside the classroom. So there is no necessarily a need for headphones unless you want. Now there's two philosophies on that.
Headphones can block out all ambient noise in the background and the kid can hear the teacher better. Or if you just want it to be like a regular classroom, which I recommend uh the uh boom and we will provide that for you. And if you do want um earbuds, we can give those to
you as well. >> Is that cost included here in the price? Okay. Yes, those the headsets that was in that in that particular video, the district made the decision to buy those. >> Okay. >> Okay. >> All right. And then my second question I
think might be more so for Dr. Griffin and I and if you all have not gotten to this point, that's understandable. Just wondering if you have cuz we don't necessarily have a position of a facilitator. Um, did you have an idea of
what particular bracket of staff will be doing this? Will we be creating a new position for facilitators? What what what are our thoughts? >> It's going to be the same people that's in the the classes now. >> This the the people who have been managing currently. Correct. >> Okay. >> We'll train them and another benefit is
for the TNTs or grow your owns, they'll get to see a teacher certified in action. So that's just another opportunity for them to be able to learn from that certified teacher in the classroom. >> Okay. So my follow-up question to that is being that they're acting in the role
of a facilitator and not an educator in that capacity. Will it still count for your grow your own because they're not technically teaching those courses? Would there be a limitation there? >> It shouldn't be, but I'll double check. Okay. I'll make certain that they get what they need in order to to get
certified. Here's why. because I'm in complete agree with with him. The best case is to have a certified teacher in the room and not on television. So, we'll be working in tandem with TNT and with the other program to ensure that they're able to get those hours and co-f facilitate in the classroom.
>> Can I add one thing to that? Yes, of course. I'm glad you brought that up. Um, President Robinson, the Kansas City model, we do what they call the fellows program. So I can hook you up with Dr.
Jones, Dr. Stubblefield, and we've been doing this three years and it's been very successful. They use us for the growon. The first semester, those folks that are on emergency license that have went through the fellows program, >> they put them with a proximity teacher and that's where the whole co-eing model
comes in. Uh I teach, you assist, you teach, I assist, blah blah blah blah, and going back and forth. So that's something we're very familiar with. Even in Shelby County, what they did with us, they had what they call the ILDs and they are people who are trying to get
their license. They put them in the classroom with proximity. Now they have to pass that practice exam and then they go out into the wild, but they don't release them until the second semester. So I can definitely hook you up with with them. >> Okay. And then my last question is for
you. I believe you said at the start that if for some reason one of the virtual teachers decide that they want to be a staff of Ben Harberry schools then at that point we owe you nothing. They come in we >> you service for the time they start. But
for us, um, for me, listen, I would like for you to put us out of there, right? Because I mean, how I look at it, I'm a I'm a I'm a brown kid and I came up in school district walking public schools
and the best thing is if a live person can walk through that door. I'm I'm adamant about that and I believe that. I say that with conviction because I'm product of public schools. I mean, I'm I'm I'm worried about where we're going.
But that's why I that's why I kind of like I look at this as a as a as a as a mission and a ministry because I know if it not be for like proximity learning, it would be a lot of kids who would not get a state certified teacher, someone
that understands, especially your core like ma'am. Um not going to name the district, but it's in a neighboring state. I went into a school that it was it was unbelievable. Went into a
chemistry class and there was a substitute teaching the chemistry class. And I asked, "How many kids that were planning on metriculating college?" 80% of them raised their hand. I said, "How many of you guys are
planning going to nursing, premed, and so forth?" 10 of those kids raised their hands. Now, what is the one course if you want to be a doctor >> in undergrad premed that will wipe you
out? >> It's organic chemistry. So, if you come in with a deficit and you don't know how to do moles to molecules before you get there, you're not going to be successful. And that's why this is so important. And then the other thing is I
believe that this has to be a partnership, right? We that's why training is so important. That's why it's important that every administrator understands the virtual environment and that's why I respect Mr. Triplet. You haven't actually having the opportunity to work and that it can work if
everybody buys in and we get the right facilitators and we train them. We hold them accountable like you hold us accountable. Um, and that's what I want to say unless anybody else got anything to say. Yes, ma'am. I just have just a logistics question.
>> Sure. >> So if a facilitator um is absent, >> does that mean either we have to get somebody in there or like can that class go on
with the proximity teacher or do we have to like for example without proximity like you said sometimes we double up classrooms. We do, you know, we do these other things. If the person on the ground is absent, is the proximity teacher still able to service that class
or do we have to get a body in there? And are there no stipulations of who the body is? If you understand my question. >> Sure. because there's a certified teacher. Could it be not that we would want the security guard to have to do that because we want the security guard
to do security work, but could it be somebody that just doesn't have >> that? That happens all the time. So, let's say a facilitator, I mean, they're human. You know, they could be on their way for >> a degree. >> Yeah. And something happened, they have an accident in their car. >> I've seen where, you know, other staff
members have had to step in. You have to have by law someone in that classroom. You can't just leave kids because a teacher is virtual. That teacher may be living in California or New York somewhere. So, yes. And uh I thought you
were going to ask me what would happen if a proximity teacher was absent. >> Well, we have two things that we do. >> We have a sub we have our own subpool if that teacher is going to be on for a long time assignment. But this is why the planning period is so important. The
facilitator and the teacher, they have to work at El. So if we know like for a day that that teacher could the way the system is set up that facilitator can pick up and give the work and if not we have our own sub for too I can say hey
we need a teacher in that classroom. >> Okay so you have a sub if the proximity teacher is absent. >> If our facilitator is absent I guess I'm wondering what is the legal requirement for our facilitator? Do they have to have a degree at all? Can it be somebody
that's not degreed a volunteer? That's what I'm wondering. They cannot I see a head bargaining whatever is in the rules. I mean I've seen like places like Mississippi they have parents who work as services facilitators. I've seen where lunchroom monitors have actually
come into play. I've seen where security guards come. I've even seen where the secretaries come in. I've even seen where the principal has acted as the facilitator for that class. >> Well, who can answer that question? Is that a Is that a Dr. Griffin question? Is that a HR question
>> of who can serve as a facilitator? >> As long as there's a certified teacher in the classroom, we can put a substitute there. Um or other staff. of their staff, but not like a
volunteer. >> Well, no, because our POS are unionized, so we can't use volunteers for those positions. >> Thank you. >> So, >> okay, we're going to go ahead, Secretary Triplet, and then we'll try to >> So, when you look at situation, it's
just like say for instance, you have we have this this certified teacher in this classroom. So the facilitator which might be a teacher in training um it might and or it might be a substitute teacher which we had to have in that
room anyhow. So if somebody is not there we have to replace that teacher with a substitute teacher. So you will replace that facilitator with a substitute teacher. I do want to share with my colleagues
serly um having had the opportunity to do this online with students in Arkansas, we established a great relationship. Um they knew me, I knew them. Um
Christmas time, I sent a gifts to the principal, cards to the principal who gave them to my students. It was a small group of like probably 15 kids, but you really do when you have that teacher in there and like I said,
we got the technology and everything because let us be clear, we do have certified teachers in Ben Harbor people. These are just for vacancy. >> So, I don't want people to think that the district is going into this. This is right here to fill the vacancy. And um
the young lady that just got up and spoke said her her granddaughter is in classes with our certified teacher. And that that that's very very important. I think we need to focus on that that we do have certified teachers
that we are able to do our part of the contract for making sure our kids have everything that they need. This will be very very successful. is not going to knock anything out with the union for anything because the goal is to fill
those vacancies. And like he said, if somebody wants to come, we hire somebody to come in, they apply for because we're always looking for teachers, but in the meantime, in between time, our kids is getting a certified teacher in front of
them. I I I I feel it. >> All right. So I just want to thank you for your presentation. Dr. Griffin, did you have something to add? Okay. >> Uh just wanted to add the difference again between subject.com. Subject offers hybrid live teacher and
self-paced proximity learning live teacher every day. With subject.com, it provides asynchronous self-paced online courses that allow students to complete work independently with teacher oversight. In contrast, proximity learning offers live synchronous
instruction delivered by certified teachers who teach subjects in real time and virtual classes. So in layman's terms, subject that's your self-paced competency based learning piece where I'm a student, I'm if I keep going, I can be done in say two weeks, three
weeks versus uh proximity learning where you're in a real court just like school and it's a semester long with uh report card pickup and all of that. That's another difference. >> All right. So, without further ado, thank you.
>> Dr. Griffin, can you please present staff report S1? >> And then, as she's preparing to do so, I just want to remind the board of protocol 913 2022. All comments will be limited to two minutes per trustee per topic. I knew that this was something new for us that we had to dig into. So,
I'm not throwing any shade, >> but moving forward, we'll we'll um do our one comment per trustee and I ask that tech or Miss Singer ensure we have the timer set. I can read it for you if it's easier.
>> I can I can read it. Okay. So, staff board S1 subject proximity learning proposal approval dated for October 14th, 2025. A reason for board consideration. The board of education shall approve all textbooks or contracts used as a part of the educational
program of this district. Purchases over 31,321 need board approval. According to the most recent state of Michigan Department of Education threshold, facts and analysis proximity learning offers a virtual instructional platform
designed to fill critical teacher vacancies within Benton Harbor area schools by providing certified teachers who deliver live standards align lessons across a wide range of subjects. This model ensures continu continuity >> continuity. >> Continuity. Thank you. I knew someone
right about that. particularly in high demand areas such as math, science, special education, and electives. Pricing is structured at $1,08 per section per month for standard courses and electives. Pricing is structured at $1,08 per section per month for standard courses
and $1,248 per section per month for special education with dedicated planning periods included for each teacher. Onetime fees include 37,49915 for setup, maintenance, and case management and 3,500 for facilitator training, bringing the total projected
contract value to 1,18,859.15. The agreement requires a five-month minimum commitment with early termination requiring full payment. By leveraging this platform, the district can immediately stabilize classrooms, reduce long-term reliance on substitutes, and provide students with
consistent qualified instruction while continuing broader teacher recruitment efforts. Policy reference policy number 6320. Purchasing funding source general fund strategic plan reference academics. Ben Har schools will increase student achievement as measured on local, state, and national assessments. recommended
action that the Ben Harvard area school board of education votes to approve the proximity learning contract in the amount of 1,18,859.15 to provide virtual instruction and support services for the 2025 2026 school year as outlined in the attached proposal and this is submitted by Dr. Simone Griffin superintendent. Is there
a motion to approve staff report S1? >> I so move. >> Is there a second or support? >> Support. The motion has been made by Secretary Triplet and supported by Vice President Bowens. Any questions, comments or concern? >> Madame President, um again with it's
unfortunate the manner in which subject was presented to us, how it was the uh you know we can't look back. We just have to find ways to u use subject to our
advantage. But I don't think anybody has ever really looked at financially how much money we have paid for EDGE staff. How much money do we actually pay for substitutes to come in here every day to fill these vacancies? I'm quite sure it's over a million
dollar. And those are not certified people. Those are people who have 60 credit hours. Not to diminish anybody what anybody bring to the table. So don't let this throw you off when you hear 1 million. Because I know when we're talking about across this district
and across this state and across this nation, we Ben Harvard area schools is paying cash money for substitute teachers. And so now we just don't have a substitute teacher in those classroom.
We have we will have a certified teacher in front of our student and that is very very very important. I know we are nervous because we put our trust in what others presented to us and they weren't
always integral. They did not look out for our best interest. But I would will I would be willing to risk it to say if we can identify certified teachers and and say that we have certified teachers
before our kids, I'm I'm I I I support it. >> Okay. Sir, my apologies. I have one clarifying question for you. Um, this says that the agreement requires a fivemonth minimum commitment with early termination requiring full payment. So,
should I read that as if we realize in 3 months it doesn't work for us, we still owe you five or what does that >> standard language semester. So really if let's say you get down roll 60 days from now and you say hey this
teacher we we found a teacher we're gonna honor that. We're not gonna lock you in for five months. >> That's how we have to write our company but I will give you that. So you can write that in there you want me to sign an addendum put that I'll do that. So,
and then also with the the with the cost with the million. Let's say this is for what she for what was actually put on the sheet the max, but let's say you only need half of that. You're not going to be charging. We can't charge you for something that that has not been delivered. >> So, I just want to make sure I
understand you clearly because I hear you telling me if we find a teacher, you won't charge us, but we're voting on something that says you will charge us. So, Madame President, >> yes. Should we be changing the motion? I
mean, the >> I'm not I'm not certain. Um, this isn't per per teacher. This is a contract with you all. It's not this terminology is not referencing a teacher >> that they can see. If >> you break it down, let's say, for
instance, you only need five of the 20 teachers. I cannot charge you for 15 teachers because I have not delivered service because it's a service contract. It's not like buying a software. So like when you go to a
company that's an asynchronous company you use, you're buying the license. They don't care whether you I have to actually get the teacher get the teacher in get them going. If I don't do that, then there is no charge for me. Or if you say to me, you come back with says,
"Money, I know I said 10, but I only really need six of those people. I can't charge you for four teachers." Okay, I'll just ask a little bit more offline because I'm I'm still not maybe it's just me cuz this says agreement
requires a fivemonth minimum commitment with early termination requiring full payment. So I understand that if we have a contract for 10 teachers and we only use five that you're you're answering me you're answering something different than what I'm asking.
Okay, >> that's a separate case management. >> You do you on this last case management? >> No, I'm looking at our staff report as what we're actually voting on the way it's written.
>> And I apologize board. I'm not trying to prolong us. >> Uh Five months minimum early because yeah I'm looking at yeah it isn't it's the bullet uh >> uh I think I provided two
>> yes service term five month minimum early cancellation requires full payment of total contract >> this one do you want to bring >> yeah we can make if you want to make an addendum I mean a a change to that you can and I'd be willing to sign off on
where it is uh you get a 30-day out clause. So let's say for instance you get a teacher you find a teacher I will give you 30 days you only have to you'll be on the hook for us 30 days. So if you told me something like November one then
the teacher you'd be paying until December one the transition period. >> Okay >> madam president >> go ahead. >> I have a question to your question. So say for example we vote on this secretary triplet
when he signs this these corrections and what he's stating can be added to the addendum >> to the addendum at that time. >> So we can still go ahead and vote on this noting that there's an addendum coming >> and secretary triplet >> correct >> and you would say
>> okay that's fine with me. I just sign the only reason the only reason I'm asking is because we have the other two programs and then I and then we're committing to another and then the F. So I'm not against it. I just want to make sure that we fully understand what we're what that language meant. But we can
proceed with the vote. I'm not trying to block it at all. I still had a >> Go ahead, Dr. Griffin. >> Is it my assertion that the service term is that's a semester? We're going to need it for at least one semester for at least one teacher. >> To be honest with you, you actually if
let's say we start the semester, you've already August and September >> is gone, right? So it's only three months. >> So in the next semester, >> I still need 30. I put the 30-day out. >> Okay. >> Secretary Chip. Go ahead, Gavin. I'm
sorry. You know for me so from what you have here there has been a list of vacancies presented to you already. >> So you know exactly what it is. So you know that we have say for instance we
have 10 vacancies or we have 15 vacancies. We already know from the human resource department what vacancies we have in this entire district. Okay. So those classes then we'll be
able to say that we have certified teachers in all of our classroom >> and we can start moving in that direction. >> We do have again it is not like we don't
already have certified teachers and we will still be pursuing teachers and trying to recruit teachers to come to Benton Harbor area school. Yes, >> I I understood that. I just wanted to
make sure that if they get four months in and they decide it's not what we signed up for that we're not going to be, you know, but if you It's okay. Go ahead, Gavin. I have my clarification. I need it. >> Okay. So, my question is, how many vacancies do we have?
>> No. Um, I'm gonna have Madam President, can you ask uh Miss Dorsey pulling up now? They can see this. I might have to In core positions, we have uh two math teachers at the high
school, environmental science teacher at the high school, chemistry teacher, biology teacher, social studies teacher at the high school, Sixth grade math teacher, sixth grade social studies teacher, sixth grade science teacher, eighth grade social
studies teacher, kindergarten teacher, second grade teacher, part music teacher, art teacher, music teacher, elective teacher, the middle school. >> How many is that? >> How many was that? I count
17. 18. >> Okay. Thank you, Vice President Bon. >> That's 18. This does this cont this contract cover 18 vacancies or does it cover if we get three more vacancies? Like
does it cover exactly this 18? I can I forgot the I don't have the contract in front of me. >> Um >> actually I can give you my >> and just for clarification so we we don't want anybody to think that we don't support this. Everybody's really
excited about this. >> Um but as we've kind of Oh, this is yours. As we've kind of discussed, we've invested in um other programs that were presented at the same um you know at expensive rates. So we just want to make sure we have a full understanding of what we are
supporting. >> Oh okay. So first thing let's say even if the contract said 20 teachers it's the first thing you say. Just think about it this way. You said Mike I need 20 teachers at the outset but Mr. Dorsy
may have hired more teachers. So that number goes down. This is basically an up to amount. you cannot go, you cannot spend over it. So if it's 18 teachers, that's all we're gonna charge you for is 18 teachers. So even though it says 20,
you only using 18 because it's a service contract. It's not a software contract. And I think that that's the difference. If you only had tomorrow, let's say she um recruited eight more teachers and you only use 10 teachers, I can only charge
you for 10 teachers. Another caveat, let's say you find an algebra teacher, but a chemistry teacher drops up. You can take that teacher and shift it over for the number of months that's left for the chemistry teacher. >> So it gives you a lot of flexibility.
>> I just want Yeah, just for clarity. So we would be needing to is is this 20? Is that what this is? I would like to know what we are getting. >> We we do it by section. We do it by classroom periods. So um I just took
like for instance the math the math teacher right you you had uh let me see planning period uh let's just say for instance chemistry for the school you needed one chemistry teacher one chemistry teacher teaches
five sections because you were on a traditional schedule and then there's one section in there for planning period right so where they would meet so that's how it's done >> no no I appreciate that I just want the number and I I hope I'm not coming off
rude. I just want to know with this million what's the number >> how many teachers >> 18 teachers 18 >> it's 18 in here and somebody direct me to the page that says that >> the contract says 20 though right >> well the contract is broken down by
classroom periods so I just took what you gave me >> and I said okay each thing is done by period it's not done by like, oh, you need one teacher because >> let's say your teacher only teaches three sections of chemistry. I can't
charge you for five section chemistry. I'm only charging you for three. >> But in this case, I know that the chemistry teacher teaches five sections, but we have one section planning period. >> Yes. Because I also shared our schedule. >> Yes. >> The master schedule for the high school.
>> So, we know what those classes are. So, he has the schedule. he has uh the master schedule for the high school as well as the vacancy list. So these numbers come from those two documents that were shared for this year. >> I guess I guess for me um and for me
what I'm trying to calculate in my head is how many teachers this covers. Does it cover all of our vacancies? Does it guarantee to cover all of our present vacancies? And what is the calculation for the
permanent subs that we would need to hire to fill those vacancies as well? >> Yeah, they're in there now. >> They're in there. >> They're already >> She's using the same staff they have now.
>> So, we have permanent subs in all those positions now. >> We have someone in every class recurrent, whether it's a TNT. Yeah. Yeah. So they're non-certified. So they would be classified as subs. Correct. >> Okay. >> There's Yeah, subs are in those classrooms current and they will become
the facilitators and get trained by proximity learners so they can work in tandem with the proximity learner teacher. >> Okay. Thank you. >> If we can get kind of a guarantee that what we're voting on covers all of our
vacancies. That's what I cuz you know we've been in this is nothing against you sir but we've just been in other situations in which we thought we were getting XYZ and it wasn't that. And so I just want
>> explicit written clarity. >> Okay. So I don't know what the vacancies are today in the district. >> They're still the 18 she called. what was given to me, what was said for me to put together and that's what I did. >> Put those together. Now, I will tell
you, I'll give you an example what districts do. >> Let's say for instance, they enter into a contract and they say, "Okay, all of a sudden, they need five more teachers. All they do is just come back to the board and they do an addendum." We do that in Shelby. It's just like I put in
a 100 teachers, but now they've got 200 vacancies. They come back. Same thing with Kansas City. Kansas City just says, "Okay, here's the number. We're only going to spin up to this amount. If you need more, come back to us." And that's all handled by their HR department. And
the HR department says, "Oh, we need uh three more teachers." And then we our team will say, "Okay, this is what your contract has, and if you need more, then you just come back and you do an addendum." Also, the reverse. You said you needed 20, but you only
need 15. So we say, "Okay, you got five, you got five spots over there that's sitting." Wasn't if you don't use it, we don't charge you for it. >> I do I understand what you're saying. I guess what's not coming across for me >> is the explicit number like that
simplicity of >> it's 18 or it's 20 >> vacancies. Yes, >> it was 18, right? 18 vacancies. And so you do you want him to subtract the two because the the contract says
excuse me 20 right isn't the contract for up to 20. >> That's what I'm asking like paid I can't all I did was just took you gave me >> okay >> and I and I put them into classroom periods because that's how >> that's how the master schedule was laid out
the master schedule. >> Okay. Um, are we ready? Let me proceed with the vote. I do have a comment or a question. >> I was going to call for the vote. >> Okay. Secretary Tripley, can you please call for the vote for staff report S1?
>> Thank you. >> I She wants more, I can provide it for any call for the vote for S1. >> No. >> You have a comment? >> Yeah. I just want to make sure that she's uh comfortable.
>> Go for it. I can make sure that we get those numbers to her so she can see cuz he did this per class according to our master schedule for all of the subject areas for those teachers that are needed to fill those courses for those uh periods in the schedule. Does that make
sense? And so what I'll do is I'll present I can circle with circle back with him to give you a sense of comfort in your vote. Uh another document that'll show you the exact number for how much each course that's taught will cost. >> I u No, I appreciate that. I see I'm I
see how he has it broken down. It doesn't say the exact number, but it does say specifically which class. >> I just want to make sure you feel comfortable. >> Yeah. Thank you. Feel educated to take. Secretary Tripley, can you please call the vote? You had a follow-up question.
>> What he has here, just for clarification, these are the spots where certified teachers are needed hour by hour at the high school level and at elementary level for the day. And that's what this
right here that we have in front of us hour by hour. So all of those spots are served are filled with a certified teacher in conjunction with supporting our teachers in training who have been in these classes already or in the
classes where they are long-term subs or subs who have who changed from week to week, day to day. Now all of these places will be filled. We do have teachers that have substitutes that have been standing in the gap for us. And so
this is going to strengthen the force. >> Am I clear? >> All right. Secretary Tripler, please call the vote for staff for S1. >> And I >> Go ahead. Forget it. I'm good. >> You had another comment. >> No, I'm good. >> You weren't finished. >> No, ma'am. I'm good in my vote. I just,
you know, just Yeah. >> I cut you off. >> No, ma'am. >> Oh, okay. Call the vote for staff report S1. >> President Robinson, >> yes. >> Vice President Bowen, >> yes. >> Secretary Triplet, yes. Trustee Rocket
Martin, >> yes. >> Trustee Gavin, >> yes. >> Trustee Doyle, >> yes. >> Motion carried. >> All right. Thank you so much for your time and your patience today. I appreciate you. Again, I knew that we
had the support of the board. So, I don't want you to think that it's your presentation or um lack of our trust in administration or anything of that nature, but our district has made quite a few hefty investments. Uh specifically, for example, some boiler work that we thought we were investing
in something that we didn't get. >> So, and it was specific down to the language of the contract. So, it's not you, it's not Dr. Griffin is not our directors. It's what we've experienced before and trying to make sure that we understand completely where we're spending the the a million dollars
versus just getting the overview and going with what we're told versus what we see. All right. So, congratulations to you. We look forward to working with you. All right. Um up next, so I'm going to be I did ask for a timer. I didn't see
that happen just yet. So, if we could get that up and running. Um, board retreat recap. I expected for us to talk a little bit more in detail about it. Just want to make sure the board know the public knows that the board had a leadership and unity retreat um in the
last was it last week or two weeks ago? Two weeks ago. >> Two weeks ago. >> Two weeks ago. It was fabulous. Um, for the sake of time, we will discuss that more at our work session. um cost analysis for council at meetings. So, this is a followup that I told you
all that I would have uh director Bar Carter provide to you. It is linked within um your agenda as well as in your um binder. She has essentially taken she's done the math for us and done the calculations of what um potentially
annual cost would be um for Clark Hill or Trum or council. Um, and it breaks down if it's a a member uh senior attorney or an associate what the cost would be on an annual basis um for both Clark Hill and Trumon. So, if you guys
kind of take a look at that. I know we discussed having counsel at meetings. I will circle back to each of you guys to kind of get your thoughts. Um because we do have two we got two different um attorneys. we could choose to try both of them for a certain period of time and
see which firm we like a little bit better at the table, but I will um circle back on a 101 and kind of give get you all feedback on that and ensure you've had adequate time to look at this the numbers because I don't think this was linked when we sent it out Thursday. So, I just wanted to follow up with you
guys on that. So, up next we have our policy and discipline committee uh second readings. This is for policy 2414, reproductive health and family planning revised. Policy 2418, sex education. Policy 8321, criminal justice
information security, noncriminal justice agency revised. Policy 7540.09, artificial intelligence, which is new. Policy 5500, student conduct revised. Policy 5340, student accidents revised.
Policy 53, I'm sorry, 5330.02, 02 OPIO antagonist revised and policy 3120.08 employment of personnel for co-curricular extracurricular activities revised. Um staff report B2 is being presented to the board for the policies
as noted. >> Go ahead cuz we've already motion to um to support staff report B2. >> All right. Is there a second? Second. The motion has been made by Vice President Bowens and supported by Trustee Gavin. Any questions, comments, or concerns regarding the noted policies?
>> Madam President, I call for the vote. >> All right. Secretary Triplet. >> President Robinson. >> Yes. >> Vice President Bowens, >> yes. >> Secretary Triplet, yes. >> Trustee Rocket Martin, >> Trustee Gavin, >> yes.
>> Trusty Doyle, >> yes. >> Motion carry. >> All right. Up next, we have finance and operations. Um, Director Brock Carter went over our monthly report. So, so at this time, >> President, >> go ahead. You have a floor. >> I make a motion that we approve staff
report F1 from the notes that Dr. I'm sorry, Miss Brock gave us. >> All right. And she did um if I'm not mistaken, she went over this information with us in our work session. Is there a second or support?
>> The motion has been made by Vice President Bowens and supported by Trusty Rakat Martin. Any questions, comments, or concerns? Secretary Triple, please call the vote for staff report F1. >> President Robinson, >> yes. >> Vice President Bowen, >> yes.
>> Secretary Triplet, yes. Trustee Rocket Martin, >> yes. >> Trusty Gavin, >> yes. >> Trusty Doyle, >> yes. >> Motion carried. >> All right, moving right along um to human resources. Um and I will allow you all to proceed with the separation of
staff. Staff report H1. Is she >> I can um You can go for it. Okay, >> I'm moving it quick, too. >> Separation of employment date October 14th, 2025. Reason for board consideration, a list of employees whose
employment relationship with the district or will be separated is submitted to the board each month. Fact and analysis. It is recommended that the board of education vote to accept the separation of employment of the following staff. Policy reference 3140 4140 termination and re resignation of
professional/sup support staff strategic plan goal reference personnel leadership. Ben Harbor area schools will recruit, hire, develop and retain the best staff to improve student outcomes. Uh Hoover Shannon instructional facilitator resignation effective date 9225 Fairplane Middle School date of
hire 852022. Uh September 5th, 2025. Uh no exit uh interview completed. Jeremy Butler, choir teacher resignation. September 12th, 2025 from Ben Harbor Ben Harbor High School and Fairplane Middle School.
Uh August 21st, 2023. September 15th, 2025. No exit interview completed. Antoine Hines, early childhood special education teacher, termination 923 2025. Deck 109 2024.
Uh, no exit interview completed. Alexis Willis #teach artteer resignation 917 from MLK. August 21st, 2023. Uh, start date 9:22 2025. No exit interview completed. Ashley Williams academic
interventions resignation 917 2025 from MLK. 52820922 2025. We can probably add it. It says no, but she submitted one. Uh, Corus Nichols, teacher and training resignation 926205. Fairplane Middle School 919 2022 1020
2025 no exit uh interview completed. Dr. Christopher Bernick, director of special education resignation 102 central office 7102020 in person 102 2025 and exit uh interview was completed. Jalisa Ray
Simmons virtual teacher resignation 102 2025 from Kate 9922 2022 106 2025 no is it uh interview completed in Shennerhead school principal school principal
resignation 1014 MLK from June 17th 1996 uh sorry my screen just went out to be done in person her uh resignation and exit interview and then Jeffrey Mccor McCoy school social worker resignation 1010 Fairplane Middle School and Ben
Harbor High School August 21st, 2023. Exit interview will be done in person. Recommend action that the Ben Harbor Area Schools Board of Education votes to accept the resignation of employment of the aforementioned staff. >> My written copy has a name. Was that I have a Mr. Clark on mine.
>> He rescended his this morning. >> Amazing. Okay. Is there a motion to approve staff report H1? Madame President, >> you have the floor. >> I reluctantly make a motion to approve staff report H1. >> Is there a second or support? >> I support.
>> The motion has been made by Vice President Bowens and supported by Secretary Triplet. Questions, comments, or concerns. Trusty Gavin, can we get the timer set? And this is not for you specifically. This is to keep make sure we keep going.
You ready? Okay, go ahead. You have the floor. >> Thank you. Um, yes, I do have some questions regarding the column that says okay to share with the board. That column is blank. Um, and
so I'm wondering why that column's blank. And then also if we have some folks who have submitted um exit interviews and the columns is
saying no. Why is that? I'm going to turn it over to Miss Dorsy to answer those. So if the column says no, it means that they did not complete the interview. And to be honest with you, the okay to share with the board, I wasn't aware it was even there. I will look into that
and get back to you. >> Sorry, I can't hear you. >> Can you hear me now? >> The X interview completed says no. It means it did not complete that. And we found that they were doing them electronically, but they weren't being returned. Still can't hear.
I can hear. We can hear you. >> Yeah, we can hear you. >> I can't hear very well. You can hear the mics go up. I mean, every time somebody talk from a mic, it just don't work. What is the deal? >> She hers work. >> If you could just speak up here to a
better. Yes, definitely. Thank you. >> You got technology here. >> Use your outside voice. >> Okay. So, for the exit interview, it says no, they did not complete the exit interview. Those were done electronically. So, we're transitioning to doing face to face to be sure we capture their their um their thoughts
about leaving the district. And the last column that says okay to share with the board. Um be honest, I didn't know that column was there. So, I didn't ask when I met with Dr. Bernick if I could share with the board. I will going forward. >> Okay. Um thank you. So just for clarity
purposes, you're saying the when they send you the written interview, exit interview, a written exit interview statement, you consider that to be no if they didn't sit down with you and interview with you? >> They've not been submitting them. That's
why we're sitting down face to face because no one sent those back to the district. As far back as I could tell, they weren't being sent back in the last few months. So, we're going to meet with them face to face to be sure we get their um their impressions of of their employment with the district.
>> When you're saying that you said they submit them electronically, is that not >> She's saying they send them to them electronically, but they don't. She hadn't seen any return in the last few months. So, she's trying to have a face-toface interaction to try to
receive the information. Is that correct? >> That is correct. Thank you. So what I what I would ask is some people some people are on their way out and they don't they may not be intimidated by in person but some people may not feel comfortable actually
expressing in person. Why? So I would ask if we could still have the electronic option sent to them and then make the effort to do the inerson followup as a you know what I mean? So, cuz some people may not when when I left the state, >> I didn't want to answer to anybody about
anything and I didn't give them an explanation and I did not have those conversations because I didn't owe it to them. So, some people may not feel comfortable with the imperson, but I appreciate the effort given to get it. >> Okay. >> Yes, ma'am. I will question.
>> Go ahead, Gavin. Sorry. I just wanted to respond and say that the the reports these staff reports and with uh Miss Dorsy being new, she may these get done by my executive assistant, Miss Singer, so she may not have been aware of this column, but when uh staff exiting fill
out something, what I will do in the spirit of transparency is make sure that the board gets however it comes, whether it's in a on in a paper bag, uh we will make sure that going forward that that is addressed. I appreciate that. I think it's very helpful because we're voting
on it and so for us to understand >> the rationale for departure, >> why they're departing, what happened, that helps us with policy. >> Yeah. Um the other thing um what
>> outside of the instructional facilitators >> what what are the positions that are being eliminated? The academic interventionists were given the same information to go in classrooms like the instructional facilitators. But
Miss Dorsy, if you could speak to that because I know we shared this information. But before we go to that, I want to go back to making sure that so that as we build trust, there is some transparency. I think Miss Dorsy is referring to like an exit survey or something like that versus an email with
a letter explaining what we'll do going forward to be vigilant in being transparent about how and when people leave is making sure that we share that information if it's okay with them, however they send it. Because if they send it a different route rather than the exit survey she's referring to, I
want to make sure that that communication is clear between the two of you guys. If it the person didn't do an exit survey through the link, but they sent some other correspondence, we'll make sure that that's shared as well. >> I appreciate that. Um, and also if they
send the exit survey, it' be great to make sure >> Yes, of course. >> we get that. Yeah. So, I'm concerned about the I was clear about the instructional facilitators. >> Um, I want to make sure that we are
fully transparent in terms of the positions that we're eliminating. I don't recall academic interventionists. I would have stood up for that. Um, and so are you saying that they were also
told that their position is being eliminated? >> Miss M Miss Dorsey, yes, if you could provide an answer for that as well as uh even sharing the documentation that we've had for this endeavor. >> So yes, there was they were in the same
meeting as the academic interventionist. So there was a meeting with the facilitator interventionist together was one meeting with two different classifications and in the HR committee meeting we shared the vacancies and we shared the
certifications for all of our teachers and looking at that we had seven teachers who were highly qualified that were not in classrooms. So we discussed how to get more cert more certificated teachers in classrooms by placing those teachers in classrooms and I can send you the document that we used and then
we talked about the vacancies and what they may feel >> that document is that something you will share with us or is that something you share with the >> I have already shared it. Yeah. >> I don't recall ever having a conversation committee
>> I should committee and it was shared at the committee as a whole too. >> Yeah. A committee. Yep. All of that was shared, but I can certainly reshare it, >> but it was definitely shared >> and I presented it. Remember on the community HR committee, >> pardon me, I'm sorry, trusty G,
>> you're saying that there was a document that you submitted to the full board that you were eliminating the academic interventionist position. >> They were part of the same information that I presented to the HR committee. those members. It was my understanding
that when it goes to the members of the committee that they then presented to the board, but it was always shared with everybody. >> Oh, I would Yeah. Just in presuming positive intentions, I would
look forward to seeing that, Dr. >> Absolutely. >> Yeah. Yeah. I'll say this real quick. I do have about nine seconds. Um, I'm hoping that we will make sure that even if even if
we're eliminating positions, um, even if we're doing these transitions, that we're doing this with care and concern for how this is impacting our staff, our people. They are human beings. They are valuable. And I just
want to make sure that before we eliminate, we find out what is the value, what are they providing um before we make decisions based on numbers. >> Um ma'am, Madam President, can I reply?
>> Sure. I just want to indicate that their value was so high we asked for their expert expertise in the classroom to have certified teachers outside of the classroom when we have a teacher
shortage crisis in this district even before. So, we're at the at the juncture now we have 18 and that's with those uh certified teachers going into the classroom and then we have non-certified teachers. Half we're at literally at
half and half. Half the district is non-certified. So, it is because of their value and them being certified that we made the tough call that I'm okay with to have them go into the classroom and provide
tier one, tier 2, and tier three instruction. Academic interventionists, they handle tier 2 and possibly predominantly tier three instruction to help students close gaps. But a certified teacher going in the classroom
fulltime doesn't work with small groups. They work with classsiz students all day every day to help us provide instruction to tier one. Our kids that are on level close and beyond.
So tier one, tier two, tier three, they're in PLC's helping cultivate their craft. They're in the they're fulltime. So we because I cared about what students need and the value of the teachers. That's why I made the very
difficult decision to have them transition from being outside of the classroom working with a small handful of students here and there to going into the classroom and helping more students for our parents and the students that we serve inside the classroom on a
full-time basis. That's why I made the decision and we did it together as a as a collaborative to make sure that for every classroom, if we had someone in this district that had a certificate that could go in the classroom and help
30, 40, 50 students versus say 12 or 18, then that was the decision I was comfortable with as an educational leader myself. So, I just want to make sure I put that out there. Secretary Tupler, >> you know, I
I've been saying this for some time. I always wanted to know who the uh interventionists were assisting substitute teachers. So, I just don't understand
the uproar or being upset when we have certified teachers in this district that's working in different capacities
and we have vacancies. It just never made sense to me. So, this is not my first time saying it and it's not, you know, it it's not personal. I wouldn't have ever I I just can't even
imagine us having all of these various positions. And I was concerned when some of them were actually pulled out of the classroom and placed into these spaces with no one to replace them. It just did
not make sense to me. So change is is difficult and it's necessary and it is not personal. Our goal is to get qualified certified teachers in our classrooms. And one
thing for sure and two things for certain if nothing else if they were academic interventionist and in in the other roles and what have you, they know our district, they know our school and they feel right in. I don't think there was any change with salaries or
anything. So, I'm I'm I'm I'm happy and I'm quite sure that just not that does not mean that they don't have an opportunity to move in other spaces and places, but I just never quite understood it from the beginning
that we had so many people supporting substitute, supporting small group, and we got certified teachers that were supporting again. So I don't I mean I'm I'm I'm I'm
excited. I know it is uncomfortable but I am excited in the direction that we are moving and and for the first time in a long time instruction is at the forefront of every decision
because we are an educational institution. We are this has nothing to do with our finances. We've had all of those different things, but I have not heard education addressed in my tenure on this board in the manner
which is being addressed right now. Thank you. >> Thank you. I would just like to um my sentiments are are very closely aligned with Secretary Triplets. I would anticipate that within a school district, the instructional facilitators
and the academic interventionists were placed into those positions because they were highly qualified as teacher. That's what one would expect. And so if these are the individuals that are qualified to intervene or you know give the instructional facilitate in instructional facilitation in the
supportive manner that they have then they should be overly qualified and able to get in and give our kids the support that they need from within the classroom because th there is that is where the gap is. And so I understand like secretary triplet said is that you know
sometimes change is uncomfortable. It's not um it's not personal, but sometimes we have to do what's in the best interest of the whole body and not just consider individual preferences. And I'm not saying this just because I'm at the
board table. If you are around me or talk to me, then you know that I went from an executive leadership position in a main office to Harbor Towers doing management, which is completely different than what I went there for, but it was what my
agency needed and I did it willingly because who better to send into Harbor Towers than the executive uh leader that had done a strategic plan for the building. So sometimes change is uncomfortable but if you have that skill set to provide what your agency or your company needs then we applaud
individuals stepping in in that manner. So I just want to say thank you all for completing the HR audit seeing where our gaps are and what I see is you all looking at the assets that we had in our staff kind of asset mapping our district and determining where those strengths of
those assets will be best aligned. And so I commend you all for making that effort. I wish that all of staff were able to see it in that manner. I understand that we see things differently, but I just want to indicate that I I support um the decision to do so in the best interest of what the
students needed within the classroom. I'll open the floor if there's any other comments. If it's not um from anyone who hasn't spoken, if not, you have one wrap up. I just want to add um to be to humanize this, I did three different videos
leading up to and during the uh launch of these teachers going back into the classroom. So, I understand the discomfort. I understand the anxiety and stress, but these are the best of the
teachers that we have. I couldn't in good conscience have a substitute in the classroom, inexperienced, uncertified, and then walk around the building and see multiple people who are not only certified but are considered the best of
our of the lot that we have and not have them join the fight to ensure that our students are getting the best quality instruction that we can provide for them. So I understand the discomfort, but the decisions that were
made were made with the students at the center for what was needed for them. Admittedly at the discomfort for adults, but the students deserve certified teachers in their classrooms.
So that's why the decision was made. >> Secretary Triple, please call the vote. >> President Robinson, >> yes. Vice President Bowens, >> yes. >> Secretary Triplet, yes. Trustee Rocket Martin, >> Trustee Gavin, >> yes.
>> Trustee Doyle, >> yes. >> Motion carried. >> All right. Um, up next we have staff report H2 and then I just need to step out for a brief second. Vice President Bowens, if you could uh chair very briefly. Um but um yeah, you guys have the floor
to continue with your HR reports. >> Okay, this is how long you want to go, Dr. D. >> Um employment of staff date October 14th, 2025, submitting for board consideration to approve the employment of staff in accordance with the revised school code and other general laws of
Michigan. Fact and analysis under section 1120 of title 1 part A requires a participating local education agency to provide eligible children attending private elementary and secondary schools, their teachers and their families with title one services or
other benefits that are equitable to those provided to eligible public school children, their teachers and their families. Policy reference 2261 title one services 3120 or120. Employment of professional support staff. Strategic goal. Strategic plan goal. Reference
personnel leadership. Benton Harbor area schools will recruit, hire, develop, and retain the best staff to improve student outcomes. Martindelle Tracy pair professional/health instructor uh instructor river of life. Title one effective date 924 2025. Recommended
action that the B Harbor area schools board of education votes to approve the employment of aforementioned the aforementioned staffed. I need to step out as well. Excuse me. >> Okay. Um, say, is there a motion on the floor to
approve staff report H3? >> I so move >> H3 or H2. >> H2. >> Oh, sorry. Mine is H3. Sorry, H2. >> Support. >> A motion has been approved by Secretary Triplet, second by Trustee Doyle. Is
there any questions or comments? >> Oh, sorry. >> I you know I I do have to say this. Um I struggle with this every time I see um
us being responsible. um when and I understand what it is legally by law from title when you when when you know we're paying for people at other schools,
you know, that that bothers me. There is nothing within my spirit or my my bone that ever think anything is better than ours. I think our kids deserve the very very best. I don't I I've never looked at it
any other way. Everybody from 1485 Union attended, graduated, and supported Ben Harour Area Schools, grandchildren, first generation, second generation, and now we're going on our
third generation. I don't take this this stuff lightly. Um, I don't get paid for this. The board of education, none of us get one dime. And many people think that we get paid. We don't.
I have not been home from work. So, I don't think there's anybody any more exhausted than I am. But I'm committed to Benton Harvard Area Schools. I just wanted to put that out there. And I want to say it every time. Um, Trusty Gavin was the one that put
this fire under me uh when you first got on the board about us, this money going to other places, but I just want to put that at the forefront just for the record. Thank you. >> Thank you so much, Secretary Triplet. Is there any other questions or concerns?
Therefore, being none, can I you please call for the vote? >> Vice President Bowens, >> yes. >> Secretary Triplet, yes. Trustee Rocket Martin, >> yes. >> Trusty Gavin, >> yes. >> Trusty Doyle, >> yes.
>> Yes. >> Motion carry. >> Thank you, Secretary Triplet. We now come to staff report H3. And I apologize. And this is to improve the employment of staff in accordance with the revised school code and other general laws of Michigan. Facts and and
analysis. It is recommended that the board of education approve the superintendent's recommendation for the hire of the following personnel. Policy reference 3120/4120 employment of professional support staff. Strategic plan goal reference
personal leadership bitten harbor area schools will recruit, hire, develop and retain the best staff to improve student outcomes. Whereas the super new hireer mentioned is Regina Stroer as our assistant principal at Bitten Harbor
High School. The funding source will be general funds effective date September 23rd of 2025 sorry 2025. Um recommended action that the Bitten Harbor Area Schools Board of Education votes to approve the employment of the aformentioned staff
approved for presentation to the board by Dr. Simone Griffin. Is there any questions or I'm sorry. Can I have a motion to approve staff report H3? >> I so move. >> Second. >> It's been moved by Secretary Triplet, second by Trustee Gavin. Is there any
questions or comments? >> Therefore, being none, can we Oh, sorry. >> Vice President Bowens, I'm excited to um see Dr. grow there
in this capacity. Um, and looking forward to what she will bring to the table for our student here at Ben Harour High School. Um,
I've seen her with her passion. I've seen her had the opportunity to see her in the classroom. You know, I I was kind of concerned they're going to take our powerful English teacher out of the classroom, but um
>> still teaches >> me. So, she still teaches and we we she still teach and I can see her just being that kind of person to even be willing to do that because of her love and her passion for our students and for our
district. found very exciting and um in supporting this um recommendation. >> Thank you. Um I will say I seen on Facebook um who's going to teach hiphop >> and I was like oh snap. So I'm glad that
to hear she's doing both. Um Trusty Gavin, is that your hand up down there? >> Yes. Thank you. I just wanted clarity. Um Dr. Griffin, you said that Dr. STRS is um still teaching. Yeah, I think she teaches one class. I'll have to find out
for sure. Uh but yes, she does she does uh still does a little bit of teaching for us. I'll find out the exact classes. Uh Dr. Foster shared that with me earlier today. >> Okay. I think that's amazing that um >> still teaches. >> Dr. Str is um taking the position and
agreed to still teach in the classroom. She's such just a >> I agree phenomenal. She's amazing >> human being. >> Yeah. And she's flexible, too. >> To be doing both and then just >> also >> just seeing her in action is something
to see. So, I'm supportive of this um new hire. >> Thank you. >> Please make a note that it is 6:37 and the board president is taking back >> 937. >> Oh, 9:37. I'm sorry. >> Hey, where are we? I'm sorry, guys. Yes,
we are. Oh, it it's been second by Secretary Triplet and it's been I'm sorry. The motion was by Secretary Triplet, second by Trusty Gavin. We're voting on the assistant principal of placing Regina Stro. Everybody has made their comments, so you can call for the
vote. Second >> Secretary Triple, please call the vote. >> President Robinson, >> yes. >> Back to President Bowen, >> yes. >> Secretary Triplet, yes. Trusty Rocket Martin.
Trustee Gavin, >> yes. >> Trustee Doyle, >> yes. >> Motion carry. >> All right. So, congratulations. We're going to move forward. Uh, teaching and learning. Uh, Dr. Griffin, will you be presenting staff report?
Yes, he won. All right. You have the floor. >> Okay. All right. Colleagues, just bear with me. Uh one of the things let me just kind of narrate this with uh that we have talked about in the past is the lack of transparency and inclusion and
belonging of our teachers at the table around the purchase of curriculum. That being said uh I shared with you guys prior to this meeting in our Google classroom some of the concerns that they had was with McGraw Hill. When member we purchased McGraw Hill, they had a
purchased a multi-year contract with them and it only provides uh curriculum for tier 2, tier three students that fall in the tier 2 and tier three categories. We don't and we tried to make it fit. Dr. Foster did everything she could besides twisting into a
pretzel. Ultimately, we had a meeting with our president, union president, Miss uh Terrell, and vice president, Miss Wilson, who shared major concerns around McGraill and the purchase for K5 uh for ELA and our tier one. And so with
that, I said, well, I just said very pl and bluntly, what would you like? What would you like to happen? And and they were comfortable with SAVIS. And so I told them I would bite the bullet and go for Savas. So they would at each of these grade levels as you can see here
we got a very good deal for K gra grades K5 for tier one grade level instruction for the kids uh to make sure that we have standardsbased instruction learning and assessment for those grade levels. Uh so that's why we have this uh
proposal here and then for the Spanish portion for our um ELLL learners and then the the uh also the partnership proposal to get the support uh for Fairplane East where we have the largest
percentage of our ELLL learners at that site. So I wanted to make sure I put out there and then let me talk about the alignment of why Savas and essentially my view very briefly. It aligns uh my view Savas is the
company my view is the curriculum that that's grade level one through five and it is in alignment with our uh state mandate around letters. You know, letters is a professional learning uh course that provides teachers knowledge of the science of reading across
phological awareness, phonics, spelling, fluency, vocabulary, oral language comprehension, writing, and assessment. It's not a core curriculum though. But what SAVIS offers, it offers that core ELA curriculum, core ELA programs, my view literacy K5, which is what we're
getting. It positions my view as science of reading informed with daily foundational skills instruction. Words their way supply structured word study, phonics practice and independent reviews rate my view and my perspectives highly
for standards alignment and usability. Bottom line is letters provides the why and the what. Savvice are my view the curriculum that's before you tonight. Programs can implement the how in the classrooms. Overall the alignment is very very strong between the two as far
uh our foundational skills for phonics, spelling, vocabulary comprehension, routines and assessment. So in short letters is the why and the what which is how we were taught when we were younger the old school that L makes the L sound
like site words etc. But the curriculum that helps to teach it, the how portion comes through SAVIS and my view which is what is before you with the stamp of our union president and vice president and the teachers union to ensure that it
covers our K1 through five uh students in our uh schools. And then uh SAVIS the uh sport the two portions there for SAVIS learning for the Spanish curriculum and the partnership proposal helps to cover uh the ELLL students that
we serve. Uh so I'll stop there as the introduction and rationale for why this curriculum. Yes, we've had other curriculum in the past but they only deal with the students that are not on grade level and don't provide that tier one. And this is stamped by our union representatives to provide that for our
students in K5. >> Okay. Proceed with reading T1. >> Report T1. >> Staff report T1. Subject SAV K5LLL T1. Date October 14th. Reason for board consideration. The board of education shall approve textbooks or contracts used as part of
the educational program of the district. Purchases over 31,321 need board approval according to the most recent state of Michigan Department of Education threshold. Fact and analysis textbook quote for purposes of this policy shall mean the principal source of instructional material for any
course any given course of study in whatever form the material may be presented that is available or distributed to every student enrolled in the course. The district received a six-year proposal from Savas Learning Company for adoption of the My View Literacy K5 core program, which includes
both print and digital student services, literacy and dyslexic dyslexi dys dyslexia screeners, book club libraries, and extensive nocost teacher supports. Examples, the teacher edition of foundational skills kits, the man
manipulatives and intervention tools were needed. The package also provides 44,600 in professional de development to support implementation and coaching. The total cost is 288,215 which includes 268,100
in program and professional development source resources plus 20,115 for shipping which with more than 96,000 in supplemental materials provided at no additional cost. Policy reference 6320
purchasing policy number 2510 adoption of textbooks funding source general funds strategic plan reference academics Ben Harbor Area schools will increase student achievement as measures as measured on local state and national assessments recommended action that the Ben Harbor Area schools board of education votes to approve the purchase
of the my view literacy K5 uh core print and digital package from Syas Learning Company at a total of $288,215. $1. >> Is there a motion to approve staff report T1? >> I make a motion that we approve staff
report. >> Is there a second or support? >> I support. >> The motion has been made by Vice President Bowens and supported by Secretary Triplet. Questions, comments, concerns. Can you speak in your mic?
>> Interventions program. >> It's tier one. We we don't really say I Okay, so I'll go old school basil. I old school basil. Yes, that's grade level tier one that we're supposed to provide school students no matter where they fall. Tier one, tier one, tier tier two,
tier three. Even tier students that fall in tier two and tier three have to be exposed to tier one instruction because that's the grade level instruction. Secretary children, >> you know, I'm I've sat here
for some time now in silence when it comes to instruction and academics. And it's professionally offensive that we have allowed people to come in here and play games and play in our face and and and most definitely play with
our kids education. All of these are resources. The teachers from what we have said here and we've ordered for them. They have everything that they need.
They should have everything that they need if they are teachers. It is time out. This is my last time just voting
for people to have stuff. I I I I feel bad for our teachers that they have not been to the table. I feel bad for our superintendent, our new superintendent to have to come in and endure
what she has had to endure. some things we can say and some things we cannot say. But it is time those excuses are done. I'm glad that you the union, the president of the union, the assistant
president, the people, the teachers have everything that they need in order to teach our kids. because I'm sick of people sitting up in here with these snide smirks on their face and working in this district benefiting off the backs of these of our children in this
district when it comes to their paychecks and everything else and that our kids are getting played with. I've had enough of adult issues. It is time for our kids to get their very very best. So, I'm glad to hear that the president of the union and the teachers
support this. There's no other comments. Secretary Triplet, can you call the vote for staff report? >> President Robinson, >> yes. >> Vice President Bowens, >> yes. >> Secretary Triplet, yes. Trustee Rocket Martin.
>> Trusty Gavin, >> yes. >> Trusty Doyle, >> yes. >> Motion carries. >> All right, Dr. Griffin, you can just read it. Um, >> yep. T2 T2. Subject SAS authentico Spanish curriculum date October 14th. Reason for board consideration the board
of education shall approve all textbooks used as part of the educational program of this district. Fact and analysis textbook quote unquote for purposes of this policy shall mean the principal source of instructional material for any given course of study in whatever form the material may be presented that is available or distributed to every
student enrolled in the course. The purpose of this purchase is to provide Ben Harbor area schools with the authentical Spanish curriculum for tier 1 and tier 2, which includes both student and teachers editions along with a six-year digital courseware license to support world language instruction. The
package also includes a professional development component to ensure staff are properly trained in program implementation. the total cost of $11,134.20, which covers $9,615 for instructional materials, $750 for
professional development, and $769.20 in shipping and handling. Policy reference. Policy number 2510, adoption of textbooks, funding source, general funds, strategic plan, reference, academics, Benhari schools will increase student achievement as measured on local, state, and national assessments.
recommended action that the Benhari schools board of eda board of education approve the purchase of Authentico tier one and tier 2 Spanish curriculum from service learning company in the total amount of $11,13420 to support the enhancement of the district's world language program.
>> Is there a motion to approve staff report T2? >> The motion has been made by Secretary Triplin and supported by Vice President Bowens. Any questions, comments, or concerns? >> Hearing none. Secretary Triplet. >> President Robinson. >> Yes. >> Vice President Bowens.
>> Yes. >> Secretary Triplet. Yes. Trusty Rocket Martin. >> Trusty Gavin. >> Yes. >> Trusty Doyle. >> Yes. >> Motion carries. >> All right. Our last item of um vote for this evening is Craco
Partnership proposal staff report T3. I believe this is also a new item. Correct. Okay. And then you may have to uh put it in layman's terms, break it down on the level of a second grader. How how
this is different from what we have and what we've approved today. This portion, let me just get my ears my my eyes and I put my that's how tired I'm set my ears. This curriculum is all about the ability for teachers to be able to join this
nationwide network and get the support they need. Not just the teachers but pair professionals. The pair of professional RBT support services include the inperson English speaking or bilingual pair professionals, access to the curriculum and resources, professional training and mentorship
training specific to uh ELLL or special education curriculum and instructional support. So this is for our pair of professionals. they they are individuals who aim to grow as professionals in the field of education and have committed themselves to taking the essential part
of their journey. So this is to support our pair of professionals and all of the other support people that work with our ELLL population uh to work with them. It's a multi-step process. They help us uh to hire pair professionals that are ELLL certified. And if you'll look on
page five, it has a frequently asked questions. Do they have state certified teachers in their program? Yes, they run background checks. Yes. And they train and support our teachers. Yes. But they also follow the standards. They complete professional development and they work with the teachers uh to partner with
them before they ever start to work in the classroom. So this is a pipeline for us to get uh additional ELLL teachers as we work to recruit the because that's the largest population that we have over at Fairplane. But we also are working to provide this through I think it's a
grant um I want to say title one where in this grant we we get this we get this uh this service through this organization um so I can provide that additional stuff with you uh information with you as well. So the difference is this is this certification oversight and
provides a pipeline for another teacher. So there's curriculum and then there's the teacher. Craco the teacher curriculum service. If you'll turn to page uh seven, our certification, support and oversight. We work endlessly to attract individuals
who are dedicated, passionate, and experienced. Our talent pool consists of both certified and non-certified individuals. Schools and districts that require certification will be matched with individ individuals. So this is the uh proximity learning for ELLL of any of the three certification uh ST
we ensure compliance and fulfillment of certification at any and all. So they provide us with the ELLL staff. Their approach and methodology is grounded in development and age appropriateness driven by student center processor oriented and project-based learning. They strive to uh have our students learn in meaningful ways that incorporate and embrace social emotional
learning, diversity and inclusion. Of course they adhere to all state and national standards. Can you present staff for T3? >> Thank you for providing the overview. >> Uh I make a motion to staff shooting
report T3 page 20. >> All right. And that recommended action for the record is that the Bitten Harbor area schools board of education approved entering into an agreement with Kraco for instructional staffing and support ser support services. selecting either
the $90,000 annual option for a teacher schedule of 8 am to 3:30m or the 90 97,500 annual option for a schedule of 7:30 to 4 p.m. as determined by district needs and administration. The motion has been made by Vice President Bowens. Is
there a second or support? >> I support. >> The motion has been made by Vice President Bowens and supported by Secretary Tripley. Questions, comments? Vice President Bowen. I believe the Clark sisters sing a song. I'm looking for a miracle and I'm
trusting you, Dr. Griffin. Um, I'm trusting you and I'm putting my faith in this program in you and I'm expecting great things. It's I'm I'm supporting it. So, >> okay.
>> Any other comments? Only thing that I will add for the sake of time, I know pre I've referenced this before and I think and I'm pretty sure you and Dr. Foster was here about me previously. My concern has always been the amount that we invest and how it's used, which
I've shared with you all. >> Yes, of course. >> I would like if you all could do us the honor of giving us some type of template that shows us how all of this pieces together. >> Yes, I can certainly do >> the new items purchased and what we currently have. I know that the previous
administration started a template, but I think they both the superintendent shared one version with me and the and the director of academics thought a better another version would be better to show share with me. So, it never quite got to the board table, but I think the board needs
to see how all the pieces of the puzzle fit together. Um, and that would probably give us a little bit more comfort with what we have and how how it works cohesively together. >> Yes, of course. It would be my pleasure
to do so. Okay. >> So that I you know I'm not judged for my predecessors. >> No, I'm not. And I'm not we're not doing that. We just never got the district. You came in with the district having items. Some of those items you're using, some of the items you're investing,
you're investing in new items. >> We still prior to you being here have no idea how what all we've purchased works. >> So, not necessarily judging you based on them, but just trying to get an understanding of the support and your leadership that we g we're giving you in
the investment in the dollars as one cohesive picture. >> You got it. Okay. It would be my pleasure to do so. >> All right. If there's no other questions or comments, Secretary Tripley, can you please go ahead? >> Oh, so we get the half of what you're saying down here. >> Okay. Sorry about that.
>> We would be hiring pair of professionals, right? >> A a teacher. ELLL. And but if Yeah, an ELLL teacher. They're going to help us recruit an ELLL teacher. Yes. ELLL. So these last two portions was the
curriculum kind of like Savis or my view but it's the Spanish portion. So we did the ELA portion and this is the Spanish portion and the proximity that covers giving us the teacher and CCO covers helping us get the ELLL teacher. This
it's even harder to get a sped teacher and an ELLL teacher in those specialties. But if you all are not comfortable, I can provide that and we can table it until the next meeting. >> No, I don't think it's that we're not comfortable. Um I think everybody is
because of the the motion made and the support given. I think that I would guess that the support is there. We just want to see it um absolutely >> in a visual. >> You absolutely absolutely I can provide that to give you a sense of confidence and comfort in the purchases. >> Okay.
>> Madame President. >> Yes sir. One of the things, you know, I keep hearing um I'm not responsible for what happened prior to or or no one's trying to offend anybody or
this and that and the other. Bottom line, when we hired a super a superintendent, the superintendent is responsible for everything prior, right now, and future of this district. If we had to evaluate right
now, superintendent will be evaluated on the 30 days or the 20 days that she's been here and inherited that data coming into this district. We are moving forward. Everybody is responsible for Ben Harvard
area school and we need to move forward. We need to eliminate all of that stuff. Whoever is sitting at the helm, all of that is there bottom line. And so a lot of research and stuff was
presented to us that everybody knew what was happening here in the school district. And so we need to move forward and we need to get this job done. And nobody need to be around here walking on eggshells about how they feel any questions that we ask at this table from
anybody in this school district. Not anyone. I the bottom line is we've said it enough. We have spent loads and loads and loads of money. We have spent hundreds and thousands of dollars on textbooks and systems and new this and
new that and new this. I need to see some results. We need to see some plan of actions put in place how we going to move forward. That's what I want to see and I have all the confidence in the world that we selected a superintendent
that can do just that. Thank you. >> Secretary Triplet, can you please call the vote for staff report T3? >> President Robinson, >> yes. >> Vice President Bowen, >> yes. >> Secretary Triplet, yes. Trusty Rocket Martin. >> Yes. >> Trusty Gavin,
>> yes. >> Trusty Doyle, >> yes. >> Motion carry. >> All right. Uh, only old business I have is just a reminder that we have our annual leadership conference coming up. Is it uh next weekend? Next weekend. I believe all of us register to attend at
least one day. >> It'll put at least. Um, so it'll be f I look forward to seeing us there collectively and collaboratively and we'll have to make sure that we um get a schedule together for the day that we'll be all there as a group so that we can
do dinner together or figure out what that day looks like. Uh, Rocket Martin >> 22nd, don't forget at Barry and Cass School Board Association, education advocacy, legislators, their people too. uh 6:30 to 8:30. It'll be
held at the Barry and conference room. Uh it's a free event. We they did ask us to register by October 17th, but all are welcome and I would hope to see my board there. So, um, this is a chance to to,
uh, deal with legislation, especially when they're trying to get budgets and stuff together in Lancing and other act, uh, school business, uh, that we can, you know, be a part of that. So, that's October 17th, which is a Wednesday,
from 6:30 to 8:30. >> Thank you, Trusty Gavin. Old business or new business? Um, I would say old business. >> Okay. >> I'm wondering if we can revisit
staff report H1 if um we can just take a look at an email. It looks like there needs to be a correction. Maybe we just need to make that correction and vote on that if that's
how that works under the um H1 staff report. H1 under human resources. Is there a correction that needs to be made or under Jeffrey McCoy?
>> Oh, okay. So, we have Hold on. >> Is this regarding the gentleman this morning? >> No. Um, Mr. McCoy indicated his resignation date was November 3rd, not October 10th.
So he he reached out to me since I've been here. We're meeting tomorrow for the exit interview and we we'll discuss it at that time. I sent that to him via email. >> Is so is it this date? Because >> I'll confirm it tomorrow. >> In the past and he's already been
working. So it couldn't be October 10th. >> Yeah, I'll correct it. >> Right. But we have to vote on it through the through the chair. We have to vote on it. >> Um Mr. McCoy. Uh, what's Oh, 10 10:25.
Okay. All right. So, and then we have an email dated October 9th showing a November 3rd resignation. So, we would need to um make that amendment. >> So, do >> is it possible to honor what he
submitted to HR? I plan asking for a written letter of resignation with a vision signature on it. So I can bring a correction next week, next board meeting or we can amend it in your minutes tonight. Okay. So how about
what we do is we're going to take a vote with staff report H1 removing Mr. McCoy if there's no objections from the board. Um and then we can come back at our work session and make a vote on the
um make a vote on his report with the correct resignation date once you've had an opportunity to meet with him. Is that does that sound okay with you? Okay. I wasn't sure if the uh side talking at the table was some input that Vice President Bowens wanted to make on the
mic. >> I support whatever the board support. Okay. Trusty Gavin. >> Yeah. Quick clarifying question. So, if they submit their resignation via email, it's not considered a resignation until they send something else in with a
signature. >> So, generally a resignation is an original signature. It's not via email. It can be signed and sent to us via email, but you have a signature on it. >> Gotcha. Um, okay. So,
>> I'm thinking maybe we need um a resignation policy so that everybody knows what it is because it seems like there is some confusion around what the you know what a res how to submit a resignation
officially. >> I have a question um about the resignation too. So, a person I I think one thing too that we do have a director of human resources that know human resources,
that know human resources law, that's not just up in here playing and people are playing. If you want to, there's a way that they resign. There's a formal way to do it. The law requires this and we've had
people that have not and we've experienced it. And because we've experienced it, we have lawsuits and we have hundreds of thousands of dollars in investigation cuz people did not know protocol, policy, and procedure. And so I think this is one thing I just
walk in and say, "Well, I resigned." Okay, you got to put something down on paper and you need to have a signature or it's not official. So I'm going to for myself I'm going to support what the director of human resources saying the
documentation that's being presented and make sure that we are within the legal ramifications and that's a very uncomfortable piece for us because just like we saying we're nervous about almost everything but I feel confident enough in the human
resource director to make sure that she is definitely making sure that we're in compliance. and we are operating under the law and that she has our best interest at heart. So I guess tonight do we need to go back in?
>> We just need to um we just need to make an a we just need to revote on staff report H1 with the amendment of removing Mr. McCoy. >> Yeah, because he he on there it says the 10th. Is that not correct? >> No, he sent an email October 9th. >> Mhm. saying his date would be November
3rd and per her statement, she hasn't met with him to get the written official resignation. So, it wouldn't be appropriate to have him on the on the report. So, at this time, to keep us moving, I'll ask we're noting for the record while we are taking a a revote on
staff report H1. Is there a motion to approve staff report H1 with the amendment of um tableabling, Mr. Jeffrey McCoy? point of clarity. >> Yes, ma'am. >> I I I definitely did not come here to
play with anybody. Um I I just ask him real questions >> and so I would like what I'm saying to be treated as such. >> Um if Mr. McCoy resignation is dated November 3rd and
that resignation made it to this list for October 10th. Why is it that October 10th is sufficient but not the date that he gave? No, I'm saying rem remove him from the thing. I
understand what you're saying, but what I'm trying to understand is why is it that if he gave November 3rd and he's still working and it's October 14th, why was the resignation that he provided not
sufficient and we now have to table as opposed to accept the date that he gave when the way he gave it initially was enough to make it to the board table. So, there was an error made and I'm
working there's an error made and I'm working to just fix it. So, I'm training staff working through that. So, again, I can correct it. It was an honest error. >> Okay. If there's the motion was made by Bowens, was that correct?
>> I'll make a motion. I make a motion that we table Jeffrey McCoy from the resignation. Um, no, we got to I make a motion that we amend it report for HR with the layoffs. >> I mean, staff report H1 with the amendment of Mr. McCoy. Is there a
second or support to that? >> I support. >> Okay. The motion has been made by Vice President Bowens and supported by Secretary Triplet that we approve staff report H1 with the uh amendment to table or temporarily remove Mr. McCoy, who we
anticipate will be brought back to us um at our work session meeting. If there's no other questions, comments, or concerns, Secretary Triplet, can you take the vote for staff report H1? >> President Robinson, >> yes. >> Vice President Bowens, >> yes.
>> Secretary Triplet, yes. Trusty Rocket Martin, >> yes. >> Trusty Gavin, >> yes. >> Trusty Doyle, >> yes. >> Motion carried. >> All right. And Miss Singer, um I know you have it on the video, but we we want to make sure that we do notate in the minutes that we took the vote twice and
why. Okay. >> No, ma'am. >> No, ma'am. >> Sorry. Um was it old business or new business? >> Suggestion. >> Can you do it in your closing comment?
>> Yeah, I'll do com. Anybody have actual new business? All right. Open public comment. Can we please get the timer set? Do you need me to reread the statement? Are you good? >> I don't need you to. Okay. Um, I'm just making my comment on the new hire for
third party. Um, I'm not here about preserving a position. I understand that the district has to do what it has to do and it's not personal. you eliminated my position. I knew it was happening three weeks before it actually happened based on all the things that we were getting.
And so I made the decision to depart from the district because I cannot handle full classroom teaching with my diagnosis. My diagnosis is chronic heart failure with reduced ejection fraction rate which means that my heart functions less
than half% of what you all's function. So stress exacerbates it. Um I've had a left ventric ventricular thrombosis, blood clot in my heart. I've had uh many stroke.
Um neuro neuromatic mitro valve regurgitation. So when I when I'm walking, the blood doesn't flow to my limbs as it should. And so I get weigh down. I can't breathe as much as I I can't breathe. I can't walk good. Um I'm
exhausted. And so dealing with 25 kids, I've done it for four years in the classroom. Every year I've been hospitalized for extended times because of it because I've been here showing up for our kids. And so there are multiple accommodations on my record which include no more kids than 15 at a time
to reduce stress or virtual work or pair pro in the classroom. and my principal Michannon Rockat um principal Ryan Goel and Elizabeth Gail. They've all accommodated me down through the years to see what works and what didn't work.
Small group teaching through academic interventionist was the best effective thing to keep me doing my purpose which is teaching kids. So when that was eliminated physically I just can't do it. I can have cardiac arrests,
you know, dealing with expectations, dealing with all the demands of my job. And so, I wasn't expecting to come here today to to put this on spotlight. I asked HR to resolve this almost 3 weeks ago when I gave my extended resignation
explanation. And the reason why I couldn't commit to a two weeks notice because I was in heart failure at that very moment. And a few days later, I was in the hospital for four days while they tried to resolve what's happening with me. So, I'm not here to argue about a
position. I understand. I just wanted to depart and have my record be in good standards so I can be recommended for the third party position through title just like you recommended my colleague, Miss Tracy Martindelle. But my name was
not on that list today. When I asked HR to do deal with this 3 weeks ago, they didn't handle it. So, I had to come here and I had to advocate for myself and I had to defend my name's sake because I just don't understand how I could be
in heart failure and be having expected to give a two weeks notice and then be in the hospital after that and be be um almost what do you call it? I I won't say blackbought or pun I I'm
being pun punished for my decision that I made in medical duress. So I'm asking um superintendent has already approached me. She says she'll look into it. I hope you all read my um letter, my exit statement because nobody sent me an exit
interview for me to even fill out to my email address. I would have gladly done it. Nobody sent it. So I'm going to end with that. Uh Dr. Griffin has my information. Y'all, you all have my letter that I sent to HR on 9:26 when I was in the hospital. I sent that letter
from the hospital and nobody's responded because I don't know. So, I'm here to plead my case and hopefully you all will get back to me and y'all have a good night. Thank you. Anyone else for public comment? All right, moving on. Dr. Griffin, do
you have any comments this evening that you would like to make? Any announcements or comments? Yeah, I thought you shook your head. No. I'm sake if it's still okay just very briefly very briefly okay >> I just wanted to thank you my name's uh
Chris Smith I'm a Spanish teacher at the high school um I just wanted to comment as I was uh learning about just paying attention to the agenda I very much appreciate it's a very important topics um I recognize the benefit of having a
certified teacher in the classroom and uh so I personally worked under EDG staff my first year. Um I worked for two years uh under the TNR program and now I operate under an interim uh certification. Um I just wanted to uh ask to clarify if it's if it's okay. You
don't necessarily have to to answer it right right here. It's just I just something I wanted to share is like a question I was going to pay attention to. Um and and I know the communication will come out for me for me. Well, it was said and I apologize that I I may
have I may have missed it. That's my fault. Um w will a certified virtual uh teacher be placed in a classroom where a non-certified BHAS employed teacher is currently positioned? So that would be like those that are in the TNT, TNR or
uh in my situation interim certified teacher u position and then just thinking about change in expectations for job role as has already been uh discussed. So that was just was my comment question. Thank you. >> Thank you. All right, Dr. Griffin, do you have any announcements or comments this evening?
>> No. >> All right. Uh, Trusty Gavin. >> I knew I would be first tonight. Um, I want to thank everybody who came out and who are available on Zoom. I um
I think that the concerns the that come up is way deeper than comfort and I when I speak it's to culture and climate
is to the trauma of our community. It's real and I don't expect everybody to see it, to acknowledge it. And when I
speak to how important it is to value our staff, I say that because not because I want people to just be comfortable. I say it because I look at the entire picture of what it takes to run a district. Not
from the perspective of a superintendent because I'm not qualified to be a superintendent, but from the perspective of a board member, a parent, a former teacher, a former sub who's worked in
dang near every building that we have currently permanent in each building. until I've seen different purviews. And so sometimes a decision
makes sense on paper that doesn't make sense in life. And when I listen to um um Miss Williams story, I feel like we could have created a win-win situation. And I'm prepared to
move forward and I respect that. I just would hope that we would think about we had a person who was working on improving test scores and who was able to work with any accommodations that she
needed. I think we could have had a win-win especially with us purchasing this program that is purchasing access to certified teachers. I just ask that we look at the human aspect
on a case-bycase basis and before we allow positions to be eliminated, we have that high layer of transparency and we start talking to these people to find out exactly what they did, what they contributed, and how it works in the
bigger picture. Thank you, >> Trusty Doyle. I don't have nothing to trusty ra suggestion was going to be for um HR perhaps there could be some training like a one of the the training dates
that you could you know have a group the teachers get together to to know what you know know some of what you know uh HR knows it, but that doesn't necessarily mean the teachers know or the people know, you know, what what
they have to do. I can remember um the district would even let the attorney come in and talk to the teachers to tell them the dos and don'ts and their rights. So, you know, that might help eliminate some of the disconnect between
HR and the and the staff. Also, you know what I I look at uh decision making. It is difficult, but I've always been one to do it like this. If I make a decision, you know, and I'm not saying
that hasn't been done. I I tend to and that's just me. I look at all the aspects of it of the decision that I'm making. It's almost like when you take medicine to fix one thing, you take that same medicine and you can read the this
the the little notes that they put on it, but it may do this, it may do that, it may cause this, it may cause that, it may cause this, you know, and you're trying to fix one thing, but at the same time, the thing that is messing up other things. So, um, you know, and I'm kind
of like, uh, Miss Gavin, uh, you know, I I too would like for us to, um, when we make decisions, you know, really just take a look and you might have to go in and actually see how that decision has
impacted, you know, uh, the population of people that we serve. And I also want to say this and I'm done. I feel like that, you know, when we make comments at the board, we should be able to make them freely without
thinking we have to have a lecture or um, you know, or it's not a disagreement, but I think we should be able to say what we want to say and say it freely. >> I'm done. >> All right, Secretary Triplet.
>> Thank you. Um, like I say to my colleagues that I know this is um, you know, a tough time. Um, but we're not new to this. We've been doing this thing for a long time. I definitely want to say and um, I believe
this from the bottom of my heart, things don't end up wrong, they start out wrong. And I think people will get that um, later on. They don't end up wrong. They usually start out wrong. I think that it
is very important and I agree with um my colleagues as well, but you can't pick and choose. You can't pick and choose who you who you extend grace and mercy to. You can't disregard anybody's opinion because my
opinion is just as important as yours and yours is just as important as mine. Um, I I do I have to say for me it is it is it is refreshing to have a leader
that's talking about education. It's refreshing to have a leader that honestly putting kids first. Like literally in my opinion putting kids first.
Perfect. Absolutely not. But I have in all of my conversations at this table, all of my conversations off record, all of my conversations at any time, um the kids of Ben Harbor are at the
forefront. And I think it's very uncomfortable for this community because we just have not had that. We've had all kind of campaigns, but children first, this and that, and the other. when we look at our when we look when we look at this district
everything that we see news media everything it's just adult issues so it don't feel right it's it's an unfamiliar spirit and so everybody is learning and growing
together um I encourage you I'm going to say what I have to say don't mean no harm you You know, because y'all get tickled a lot at this table when I'm talking,
you know, but I ain't I I'm not tickled. I want the best for our kids and that that requires all of us to do what it is that we need to do to make sure that our kids get the best they and they deserve the very very best. Thank you,
>> Vice President Bowen. you know, you know, first off, let's give it our superintendent um did her talk virtual talk via Zoom. Um it's homecoming week
and everything of that nature. So, um go Tigers. Um one thing I want to say is when we talk about transition and growth, especially with Bitten Harbor area schools, we're not just talking about change, we're talking about transformation. Transition is never easy and it challenges us in our comfort
zones and it tests our patience and it offer requires us to confront our old habits and our old perspectives and sometimes we're used to being the voice in the room. Sometimes
it's important to make sure be slow to speak and listen because sometimes when you're talking so much you you miss the other side. You you don't listen. And it's okay to step back.
Too often we let pride and personal things or egos get in the way. We got to ask each other and check ourselves when we're speaking. How does this sound? Does it sound like
I'm aggressive? And treat people how we want to be treated. There's no big eye. We're all grown. We all live in this community and we all want what's best for the community. We all want the
investments that we just did today. And for the longest, we raised the bar, set the bar, and what how does it go? Exceed the bar, however that natural goal. We went from GQ. We went from a teacher to a principal. Now we have
someone that has the experience that was a principal, a teacher, five master degrees, and a doctor's degree. I wholeheartedly support Dr. Griffin and everything that she's doing. And I just ask us to watch
the board meetings. Go home and watch the board meeting when it's uploaded and just see how sometimes we sound. And it may not be anything personal, but sometimes you have to check yourself because you may not know is this how I
sound? Is this what I'm doing? So, God bless you all and God bless Harour Area Schools. Thank you. I will keep it extremely brief. I would just ask that my wonderful leadership team of eight would go back and reflect on the amazing board retreat with unity
focus that we had two weeks ago and all of the progress and the insights and the growth and the emotions that we felt in that moment. I think we need to reenter in that um because today has been a a day with quite a bit um included on the
agenda and um I just want us to make sure that when we have difficult decisions to make that we're centering in the best interests of our leadership group. I'm a person that's big on policy and legalities and clarifications and contracts and things of that nature. So,
I'm gonna always make sure that I have a full understanding of what I am voting to invest the district's money in. And I feel as though that is my responsibility. Um, as not only a trustee, but as the president of the board, and I'll always continue to do that. So, I know sometimes I don't
really ask certain questions. Um, but I feel as though I have to ensure that I am digging completely into the contracts at the table and asking on the record so that we know exactly what it is that we're investing in at that time so we
have no confusion as a board later. So, I appreciate you all um and providing me with that patience today with the presentation. I appreciate each of you um all of our directors and the members of the public that came here um to share your insights with us because every voice that attends our meetings are
valued and um I appreciate you all for your efforts and your due diligence given tonight. I know that we are all extremely drained. Each of us was tired before we got here. So I want us to keep that in mind. Um how we showed up, how
that may have impacted our energy this evening. and then try to focus on bringing the positive exciting energy back at our work session because we were really um kind of dragging through today. So, I'm going to wrap it up. Um that's all I have to say. Is there a
motion to adjurnn? >> I so move. >> Is there a second or support? >> The motion has been made by Secretary Triplet and supported by Vice President Bowen. Questions, comments, or concerns? >> Secretary Tribler, please call the vote. >> President Robinson, >> yes. Vice President Bowens,
>> yes. >> Secretary Triplet, yes. Trustee Rocket Martin, >> Trustee Gavin, >> yes. >> Trusty Doyle, >> yes. >> Motion carries.