WEBVTT

METADATA
Video-Count: 1
Video-1: youtube.com/watch?v=oU9NQ1qxTEc

NOTE
MEETING SECTIONS:

Part 1 (Video ID: oU9NQ1qxTEc):
- 00:00:03: Meeting Call to Order, Pledge, and Roll Call
- 00:01:25: Agenda Approval and Board Norms Review
- 00:02:45: Public Comment on Agenda Items (None)
- 00:03:34: Partnership Agreement Concerns and Initial Questions
- 00:09:54: Explanation of Reconstitution and Consequences
- 00:12:54: Reviewing Partnership Agreement Document: Pages One Through Seven
- 00:25:10: Discussion: Reviewing Previous Academic Outcome Evaluation
- 00:37:21: Continuing Document Review, Amendments, and Clarifications
- 00:43:58: Further Clarifications, Indemnification, CSI Schools, Actions
- 00:51:38: Board Member's Decisions and Assurances of Action
- 01:10:05: Benchmarks and Outcome Table Discussion and Recess
- 01:11:38: Returning from Recess; Partnership Agreement Differences Identified
- 01:17:13: Concerns Over High Percentage Increases; District Goals
- 01:28:10: Law Updates, Goals, Absenteeism and Graduation Rate
- 01:36:16: Setting Realistic Goals, School Improvement Plans
- 01:47:21: Superintendent & Board Member Announcements and Comments
- 01:59:14: Adjournment Motion, Clarifications and Closing Remarks


Part: 1

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Meeting of the board of education and public for the purpose of conducting a school district's business and is not to be considered a public community meeting. This meeting is an in-person meeting held at the location listed above which is 870 Kfax in Benton Harbor, Michigan. Questions may be submitted beforehand to Natalie.bhas.org

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or presented in person during the public comment section as indicated in the agenda. Board members may be contacted through the emails listed below. Requests for special assistance, including for persons with disabilities, may be sent to Natalie. Singinger at bhas.org. I call this meeting to order

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officially at 6:39 p.m. We'll begin by reciting the pledge of allegiance. >> I aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and

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justice for all. Secretary Trooper, can you please call the role? >> President Robinson, >> present. >> Vice President Bowen. Secretary Triplet, present.

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>> Treasure Gavin, >> present. >> Trusty Rocket Martin, >> present. >> Trusty Bradley. >> Trusty Doyle. >> Madame President, a form has been established. >> All right. Next up, we have approval of

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the agenda. Um, as promised, our only item of business for today is the Venton Harvard area schools 2026 through 2028 uh partnership agreement review. And then, of course, we have our obligated public comments and then announcements

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and adjournment. So, at this particular time, I'll ask is there a motion to approve the agenda? >> So, move. >> Is there a second or support? >> Second motion. The motion has been made by Secretary Triplet and supported by Wat Martin. Any questions, comments, or concerns?

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Hearing none, Secretary Triplet. >> President Robinson, >> yes. >> Secretary Triplet, yes. >> Treasurer Gavin, >> yes. >> Trusty Rocket Martin, >> yes. >> Trusty Doyle, >> yes.

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>> All right. Next up, we have review of our board norms, the board of education norms for Benton Harbor area schools. 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 challenge ideas not people. We will ask questions

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when in doubt. There will be no surprises at the board table. We will practice the seven norms of collaboration. Those are pausing, paraphrasing, posing questions, putting ideas on the table, providing data, paying attention to self and others, and presuming positive intentions.

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Um, next up we have public comment on agenda items. There appears to be no one here, but I'll call just for uh standard requirements. Is there anyone here that would like to make a public comment on agenda items? Hearing none, we'll proceed. Uh our

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standard pro protocol as of 913 2022. All comments will be limited to two minutes per trustee per topic. I'm going to um suspend the rules temporarily if there's no objection. I know that this is a topic that will require more discussion than one comment for two

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minutes. Um, so I'll just ask that you at least keep your comments to two minutes at a time and then we'll have discussion as we need to. Our um, first item and only item under board business is the Ben Harvard area schools 2026 2028 partnership agreement.

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So we do have a draft um that the district anticipates to be submitted. Yes, ma'am. >> Possible to have that linked in the in the >> um, yes, she she can she can go ahead and link it, Miss Singer. Is it feasible to do it now?

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>> I like to do quy. >> It's okay. I'm glad I had nothing embarrassing. >> Okay. >> Um, as stated previously, we do have highlighters. So, as you're going through on your hard copy, if there's anything that you want to highlight as a note to come back to or to add as a

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notation, um this will assist us in doing so. And then I know that the first uh few pages are standard what we are our benchmarks and outcomes table is on the

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11th page. However, I am going to um kind of go through the each of the pages um and then I would ask if the board can um do me the honor of assisting me

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as we read through. We can take turns and kind of read through the document. Yes, ma'am. Before we even do that, I'm I'm wondering if we can get clarity because >> initially we were under the understanding that if we satisfied the partnership agreements that that would

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be the end of that. >> Was there like I'm trying to understand why we are even here like in this moment of having to go through this again. Are we just will we always be in a partnership? What's the difference between satisfying the

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qualification and >> so there's a satisi there's you satisfy the requirements of your three-year agreement and I think what we didn't understand the initial time is that at the end of that three-year period when

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they rerun all of the districts in the state that bottom 5% then we'll we'll have to do the partnership agreement. So, this is something even if we meet all of the expectations, if we are still in that bottom 5%, we'll still cycle into

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another three-year term for the partnership agreement. >> Okay. And so, with that in mind, I guess what I'm wondering is what is the difference between satisfying it and not? Because I saw somewhere in here where it talks about reconstituting the school,

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right? And so does that mean that if we don't satisfy it will they be able to in their words reconstitute to me that means restructuring our school district which community you know I think the states of it I would like us to be clear

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on before we even get started >> if possible. >> Okay. So I I remember that was a question that we asked previously but that was three years ago. So I don't have the answer to that question at this

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time. I can ask that um either Dr. Griffin elaborate she I know she's met with them pretty frequently as to that piece of the agreement or we can either send for clarity um to get some clarification prior to Thursday. I don't feel comfortable at this particular time

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providing clarification on that that section. >> Okay. Thank you. >> Okay. Some president. >> Yes sir. >> Just for clarification purposes. Well, I think that if I do remember

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at and the reason that I uh was so alarmed was because last year uh during one of the partnership agreement meetings, the partnership agreement had a base level that everybody was expected to meet and

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I think there was one area in particular that we did not >> where the percentage didn't go ahead that whatever they were asking us to do that rolled us over into having to go into the next phase >> of the partnership agreement. And so we

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had remember the way in which it was reported out the first time the first the way that it was initially reported out that they had certain schools that they said no that they did not meet it but when they ran it they found out that that was not true and that the majority

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of our schools met the requirements. Um there was an issue at the high school if I um remember correctly where which was what held us back from being able to go um on to come off of the agreement.

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And so this next round um and and they were making it clear that you know that we focused on that this was a partnership agreement was not something that you know

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u would wipe us out or anything like that but now I think the stakes are going high and that's why come I you know for this meeting tonight because we have to be careful and we have to be mindful because the previous

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administration when they act uh they they had acted Ben Harvard to set a a standard or to set a a benchmark and the previous administration had said that we that 15% all the way across which would

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have knocked us down the line you know and so they said they were concerned about the why they they didn't want to say anything but we did we spoke up and Absolutely not. >> Exactly. >> And that's why and and so the partnership agreement specifically said

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at that particular time that you can make 1%. That was the low. That was what they required. That's why we were able to do what we were able to do. Okay. And so they had to rewrite that because the question was if you want to do something

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internally, >> right, >> that's fine. we whatever they're saying the minimum is then we know we have to do that. So, I think that kind of >> Okay. So, I have the answer to Trusty Gavin's question. Um, if you all turn to

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MCL 388.1622P in your binder. >> MCL, >> the first MCL tab. >> Okay. Items C and D and I uh for a public school academy assigned as a partnership district as described in

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this subsection. A requirement that if if reconstitution is imposed on a school that is operated by the public school academy and that is subject to the partnership agreement the school must be reconstituted as described in section 507 528 or 561 is applicable of the

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revised school code MCL 380.507 507, 38528, and 38561. For a district assigned as a partnership agreement, I'm now on D. For a district assigned as a partnership agreement, as described in this subsection, a provision that if reconstitution is

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imposed on a school that is operated by the district and that is subject to partnership district agreement, reconstitution may require closure of the school building. But if the school building remains open, reconstitution must include, but is not limited to all of the following. The district shall

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make significant changes to the instructional and non-instructional programming of a school based on the needs identified through a comprehensive review of data in compliance with section 21H. Double I, the district shall review whether the current principal of the school should remain as the principal or

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be replaced. Item three, uh, triple I or three, the reconstitution plan for the school must require the adoption of goals similar to the measurable benchmarks included in the partnership agreement with a limit of three years to achieve the goals. If

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the goals are not achieved within three years, the superintendent of public instruction shall impose a second reconstitution plan. And then two, if a district of public school academy is assigned as a partnership district as described in subsection one during the current fiscal year, it shall ensure that it has a signed partnership

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district agreement as described in subsection one in place but not later than 90 days after the date that it is assigned as a partnership district, which is what we're doing. Um, so I think I've kind of gone over the reconstitution piece. >> So just for clarity, that means that

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this is very high stakes. >> Yeah. that we can be closed and that it is important for us to be clear on the goals that we set. We can set high internal goals, but to give the state

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the power to close us with these high external goals will set us up for failure. Our students, our principles, our community, and we've seen what that looks like. All right. So, we're going to kind of

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get into the document um because we I know there's going to be a lot of discussion once we get to page 11. Um so, of course, first page B Harbor area schools partnership agreement template cohort 5 2025 identification

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cycle. This partnership agreement is entered on April 23rd, 2026 among the signatory partner entities including Benton Harbor Schools, Barry and Resa and the Michigan Department of Education. According to MCL 3881622, which is what I just read from,

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assignment of a district to a three-year partnership agreement is made by the state superintendent of public instruction. The above named signatory partner entities agree that upon the commencement date of this partnership agreement that they shall collaboratively work to achieve the mutually agreed upon goals including

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interim target benchmarks and align in target outcomes for the local education agency LEA both traditional public school districts and the public schoolmies P PSA and schools named in this document the purpose of the agreement is to impose stu student

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achievement on at benton harbor area schools I'm sorry to improve Improve student achievement of bent arberry schools. The purposes, terms, and conditions of this agreement are as follows. Component of this agreement. The signatory partner entities will collectively assess the needs defined

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below in section I A1 through 5 and develop a plan of support and interventions through increased collaboration and positive relationships. The signatory partners will implement Benton Harvey area schools agreement with fidelity resulting in improved academic

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achievement for all students within 90 school days of assignment as a partnership agreement. signatory partner entities agree to collaboratively complete a partnership agreement that a utilizes the Michigan in uh integrated continuous improvement process my kip to

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complete a comprehensive needs assessment in collaboration with an intermediate district community members educational organizations and post-secary institutions as applicable in ML 388162 I'm sorry 1621H the goals within the partnership

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agreement are generated from three state and two federal requires their areas of inquiry. Those MCLs are noted there. The process to generate goals is completed within the MYKIP process. The comprehensive needs assessment or evaluation must include all of the five

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the following stay requirements. One, a review of the district's implementation and utilization of a multi-ter system of supports MTSS to ensure that it is used to appropriately inform instruction. Two, a review of the district and school building leadership and educator

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capacity to substantially improve student outcomes. Three, a review of classroom instructional and operational practices and curriculum to ensure alignment with research-based instructional practices and state curriculum standards. Federal requirements. One, a review of all

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components in the Michigan school index for all schools identified for comprehensive supports and improvement. to a review of resource inequities which includes a review of district and school level budgeting via the resource allocation review process. The myip platform will be used annually for

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partnership districts to outline strategies and activities for each goal including funding and communication. The identified strategies for achieving the goal should address the whole child's needs. A school level report will be generated via my kit to meet federal

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requirements. B includes a continuous improvement plan as part of the partnership agreement that has been approved by the state superintendent or his or her designate addressing the needs identified in the comprehensive needs assessment. Mip will house the continuous improvement plan.

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Additionally, the continuous improvement plan must one identify how the how the district's NTSS is used to inform instruction appropriately. Two, identify how the district's talent and staff management system, including specific details regarding district and building

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leadership and educator capacity, will substantially improve student outcomes. And three, identify how the district's instructional curriculum and operational practices align with researchbased instructional practices and state standards. C includes align measurable 18-month

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interim target benchmarks and 36-month end target outcomes that will be achieved for each school operated by the district that is included in the partnership agreement and subject to approval by the director of the OPD. And D includes at least one accountability

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measure. one um at least one accountability measure. One, for a traditional district assigned as a partnership district, accountability measures under the subdivision must include the reconstitution of the school. Two, for a PSA assigned as a partnership district,

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accountability measures under the subdivision may include the reconstitution of the school. One of one or more accountability measures must be imposed no later than the following school year if the district does not achieve the measurable academic outcomes for each school

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operated by the district that is subject to the partnership agreement. E includes specific actions that will be taken by the district and each of its signatory partners partner entities to improve student achievement as measured by the Michigan school index. Uh Secretary

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Tripley, can you assist with reading two process for completing the partnership agreement? Yes. Process for completing the partnership agreement. Assessing needs, engaging in a process that assesses the district's needs, reveals a

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picture of its achievements and challenges, and identifies the factors critical to it success. This includes examining several data sources, including academic, non-academic, and district/building systems, as well as various data types.

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achievement, demographic, perception, and process to identify the gap between the current and desired state. The district will assess needs via an >> or what is hieractive process or

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interactive process on a regular basis throughout the continuous improvement cycle. The district will first look at district-wide data in the areas of inquiry and then look at the same school level data for the school or schools

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identified for CSI. The district and school will then engage in root cause analysis around the areas of inquiry to discern the primary contributing factors, identify challenges or opportunities for growth

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and identify assets assets that can be leveraged to address those opportunities. B. Plan, implement, and monitor. Goals provide a sense of direction, motivation, and clear focus

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for improvement and are a result of the needs assessment defined in section 2.A. Based on identified need, the partnership district will define a goal area or areas with specific, measurable,

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attainable, relevant, and timebound smart benchmark and outcome. C appendix B example benchmarks and outcomes table. The district and school will outline goals, strategies, and activities that

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when implemented with fidelity will help the district reach its goal. The district will identify and include 18month interim target benchmark and 36-month intarget outcomes aligned

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to the previously identified goals. This will be completed in the table found in section >> 17. >> Is that 17? >> Mhm. >> Requirements for benchmark and outcome include the following. MCL 388.1622P

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MCL section 388.16218 state assessments for at least 18 18month interim target benchmark and aligned 36month in target outcome that put pupils on track to meet or exceed grade level proficiency.

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The increase shall be based upon the current value and an increase that would likely result in a Michigan school index score above the bottom 5%. Minimally, a 3 percentage point increase in proficiency from the baseline.

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State assessments or local benchmark assessments for at least one 18-month interim target benchmark and align 36-month intarget outcome measuring growth. At least one 18-month interim target benchmark and an aligned 36-month

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end target outcome that addresses literacy. At least one 18month interim target benchmark and an aligned 36-month end target outcome that addresses mathematics. At least one 18-month interim target benchmark and aligned

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36-month end target outcome that addresses attendance rates. at least one 18-month interim target benchmark and align 36-month in target outcome that addresses graduation rate if applicable.

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At least one 18month interim target benchmark and align 36-month end target outcome that utilizes process data. While goals 18month interrum target benchmark and 36-month end target

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outcomes do not change, a partnership district will monitor and may need to adjust strategies, activities, funding, and communication. >> Okay. Would anyone like to uh volunteer for three?

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>> Yes, ma'am. >> The quicker we read, the quicker we get through it. You want to take what? You want to take three, Rocket or You want me to do it? Okay, I'll do three. Uh, three. Review of benchmarks and outcomes. Evaluating the attainment of interim target

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benchmark and end target outcome measures occurs twice during the life of the partnership agreement. Each evaluation follows established business rules and includes reviewing the partnership district's capacity, fidelity, the extent of reaching the targeted population of state or stage of implementation scale reach and the

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impact of identified goals. A interim target benchmark review BR attainment of the interim benchmark interim target benchmarks is reviewed at the 18-month mark of the partnership agreement. BN target outcome review. the attainment of the end target outcomes is reviewed at

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the 13 the 36-month mark of the partnership agreement. This is to determine the application of accountability measures defined in section 15 of the agreement should a school within the partnership agreement be reidentified for CSI. So terms and conditions Benhar schools

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retains control of the schools named in the agreement. The Michigan Department of Education and the partners named in the agreement will provide mutually agreed upon support to meet the benchmarks and outcomes. Five signatory partners. The Benton Harour Area Schools Board of Education President Benton Harour Area School Superintendent and the Buring Reese Superintendent and the

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director of the office of partnership districts are the signatory partners and serve as the primary decision makers for this agreement. Six requirements of partnership districts provide permission for the appropriate benchmark assessment vendor um i.e. NWA, you guys see that? I don't

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NW NWA. I'll keep going. To transfer student level benchmark assessment data from the fall and spring of each year to the Michigan data hub. Family educational rights and privacy act shall be followed as required by law. B. Complete surveys as requested by MDE. Period. The

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agreement. The partnership agreement shall commence on the date it is signed by all signatory partners. The partnership agreement is completed after the academic outcome evaluation or partnership agreement summary report has been finalized. C appendix A partnership agreement development timeline and

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appendix C public schoolmies. Yes. >> Okay. So it says here as you said this is to be completed after this academic outcome evaluation and the summary report has been finalized.

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>> Is it possible to pause here and to review these reports? Because if we just read through without, you know, looking at the things that apply to us, we're not I'm not going to remember to

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go back. Like, can we get some analysis from the superintendent about the summary report? >> Oh, okay. So, do you have the academic outcome evaluation?

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>> Yes. You look on page 18 gives you the bench. It gets you the 18 month target benchm benchmarks and then it gives you the 36 month benchmarks. So it tells you exactly what school

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what they have to have done by the 18month benchmark and then what has to look like and they get the year span >> 25 to for MLK um for ELAP they have to have at least 13

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points from 2025. >> It actually starts on page 11. Are you saying you don't want to read through this document? I'm saying I don't want to read through. >> I think that's what Ratt is saying. You're saying you want that the document noted in here. I know that's what you're saying. >> Yeah. I want the details that is going

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to impact us, the summary, what it is we're promising that we're going to do. Um like I'd like to get clarity on that. And if we're on the if we're on the spot where there's some evaluation tools that

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need to be turned in to the state, I'd like to know where we are with those tools. >> Those those things >> Okay. So, let me just pause for a second. Um I'll allow Dr. Griffin to kind of see if she she has that the documents that you're referencing. The reason that I'm I'm reading through this

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is because the last time the last three year cycle, we worked on this collaboratively at different points. different members of the board of education were in the meetings were digging in and kind of reviewing this multiple times. We're in a position now where we're used to it, but I just would

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feel comfortable knowing everyone has put their eyes on every aspect of it. So, I'm not trying to be tedious. And if you guys want to say that you've read through the document and you prefer to not go not go through these pages, that's perfectly fine with me. I just don't want anyone to say that they didn't notice something in the document.

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Um, but Dr. Griffin, do you have um what Trusty Gavin has asked about the only other tool that led to the completion of this document is in the document with you. It's a blue document,

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the ETM report that has been shared. >> No other tools were given to them. That was just a tool given to us so we would be clear about how where we landed whether we met or not met in the previous three years in order to set

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goals for this next three-year term. >> So the so the commencement is the day she signs this what it's mentioning here the partnership agreement is completed after they do the academic outcome evaluation and the partnership agreement summary report this. So that's saying

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that this particular partnership agreement that we're in now will be finalized once they go through and do the conference similar to how they did in like our 18 month our 18month benchmark and our 36 benchmark. So I'm not sure if you're saying you want to see the data from the previous

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partnership agreement, but this one that we're signing the agreement is completed is is referencing the end of this particular agreement and not the former. So it's saying it'll be final once they go through and review everything and our progress. That's the completion of the

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partnership agreement. >> So it commences on the date it's signed by all signary partners. >> Yeah, that's when it starts. It commences when we all sign. It's completed after they do the the AOE and then the partnership agreement summary

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report. So that means they'll assess and evaluate our status at the end of the three-year term. So, what I'm wondering here is if you're talking about this blue document, it speaks to where we were, our proficiency in each grade

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level area, right? >> Dr. Griffin, you're shaking your head. You can respond to what she's indicated. >> Yes. You'll notice at the top of page two in the blue section, it says ELA proficiency. That's grade level.

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And then so that tells you what assessment uh component is being outlined below. Page three is growth. So that's another component of measure and they provided us with the data for where we fail

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that led from uh last year the academic year. If you look in the top left, it says report identifiers. Academic year was last year and it was very recent. And this was our district overall. So this is where we landed that for example I'll start on page two

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>> ELA proficiency and then it has the four schools in the support category reason. So, it tells you that. And then it says in the ELA proficient percentage column, that's the school's current value. That's where the

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proficient levels fail for those particular schools going down. And then the proficient percent and then below that it says the approximate minimum ETM to exceed the bottom fifth

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percent. So we landed at four, but we needed to hit 20 or higher to get out of to exceed the bottom fifth percentile. >> So for clarity purposes, thank you Dr. Griffin, we landed at 4.59%. >> Correct.

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>> In order to exceed the bottom five, we have to be at 20% which is a 16% deficit difference there. >> Correct. >> Somewhere in there. And our requirement for the state was it 1%.

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>> So it was it was overall for the three for the 36 month it was 1% each year which was the 3%. >> So 3% right? But we exceeded that that particular requirement cuz there's a certain section that we read um if you

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go back to page four in that second paragraph um that first bullet point or the sub bullet point it says that the increase shall be based upon the current value and an increase that would likely result in the Michigan school index score above

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the bottom 5% minimally a 3 percentage point increase in proficiency from the baseline. So last year we did the minimum 3% pointage the point increase in proficiency. So we attempted to meet that minimum 3% that

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was required over the 36 months. We didn't necessarily put down the goals that would have potentially gotten us out of the bottom five. >> And so there's two things happening here. It looks like there's language and that's what they say. They say you

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had the power to set your percentage. Right. >> Right. >> If we would have set it at 15, we we would have failed this. >> Yes. >> Right. And so it's important for us to look at this

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data and not do that. Right. because there's also we just read through the consequences of us setting a goal, us not meeting the goal, and that reconstitution um plan. And so the partnership

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agreement gives them this contract to be able to do some things that we otherwise it makes us vulnerable that we other and I get that we want to read through everything. I don't want us to, you know, I just want us to just be

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real clear here that this I want to know what did it take for us like what is the promise that we made or what is the proposal to them? Is it 1%? Are we moving are are we trying to move it up to that and how can we make sure that we

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don't do that? If we have a right to not do that, I want us I would love for us to get clear on that before people, you know, end up just going home. I think that it's important for us to read through this. That was the purpose of the meeting because what

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it does, it gives us an overview of what this partnership agreement is about. We can't take the chance and say, "Hey, y'all got it and y'all didn't read it." Yeah. We have to come to the to the bottom line. And as um Treasure Gavin

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was stating, the bottom line is simply this. If I'm not correct, last year the superintendent was given a directive basically to give us to present to us what they were going to present to the

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state. >> That never happened. I went to the meeting at Baron Reth. The meeting was not held in our community. It was held at Baron Rea. None of us had ever seen what they presented. So when you look at this data, my it's

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my understanding right now that they are working on what's going to be presented what going to be what we're projecting that we will be able to do. Well, like you said, if if if the state says 3%.

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Then there it doesn't make any sense. We don't even we don't have data to even support within the last 10 to 15 years any of our schools making 15 25% 30% growth within a year, two years, three years,

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four years. We haven't. So that would be negligent for us to set that as a target for our school district. However, within the individual school and what we do internally, but this is for a

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partnership agreement. If if they want to if the superintendent and the team want to say, "Okay, at Ben Harour High School, we're going to we're going to shoot for 25 year growth the first year, 10 year growth the next year, and then 10 years like that, and

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then by the third year, we already there because we we will be out of it." But we have to say we cannot overstate. We cannot do that because if that happens we are in trouble and they will

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come for our district. And I do think that it's important that we go through because as you read through the sections, it's telling us exactly what it is. Like when you see section um 17 where it says the state assessments or local benchmark assessment for at least

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one 18month interim target benchmark and align 36 um end of target outcome measuring growth in literacy. Then it goes down. It says mathematics. So it tells us the areas. I guess these are the earr and attendant and the graduation rate.

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>> I I guess my question is what are we promising? Can you tell me what page our promise to them is? So we start on page eight, assurance of actions. There's accountability measures

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that begin on seven and then the assurance of actions begin on eight. And >> and the and the reason I was encouraging us to read through this because I'm pretty sure that this language as it relates to the bottom 5% minimumly the 3

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percentage point was in the last one. >> So I mean if it's of your if you all if it's of you all's preference to skip to page eight. >> No, I think we should continue. >> I don't want to I want us to read the whole thing. I just want like where it's saying turn this thing in.

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>> Yeah. I want to be clear on what we got versus what we're promising we're going to get as we're reading this so that we know, >> you know, we're reading about what could happen to us, but we already know what

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we're promising, >> if that makes sense. So, if we promising 20% or 30% or whatever, I'd like to know that while we're reading the rules. Okay. >> So, I'll proceed with amendments. Um, I

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think I'm on we had just read period of agreement. So, partnership district assignment on page five. The district is released from its partnership district assignment only when it has no schools identified for CSI excluding MD defined alternative and virtual schools amendments. This partnership agreement

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shall not be modified, alter, or amended except by a written agreement dually executed. >> Get clarity. I'm sorry. Can we get clarity on what that means? So, are they saying that the district is released from his partnership assignment only when it has no schools identified? When it says excluding alternative and

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virtual schools, does that mean that those schools cannot be released or that they're not a part of it? Like why do they exclude alternative and virtual schools? >> I don't know that answer. What this is saying, what that's saying, um, Treasur

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Gavin, is once we sign this, once our president signs this, it cannot be modified. You can't go back in and change anything. You can't do it.

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>> Yeah. So once you once this is signed, you can't go back and say, "Okay, we said um five, but now we want to go down to three." You can't change anything. So that's why you have to look at what it is that they're saying the the the the minimum requirement from the partnership

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from the Michigan Department of Education and make sure that we're within that parameter. Just because they said 1% did not mean that the that those schools did not have to work with work to work to be above that.

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So it it it it's the thing was we was not going to allow our previous superintendent to say that our schools would make 15% growth. That's what I want. That that's my reason tonight. >> I understand. I had to process what you're asking me. Uh Trusty Gavin. So

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when it says you know only when it has no schools identified for CSI um CSI is the support the comp comprehensive supports and improvement but you're asking specifically regarding excluding indeed define alternative and virtual schools and so you're asking

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being that Cape is an alternative school would it be um only when it has no schools identified for >> mean like we would if all of our other schools are good but Cape isn't we still would be released because cape is

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considered alternatives. Like it's understood that that environment needs additional assistance. >> Yeah, I think that's I'm not sure what the exclusion is. If the exclusion means that alternative and virtual schools would remain or if alternative and

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virtual schools are not subject to it. >> Let me ask this. Do the Cape students have to come to the high school? Dr. Griffin, you can speak of >> No, they they don't. They go to cake to tie. >> Okay. >> Okay. Um I'm going to proceed.

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Successors and assignees. The covenants, conditions, and agreements in this partnership agreement shall be binding upon and there to the benefit of each party, their respective legal representatives, successors and assignees. No identification. There should be no identification

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identification of any party by any other in regard to liabilities arising out of the functions covered by this agreement. All parties shall be responsible for their liabilities and defense as determined by law. Notice any notice to be given in connection with any of the terms or provisions of this agreement

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shall be in writing and be given in person by fax transmission courier delivery service or by mail or electronic delivery would receive notifications and shall become effective on delivery if given in person on the date of delivery if sent by unsecure email transmission or other similar

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unsecure electronic methods or by crier delivery service or courses after being deposited in the mail with proper postage for the first class register certified mail prepaid until notified in writing by the appropriate party of the change of a change to a different address notices shall be

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addressed as follows. So it has presented the addresses of ourselves um Barry Rha and the Michigan Department of Ed. Additional partners the following entities have been identified and have agreed to serve as additional partners in pursuit of achieving the purposes of

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this agreement. Um, so we have no additional partners listed currently. >> Madam President, >> um, yes, sir. >> When you're talking about um indemnification,

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what they're saying is we can't sue them. We cannot go back and sue them. Note it says is a contractual agreement where one party compensates another for

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specified damages, losses or liabilities. It functions as risk shifting often used to insurance or business contract to cover legal fees, settlements and third party claims protecting a party from financial harm.

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So they you know like like say for something we can't go and sue the state and they can't sue us. So you know what I mean that I know I remember that particular section being there shall be no of any party by any other in regards

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to liability. Okay. So that's important that we know that as well. >> Okay. So then section what is this 14 answers uh Gavin's question. Um, a schools identified for CSI listed

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below must identify aligned 18-month interim target benchmarks and 36-month end target outcomes and section 17 goals interim target benchmarks and end target outcomes. So that's Martin Luther King Jr. Fairplane Middle School and Ben Harour High School. B. Schools

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identified for additional targeted support or targeted support and improvement or comprehensive support and improvement that do not meet criteria for entering a partnership agreement listed below are included in the supports provided by OPD. These schools are not subject to the benchmarks,

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outcomes or accountability measures defined in this agreement. OPD supports include include guidance in completing ESSA required plans via my ship. So that kind of clarifies the alternative. A virtual school is going to provide the supports. They're going to get the

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supports, but it's not these schools are not subject to benchmarks, outcomes, or accountability measures defined in the agreement. So our um cake program is excluded from the expectations, but will still um have supports and and make efforts to improve.

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Um school accountability measures, we kind of read through that already. earlier um for each school is listed that is reidentified for the CSI and achieves onethird 33.33%

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or less of the local and state assessment and academic 36-month end target outcome measures as defined in section 17 Benton Harour area schools bearing recent and MDE will impose one of the mutually agreed upon measures recommend at least two accountability

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measures a reconstitute as defined in the noted MCA details. B. Adopt new instructional and curricular program based on a comprehensive review of current data. C. Provide additional personnel supports and/or make changes to staffing placements based on needs

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assessments. D. Develop a yearround comprehensive job embedded professional development plan including mentoring, coaching, and modeling. E. Develop or update a three to five year strategic plan with the school board to streamline district focus. F. Conduct a comprehensive needs

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assessment review of the data to guide significant changes in instructional and non-instructional programming. Provide additional staffing to support student needing students needing interventions. If applicable at the end of this agreement, the school accountability measures are to be imposed no later than

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the 2029 2030 school year. The implementation of the selected accountability measures will be incorporated in the subsequent partnership agreement via benchmarks and outcomes or asurances. Robinson. >> Yes, ma'am. >> Okay. So, it says that Benharberry

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Schools, Rhysa and N and and MDE, which is the state will impose one of the mutually agreed upon measures. >> Recommend at least two. So, only one. I guess what I'm not clear on if if it's

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AB CDE E F so it's five maybe six of them. Mhm. >> How do we who decides which one or two has to be mutually agreed upon by all um all of

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the parties at that time? That's how I read it. So, it doesn't necessarily mean that we have to reconstitute. It could be one of these alternatives. But the bottom line is these right here when we're at assurance of action.

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>> Um Dr. Griffith, so you all have been working, >> you all have been working on this right here. So when you say assurance of action on um pay, >> are you on page eight with us? >> Yes, I am.

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>> Okay. So the Ben Harvard area school board of education actions to be taken. The Ben Harvard area school superintendent actions to be taken. Van Resa actions to be taken and Michigan Department of Education actions

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to be taken. So this is a part of the partnership agreement. Correct. Correct. >> That you all said these things. So the board of education would a support the superintendent, ensure that the the community is engaged, review progress on the partnership agreement at regular

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board of education meetings because remember the last time too, Madame President, we were not clear on the remember those number of meetings that we were supposed to have >> and that was one of the things that really went against us because the board

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did not um have those meetings because we had people who did not show up and all of us had to be present and so it was those kind of things where you know some people didn't want to do this and it really threw us off. Yeah. >> It was critical.

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>> Yeah. But after after the fact >> we had to go back and do it again. >> Yes. And but it still penalized stuff. So it's clear. So this when you talk about assurance of actions now we're going to get ready into this curing. >> This goes into what we're actually agreeing >> what we're doing with right now. And

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this piece right here, the 11 starts the index and the the improvements, but eight starts the commitment itself. >> Yes, ma'am. >> I have a question. Um, who all worked on this?

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>> Dr. Griffin, >> the principles and cabinet members and myself. Okay. Principles were at the table pretty much every step of the way. And then you all had meetings with Barryian Reese and MDE. Correct. You were just naming the district reps.

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>> Yes. Yes, we did. Barry and Rea came out and state came out as well. >> So every one of these partnership agreement meetings, the the representative from the state of Michigan, the Michigan Department of Education some they were there. Barry

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Resa, superintendent and its representative. Ben Harvard area school superintendent central administration where applicable >> principles who are going to be doing this work in their building have been

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actively engaged. >> Yes sir. >> This is also from my understanding it is a living document. they can change their strategies and whatever it is that they want to do along the way if they see

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something is not working. >> Yes. >> If they see that something is what authority it is a living document is that not correct Dr. >> That is correct sir. >> Okay. >> Do we have documentation of those super um principles and everybody? Did you guys have meetings? Do we have meeting

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minutes and things like that that we can go back to? >> Yes, we do. We have two different measures available. The uh state representative Kimberly Davis has attendance summaries that I can forward to you and I also have I believe some summary AI documents that can be

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forwarded to you to let you know who was at each and every meeting that we held with them. >> Okay. Thank you. >> Um President Robinson or Dr. Pix um >> who made the decisions about what the school board is supposed to do? >> So the looking at these these are the

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same agreements that we had last year. The only thing that I've noticed is different is that the training it looks like it's two more trainings than what we had before. But no, it looks like it might be the same. Yeah, it's the exact same. >> Guess I'm asking who made the decisions

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on behalf of the school board. >> We do. >> Yeah, >> but we just not seeing it. So, how could we have made the decisions? you started. >> So, >> what she's saying is she's she used the same she used they use the same

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agreements that we had last year. They just moved it forward >> and those didn't work for us, >> right? So, that's why we're here now. >> Work for us. >> We ultimately met it. Yeah. >> Yeah. We didn't just we didn't just flatline, you know. No, what I mean is

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we did it, but there was some inflexibility that did not give us credit for um our efforts, right? That's what I'm saying. >> Yeah. you had like and and it was kind of like I think it was kind of like in

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between elections or I don't I I know >> you were on the board when we had like maybe five of us would show up >> and it was basically the board of education that really put this spam because we only had two things that we needed to do right >> and we did not meet that as a board.

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It's putting requirements on the board that the community doesn't put on us and nor do they put on state representatives or anybody else. >> But we accepted it and we signed it. >> The board before maybe the board before you were on the board or if you were on

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this board then when the president given the authority to sign it, that's what we were supposed to do. >> And we were at a place where we didn't think it wouldn't be difficult to to make those meetings. We just transitioned into a period where it didn't work for certain trustees.

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>> Yeah. >> Okay. So, assurance of actions, the Ben Harvey area schools board of education actions to be taken. One, support the superintendent. Two, ensure that the school and district community is meaningfully engaged in the implementation of the partnership

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agreement. Three, review progress on the partnership agreement and regular board of education meetings, including but not limited to financial reports, aggregated student data, challenges, barriers, and or celebrations. Four, as defined by the state superintendent, record local school

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board training, potentially by the Michigan Association of School Boards or a sim a similar organization. Um, Dr. Griffin, can you read B? >> State superintendent power over our boards. >> It's not the state superintendent.

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>> Yes, it it says here as determined by the state superintendent require local schoolboard training potentially by the MASB or a similar organization >> because the state superintendent is over these partnership agreements. They are

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over it's a non-negotiable. They identified, we were identified to be a school. Our school district was identified. The state superintendent, they run this. >> No, we run this. >> And I think it's important. >> They run the partnership agreement. I'm

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not talking about who we know who run it. The local >> they run the partnership agreement. >> I just want to be clear. >> I have respect for the state superintendent and MDE and all of the above. And there's a reason for

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partnership agreements. There's a reason for emergency manager laws. Okay? And so there's too much leeway in here. I believe that we should have trainings. But when you have as determined by the

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state superintendent, that takes away our power to determine our determin. >> So I do want to refresh you all's memory. When we did our trainings last time, I couldn't just say we're doing this without going through Gloria to

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ensure that it was something that would be countable as a training. That was something that we did before. So I would tell her, you know, we want to do a financial piece, we want to do this, we want to do this one, which is a virtual training for one hour, but it's something that I really think we need.

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And she would go through it. I would give her the MS MASB definition or description of the training and she would say, "Yep, that will work for one of your governor's trainings." So, we we did that before. >> And it also says for a similar organization. So, we're not just saying

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that we have to go with MA. We pick what we want to do to get the training, but they will say you you you guys might take this training, but this right here won't go towards what this partnership agreement calls for us. So Gloria is the representative from the Michigan. >> She was before I think it's a what's the

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person's name now? It was Chadman before. Who I mean >> Kimberly Davis. >> I just want to be clear >> that the last time when we did this and we I didn't agree with us signing that because there was some pieces that were missing in terms of on the states

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behalf. But when that was signed, that gave them the power to say whether or not we took enough training. And we had school board members who were who was genuinely sick, genuinely not available, who we could not force to be

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present, and they would not bend on that. And that put us at a hardship. And so like when we say we agree to the thing and they're inflexible about it, what they will then say is you agree to it.

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And so all I'm saying is I'm for us taking trainings, but I think that the language has to be flexible enough that there is a a loophole for us in case there are some challenges.

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And right now this says as determined by the state superintendent. So right now it gives all of our power to the state superintendent. And I'm wondering that and then also the support the superintendent. I think there needs to be No, I'm reading it

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well. And then it says support the superintendent. I think there needs to be a qualifier there, right? Support the superintendent when in alignment with our strategic goals or you know something like that. You got to be like

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we can't just we have to pay attention to every word. But in the partnership, you have when you have to read when you read those words, you can't break them and splice them down. It says as determined by the state superintendent. But everybody in the partnership agreement, the school the local school

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board must have training. They can use the MASV or they can use another. But as determined when they put this partnership agreement together, it is stating that's what this means. It's just saying that he's telling us to do it. He's saying as determined by the state superintendent in this partnership

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agreement that all of these local boards of education must be trained >> well then why is it a partnership agreement? If we don't have a say over the flexibility of the language that's not a partnership agreement that's a

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mandate. And so we got to be clear on whether or not we're mandated to do XYZ. What language are we mandated to do? And what language are we choosing to do? >> We don't have an we don't have an option not to be to do it. We don't have an

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option because we are a partnership agreement school. you don't have an option say then Harvard area schools would not do >> we didn't we didn't have the flex like I couldn't just decide and of course I would never do this but I couldn't just pull any random training from the air and say the board is the

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board of education is going to utilize this training like I had to run it up the chain to MDE who is ultimately supervised by the state superintendent that's how I read that it didn't really I didn't receive it as a threat because I've already been through that process

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and because We are knowledgeable of what type of supports and trainings would be beneficial to us as a board. There was never a training that we selected and wanted to do that was declined. We chose meaningful trainings. I was intentional in giving the descriptions providing the information that they needed so they can

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see that it was trainings that would be in alignment with what we needed with the board. And because the MASB is a standard and giving you what you need, um, you know, that's just there as an option. But I guess Dr. Dr. Griffin, you can can you go back to your liaison and

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ask if the as determined by the state superintendent? >> Sure. >> Can be >> but madam >> provide us with clarity on that. >> Can we have when is the deadline for you for this? >> Thursday, >> mid Thursday. >> So there

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>> okay >> I can certainly >> or or even if it's a virtual meeting or something to that extent I could certainly try to go. So, so far what I've heard cl these are clarifying questions I want you to ask Dr. Griffin. Um, and I know that we had a

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presentation and she provided the clarification before, but I just want us to make I mean they provided it before as it relates to um section 15 school accountability measures.

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It says that it's it's imposed one of the mutually agreed upon measures recommend at least two. We want to just be certain that reconstitution would never be a requirement that it would be something mutually agreed upon between the parties. And the way that I read it

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is that these what five or six options here are could be the one or the two you know recommend two that we could choose. We we just want to make sure the re the re constitution is not anything that's mandated. It doesn't know as such but I

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know that that's important to us. >> And then we want to make we want to clarify the as determined by the state superintendent. Can we take that out? >> Yes. Okay. Can you can you read item B for us? >> Ben Harbor Area Schools superintendent actions to be taken. Number one, provide

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regular updates to the board of education regarding the status of the district as it relates to the implementation of this partnership agreement. Number two, ensure that the school/dist and community is meaningfully engaged in the implementation of this agreement. Number three, schedule meetings with the

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partnership agreement liaison and partners to discuss progress on the partnership agreement implementation. Number four, collaborate with the partnership agreement liaison on the development and implementation of the partnership agreement. Number five, accountability measures and

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implementation Benton Harbor High School. This the district shall review the instructional and non-instructional staff organizational flowchart and reassign staff based on the needs, identify through a comprehensive review of data. Partners will review and address potential factors that may be

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adversely affecting the implementation of the plan and determine a pathway that is in the best interest of all students which may include but not limited to increased ISD support increased instructional support internal review of

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strategic plan to ensure alignment with priority goals update 3 to fiveyear strategic strategic plan with schoolboard which includes an assessment of all aspects ects of our district's operations including curriculum instruction, assessment, student

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services, and support services. C variant. Oh, stop. >> So now, Madame President, are we going into this is what >> we are saying that we're doing that we're going to continue to do. >> Correct. >> And is there if there's anything that we

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want to add to this, is this the time to do it or take out? Yeah. >> Is this something that you um >> No, I'm just saying. >> Yeah, this is this is Yeah, this is a draft. This is a current draft. So, if there's anything that we, you know, have

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concerns about or think we want to add, this would be the time. >> So, it's so for Ben Harvard High School, the district shall review the instructional and non-instructional staff organizational flowcharts, reassign staff based on needs. So, these are the things that's supposed that that

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should happen at Benon Harour High School that they're that that they're saying that we're going to do in this partnership agreement and all of these things that are in this partnership agreement for Ben Harbor High School for uh uh for our schools and different

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things they must be measurable. Is that not correct, >> Dr. Griff? >> Yes, sir. >> Is that correct? So the things that you listing that they're listing in here is they they have to be measured.

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So only one school it is I'm looking here and and it says Ben Harbor High School. Where are the other schools? We agreed when we were meeting uh Principal Sanders said he was fine with it because this is what was in the previous agreement. We kept it we kept

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everything the same and I got his approval. He's like I've already met with my team and we're fine with this. >> No, I'm saying but where are the other schools? Are we going to find this down here later? >> We didn't write any more for the other schools, but I certainly can if you would like, sir. >> I think if you kind of look at the the

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the data as far as the benchmarks of what schools met and how short I think Ben Harvard area schools is the one that needed the um most supports. >> Ben Harvard High School. >> Yeah, Ben Harbor High School. I'm sorry. But I'm saying if this is a partnership

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agreement, how we going to have a partnership agreement and um MLK is a part of this partnership agreement with a new principal and what have you. Why don't we have that information in here? Fairplane is a part of this partnership agreement with a new principal. Why

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don't we have their information? >> Okay, Dr. Griffin, can you get clarification on on >> We chose not to add anything and it's understood that the spirit of the document we would make sure all of these particular resources were also available

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for the other schools. When the principles were at the table, this I shared with them this is what we inherited in the previous agreement and they said even we don't list them here. We're going to make sure that we get all these same things available for the other schools. They were in agreement with that. I let the principles make a

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lot of the decisions that were put in this document. We certainly if it that is your uh if that is the pleasure of uh what you would like to move forward, we certainly can go back and add it, but they are they were well aware that we would just leave it like this from the previous three-year agreement.

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I just don't see how we can how it could be a partnership including all of these schools if only one school is listed in this particular it it doesn't matter what school it is but yeah I just don't see what are they did

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what did Fred have to contribute to this what did based on the data from the previous point what did Trevan um see what did their C for fair play. So I'm that's that's

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kind of like alarming to me that they're not that all of our schools that's in this partnership agreement are not in here. >> Will the Will our lawyers look at these agreements or is that not something we do with this? >> They're working on >> What was the question? Trusty Do our

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lawyers take a look at this? Is that is that not what we do? Um, I wouldn't be against them looking at it. I'm not I can't remember if we had council review iter last year. Not as I mean last time. It's been so long. And I don't want anybody to think that

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I'm um texting or anything. I was trying to pull up the the last document, the last final partnership agreement. Okay. So, Dr. Griffin, can you provide can you just ask them about that piece?

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>> Sure. Okay. Um C. Bearing RISA actions to be taken. Implement Bearing Resa regional assistance grant service plan in conjunction with the partnership agreement. Actively support Ben Harbor Schools. NDE actions to be taken. Assign a partnership agreement liaison. PAL who

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will serve as the primary point of contact for Ben Harbor area schools will be meaningfully engaged in the implementation of the partnership agreement. to assign a team of individuals from NDE with expertise and comprehensive school and district improvement to ensure that resources are

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being used as efficiently and effectively as possible to improve student academic achievement and to ensure district financial stability. Okay, so now we're digging into the meat um of the the

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percentage increase that everybody wanted to get to. I just wanted to make sure that we read through every every bit of this together. Um 17 goals, interim target benchmarks, and end target outcomes. The partnership agreement will define goal areas

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resulting from the district's area of inquiry. Each goal area will include align measurable academic 18-month interim target benchmarks and 36-month end target outcome MCL section 3881622P. The benchmarks and outcomes table is

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divi designed for districts to add their benchmarks and outcomes. Districts are required to indicate goal alignment with Michigan's top 10 strategic education plan SCP if applicable. Michigan's top 10 strategic education plan goals. One, expand early childhood learning

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opportunities. Two, improve early literacy achievement. Three, improve the health, safety, and wellness of all learners. Four, expand secondary learning opportunities for all students. Five, increase the percentage of all students who graduated from high school. Six, increase the percentage of adults

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with post-secary credential. Seven, increase the number of certified teachers in areas of shortage. And eight, provide adequate and equitable school funding. And then we go to the benchmarks and outcomes table. Um, do you guys want to push forward or do you

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want to take a quick recess before we dig into this meat of it? cuz this is the we can say Karice does >> these percentages that we came up with for >> these are the percentages that Dr. Griffin and her team in NDE and Barry

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Risa I think it's Barry Resa at the table came up with to get us out of that 5% the bottom 5%. Last year we focused on the minimum 3% over 36 months because I think we were so focused on we don't want to not meet

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it. And so what they're recommending is what the team has decided at this point is trying to get out of the bottom 5%. Um so we'll take a brief recess at 7:49. Um you guys can either choose to take a step away or you can sit here and kind

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of go through the um the interim target benchmarks for 18 months and 36 months. Outline any areas of concern and then when we get back we can kind of talk about that further. Um and then you'll

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get ourselves out of that vir but we can't do that. We ain't never did that. >> Okay. We're going to take a recess and come back and have this conversation. So, it's 7:50. We'll come back at 8:00. Okay. So, we're returning from recess at approximately 8:14 p.m. We apologize for

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the delay. Um, we were attempting to get a copy of the previous partnership agreement. Um, allow for printing of that and review of that. So, we're now returning back to session. Um I did in looking at the partnership

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agreement comparatively to last year's to current in the uh assurance of action. Okay. Thank you. In the assurance of actions, I noted um that

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in the previous partnership agreement number three and number four on page eight the of our current agreement draft are not noted on the previous. So the review progress on the partnership agreement at regular board meetings of board of education meetings I have no objections

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to that. I think that's something that we should be doing. the as determined by the state superintendent requires local school boards training. That wasn't specifically noted in the um on the partnership agreement in this section, but it was noted on the back. So, I'm

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still going to ask that the um superintendent remove the as determined by state superintendent piece and ensure that that's fine, whether that's not that's something that they're requiring.

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Um in the B section of 8 I've noticed the difference of the collaborate with partnership agreement liaison on the development and implementation of the partnership agreement is new and then the account accountability measures and implementation

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is new. Um I think secretary triplet mentioned to me that there was some clarification he received from you about the Benton Harour High School piece. Is that supposed to say Benton Harour area schools? Okay. So then we'll be adjusting page nine number five to Benton Harbor area

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schools. So thank you um Secretary Triplet for that clarification on item C. Um, Barrying Resa in the previous did have the number one implement Bearing Resa regional assistance grant service plan,

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but I've noticed that they remove the providing of coaching opportunities for K through 12 and our administrators. We had a um two and three on the previous agreement. And so I'm wondering if you can clarify why that piece has

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been removed. And I don't have a do you I don't have a hard copy of the previous one, Miss Singer. it right here. Didn't you just give them the >> She can pass them out, but I don't have it. >> We got one right here. Yeah.

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>> So, if you guys look at page nine of the um of the current agreement comparatively to page 9 and 10 of the old agreement, the old agreement

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indicated that Barry and Rhysa would provide coaching opportunities K through 12 and ELA and math. and three provide administrative coaching in ELA, math and SEAL practices. My preference would be that those are returned.

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>> Okay. >> So, >> um look at this. >> Go ahead. If we look at this and what components of this agreement, I'm trying to see where that is in this one.

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>> Which one? >> If at the beginning of this partnership agreement, >> Uhhuh. >> I'm thinking if we take this partnership agreement and look at what's in the new ones >> that they're asking us to sign and support,

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>> I don't see components of this agreement. Um, >> on what page? >> It's It's on the first page of your document. >> Okay. >> And on the first page. Yep. It's the same. >> So, this is exactly the same. >> Yep. Now, I can't say it's word for

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word, but it's the same. >> Huh. >> Every word matters when we talking about >> the livelihood of our district. >> Yes. So, we cannot have >> There is um There is technology that can

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do a comparative analysis of these two documents and let us know you know what the differences are. >> Yeah. >> I think it's important for us to >> very >> yeah because that piece with Ben Har it

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just didn't um it didn't match. So when we look at that when it say Ben Harvard area schools I think we need to look at it from the components of this agreement. And then page four, what we were looking at as far as the five uh going above the

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5% index, um the minimum three percentage point increase, that's the same. That's there on page four of the old agreement comparatively to page four of the new agreement that was in there. I think we just

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focused so much on the 3% that we didn't really process or or understand or really think focus on at that particular time. We were so focused on meeting the goals and increasing that

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the possibility of being assessed as needing a new one did not um was not a conversation that we essentially had. So then now we're at the benchmarks and

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outcomes table. Um I think the point of concern that was raised by uh Secretary Triplet Gavin and Doyle was the amount of the increases. >> Yes.

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>> For the um target goals. >> And so were you guys >> Yes. >> Are you communicating that you wanted to go back down to the minimum of 1%? Do we want to we just want to do the minimum?

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Yes. >> Yes. and the the the the superintendent and the team the district can have set those goals the standard because when you look over here if if you look at

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this if you go over to um where it says uh the mindset approximate minimum ETM report in the back of the new one and it

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gave us information where like you know you'll see where Fairplane Middle School is 25 uh uh percent in uh the current value was 25%

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and they had a zero there that means which indicator was above the bottom 5% work to maintain or increase so when if if you would look at this I think that it It's critical that the district um

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look at what it needs to identify internally which was above the and make sure you know that it's above the 5% um was the bottom 5%. And then make those choices. But when you see over

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here 80% and in in some of these like I said 19% 13% 64% 80% 44% those are extremely those I mean in in the state where we

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are right now because once we put this in here we cannot go back. We cannot go back. So just because you say that whatever the partnership agreement says if it's 1% that they're

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expecting minimum 1% growth that doesn't mean that because this leadership will take it in a direction and say no I mean but this is what the partnership agreement we have to protect ourselves in this partnership agreement. We can't have these 80s and 70s and and 64s and

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different things on here on this partnership agreement because even if if you look at this data, you go back over here and you look at this this data, you got 11% um you only have like one area at Fairplane Middle School because the

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yellow areas were areas where it did not the indicators didn't we still in the yellow, you know, and and so you go over here where Fairplane Middle School NA this indicator was above. So Fairplane

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Middle School um did um had some areas where they were above the bottom 5%. But all the rest of these things you look back here is yellow. That means that they were not above it.

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So you don't put yourself in in strain like that. Yes. Yes, >> Robinson. >> Yes. >> Okay. So, after hearing this input, I'd like to know what the superintendent

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feels in terms of the goals that um she has here versus what the um individual board members are saying about where that would put us. What's your feedback as far as what

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we've said? >> Oh, I will adhere to what your recommendation is. I'll make the necessary adjustments so that we are clear about what the partnership entails. I'll just go I'll go back and I'll make those adjustments based upon your recommendation.

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So, I think essentially what they're wanting is the eight the 36-month end target outcome to be the 3% increase and then the 18month the way that it's worded on this previous document is 1% annually for the 18month benchmark and

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then 3% um is the 36-month target benchmark. One thing that I've noticed in comparison of the two is ours pre in the previous term focused on math and ELA and PBIS.

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It was a little more simplified. It looks like this time around they're focusing on more than the state testing because it's looking at, if you look at page four, it's looking at um

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addressing literacy, um attendance rates, graduation rates, and I don't those weren't a part of our benchmarks last year. But let me look in

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the document and see in section two in the old document if that's something new. >> This doesn't partnership agreement two. Okay. Yeah, it didn't have so the old document

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on page four, it doesn't notate the literacy and the graduation rates, but I have no objection to that. I do think that those are areas that we should be attempting to improve. >> So, the previous document didn't focus

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on literacy or graduation rates. So if you look at four, page four of the previous document, it only focused on the 3% increases, the 3% total increase in those areas on

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the testing. That's section two. Page four, which is section two. If you look at the new document, page four, which is also section two, it has the 3% increase in there, but there's also

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it has to have intarget outcomes that address literacy, um, intarget outcomes that address attendance rates, target outcomes that address graduation rates. Those are new

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as well as the process data is new. All of those are newly added, but it appears that it's requirements um new requirements because the MCL is noted. So, I just want to make sure you guys notate that.

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Um, so when you look at your chart in the new document, now going back to page 11, you'll see that there's not just the MSTEP percentages, but there's also, for example, item three on page 11. During

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the 2026 27 school year, this is under 18month benchmark, at least 54% of the full academic year, students will meet their Nope, not that one. Uh my focus was the I don't see the Oh, the chronically absent. That's number

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five. Increase the percentage of not chronically absent FAW students as defined by the state of Michigan from 44.49 to 60% in the 2027 26 27 school year. >> President Robinson. >> Yes.

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>> Um I'm wondering if we're complicating this. I I guess what I'm wondering is if we already had an agreement the last time, right? Unless there were some state some updates to the state law,

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why would we need to change the agreement unless they were offering us more support, right? like I can see I can see raising uh goals as it relates to um our superintendent's goals, our district

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goals, but why did the document need if we were if we were chugging along, right? And we made some strides. I think Fairplane East may have gotten out of the agreement or something. Haven't No, everybody's okay.

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>> We were making strides. The only change, what change needs to be made other than we probably shouldn't have had that, you know, all board members have to be present for every single training. That was unrealistic. Um, but outside of that, why couldn't we

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just, you know, adopt the previous um partnership agreement and, you know, ask the state if there's any state law that change? If no state law change, why do we need to change our agreement?

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>> So they have the MCL that's notated here. So for example, 3881622P, which you have in your back tab, the first green tab, it specifically says that there has to be

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um so on that first page B at least I'm sorry, look at uh what is that? triple I improved high school graduation rates as applicable and then four is attendance rates. So three is three is improved high school graduation rates, four is

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attendance rates. So the MCL has updated to request new requirements of the partnership agreement. >> Right? That's what I'm saying. Like if there's some updates to the laws, >> I can see those changes, right? Whatever

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the non-negotiables are, we need to be made aware of these are non-negotiables. This is not a part, this part is not partnership. This is required, right? And if there are non-negotiables, those probably should be in bold or underlined or and it

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should state that clearly. And then the other things, we've already agreed to those things before, right? And then if we want to raise the bar, we raise the bar internally with our superintendent and with our district goals. >> No, I don't I don't necessarily have

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objections to that. I think that I'm just trying to make sure that you guys see that that's different. That's all that's the only reason I pointed it out because we know what we liked before and we see what we have now. And so all I was doing in my reference was pointing

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out to you all that the previous agreement only had the 3% increase as a requirement. But I want to make sure that you all know that the new agreement has the graduation rates, the literacy increases, and things like that and attendance because it's connected to an MCL.

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>> No, I'm glad you did that. >> Okay. >> Yeah. I'm just wondering is it is it possible to just take what we have like add what we have to and then what's already been agreed on.

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>> Yeah. And Dr. Griffin, my question for you would be um I don't necessarily see anything as it relates to the absenteeism or anything of that nature that's concerning to me or that I think that we can't

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accomplish as far as the attendance rates and things like that. But I want to ask you whether or not you think is feasible. All of the measurements that you have noted here in those areas are feasible. >> I do. One of the patterns I've not two patterns that have come up in this

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process and in communication the the Barry and Resa liaison has spent quality time multiple times at the schools and each of the principles and their teams have looked at some of these components that were required to provide agreements

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and accountability measures for chronic absenteeism and attendance were those measures and they noticed that there were patterns where attendance may not have been taken accurately and they got clarify ification around what does absent really mean even if you're sick and you have a note that is you you know

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we're penalized that's an absence no matter if the student is not in the building that's true so to your question yes I do believe they're feasible uh uh rates that we can we can attain because now the teams at the schools we have attendance teams at each schools now they know okay what is what does the law

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say about what it means to be present what does the law say about what it means to be chronically absent and now they've implored their teams to have plans to make sure that they're monitoring the attendance uh accordingly for all the students and and really putting in strategies in place to reduce

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the chronic absenteeism rates. >> Okay. And then my other question for you as it relates to what we're required of the board um as noted by some of our other trustees, we did put include all Bon Harbor area schools board members and the superintendent. And so we did the trainings, but there was, for

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example, two of them that we did, two or three we did in one day that didn't count because one member wasn't present. Can you check with them to see if it can say a majority? >> Sure. >> Of the Benton Harour Area Schools board members and superintendent being that um

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we are allowed to operate as a governing board and take votes with the majority. And so we would we would prefer that that says a majority of the board of education. And then another update that I would like um it says in the first section it

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says Michigan Association of School Boards or similar organizations but then in the back end in the table it just has MASB. I would prefer that the or similar organization is added there. So, we're not bound to MASB because there's other alternatives like

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the one that we were supposed to we were there's one in um is it the urban education? Remember Singer? You sent me one that we could go to in Chicago. Huh? Yeah. There's one that's like a it's for it's like a it's like a MESB, but it's

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specifically for urban educations um institutions. And so they may have some trainings that we decide we want them to come in and do. I don't want us to be bound to MASP. Secretary Triplet. >> Madam President, what's really concerning to me and I just want to have

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an opportunity to go through this laser, you know, paid by paid in comparison to the one, you know, like you said, I don't know who put this one together, um, who piped it and what have you. So you got we got to make sure that we go

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through and look at it where it's it's it looks like this with one was accepted by the state. So just to make sure that we're going through and looking at it where it says instead of where it says Ben Harbor High School, it should have been Ben Harbor area schools also. But I am very I have highlighted these

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percentages. We look at MLK where uh on the MSTEP will increase at least based on MSTEP um student ELA proficiency based on MSTEP will increase at least 13%.

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um in the 18 months 12% 54% in WA 64% 44 to 60% 80% those percentages are absolutely too high for what we have seen historically

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you can look at the data for the last 15 years and you would not see numbers like this not saying that and and I think that people mistook it and sat in it because we said 1% or because we said 3%

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that they set in it. These might these are goals that they can set internally. These numbers right here will set us up. >> I think that we need to whatever the partnership agreement said if department the partnership agreement said that you

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have to that was my question. Are they still at the one or have they moved it up to the three? But regardless of what we're talking about for the partnership agreement purposes, that does not mean that the principal and the superintendent and Vera get together and

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set goals that will take us there. When you look at this data, you cannot justify those high numbers with this whole this whole if you look if you guys look back in the back of your booklet, everything in the back of this booklet is yellow. That means that they did not

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exceed the 5%. The bottom 5% over 90% of these things that's up in here. So that right there we we we have to go back and make it clear on what it is that this that the partnership

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agreement say. It's not lowballing, it's being realistic. And I I appreciate the boom boom boom, but we do we have data. Okay. So if what is 53% of the student at the high school

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that would have to have this or what is the 53% how many student would that include you know so say for instance if you have a 100% you have a if you have a 100 um students in the third grade that

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means 50 of those students would have to be proficient. we don't have data like that or 80% that means 80 of those students out of the 100 would have to be proficient those are too high so I think that when

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we talking about formal partnerships I mean if they want to do it internally that's fine she want to use that as the superintendent want to use that as a marker for her with her administrators that's fine but for this partnership agreement because if we don't we cannot

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ever go in these three years and change that we will lose our school. >> So Dr. Griffin for I know that we're clear that the 36-month benchmark minimum is 3% for the certain areas but as a rate relates to the absenteeism

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um the the graduation rates and things of that nature. Do you know if there's a a minimum or do they just want to see increase? >> There's a minimum. I can >> Okay. Can you check with them on that? >> President Robinson. >> Yes, ma'am.

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>> This line that says support the superintendent. Just wondering if we could add a qualifier when operating in the best interest of the district. Support the superintendent when operating in the best interest of the district.

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Okay. So, Dr. Griffin, I would ask um I know it's Tuesday. I would think that we have It's Monday. Okay. God, God, God is good. I'm so used to meeting on Tuesday. I know that our deadline for getting this in would be

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Thursday, end of business. I would anticipate. Can you follow up with them on the question? You took taking notes about the questions that we have. Okay. And then I would ask if you all could be um flexible.

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Um who is our curriculum committee currently? Oh, I know it's me, but it's the three of us. Can you SC It's me, myself. If I can't um can we see if we can get a

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curriculum meeting scheduled maybe for Wednesday evening if we're available sometime before Wednesday evening um to go over the clarifications that you received and then Secretary Triplet I know that you're an educator as well. If you

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prefer I can defer my seat to you. Yes, >> I have a meeting on Wednesday evening. >> We can maybe try for Tuesday. I just wanted us to meet prior to Wednesday. Hopefully, she can get the clarifications tomorrow. And then we can do Tuesday evening.

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>> It can be after 6:30. >> So, could it be you mean like 7? >> Yes. >> Like a 7 o'clock a quick hour meeting to kind of go through the clarifications. Would you like me to defer my seat to you? I mean, you know, I just think it's it's

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fine, you know, it's fine, but I I just want to make sure I want to go through and and I want to, you know, maybe I can get with the superintendent and >> to do one on one, >> you know, just my concern and and and first of all, I would like to say for me

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for to say, hey, >> you got somebody in here that want to say that they can do it, >> we do it, >> but we also have to look at this right here is a very, very serious document. Um, and again that piece that they said once you put that in here, you can't

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change it. And another thing too, we're in transition. We're in transition in many areas. We in transition with administration. We in transition of filling our filling filling our staffing and what have you. you know, um there's things that are being worked on as far

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as getting, you know, the certified qualified teachers working with proximity learning where we have the u teachers um who are the certified teachers who are teaching our kids and um virtually but in in you know line you

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know where people are in there working along with them. So the you know they're building the staff the support staff to be able to to support these certified teachers. So we it's like kind of like still in its infancy and so that would be that would hurt a lot and just being

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an educ is is is a hard move. It's a hard push, you know, can be a hard push when you have so many different things that we're dealing with working with attendance. We got we got to get them in here. you know, all those

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different types of things. I just think this right here, that's why I wanted us. I'm glad that we're here. Thank you um to my colleague for showing up and saying, "Hey, this is something, you know, we all bring something to the table and thank you uh Dr. Griffin as

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well for adding this in here. But from from from my experience as an educator uh as a teacher you know even when you have student like even when we had like at Boon we had students that was 87% of our student may have been proficient on

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something but the other 13 was very difficult for us to move into that category. You see what I'm saying? So I don't want you to put that pressure on you or your staff or on this district for those things. I have a question as

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well. I know a lot of times I believe it's the individual um what are the the individual plans for the for the districts >> the school improvement plans >> school improvement plans would it be feasible to have certain partnership agreement goals agreement with the state

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but then our say it again school improvement plan is aligned with the measurements that you want to meet and I think that that would be >> that would be probably the the measurement that would make your goals

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because I want to honor your goals. I do appreciate your efforts in trying to hit high marks, but I also understand the concern of the board and I think that if we do if we indicate the goals as it relates to the partnership agreement to

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be the 3% in the 36month benchmark, but our individual school improvement plans are aligned with the goal and measurements as as you've indicated. Then if we're still have like they said we can still internally we'll have

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something internally as a document where our where our buildings know okay this is what we're reaching for. We're not just reaching for the 1%. But we're reaching for above that. >> Absolutely. >> Okay madam president and I don't know if you guys remember on the curriculum team

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last year and prior to Dr. Griffin coming we had we had pulled there is a uh it's called a dip madam president. the district improvement plan and then it was the the SIP which is the school improvement plan. And so when we

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requested those the district improvement plan should have this the district improvement plan um sets the the the standards for the district and each of the individual schools should be aligned with the district improvement plan. But

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what we found out remember I don't know if you remember this we found out everybody was doing something different. you know like their plan was doing something completely different and it wasn't aligned with the district improvement plan. So it should not be if the district improvement plan deals with

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reading, deals with truency, deals with mathematic then every school they can do it any way that they want to but they must hit those main things from their district improvement plan. So, I mean, you know, and I know that you've been here, you just hit the ground running, you know,

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but those are the things that we can that would that would really really help us. >> Okay. And then before we um deal with the things that you especially need for your school, >> you do, >> right? You may have some districts,

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but your school may not be lacking in attendance. So you have to put the things in your school, your per your your individual schooling plan, things that your school needs, the district plan like this partnership.

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Actually, this almost could be the district school improvement plan too. >> But but but um just miss Rakette, that's the district plan, >> right? that the district plan should

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have reading, math. That's why so every school can fall in and because even if they might not have an attendance problem, but at that particular time, they can still do things to continue to maintain. But the district improvement plan

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guides the district, >> right? And it should this should be >> okay. >> Okay. Okay. The only thing that I want to um I want to add is I had put in the back of everybody's binder um um Trusty Bradley was unable to make it, but he

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did send his feedback. So, I printed a copy of that and I wanted to give honor to it because he's unable to be present. Um so, he said, "Good morning or afternoon. I've taken a look at the partnership agreement and I have no issues with it. The majority of my questions have been answered after reading through it. I think my main

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concern would be just around the benchmark numbers and how we set the goal or benchmark moving forward. I know the agreement says working with the data but we will have will we have attainable bench an attainable benchmark set basically aiming for something realistic

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which we've kind of expressed here. Um the suggestion that I do have in section 16 under assurance of actions part A for the board. Can we discuss having four quarterly MASSB trainings during the course of the partnership agreement? This will ensure we are meeting the

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training requirements and we and we will and will help to ensure that we have a standard of professional development if and when the board changes changes occur. I know that the current agreement says at the determination of the state superintendent, but I think the quarterly training will show that we are focused, united, and wanting to

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strengthen ourselves as a board. So, I just wanted to ensure that everybody had his um input to reference as well. Um so, I think I I want to take the time to thank you all for making yourselves available today. um for being patient

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with me and going through each of each word of the agreement because I think it's important um that we go through this together. As said, the curriculum committee will attend will have a meeting tomorrow at 7 p.m. virtually um to kind of go over the clarifications

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that Dr. Griffin receives from MDE and then um she standard has a summary that she creates uh notes that are taken as we meet that'll be shared with the board at large.

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And so if there um is no further input, I will go to you all can give additional input of course in your closing comments, but I'll go to open public comment. Um there's no one currently present, so we'll proceed. Superintendent announcements and comments.

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>> I just like to thank the board for all of their input and guidance regarding this process and I look forward to a mutually agreed upon draft to submit to the state. All right, Trusty Doyle something today. Um, good evening and I would like to

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thank thank everyone for watching. We have no one in the um in the meeting as of right now. I would like to say that I'm truly honored that my community chose me to be the voice

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for the voiceless. I take great pride in the work that I've led and the powerful partnerships I've built built to uplift others and get things done. Within the first six months of joining this board, we were able to get the boilers

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replaced. Since then, we've secured school debt forgiveness of over 14 million. We won four million for Love My Black Student Love Letter Initiative. um with those with some of these coming

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to our district very soon. Yet with these accomplish accomplishments, I am deeply saddened by the so plate the slow pace of progress and the misdirection of our energy and our attention. the neglect from our most

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important responsibility, our children, staff and students have been asking for a track and field tent for three years and still as of now we don't have one. Meanwhile, we have over 24 million in

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the bank. Why are the small things being looked over? I support professional development for everyone and I believe that if the board of education approved their training and the district paid for it, those in

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leadership should be able to model it. I also support hiring a grant writer, but I do have concerns about the hiring process, especially as I am a member of the HR committee. These stories I've been hearing weigh heavily on on

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me. Please know that your voice has been heard and I am raising these concerns in the right places. It is important that you understand this. Even when I am not even when I don't speak a lot, I am advocating for you. I am a yes fresh

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start champion. If you have not took in the 90-day peace pledge, please do so at peace day247.com and join a powerful movement. You guys enjoy the rest of your evening on purpose. >> Trusty Rock,

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>> I am I appreciate my colleings and the fact that we are taking time to do this work. It is important. It is my hope and my endeavor to support um whatever percentages we choose so that our

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district will make the increase it needs to make. Uh so we'll you know on the incline going up so we no longer will have to even deal with a partnership agreement. So that's my hope that um

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like I said whatever we choose that our district as a whole at every individual building will continue to work hard and to do the work that it takes for us to come out of partnership with the state.

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That's my hope and prayer. >> Thank you Treasury Gab. I'm grateful to my colleagues for having this meeting. Um it's so important for us to make sure

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that we have both internal external goals, superintendent goals, and then when we're entering into a partnership with the state of Michigan that we know who we're dealing with and that we understand the history. It

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matters. Um, and that every word matters and that when we are supporting the superintendent in the language, we clarify when operating in the best

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interest of the district because if we don't, we set ourselves up to allowing the state to dictate our role as a board of education. We have a responsibility to hold our employee accountable, not to

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just give a blanket support. And that doesn't mean we don't support the superintendent. It means that we support our school district. And we have a right to do that. We have a responsibility to do that. boards supported

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superintendence when gifted and talented was closed, when boy minus was closed, when the skill and trade centers were closed. And so it is important when the dual language program was closed. And so this is not this is not about personalities. It's about our

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responsibility as a board of education to make sure that we have the power that was invested in us by the voters. And we cannot allow these partnership agreements to set us up and to set our

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children up and to put our staff and everyone in this undue pressure to adhere to tests that don't really necessarily test the genius of our children. Now, do we have a responsibility to raise the bar?

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Absolutely. And I'm all for that. But not with a gun to our heads. >> And so I want to thank you all. I also want to thank the city council today for supporting the yes fresh start 2026 priorities.

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This is Yes, this is powerful. We're talking about mental health funding. We're talking about supporting driver's education for all public schools and we're talking about um improving money getting money for our CTE and also

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supporting a mental health court in Baron County. And so this is very powerful. I'll be bringing this through the board. Um and so I'm hoping that we too uh will support um the yes fresh start 2026 priorities. Um thank you all

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very much. And yes, let's take the 90day peace for life challenge at peace day247.com because we all can use a little more peace in our life. Amen. >> Secretary Triplet, >> I need a little more peace in my life.

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I want to take this opportunity to say and um just again thank you. Thank you all so much for coming out. Uh thank you for u thank you to uh our superintendent

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for being willing to listen and to hear us and to work collaboratively with us on this partnership agreement. Um it's very very critical, you know, um that we make sure that we do what's

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right for our our um for our children, for our staff, and for our community, and in particular for many of our alma mas. So again, thank you. Um, I'm excited and looking forward to, you

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know, hopefully everything will be together by Wednesday evening when the curriculum team and and and those of us individually, uh, Dr. Griffin, if there's anything that I can do to assist along the way, I'm willing to

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um, move your hair back to Sh. I can see Dr. Gri look at her face. >> You look beautiful, too. I want to tell you I see the natural curls and what have you, but I could not see. It's beautiful. You went to the >> convention, but I do want to say that to to to our

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superintendent. I appreciate, you know, and I don't want you to think, you know, when I said because I know I'm like I'm like a treasure uh Gavin, you know, I've lived some of it. We we all have, you know, and um we sat here, but when it's

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time to get get down, we get down, including our president. When it goes too much too much, we we we do this thing. We love our community. We love our district. And so I I'm just looking forward to continue to continue fighting

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alongside of you all because I know we ever get on one court that we got some goons at this table, the eight of us. So thank you so much um to all of our um people out there. Be patient

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um and continue to pray for us that we continue to do the things that's in the best interest of the Benton Harbor area schools. Thank you, madam. >> All right. So, I'll try to be as brief as possible. I would like to say that I am not a per I am a person of excellence

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and I am not a person that likes to only reach for the bare minimum. However, I understand the board's concern regarding putting notational goals in the partnership agreement that may not be attainable. I support

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putting it as the minimum as long as we have a guarantee that internally our goals as it relates to our improvement plans for the district and our individual schools will be at measurements that will allow us to get

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out of the 5% mark so that we do not have to cycle back. If we can assure that we're going to do that, then I'm perfectly fine with the partnership agreement maintaining the minimal expectation with the full

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understanding that internally as a district we have something set in stone that we are going to supersede and make effort to to meet higher than that because when you give people and your staff and your students a 1% goal, their

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goal is 1%. And so it would be my own earnest desire that we do set those measurements higher so that we can get out of that 5% mark. I appreciate you all for making uh the time in your schedules the quick turnaround um to be here because I think what was it

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Thursday we just met? >> Yes. >> And everyone clearing their schedules to be here um so that we can go through this. I appreciate your patience with me as I read through every detail of the document because it's been three years since we comb through it. um as an

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organization and I'm very critical about every fine um aspect of a document that I'm signing. It's different when my full board makes a vote because each of us has a eye for something different. But when I'm signing by myself, that's a heavier weight to bear. And so it was

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very important to me that we had this discussion together. So I appreciate you all. Um I look forward to the curriculum committee meeting tomorrow. Um, and then if there's anyone, like I said, that has not sent feedback to the superintendent, um, has additional thoughts after

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today's meetings, please follow up with her or myself because we'll be signing, um, as required by Thursday. So, at this particular time, I'll ask, is there a motion to adjurnn? >> So, move. >> Is there a second or support? >> Support. >> The motion has been made by Secretary

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Triplet and supported by Treasure Gavin. Any questions, comments, or concerns? >> Yes, madame president. I wanted to say this before we close. The 1% or the 3% whatever the state um has has allowed is the minimum.

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>> Mhm. >> Okay. So, let me be clear on that because I do not I'm like you. I do not I I I I fight hard. You know, our scores were 97% 94% 87% proficiency.

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>> So, absolutely not. And I said it says the minimum but that is not our goal. Okay. So you have to at least get this amount. So then and then the pressure comes from within >> and not the pressure but the the the

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work come from within and we start going into looking at how many kids who take this test how many would get us to 35%. How many must be proficient? But I wanted to say that the minimum, madam president, I don't want you to feel like you're settling or lowering your

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standards or anything. Seriously, >> that's what it that's what it is. The minimum. >> So, I'm ready to call back. >> Last thing, I'm my apologies. I meant to mention this. I think it's also important to include in the partnership agreement the MDE's

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responsibility to share the impact of the previous partnership agreements on the success of the district. how reconstitutions have impacted our district, our test scores,

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our attendance, the requirements for us to eliminate half of our staff, pink slip our staff, and force them to reapply for their positions during testing season. I think it's important for them to also take some responsibility in their decisions and

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that should be in the agreement that they study that and they provide that input to us as well. Okay. Secretary Tripler, please call the role for adjournment. >> President Robinson, >> yes. >> Secretary Triplet, yes. >> Treasure Gavin,

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>> yes. >> Trusty Rocket Martin, >> yes. >> Trusty Doyle, yes. Motion carries. >> Meaning adjourned as of 9:05 p.m. Have a great evening. That's it.