Postponed '20. If it postpone it, then it comes back on the next of June. Postponed 20. And good evening, everyone. Welcome to the school district of the city of Dearborn for the regular meeting, Monday, 07/28/2025. I call this meeting to order. Roll call, please. Trustee Eljani? Here. Trustee Berry? Here. Trustee D'Ambrosio? Here. Trustee Petlichkoff? Here. Vice Chair Watts? She's she had to leave for, sickness. Okay. So It was shut down. Trustee Zahar here. President Mozamb?
Here. Thank you. Next item, please. Next item is the pledge of allegiance to the flag, and the executive directors will lead the pledge of allegiance. I pledge allegiance 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 justice for all. Thank you. Next item, please. Next item is the superintendent's update. Good evening, everyone. Happy summer. I'm gonna go down my agenda list. The first, we always start with the retirements.
We have a couple this month. Jennifer Burgess, twenty eight years of service. Carolyn Burnett, over ten years of service. If we can thank them and show our appreciation for the work over many years. And the next thing I have is, we're gonna talk about student achievement with miss Faraj. I know we had a very good meeting with Trustee Elsanyami, a couple weeks ago. And we're gonna continue with that discussion and we'll let, miss Faraj come up and talk about, you know, efforts in the district for student achievement, for strengths, areas we need to improve, and how we can, continue to move forward and raise test scores
as well. And I know miss Faraj does a great job leading, leading this process, and we thank her. Thank you and good evening everyone. Good evening. I know I have a short, presentation. It's not a presentation but a few slides with some notes. But I wanted to to first thank doctor Malayko for his openness and trust in allowing us to bring forward bold and research based strategies to improve proficiency. His leadership creates a space for meaningful dialogue between district teams and the board.
He actually always encourages us to have open communications. I have not witnessed doctor Maleko get defensive or, refuse to look further into questions or, board requests for information or anything of that type. I really wanted to acknowledge that because he has an open mind and always seeking to improve. It is exactly what's needed for our district. And if we're serious about getting better results for all students, that's the approach we
should all take. And I I just wanted to acknowledge that. He, in fact, supported a team of us going to, one of the best institutes I've ever been through all my career last week. And because of what he heard about the details about this specific institute, he right away, approved an additional team, who is currently attended as we speak today. And that was a fast move on the side of the principal and the team and processing the paperwork and really, going after the speaker multiple times to agree to
let us in because she's booked two year ahead, and there's no room for, attendance. I wanted to bring this up. I also wanted to sincerely thank the board for their questions, very thoughtful questions about student proficiency and growth. And really, you are asking the right questions, which is really what we need, partnership between the board and the district team, to improve student achievement. So thank you all for that. We've been having, more in-depth conversations about proficiency, how we are moving forward with this
specific work. Thank you for that. Specifically, trustee Al Jahmi. He's been consistently in contact with the district team. Also prior to that, trustee, Berry and trustee Mozip and really the entire board. Thank you for that. So how do we strengthen instruction, adding accountability by raising expectations? Because we know that for us to improve, we need to have expectations in place. What is, our current reality?
We understand. We have acknowledge to acknowledge where we are so we can move forward. We need to improve the number of students meeting grade level expectations or performing at grade level when we are looking at test results. Growth is happening, at an excellent level in the district, especially when we compare with neighboring districts and, the average growth nationwide. However, overall, grade level proficiency gains need to improve. We all know that. Our district team is not in denial, and we appreciate the board for moving pushing
on this as well. There is ample evidence of high impact teaching and learning that can be scaled and amplified across the district. If you look across the classrooms, you will see that we have these great I don't wanna call them pockets, but there's high evidence of what we need to see is what's happening. We need to amplify this and, making sure that it's implemented in a systemic way. Because when you have a system in place, you can pinpoint where failure is happening
and correct it. What is the difference between growth and proficiency? As we all know, the the national trend, of growth is prioritized. It's prioritized over proficiency, especially when you look at accountability from ASSA, which is federal Every Student Succeeds Act, and the index system in Michigan, the accountability system in Michigan. They favor or not favor really, but they prioritize growth over proficiency. Growth is weighted higher than proficiency. We all know that.
Proficiency and growth targets in our proficiency and growth targets in Dearborn are in line with the index system. In fact, we do not have any of our schools identified for, targeted support and intervention by the state, Something that we we always seek to grow, but how much growth is adequate growth? We must accelerate both growth and proficiency to achieve high levels of achievement. That's, what we believe we should be doing. Impact on achievement.
This, institute that we just attended and the campus the reason we attended the institute is because this is exactly what we're focusing on. What what is making a difference for students to, to achieve high levels of proficiency. It was presented by doctor Anita Archer, and according to her, the two main factors that most significantly impact student achievement and that educators can control because we always say we're going to act based on what we control, what's within our boundaries to control.
Curriculum, it's what we teach, and instruction is how we teach it. Right? Many times we hear, blame. We hear and this is in the field. And we we make sure that when we talk about improving student achievement, we avoid using, what are what is impeding achievement. So we understand that these are the two factors or two major elements that we will be focusing on. I added systems here because we understand if you look at schools that are performing,
high or most of the students are proficient, you're gonna find that they function in, systemic ways. Systems thinking is where, the principal, the staff, the families are all functioning within specific given systems that do not leave room for failure. Systems are essential for improving student outcomes. They must be implemented, with consistency, meaning that everybody is engaged in the system.
I didn't use the word involved. Engaged meaning that they're fully engaged. Fidelity, and sustainability and instructional practices. Systems must monitor and adjust. We have to monitor what we expect. So again, if we were to, implement systems that results in higher achievement, we must all be engaged in the system. We must all be on board. I'm talking within a given school, within the district. So our priorities that we have started the discussion on, which is something that as
we walk through, as we analyze student data, we see that improving tier one instruction, which is the core, we refer to the core as tier one, is the foundation of long term success. In tier one, we have to look at student engagement. How many students are answering questions? How many students are paying attention? How do we know that every student in the room gained, the skills we intended for them to gain at the end of the lesson? This is what we, we believe about student engagement.
So this is one of the elements of instruction that we really need to focus on and improve. Ensure consistency and instructional design rooted in evidence based best practices. We cannot just select a practice because it looks good or sound good. The institute I just mentioned supports everything. Everything is everything they mentioned is grounded in both, research and evidence. Also we have, instructional staff that go through different programs in the universities.
And in that specific institute, we saw a couple universities sitting with us in the professional learning opportunity to learn how to prepare teachers. Teachers receive different levels of preparation and we need to make sure that we close the, skill gap that we see when teachers enter the district. Even with seasoned teachers who've been with us, we need to reexamine the practices. So to target professional learning and make sure it's aligned to instructional best practices, making
sure we are delivering explicit best practices for students or instruction. And strengthen instructional leadership to fully fully implement a robust multi tiered system of support. Up until today, we still hear educators referring to the multi tiered system of support is the last level of support where students need intervention. It's truly starting from the time the student enters the classrooms in the morning all the way to the end of the day. It is the core instruction. It's the next level of support, which we call double dose.
You've heard it before. And it's the intervention, the triple dose that the students need if do they do not succeed from the first and second opportunity. And, protect and prioritize tier one instructional time to focus on essential grade level content. One of the things we we push, and I know that mister Asaili and doctor Maleko presented at, Michigan Department of Ed about co teaching and also, inclusion for students. We try to push in so that we do not pull students out of that
tier one instruction. We do not pull students out for intervention and allow for tier one to be missed by these students. So this is something we need to continue to work on and improve. All of what I've listed, I am not claiming that these are great. We're doing them in the district. What I'm saying is these need to be strengthened, and we will focus on that as we move forward. Teach at instructional level plus grade level support. So students who need it do not only get the extra support, they need to
first get the instructional level in the classroom, then we give them the double dose of support. I know this sounds, cliche, but a lot of times, we tell the principals and teachers, you have the right to say, I want the students to receive the first level, and then you can pull the students out. We do not wanna pull out of tier one. Again, regarding tier one, to improve instruction, we have to raise the support, not lower the expectations. If the material is very difficult for the student, we're not gonna go and seek
easier material or easier text. We need to break down the text and make sure that we are increasing the we call it scaffolding, meaning break down the text, break down the strategies, and and then give the students support when they finish that specific lesson. Offer strategic double dose opportunities, and that if that doesn't happen in system, there's gonna be there's gonna be students who will miss these opportunities. So both for intervention and acceleration. A lot of people ask, how about acceleration? We made it very clear that acceleration will not solve all the issues that we
have with in terms of achievement. Acceleration is only one dose of instruction. And the the primary instruction that will, mostly impact student achievement is tier one instruction. What's happening for the five hours a day that the students are receiving instruction from five teachers, and then the double dose is acceleration, and the triple dose is when the specialists will, support students with very specific foundational skills. Leverage time and resources at the district and buildings.
And I say at the district because we need to support building principals and teachers in terms of aligning our professional learning with explicit instruction that we're talking about. So if the entire school district community and each school community focuses on explicit instruction by supporting teachers and students, then we are on the road to creating systems that will increase student achievement. Also monitor and support professional learning communities, which is a gift that we have in
the district that teachers meet every Tuesday. These also have to be implemented in a systemic way, so we make sure that we are making the most out of it. How are the teachers using that time? Are they talking about their lessons? Are they talking about which students need the support? And when we say that, are we truly putting them in a in support in a systemic way? So these are the things that we feel we wanna tighten, and we wanna provide provide professional development. Beliefs, these are also we learned, not new, but also great reminders.
Learning is not a spectator sport. One of the things we're gonna push is that we're gonna engage every student every moment. When the teacher asks a question, how many students are answering? So the belief is every student should be given the opportunity to answer and there are strategies for that. We have learned those strategies. Everyone does everything. No this is regarding students and also adults. Every student is expected to answer and there are specific skills, as I mentioned, and strategies that teachers can use to give students these opportunities.
If you expect it, pre correct it, meaning that, we need to always anticipate what errors are gonna take place and teach ahead of time. Teach with passion, we talked about that. How do you engage students? And, this is teaching with passion is one of the highest effect size based on Harry's research. The teacher believing in students and believes students can learn, and we say all means all, meaning all students can learn, students will feel it.
They will feel that we want them to learn. And this one, students believing in themselves, the teachers believing in students has the highest effect size on student achievement. Perfected practice makes permanent. We always hear the, that the statement, practice makes perfect. She put it in a different way. We have to be very intentional about the practice, perfect it with the students, and then they will become automatic, what they need to learn.
So success comes from consistent modeling and production. She really has a very explicit lesson design that, Adam, Lamise, and I spoke at many times, and we hope fully will move on and make it actionable this year. We have a district school improvement committee. We've always analyzed data. We always identify root causes for the gaps. We know what the gaps are in terms of practice and also in terms of student achievement, what standards they're related to, but we need to move beyond that.
We need to move into action, and implementation with fidelity is what what we call it. Planned professional learning, as I mentioned before, that's grounded in research. Learning science cognition is largely missing from teacher preparation tracks. We we have teachers who have completed, university tracks that's one year or six months or eight months. And there are many of those that are, more, common these days.
We have tracks that are four years, but they do not go over explicit instruction and teach teachers how to teach. So we need to pay attention to that. Ensure equity in instructional delivery. And when I say equity, meaning every student should have the opportunity to be engaged. That's a perfect example of equity. It's not truly like the jargon equity what we hear about all the time. Equity in terms of instructional delivery and equity in terms of the opportunity to respond. We wanna make sure that also the demographics are not an excuse.
They should be considered in instructional design, in terms of planning, instructing students explicitly, but not as an explanation or excuse for low performance. Schools are expected to set and pursue rigorous targets based on their own baseline data. The state does put targets for us in place up to year thirty, thirty one. They may not be rigorous enough, but we can always work on an internal accountability that's attainable, coupled with, targeted professional development and also with systemic thinking and creating systems
that are, that do not leave much room for failure. I wanna thank you again for, being our partners in this conversation. And growth is not enough. We know that. Proficiency is essential for students to be able to read and perform, at grade levels both in literacy and numeracy, in math and ELA specifically. And I really wanna invite the board. If you would like to be part of the school improvement committee, you're welcome to do that. We will schedule them at times when you are present.
And any community member who would like to be on that committee, we will invite them as well. Great. Thank you. Questions. First Trustee El Jahan. First of all, I wanna thank, the leadership team, Glenn and his team, and especially miss Farish. The collaboration and, the openness has by far exceeded my expectations. So I thank you for your willingness to listen. When I first came into the board, you know, I was under the impression that nobody's gonna listen. And I'm so glad I'm wrong.
In saying that, proficiencies is is really critical. There's a lot of school there's some schools at the 20 percentile of proficiencies, which seventy percent of the kids are not proficient in ELL or math. And we need to put traction into the helping improve the proficiencies. In order to do that, in talking to Ms. Farage, we really have to have some kind of traction, which is the committee, the
student achievement committee, leveraging board members here to join in that committee. But at the same time, we would there would be goals for each school, for the district as a whole, but for for each individual school's goals and expectations. We we cannot continue to say and I'm not saying we're we're saying this, but we cannot say do the best you can. As leaders at our schools, there has to be goals and expectation. There has to be monitoring throughout the year and there has to be accountability.
At the at the end of the day, it's accountability. We have great principals, but if we have some that are, you know, need help during the process, then we help them. We're not gonna throw them, to sink or swim. But at the same time, effort has to be made to bring our kids up to speed. We cannot continue to have kids going into college, you know, having a hard time reading and writing. It really starts early. So accountability at the school level is critical and the this committee, even though it
existed, but I think it's repurposed, will allow us to, like I said earlier, give traction and give visibility to proficiencies and give it the focus that's needed. At the school level, you know, we have good principals, good leaders, but they need to know what they what's expected from them. They need to know when they struggle to come to, you know, the executive team, to come to the board, you know, preferably they they would, you know, they work
well with the executive team and to seek the help needed or the resource needed. We we tend to have a lot of, say, EL students, discipline, COVID. We're the cause of proficiencies. We're past COVID, and, you know, discipline really strong starts with strong leadership at the school level. I know there's some discipline issue, but it can be the reason. ELL students we have 9,000 ELL students at the district. But in my opinion, 50% of them are not ELL students because my kids who
were born here are ELL students. So my point is we we really need to set the goals and, work toward those goals. They're gonna be realistic goals. And I I do appreciate, like I said, the openness that the district is is given and is listening. And working with, miss Frederick has been amazing. She's a very talented individual, as well as Lamise. So I I I hope we give this the traction and the focus that it needs. We cannot afford to have kids going into, high school and very limited math and
language art. And what that does when they get there, they end up leaving school because they struggle so much. They feel like they're not competent enough to continue. Correct. And because that infrastructure not infrastructure. That foundation was not there for them. So they're probably smart kids, but because they don't have the foundation, obviously, it's gonna take away from their confidence. So I ask the district and my colleagues to be supportive of this and join this, committee if they could to help with the proficiency that's needed, that's low in
in our district, but also not to follow the state expectation, set our own expectations. State expectation is 56% is proficient. You know, it it's scary. If you go to a, another country and you say you need to be 56% to be proficient, they would laugh at us. So our expectation, we wanna be our goal is we wanna be the best. So I ask for us to work together and make this happen. Thank you. Tracey Pensacola. I have been on this board a long time and we've experimented with whole heck
of a lot of, devices to try to improve our students' outcomes. And, I mean, we've gone from every kind of curriculum style. We've, we've got the school improvement plan. We've got the every season, there seems to be a new flavor of the month, so to speak, that promises to see improvement, and yet we still continue to struggle. And it's not just our district. It's nationwide.
Right. So I'm gonna put you on the spot. Yeah. Do you see any specific greatest impediment to our being successful? We keep on trying. We keep on throwing different ways of, improving our instructional, styles and and our leadership in in the buildings. And and yet we haven't found that magic bullet. Can we can we identify a couple of things that we should really be focusing
on first before we start doing all this other? I I truly believe that I I also have seen examples of that where if you focus on curriculum and instruction in a systemic way where the whole school community is engaged. And for example, if we give teachers professional learning opportunities, we call it professional development, they bring their textbook with them. You are removing a load off the teacher's plate and you're allowing them to look
at their textbook while they learn the new content. And then they go to the classroom feeling confident that they can teach the material, deliver instruction. That's why we say, curriculum and instruction. Delivering instruction, every teacher, if you walk into 10 different classrooms, you will see 10 different lessons. If they collaborate on explicit lessons, then there's a higher chance or or guaranteed chance that the lesson will result in, impactful learning for students.
I wanna also quote Anita Archer paraphrased again from last week. She says that schools students attend school six hours a day, based on research. And she really supported every statement she said in research studies that are highly, with with high confident, confidence. She says that out of the six hours, students attend four hours because of transition time and other types. And out of the four hours, two hours only are the students are receiving academic
instruction. This is United States and Canada, and this is based on research. So what does that tell you about, learning outcomes? She says what you teach is what they learn, and what they learn is what you teach. So teaching and delivering instruction where the rubber meets the road in the classroom will make the highest impact. And I have been in schools that where I've seen systems that focus on instruction and push against interrupted instruction.
We schedule many, many things in our schools that are not necessarily academic during instructional time. That by itself is one move we can make where we can say no interruption to instructional time regardless of what the activity is or regardless of what we need to do. Protect instructional time from non instructional activities. That's a one, factor that will improve student achievement. Give every student the opportunity to respond to what you're asking.
That's another move that we can easily move to and we can provide the professional learning for that. The only one thing I say, it's not fair to expect, these practices without giving teachers the opportunity to practice them, principles to walk through and make sure that they're happening in classrooms. And if they're not, how do we support teachers to make sure that's how they're delivering instruction? I have experienced it. I've seen it. And I've read enough research to support these two factors.
Trustee Zahir? Yeah. First, thank you for everything that you're doing. Thanks, Jamal, for taking the lead on some of this and for everybody. Some of you are sitting out there, and I know we have a lot of people here tonight. And maybe I I don't know how many people are watching. You might think, like, why are we spending forty minutes talking about this thing in the beginning of a meeting? This is, like, the most important thing that we do as, as school board and educators. And, you know, at the end of the day, if we're not preparing our kids to read at a level that's gonna make them functional society, nothing else really matters. So can you explain for we use a lot of these catch words, you know,
because we all have read the papers and a lot of so proficiency and growth. Proficiency is like if tell me if I'm saying it right. Proficiency is like the goal, Where we want them to be a status, let's say, and growth is, you know, you can be way down here and grow a little bit, and that's great. But you might still be far away from proficiency. Right? Yeah. And and we're and we might say, hey. Our growth is great, but we're not we're not reaching those levels of proficiency that one is is that the challenge that we're facing? That's that's one of the challenges that we're facing.
If we do not deliver explicit instruction that results in impactful learning, then that's the challenge we face. Because if we don't grow enough to be proficient within three years or four years, we're not making enough growth. If we instruct students at materials or lessons below the grade level they're in, they're gonna continue to drag below grade level. If we instruct them at grade level and then give them additional support outside of that core instruction, then you can catch up.
It's called catch up growth. So it's called there's annual growth, what every student makes on a yearly basis, which measures the one year worth of growth. And catch up growth is annual plus catch up to grade level. So the increments of catch up will get them to grade level eventually within very few years. It should be three years or four years. If you are given explicit instruction, that's impactful. So what I wanna Does that make sense? Yeah. And proficiency is functioning and passing the state task that's at grade level.
Yeah. I mean, what I want so what what I wanna encourage all community members and parents to do is when you ask questions about this and somebody might say, hey, you know, we're growing. Be like, okay. Fine. But are we proficient? Are we are we at the levels we need to be? And, that's the challenge. And like like trustee Pudlichkoff said, it's this is not a specifically a Dearborn problem. But It's a national, not a problem. Yes. National. It's generational. Yeah. But it's a uniquely American problem. And, it's not it's not happening as much in other parts of the world. So, I mean, we need to make sure that we really grab this by the
horns. But again, thank you for everything you're And you will see our principles also showing parents too how to read the reports and what a grade level proficiency is and what students need to do to get there. And we know that students who are read to, students who read every night, the research shows that these students, more of them are at grade level than those who do not participate in these activities at home. So encourage, still use the library, still read at home, and still get engaged in,
text and, print materials. Yeah. Trustee Berry? Yes. Thank you. Yes. This was a great report. Trustee Petrikoff and trustee Czar, for a long for a long time, I've sat in the seat, and I keep hearing this is not just a Dearborn problem. It's a statewide problem or a national problem. To me, we're responsible for Dearborn. 100%. That's where we're at. Trustee Zami, you no longer can claim that you're new you're new to the board. It's almost a year now. So but the question was, what can get in the way of this work? You answered that question.
To me, what I heard listening to you was accountability, but let's take a step further. True accountability. I heard you say goals building by building, measurable goals, and hold those administrators. We we have great administrators, and I agree with you. But if you're not you know, the the best way you can do this is can't say we've tried different things that didn't work. Raise expectations. And once you do that and you hold people's feet to the fire, especially at the building level, guess what?
Then it flows to the to the teachers, to the coaches in the buildings, and all of a sudden, hey. There's some great things going on in Dearborn. What's going on over there in Dearborn? And, you know, for the longest time, doctor Michael, if you agree with me, or not, I mean, every time there's a problem statewide, people look to Dearborn to see what are they doing. You know? I, I would love to see our district become, like, the, you know, the go to what did they do in Dearborn? And with the work that the team's doing, I'm on board.
I'm a take up your challenge. I am gonna serve on that, get involved with that committee, school improvement committee, and support this work. So Appreciate it. And welcome to my world. That's all I can say. Thank you. Miss Baraj, I have a question and then doctor Malekar can comment. You're saying that schools that have functioning systems are the ones who are doing well on proficiency. So how do you track each individual school how well they're doing or they're sticking to their system or implementing those systems? Qualitatively, classroom walkthroughs will give you indicators that more students are engaged than not.
Mhmm. And also, growth and proficiency, scores using multiple measures, AmStaff and IRADI. IRADI have multiple metrics growth and also stretch growth. Stretch growth meaning ambitious growth more than typical. Right? For evaluation purposes of educators we use typical growth though. So, I wanted to make sure that we do not use many terms that get confusing. But we can set and we do.
We set ambitious goals with, every building in the district that's part of the law. The school improvement plans for each district are on file and building principals go over that with their leadership team. But the state's targets again are not are lax and they're not as ambitious. Internal, collaborative moves like this will push our district forward and we appreciate the collaboration. Another thing is we have been doing our PLCs for about two years or since
we switched the portal, early release time for educators to get together and do these professional learning communities. Has that had a direct impact on student proficiency? There has been, improvement in student proficiency. Of course, not as, as high as we want to. We did a survey in May in terms of the professional learning community's implementation specifically because we wanted to see the teachers' and principals' view on how it's been implemented.
It did, come out positive. It came back positive. The teachers also asked for some clarifications in terms of how they use the time, and they mentioned that there are some differences between building and building. And they wanted also the protocol to be a little bit more simple, simplified with jargon free, simple language, and we did. And we sent it back to principals who will be sharing that with teachers in August. And, again, as part of this, work, we will make sure that it's receiving systemic
implementation in the building. We'll be working with principals on that. I also heard about barriers, and and you said, you know, no interruption to instruction time. But what are other barriers that we're seeing, especially in the last few years? I know cell phone probably usage or among students. Is is that a a major problem that you see that this board can enact and kind of Yeah. Put these things away? Any distractor to the educational process is a barrier. In the institute last week, she talked about, discipline and behaviors and how you seamlessly
embed those with your expectation as a teacher to to eliminate them really. If you expect it, fix it. That's what she called it. And she talked about, cell phones, absolutely. Even us, the five days every day until 04:30, we were not allowed to use the cell phone or even put it on the table face down. And we were not allowed to use the computers because research found that these are barriers to learning. And that there were great gains as a result of that.
So cell phones definitely in secondary, we need to tighten that. And also distractions in classrooms even in early elementary. This specific training will show teachers how to deliver instruction with high expectations and everybody must, answer and everybody must be engaged. So all of these are barriers to, instruction and learning. Sounds good. Doctor. Malouf? Yes. I want to, again, thank you, Ms. Faraj, and thank you for the Board for the great questions.
And I do agree, Trustee Berry and others, that Dearborn is and we pride ourselves on leading and being a model, and I know that's what you're doing. And we got a lot of work to do. This is on every cabinet agenda for discussion. It's linked in. We when we did our retreat for both the general administrators and the cabinet, these are big discussion items we're having. It will be on all of my cabinet agendas. It'll also be linked to a few things that we were successful. I know a tier two instruction and board members are supportive of getting the acceleration model implemented this year. So that's a great start as we look to move into the high school because
we know we're doing things at the elementary level. I would also say the reinstitution of our school improvement process with the accountability that comes with that with the unannounced visits and things that we were able to undertake with looking at data meetings and tweaking those is another important, area that will continue to move forward and help us with that accountability. So we welcome it. We know we're up for it. Despite challenges, we know we can face it, and we can do it for the benefit of our students. So thank you to everyone for your support. Thank you. Thank you. And if if the school improvement committee schedule can be shared with the entire board,
and then the board members can sign up whenever they're available. Oh, sure. I think you're done. Trustees are ask doctor Maleko a question. Just so we're all because, you know, these conversations happen in the community all the time, you know, when we're walking around talking about this is our core. You agree this is like one of our core. I mean, this is our core. This is like why we're here. Right? Yes. Just so that when we have conversations out when we're not reaching proficiency levels, and I'm there's more rhetorical questions, but I just wanna make sure we're all on the same page. When we're not reaching proficiency levels, is it ever the kid's fault? It ever oh, it's our fault. It's our job Right.
To make sure that they're being changed. Yeah. Yeah. No. It's our job. Right. That's Now we need to partner with parents, but it's our to partner. Right? We need to take responsibility. Take this seriously. This is this is just so it's clear to everybody. Yeah. This is our core job. And, this is why we've announced about an hour talking, which is it's okay. We should have five hours talking about this in every meeting. Well, I would I would say, though, there are responsibilities on the part of the parents and students on route to proficient, but it is our responsibility. Miss Hart. Okay. I'll move along. Sure. We just completed our 4,000 plus summer school program.
Again, it was very successful. I was able to make visits that are very positive. I know Ms. Ali Bazi, the entire staff, they did a great job. We were seeing a lot of positive. We don't I think we have one of the largest again in the state. And that's another area where we give additional instruction for students. But they were excited because it also had enrichment. It had the arts. It had all sorts of things going to make it not only academic, but fun for our students. So appreciate everyone involved in that, program. I also just wanna mention that as far as staffing goes, I know there was a question last month. We're in good shape. You know, we're not anticipating any layoffs.
I know that question came up, but we look really good. The HR did a nice job. Any of the reductions we had were through attrition. And I was in Washington a few weeks ago, and I know the board's aware that we were advocating AASA, the National Superintendent Association. We went and we are a big lobbyist to try to get some of the title dollars released from the federal government. I will say that we had a delegate I'm part of the, Michigan delegation and I serve on the governing board. We also had delegations from every state. We spent nine hours in Capitol Hill, meeting with legislative offices.
And we were a success just this past Friday. And, again, it wasn't just us, but I know ASA had a big push. The money was released. It's approximately $5,000,000 just for Dearborn Schools. The entire education budget for the nation is 6,000,000,000. So that money that was already appropriated for con through congress, was released. We had I know our legislators here, local, congresswoman Talib's office, congresswoman Dingell, and other, democrats that signed on to the letter. But we also had, support from republicans in the senate.
There were 10 senators that that signed on to say no. This money needs to go to students. And so we appreciate their support as well as both sides of the aisle work together to get that funding released. So it was a successful effort. I do have one other announcement on the budget. Today, we know we have on there a resolution. So we're uncertain. Although it's, you know, positive news on the federal side, so we'll take the wins for the sake of our students. But we still don't have a state budget, and there's a resolution for the board today. We're asking, you know, the state legislators and, of course, our locals are very supportive.
I've talked to them, that represent us. But we're asking, for the state to pass a budget, and we're asking that they not divert about a billion dollars out of the school they'd fund for other things, including roads or other areas. So, that is on the agenda for today. I'd also wanna mention that a lot of people are here for the dedication, for, mister Baydoun. And, again, you know, the the legacy that he had in in the district, we did have a meeting at Building Site to look through logistics. There is not gonna be any vote today.
I think, communications went out, so there won't be any official vote. But we're going through that process, and the building and site committee would, report out. But I wanted to mention that because I know people are here right now might expect that there was going to be a vote today, but that was just a procedural plan thing. It it doesn't mean anything either way other than there's some things we need to work through with that as we look at those communication. I also wanna mention, the potential bond, that, we'll we continue to discuss. We have Byron and Fisk that's starting with their community outreach and more to come
as we come back in September where more people are not on, vacation. But there have been some focus groups occurring, and our team continues to work. And we did discuss that in building the site as well. So thank you. And I am glad that we spent a long time on instruction. That's what we need to do, and tried to go through these other items that are also very, very important to us. Thank you. Thank you. Any questions for the superintendent? Thank you, doctor Maleko. Next item, please. Next item is recognition and acknowledgements and acknowledgment of donation. Alright. Good evening, board members, Superintendent, miss Harris, those watching ran into somebody in Northville who
said they watched our board meetings. So I don't know why someone he said he's a former Dearborn person, and he lives in Northville now, and he still watches our board meetings. So so greetings to all those who are watching the Dearborn Board of Education meeting. The following donations, really, you know, we are very fortunate in our district that, we have entities and folks that, donate to all of our schools. However, tonight, all of our donations are gonna be headed toward, Salina, but, it really reflects the efforts of what has been going on over there at Salina with the
Green Schools project and the, that has been going on now for the last couple of years. And it really reflects how when folks come together and really work at a certain project, the outcomes can be really beneficial. So so for tonight's donations, we're gonna start with a donation of 100 custard cups, spoons, and napkins had been offered to Celina Elementary School by the Custard Company to be used for students during the ribbon cutting and opening of the kindergarten natural playscape.
And those were very good, by the way. I was there. So a donation of $17,850 has been offered to Celan Elementary School by Michigan Recreational Construction Incorporated to be used for design services for green school yards and natural play elements for the kindergarten natural playscape. A donation of 30 trees has been offered to Salina Elementary School by Re Leaf Michigan to be used to provide shade and a tree canopy to shield students from heat and emission. A donation of 10 trees has been offered to Celina Elementary School by the City
Of Dearborn through the DTE Foundation to be used to provide shade and a tree canopy to shield students from heat and emission. A donation of 11 trees has been offered to Salina Elementary and Salina Intermediate Schools by Keep It Moving Inc, to be used to provide, you guessed it, heat shelter and expand green infrastructure on school grounds. A donation of a crew of volunteers and the use of a water truck has been offered to Salina Intermediate School by Edward c Levy Company to be used to
dig holes and help plant trees. The water truck will be used to water the trees through October 2025. A donation of $8,000 has been offered to Salina Elementary School by Michigan Recreational Incorporated to be used to purchase play elements for the kindergarten natural playscape. A donation and of design services has been offered to Celina Elementary School by Michigan Recreational Incorporated to be used for concept drawings for the School yards, and a donation of $800 has been offered to Salina Intermediate School by,
mister Khalid Abdullah and Obed Marwa to be used for PBIS student incentives and awards. Thank you all for your donations. It is a partnership that makes this district great, and we appreciate all of those kind donations to our schools. Absolutely. Thank you, mister McDonough. Thank you to all of our donors, and, congratulations to Solene. Next item, please. Next item is approval of minutes. This is going to be the approval of minutes of the following Dearborn Board of Education meeting, policy committee meeting 06/23/2025, Board Report 20 five-one.
Executive session closed, exempt material, FERPA, 06/23/2025, Board report 25 dash zero two. And the regular p twelve meeting, 06/23/2025, Board report 25 dash zero three. I'm looking for somebody to make a motion to make any necessary corrections and move the approval of these minutes. So moved. Support. Motion moved by trustee Berry, supported by trustee Petlichkoff. Any corrections to the minutes of the three meetings? I see, no amendments. May I attach unanimous roll to this motion for approval?
Thank you. This motion has carried. Next item, please. Chair, Moses, since there's none of these Yeah. You don't have to read them. Read all of this. But we don't have any union commentary as we have them on the agenda. May I please move the citizen participation to No. No. Okay. Yes, I'd like to move the citizen participation to be ahead of special reports if there are no objections. Seeing no objections, then we can move on with citizen participation. Citizens wishing to address the board on agenda and non agenda items for actions who
are signed in by seven ten or ten minutes after we start our meeting by submitting a blue card to the board secretary may speak at this time. The board may not be in a position to respond to non agenda items. Therefore, speakers should not anticipate an immediate response to their comments or questions. For the benefit of all concerned, do not mention the names of students or school district employees. Please keep your comments as brief as possible. There's a three minute time limit on comments made to the board. And our first speaker is Jihad Beydoun, who speak on naming a gym after coach
Baydoun. Good evening. My name is Jihad Baydoun. I'm a proud Edsel Ford alumni, current teacher, and the eldest son of the late, coach Abraham Beydoun. When I first read some of the comments under the Edsel Ford alumni page, I was generally hurt, and who wouldn't be when you see others responding with ignorance and negativity towards your father? So I wanted to take a moment to educate everyone here on who Abraham Beydoun was along with any updates to the gym proposal. How's Abraham Duce Beydoun coached varsity basketball for twenty seven years and served as its school counselor for over thirty years? While there's no way to capture all that he did in three minutes, I wanna focus on his coaching accolades as this gym proposal is why most of us are
here. Coach Beydoun is the winningest coach in Unsolved history and hasn't even closed. He has over 300 career wins, nearly 250 of which come at the varsity level at Unsolved. While other coaches in the community were and still are charging $50 to $200 per camper, coach Baduan held free summer basketball camps for over twenty years for our city youth. Each kid was taught the fundamentals of basketball, given a free basketball, a shirt, and a chance for a trophy. Coach Baduan donated hundreds of thousands of dollars of his own money on a counselor's salary for the basketball program at Edsel.
From new backboards, jerseys, warm ups, camps, scholarships, workout machines, he gave the program and our kids everything and never asked for a dime in return. All that and never missing a single day in his 30 career. That's who he was. In regards to the proposal itself, a few people brought the scale of the project into question. And on behalf of the tribute committee, I wanted to elaborate. First off, what was presented was a draft proposal. Community feedback was expected. After receiving it, we emailed the school board with the following proposed changes. First, for the mural, with the addition of the new scoreboard, the Utsel mural currently in place needs to be redone.
We proposed revising this to focus on Utsel Ford and an idea we had featured a solo of coach Baydoon surrounded by a huddle of athletes, male and female, from kids to teens, and not support unit not support uniforms. This updated design would best capture the inclusivity and diversity of the athletes coach Payton served throughout his career while maintaining the school spirit and our diverse student body. In regards to the showcase, the hallway has this space, so we propose adding an adjoining Utso Ford Hall of Fame showcase to recognize all of our outstanding coaches from the past, like coach Pat Wyka, Jack Bridges, and the recently retired Janice Smith, as
well as record breaking athletes like Derek Lowe and citywide basketball scoring leader Jalal Beydoun. This addition will not only honor coach Beydoun, but celebrate the broader and diverse legacy of Etsuh Ford athletics while allowing room to include future honorees. Lastly, I wanna address the alumni group as my posts on Facebook were blocked by their group admin and their president. It became clear that the president only wanted one side of the story. And looking him up, I found out he was actually on the tribute community. And as president, he was supposed to be the alumni's voice. So ask yourself, why didn't he raise your points during the numerous meetings we held
and help us craft the unifying proposal? Why did he only show up to one meeting, Bell, and then wrongfully state that our diverse committee was only composed of friends and family? Most of this could have been avoided if he collaborated with us, and we'd have loved the insight from the alumni group. Coach Baden was for everyone. He had an open door policy that welcomed thousands of students from all races, religions, and creeds. His legacy should be one of unity and not divisiveness, a legacy that embodies the diversity that is Axel Ford. I want us to come together to celebrate a great coach and counselor while also celebrating our amazing athletes and former coaches through a hall of fame.
Please let his legacy be a spark that puts out the Ford back on the map. Thank you. Thank you. Okay. Our next speaker is Hadi Beydoun, here to speak about the coach Beydoun dedication. Good evening. My name is Hadi Beydoun, and I'm here to express my strong support for the proposal to name the Etzel Ford Gymnasium in honor of Ibrahim Beydoun. Having had the privilege of being coached by coach Beydoun during my junior and senior years at Etzel Ford High School and later serving as an assistant for eight years, I could confidently say that coach Beydoun was the hardest working individual I have ever seen. His dedication to his craft was inspiring, and he consistently went above and beyond in
all aspects of his work. He never took shortcuts and ensured that everything was done to the high standard. Coach Baydoon's commitment to his players and students was genuine. He always put others first, never seeking recognition for his own sacrifices. There's a quote by the legendary coach John Wooden that says, a good coach can change a game, a great coach can change a life. Coach Beydoun undeniably changed thousands of lives from his players and students at Edsel Ford High School to the many individuals he impacted throughout our community. In addition to my personal experiences with coach Baydoun as a player and as a coach, I believe his lifelong dedication to helping others more than justifies the proposal to
name the gym in his honor. I was deeply disappointed by the letter written by the Ethel Ford Varsity Alumni Club. Letter diminished and minimized coach Baydon's legacy. Many people in our communities share the same sentiment. While I do not while I will not address every point raised in the letter, I do want to highlight one statement which read, School funds should never be used for projects of this nature. I found this kind of disrespect. It is important to note that coach Paduan personally donated hundreds of thousands of dollars. Let me repeat that. Hundreds of thousands of dollars brought his career, a contribution that reflects his deep commitment
to the community and his students. Coach Badenou never saw public recognition for his philanthropy. His charitable acts always came from the pureness of his heart. Such a person unquestionably deserves to have his name immortalized. It It is disheartening that some individuals have opposed this proposal without taking time to fully understand coach Beydoun's extensive contributions. To the members of the board, I ask you to make the right decision in this matter. The community widely supported the proposal when it was presented during the last board meeting, And there's no doubt that coach Baydoun's contributions to both Dearborn public schools and the broader community make him most deserving of this honor. Loyalty is a quality that coach Baydoun embodied throughout his life.
Despite facing adversity during his career, he remained loyal to Edsel Ford High School. Finally, I ask everyone present to remember that my father's impact reached far beyond the court, the counseling office, and Edsel Ford High School. Though he's no longer with us, his legacy and the knowledge he passed on to countless individuals will endure for generations to come. Thank you. Our next speaker is doctor Wanda Zenzen. Did I say that right? Zenzen? Good evening, Dearborn School Board members. I stand before you today passionately advocating for naming the Edsel Ford Gymnasium after coach
Hajj Abraham Beydoun, who tragically passed away on 02/22/2025. Coach Beydoun was no ordinary coach or counselor. He was a transformative figure at Edsel Ford. Those who had the pleasure of knowing him have described him as one of the most dedicated, kind, generous, nurturing, humble, and selfless individuals they have ever met. During his time at Essel Ford, coach Beydoun turned the gymnasium into a sanctuary of inclusion, growth, and learning for anyone and everyone that expressed an interest or a need.
In his counselling office, he mentored students with unwavering dedication. Dedication. I want to emphasize this word because I don't use it lightly. In his thirty years at Edsel Ford, the only thing that could keep him away from the students he cared so much about was his final tragic illness. He literally never missed a day of work, ever. His relentless pursuit of equity and inclusion was demonstrated by offering free summer basketball camps for all, every summer, always free.
His generosity was legendary, providing scholarships for athletes with a three point o GPA or higher out of his own paycheck. These are a few of the many impactful examples of his kindness and generosity, kindness and generosity that changed so many lives. Hajj was also humble, a star athlete in his day and a decorated coach. You would have never known it by talking to him. He shied away from notoriety and recognition, preferring to let his actions do the talking
for him. I believe his positive and inspirational impact will be felt in this community for generations. So I ask, why not make it official and emblazon his name on the court that helped define his legacy? Naming the gymnasium after him isn't just fitting. In my opinion, it would be a deserving homage to a person that literally gave Ethel Ford everything he had. This action could be kept could help keep his beautiful, irreplaceable spirit alive for generations
to come. I respectfully request that you seize this moment to inspire and approve this naming. Please consider letting coach Badoon's legacy shine eternally in Edsel Ford's gymnasium. Thank you for your time. Our next speaker is doctor Mike Baydoun. Good evening, superintendent, board members. That was my sister, doctor Wanda, and my two nephews there.
I don't think I've ever spoken in front of the board, but, me and to Sabram Beidou and Hajj were a year apart. I was a year older. We went through the Dearborn Public School System, and I'm grateful for the school system. It provided me a great education. But during those years, there was a lot of challenges, which I'm not gonna discuss today. And he overcome that by telling me and telling himself, just work harder, you know, to achieve. Be the best you could be.
He was a very humble human being. I don't wanna repeat what my nephews and my sisters said. I can be here until 12:00 midnight, and I'm sure nobody wants to be here until then. My brother will shy away. Very humble person. Very kind person. He just wanted to help. He wanted to do good. Very pure. When I read the letter from the alumni associate, I was shocked. I said, wait a minute. I thought when we were done with those days back in the seventies and eighties,
you know, I started political science and, you know, advanced degrees in that. And that I shied away from politics from this community because of that. And I was shocked. I said, this still exist to this day? This man, what he achieved? I was shocked. I was telling my son today. I said, you know, my work in Africa, they named the hospital after me. I didn't even know. They took me there, and they took the sheet off. I was shocked. I didn't even ask for it. This is the, you know, appreciation and respect.
So I ask of you, please. That's the least you could do for a man that's given so much to this community. I'm grateful for the Board of Education. Thank you so much. K. Our next speaker is Iman I can't read the last name. Nora? Okay. Sorry. Imanura? Hello. I'm short. My name is Emanora. I'm a teacher, at Fortson High School. No relation at all to Hajj Beydoun, personally, but I was on his first Lohrey Middle School or Lohrey, actually, we were his sole junior high basketball team, the first
team that he'd ever coached. And, hopefully, the fact that I'm back here, I won't say how long later, but many, many years later, in support of this gym being named after him says something. I recently became closer with one of his sons, and many of the stories that I've told him about his father as a person and the things that he's done for our community, he didn't have a clue about, which meant that he didn't do anything that he did to go home and brag to his family or his friends. He did it because that was the person he was.
And although I know for a fact that many of his greatest basketball players, believe it or not, I wasn't one of them, but they will say that the fundamentals that he taught them, you know, they carried throughout their careers. What I remember of of coach was him as a person and the lessons that he taught me as a person. Many of us didn't have fathers. I have one friend. There were three sisters on the team with us, and he would drop off everything they needed for every season at their house every year.
Just open his trunk and everything that they needed, they had to play. From shoes to the clothing, practice clothing, everything that they needed to be successful. Two of the girls were able to go to college because of that. He offered the same to me. He was the first father figure in my life and honestly, I couldn't have asked for anybody better to step up and do that. And I haven't read whatever this letter is from the Alumni Association. I know they're suggesting other people, but I think that if if anybody in this
community can nominate somebody more deserving and show why they're more deserving, then name the gym after them. But I I honestly don't think that's possible. I've been in this district since I was in kindergarten. I've been teaching for over twenty years, and I honestly genuinely can't say and I was a Barbara O'Brien student. She's my favorite person in the world. God rest her soul. But I honestly can't say there's another person in this community that deserves something, in my opinion, a building, but we'll take a gym, named after him more than than
Juice. And his kids, his family, they're all a testament to that. So I would just like to thank you all for hearing me out and, you know, hopefully, this goes the way it should go. Thank you. Our next speaker is Mary Lane. I'm Mary Lane. I am a resident of Dearborn and parent of three Edsel Ford alums. My topic tonight is naming. I have sat on many naming and other district committees. For example, I was on the committee that named the team meeting room after the
man who suggested it and worked hard for it, Imad Sadlala. Our stout PTSA asked the board to name a classroom after coach Gary Schleif who volunteered for about fifty years. He coached at Edsel as well, but, he continued volunteering his time. Scholarship was donated in his name. That was all privately, funded. There should be no public funding of, honors. Public money should not be spent this way.
The auditorium at Stout is named after Maria Brown, a multiple time teacher of the year winner. A plaque was put up there. And, already mentioned, the World Series pitcher, Derek Lowe, was honored with the field at Edsel. He pitched in the World Series, which is world class. I mean, you just there's no achievement higher than that. But besides that, he was very kind to some Edsel students that I know. I was on the board when we named McCullough Eunice School.
So I know a little bit about controversy. But the first thing I would like to say is that, I am upset about the committee because the committee, was hurried. A committee should not be formed within the district policy. It says within six months of a deceased or of someone leaving the District so that emotions don't prompt actions. There I believe that the District violated administrative guidelines 7,250 A, which says that you
should have with the superintendent should appoint people. And there should be students. I questioned were there students on that committee? Were they Edsel Ford students? Was it a district committee or was it a committee to specifically, name things, at Edsel Ford? I think that the committee started with the premise, what should we do or what do we name instead of what should we do. That's a failure, I think. You start from first question.
That tells you who the composition should be. Thus, I think that the Building Insight and Policy Committees should change the guidelines to say that the superintendent should appoint with the consultation of the Board. I was informed that there was a proposal to change the name from Edsall Edsel Ford High School. That should not happen. It's disrespect to Edsel Ford, who I personally saw speak at Edsel Ford. The Ford family has donated millions of dollars in acres and acres of land.
To take away that tradition is an affront. I was shown also a mural of jerseys of other schools that would be painted at Edsel Ford. I think that that is, inappropriate myself. That should be at the schools where it belongs. I finally want to say that naming a gymnasium after one man only, I'm very tired of this. I'm a woman. I was a high school athlete, whether or not it looks like it. But I remember very well the discouragement that girls faced.
I remember being told, you're a girl. You can't do that. So many times, I was told not even to I was not encouraged to try. Edsel Ford has had many outstanding students, mentors, coaches, teachers that are female. Females are 51% of the population of this Earth. That gymnasium is shared by girls and boys. There should be a woman named as well as a man. So I just want to suggest that to the board. I want to also suggest that, Coach Janet Smith is an appropriate person.
She no coach in this city ever had a regional championship except Janet Smith. She also, worked for the District for thirty years. She's now retired. But I want the Board to consider very carefully and not act in any ill conceived fashion because that will lead to criticism or legal action. Thank you. Thank you for your comments. I have written down my comments, so I'll pass them along. That's fine. Thank you. Next speaker, please. Our next speaker is Ali Dager.
Hello, everyone. My name is Ali Dager. It's really hard to follow my very old, old friend, Mary Lynn. True story. I'm the one that says yeses. She run for school board, in Troy. Remember that, Mary? Sorry. Remember that we were standing your knees when the condo in Troy? I looked at you, said you should run for the school board. 1991. And I don't regret that, because I think she's a great and honorable person. Look. I read the letter that was submitted by the alumni board. And as well intentioned as it is, it has a major flaw.
Let me point it out to you. Just because you can't make a choice about something is not a reason for you to deny others that choice. That's really the fundamental flaw of the argument that's being used. I'm not an expert on process and procedure. I was invited to attend a meeting. I attended several of these meetings. We had a process that was set up by the school board. We followed that process. Now Jed is right. Is it a final project? No. It's probably not a final product. And I know for a fact that I would you know, we we're not expert
at this. I'm not going to reiterate why is it that it's mister Beydoun that should be chosen. To me, I look back at your own policies, at your own philosophies. And when I reflect on those philosophies and those policies, his name clearly steps out to me. Number one, you mentioned earlier an hour's presentation was, right, and how to be able to meet goals and how to be able to meet proficiencies. Well, there's a man who spent his entire life doing that.
This is a man who took it upon himself. Now there's no doubt there are lots of other people that support high school that are incredible achievements. I mean, I've seen low pitch in Boston, you know, the 02/2004. An amazing pitcher. I mean, he's an incredible pitcher. And they've got a field named after him. That's great. Somebody thought about the idea of naming the field after him, and they did. Right? Isn't that what we're doing now? You can't argue that just because I didn't think of it, okay, it shouldn't happen.
And you can't argue that after the process is completed, we need to go back and start over again. What's done is done. We followed your procedure and your processes. Now as far as public funding is concerned, with all due respect, I play a basketball court at the Civic Center on a Marc Shoshanian field or basketball court. I love Mark. Mark and I are old friends. He has a basketball court named after him. There was also this my high school part JV coach.
What's his name again? I forgot his name. That's how impressionable he was. But you've got the name Ed Fortson after him. I take personal pride in having been a friend, confidant, and an ally of the Hajj practically my entire adult life. This is the man who took me out and told me how to pray. I didn't lie to you. K? This is the man who directed me and others and impacted my life in more ways than you could possibly imagine. And I'm only the tip of the iceberg of the amount that this man has
done. Again, with all respect to everyone that makes the argument that because it wasn't my idea, it shouldn't be done and we instead, we should focus on thinking of a way to do things, will that ship sail? Stand in line. Thank you. Thank you, mister. Next next speaker, please. Our next speaker is Robin Maklid. So as as a poor parent, I just wanted to come out and express my thoughts on the scale and scope of the proposal to honor mister Ibrahim Beydoun. Mister Beydoun was my daughter's counselor, and I know he had a heart of gold,
was a beloved member of the school, and of the greater community as well. I've also experienced losing both my parents unexpectedly in the last year, so I fully understand the grief, sadness, and desire to pay tribute and honor to someone, especially who was loving, giving, and as important in the community as mister Baydoon was. I'm pretty objective. I try to be pretty objective, try to be neutral. I'm not a member of the Alumni Association, but the only proposal that I've seen is what was presented at the last board meeting. And so I urge the board to strongly consider the scale, scope, and manner in
which that honor is determined and expressed. I found the current proposal to be problematic for many reasons. Firstly, I think the aesthetics of placing a graphic mural and quote from an individual so large and prominently distracts from the pride, branding, and tradition of our school, especially in a location that is first and most obvious thing our student athletes, spectators, and opposing teams see when they enter our gym or sports competition or practice where the focus is on teamwork. I have visited many high school gyms and have never seen anything like this of this scale.
The large mural would mean that our Edsel Ford name and logo would be made smaller or displaced relative to what it would be without the mural. I also do not support the large lettering on the floor court for the same reason. Our playing surfaces should be limited to Edsel Ford, Pride and Brand. Secondly, the mural is problematic because there are players in different jerseys and colors. I understand that's changed. However, I haven't seen an updated proposal. It is inappropriate to even suggest showing other jerseys on our hallowed competition wall. While amazing, I don't think the listing of, Mr. Radian's personal athletic accomplishments on the wall or a large showcase are appropriate either and
perhaps should be considered for the gym walls of Fordson or U of M Dearborn. Our halls should be full of the celebrations and accomplishments of our own student athletes and graduates who have worn Edsel Ford jerseys and laid their blood, sweat, and tears on Edsel Ford's gyms and fields. Again, I support the honoring of Mr. Baydoon. As it applies to Edsel Ford, I would support a more balanced and holistic approach taken to hear all community voices and look at the ways in which we honor all of our school leaders. The gym is not just used for basketball, nor is it just used for boys. And for this reason, such prominent elevation of one individual is problematic, especially in light
of the fact that I've urged the board and our superintendent over the course of years to take a long hard look at Title Nine and the ways in which we promote and support girls athletics. In fact, I have been urging our board and superintendent to engage in unbiased, independent, third party audit of the current state of our athletic departments, as I think there is good reason to believe that our district may be in violation of Title nine. We owe it to our girls to honor our female student athletes and the educators and coaches who have meant so much to them as well. Numerous significant lapses have occurred in Dearborn School sportsmanship, fair play, promotion, and quality support
in girls athletics. Edsel Ford has had many coaches and athletic administrators who have had very storied and meaningful coaching careers in both boys and girls sports, strong women like Janet Smith and Barb Palco among them. I encourage the board to work to find a way to honor mister Baduan and his legacy scope, and manner that is meaningful and measured, inclusive and respectful of the pride and traditions of our beloved Absa Ford High School and the many viewpoints of our rich and diverse community. Again, I don't oppose naming a gym. However, I also agree with Mary Lane that, our girls need representation as well.
And I think, you know, just the proposal that I saw was really, problematic. Thank you. Thank you for your comments. Next speaker, please. Next speaker is Mahdi Hamadi. Good evening, everyone. My name is Mahdi Hamadi. I'm a basketball I've been a basketball coach within this district for the past five years. I've been coaching girls' varsity basketball. I'm up here to speak about coach, how's everybody doing? I'm one of hundreds, if not thousands of lives that he's impacted, throughout his twenty five, thirty years of service within this district. And, I mean, I can't be more thankful to have a guy like him in
my life. He served as a father figure to me, and I couldn't be any more thankful for him. One thing I did wanna talk about was, you know, the impact that he's made. I mean, I don't wanna reiterate everyone's point here, but, you know, being in service for thirty years as a counselor, twenty five plus years as a basketball coach, he's poured his heart and soul into this. And I understand that. You know, I could be up here for hours talking about the impact case I had instead of obviously doing that. I wanna talk about the benchmark for naming the court. I mean, obviously, there's no specific benchmark. There's no specific measure to say, like, hey. You want this. We did this.
So you deserve the court named after you. But instead, we have to use our judgment. There's been countless, hundreds of thousands of lives that he's impacted a bunch of students. Again, I'm just one of them. And I think we have to use our judgment with that to see, hey. Does this person deserve that type of recognition? And there's no doubt that there's you name so many different individuals that deserve to also maybe be considered that as well as some people have bought up in their argument up here. But instead of making it into an argument to say, hey. Who deserves this? I'm looking at it as why don't we just look at it to recognize his life. Someone so deserving like himself and that it's so much for someone like me and
thousands of other students, which is the most important thing you can do. I believe that we should be recognizing him for that instead of, you know, arguing who deserves law or and whatnot. So I believe when naming this naming the court after him, I believe that we should be using all our judgment to say, hey. Did he have a big enough impact on the students in this community and go from there? He taught so much beyond the basketball court. You know, he helped guide me to play at the college level. But beyond that, I mean, he I have characteristics to this day that I still can't read because of him. Like, principles I've learned and, you know, my work ethic I've learned from him.
He saw me so much that's carried forward with me to this day. And because of that, I think he deserves to be recognized for that. Thank you. Speaker, please. Our next speaker is Brian Massey. Did I say your last name right, mister Massey? Close enough. Sorry. No. What is it? Massey. Massey. Okay. Sorry. Brian Massey. Good evening. I'm a proud graduate of Edsel Ford of 1984 and a board member of the Edsel Ford varsity alumni. It is on behalf of Edsel Ford varsity alumni that I represent tonight. I wanna make it very clear, we do not oppose that Ibrahim Beydoun, Juice as
we know him, should receive some kind of recognition for his years of service and dedication to Edsel Ford High School. With that being said, I would like to highlight some of the things mentioned in the email that was sent on behalf of the Edsel Ford Alumni Club to each board member. During my long ten tenure as the athletic director at Northville High School, I understand that naming athletic facilities after individuals is a decision that must be approached with careful consideration and balance. While we understand and respect the desire to honor mister Baydoon's contribution, we just have
a concern of the size and the scale and the scope of the committee's current request. The proposed design for the inside of the gym, including eliminating the school name and the baselines of the court and a large mural wall featuring jersey colors from playing days at Laurie, Fortson, and U of M Dearborn do not represent and shifts away the focus away from the true spirit of Edsel Ford, its students, and its diverse united community. Recognition is important, but it should not overshadow the broader mission of the history in the school, in the school name in which the student athletes represent.
Mister Bradoon was a humble and selfless individual, and I believe he should not and he would not want his legacy to overshadow the Edsel Ford athletic community as a whole. As we have said, we do not oppose to honoring mister Baydoon. In fact, we support a form of recognition that is meaningful yet measured, one that aligns with the values and traditions of Bethel Ford. We respectfully ask the board to consider reducing some of the elements of this project, but yet find the appropriate inclusive way to honor his legacy.
Thank you for your consideration. Thank you, mister Peterson. Next speaker. Yeah. Our next speaker is Dean Assad. Is it Dean or Diana? What? Dina? Okay. Dean Assad. Good evening. Good evening. So I wasn't sure how how I was gonna address the board tonight. I wasn't sure if I was going to speak as a Dearborn School employee or if I was simply going to be the proud niece of Hajibrahim Beydoun. At first, I thought, you know what, I'll take off my employee hat and speak only from the heart as family. But as I began drafting this, I realized it's nearly impossible to separate the two.
Over the years working in Dearborn, anytime I mentioned that Hajj was my uncle, my colleagues would light up with stories, and memories of him. Students, both male and female, would tell me how lucky I was that he was my uncle. And the parents of my special needs students would share how he changed and even saved their child their child's life. And so it's impossible for me to take off that Dearborn employee hat because that hat was stitched together by the very people who shaped this district, people like my uncle. People who are selfless, dedicated, caring, and kind.
That is what it means to be a Dearborn employee. And that is what it means to be a truly remarkable educator. So tonight, I stand here wearing both hats with pride. I speak to you as a district employee who believes in the power of legacy and as a niece who will forever be proud to call Hajj family. We, the members of the committee, believe that his legacy should be honored in a way that reflects his lasting impact on our school and overall community. Naming the gym at Edsel Ford is not just a tribute to a person, it's a tribute to everything he stood for, community, perseverance, mentorship, and love for all students,
everything our district stands for. He spent decades serving this district, not just in his job title, but in every hallway conversation, every handshake, and every student whose life he touched. The gym was more than just a space to him. It was a place where he connected with students, motivated them, and taught them lessons far beyond basketball. Renaming the gymnasium would ensure that when generations to come ask, who is this man? They'll learn about a man who gave everything he had to the young people of the city. It would serve as a permanent reminder of the values what we will all hold
dear for this district. So on behalf of myself, our committee, and the many lives he touched, I rest respectfully ask you to consider honoring his memory in a very lasting and meaningful way. Thank you. No more speakers? No more cards, chair. Thank you. Next agenda item is board follow-up. Mister mayor? I wanna thank mister Macey mentioning Baha'Jiibrahim's, legacy. I was very concerned the past couple weeks that Hajj al Raheem wouldn't want this.
And, you know, the fact that what is going on, I have I don't I didn't have a chance to look at what was said and what wasn't said on on on social media. Well, nothing nothing can tarnish Hajj Ibrahim's legacy. Mary Lane mentioned emotions, and I I unfortunately, there are people taking shots at the committee. I slash we are very, very thankful to the committee, all the work they've done.
Now we understand the process. The seven of us, the eight of us understand how the process goes. All we heard last month was a proposed recommendation. The final decision will be made at this table. I know we will do the right thing. I'm thankful for, you know, Jihad beidou for doing everything he can to bring the temperature down. That was that was that was good stuff. I loved it. Harry, let me tell you something. I think everybody knows the thousands of lives your father affected.
Let me take it a step further. Couple people I heard from just the last couple weeks, I haven't shared this with anybody, but I think this is appropriate tonight because my job tonight is try again, support jihad on bringing the temperature down. I've spoke to almost everybody in this room the last couple weeks, last couple days, even today. Nobody disagrees that we have to do something to honor the man, Ali Khamenei. Nobody disagrees on that. What we do is how we do it and what we do is what everybody's concerned about, and we will get to that. But, Harry, you can add this to the lives that your father changed.
I heard from a grandmother who lives downriver. Grandmother of a 12 year old, when his mom was at Edsel, she was one of the students who was pregnant during her junior year. And, the mom, the grandmother shared with me that her daughter was honestly thinking of ending her life. And, usually, what happens in that department, you know, it's, you know, financial, emotional, the whole nine yards, and that grandmother is thankful for what Hasid Behim did.
Down the street, not too far from here, just north on Telegraph, There's a young man, African American community that attended that so far. He runs a gym. He goes around, knocks on door, raises if you die, he runs a gym every Friday night. And he has a camp for the kids in the neighborhood. Instead of those kids on their phones on a Friday night or on the streets, bullets flying this way, that way, He gathers, like, about 56 of them in a gym at no charge. Eddie, I ask, I wonder where that young man learned that from.
Now I said, I wanna keep bring keep you know, try to help keep the temperature down, but I always I never hesitate to speak my mind. I think it was poor leadership, the people that ran this committee. I asked today and I received the pea people that attended the committee meetings. Emotions were fine high. Yes. You're right, Mary Lane. And good leadership would have stepped in and kinda grounded people and said, look. In order to honor the man, this is what we need to do, not just whatever they wanted. And I did hear that somebody mentioned that they wanted to rename the school.
The problem I have is one of the leaders who was supposed to lead this committee kinda gave up on this committee, and he stepped aside. I say shame on you because you you were you were not nice to him the last couple years of his life, and you're still not nice to him. But there's no doubt in my mind, this none of this will tarnish his legacy. Everybody in this room, I can sit there and look at faces. I know what's in your hearts. We know what the right thing is to do. Yes. We all we all support our young ladies.
What we did last year for the young ladies at that, you know, at Edsel Ford, all seven of us here, was amazing. That's something I'm proud of. Nobody wants to take away from what our young ladies can accomplish and their dreams and all that, but to that person and she I know she's listening to me. And I don't I I'm gonna say this, and I'm gonna own saying this. You can name a gym. You can name a building. You can name the street after this young man, He did die he died too
young. You're still not gonna be able to sleep better at night. I wanna go back to let's lower the temperature. Let's take a time out. We've I've had discussions with most of my colleagues, not all of them yet, but most of them. We do wanna do the right thing to honor Hajjubrahim and at the same time honor the legacy left behind by many, many, many people at Saford. Thank you, president Mosib. Trustee Alderman? And I wanna thank all those that spoke, and and I appreciate the alumni speaking
and and, making their points. The only one of the issues that I had with, one of the points is the honoring is meant for athletes and and students. That's I disagree with that because alumni stay for four years. He stayed for thirty years. And we have to see that precedence has been set of forcing with Del Giudis. And, you know, I don't know the man, so I'm sure he was honored for the right reason. But those of us that know Hodge, you know, for thirty years know what a
great person he is, you know, character wise, but also what he gave to the community, what he, how he impacted the kids in in multiple ways from the counseling office and also from the coaching. I agree, you know, other people should be honored, but let's not take away from him deserving this accolade, this, you know, the the legacy that he left. We we really can't When when you say he played for Fortson or he you
know, thirty years makes him an Edsel Ford Thunderbird. Thirty years should you know, people become citizens after five years. Thirty years should make him, you know, should have the gym named after him based on his accolade based based on what he did. So I think sometimes we're looking for reasons to honor other people. And, Jahad made a good point. And I think what people wanna do is control the scope. But if you notice that when Jahad, his son, talked, he did control the scope.
He eliminated some things and and and and there's an openness. It's a recommendation. It's not, you know, a final, you know, it it's not final. We we could talk about, you know, the scope, but let's not talk away let's not talk about, not honoring him. I mean, it would be, such a disservice. Trustee Zahn? So I wanna thank everybody for coming up here and speaking too. I know it's not easy. I, I'm not as lucky as Hussein or Jamal or my brother Ali. I I didn't know coach Baydoun as much as you guys did, but I did
meet him a few times. And, even in those few times, it was clear to me how charismatic of a person this was, how humble of a person he was, and and the fact that he affected thousands of lives is not a surprise to me at all. I heard some red herrings thrown out today, which really make me question whenever someone makes an argument with red herring, you know, that it just, you know, it just means they don't want to happen what is talking about happening.
There was not a competition between coach Baydoon and, possibly naming after a a woman, and then we decided to name after like, that's not what happened. So it has nothing to do with that. We are Dearborn Schools. I don't think there's it's a source of pride that if you name something at Edsel Ford after someone who was there for thirty years that you also throw in Lori and Ford. So, I mean, that's not we're we're Dearborn Schools. We're not these different, camps throughout the schools. I was really disturbed, man. I kept count. I guess I'm not lowering the temperature.
I kept count. Everyone who came up and spoke in favor of this idea was Arab American, and everyone who came up and spoke against it was not. That bothers me. Bothers me. Couched in things like scope and all these kinds of thing, it bothers me. Bothers me a lot. There are numerous things named in this school district after all kinds of people. Derek Lowe. I mean, I I'm a I'm a huge baseball fan. You guys can walk out, but, I mean, that's that's fine. That's how I feel. Derek Lowe was a, a a pitcher who pitched in the World Series.
I mean, okay. It's a big deal. But at the end of the day, it's not somebody who spent thirty years on hundreds of thousands of dollars in the district every single day. And no one has a problem with that. And we're talking about basically the same thing, a baseball field and a gym. And we're having this argument about it. This is the same thing that happened five or six years ago, I I don't remember the time exactly, with doctor Fadlullah. Same exact thing. It really bothers me. This city has obviously changed a lot over the years. I've heard some, I've heard some, we're not gonna name any names here, but, you
know, I've heard people tell me before and that some former leaders or politicians have said, hey. You can slow things down, but that's the best you can do. You know? The the best you can do is try to slow things down. Well, we're past those days. And, it was I really, really, really am bothered by what I saw happen, tonight. At the end of the day, like trustee Berry said, we'll look at this. We understand the traditions of our school district. We understand what might be too big of a proposal.
We understand all that. We'll deal with all of that. But in my eyes, that's not what was going on here tonight. That could have been done at the committee level. If you were concerned about the scope of something, that's what you sit in committee meetings for. You don't you don't skip out on the committee and then come later and say, well, the scope is too big. And there was no I I wasn't a secret to me that this committee was happening. I don't think it was a secret to anybody in the city or anybody who's involved with Bethel Ford that this committee was happening. Was there rules on who could or could not join the committee?
Was there, guidelines on who could or could not join the committee? I don't think there was. And so to come up with all this stuff after, it just really, really bothers me. And, it is, something that I think, unfortunately, is still, endemic. I think doctor Mike talked about it when he come when he you know, I thought we were past these days. But it's something that, unfortunately, it still seems endemic in in, our city. I think we're moving past it. I think our political activity shows that we're moving past it.
I think that, but but even if you just even if you still have a small amount of people that don't want to understand the changing nature of this city, then we are gonna continue to have these things. There is nothing that this committee, in in terms of principle, that this committee suggested that was different than all of the other things that are named after people in our district. Really nothing. And you don't get to complain about the scope of it to try to bring
it down. That is not the way it works. And so I was really bothered. Sorry. I'm not bringing the temperature down, Hussein. But I was really bothered by some of the stuff I heard today. So, obviously, we're not voting on anything today. And we are smart enough as seven people up here, and we all get along pretty well that we can talk about the scope and all this kind of stuff. But the fact that we ended up here tonight with this kind of discussion, I don't think it was all done in good faith.
And, I I'm hoping that as a community, we can move forward and be clear about what our values are and be clear about what true fairness means. And true fairness to me would be that somebody who has the resume of this man, he would be probably I I didn't know him as well as the rest of you, but I imagine he would be embarrassed by all of this. Yes, sir. I imagine that he would be embarrassed that we're even thinking of naming something after him, which is why we should name something after him. And he would be embarrassed that it has devolved into this, which is more reason,
again, that we have to stand up for the principles that he stood up for, which was fairness and the dignity of every person. And so that's all I have to say, chair Moses. Thanks. You, trustees, are I I'd like to thank everybody for coming out and and speaking your mind on on this proposal. This proposal is fluid. We actually appreciate all the committee members who have put the time and the effort, to get us to the proposal. And I I'd like to thank also, sir Jihad Bedouin for being so flexible at looking at this is the feedback that we're receiving, and we're sending that back to
the committee. And we're we're looking at that. So I I would hope that next meeting that we would have a proposal together, that is obviously, it's not gonna please everybody, but it will appropriately honor, coach Hajj, Beydoun. If there are there is no commentary, we can move on to next item, please. We're going back to the special report? Yes. Okay. Special report policy update policy number five four six zero, graduation requirements by mister David Mussanet. Good evening.
So last month at the policy committee committee meeting, Adam Martin brought this policy forward to the policy committee. And, at the board meeting, the policy committee reported out. This was some technical changes to this policy regarding, wording that needed to be put into the policy, regarding legislation, about FAFSA and about our students, completing the FAFSA form. We received grant funding, that will actually benefit the district, by having students fulfill this
commitment. And the policy outlines the options that students have. So there are options in there that they don't if they don't want to fill that out, they don't need to, but they need to be made aware, that that form is there for them. Mhmm. So the, the typical procedure is, for the board to have a discussion and then vote. We're doing this all in one meeting tonight because in order for us to receive
that grant funding, this policy needs to be in place before the next, August 15, and that's would obviously, it would needs to be in place I'm sorry, before your next board meeting. So that's why it's being done, all in one place here tonight. So if I understand this, we have discussed this last meeting. Correct? So this is just being all this also was an agenda item for the call. Out at the last meeting. It was just reported out. We It was just reported out. Okay. Yeah. Right. There was not a formal board discussion.
That's why it's here in front of you now if you wanted to have an informal discussion. Is not the first time we've done this. So just to Correct. Just say this is kind of against our policy of putting something for discussion, and then the next meeting, we vote on it. That that is correct. Yeah. That is correct. But it is not something that you that this board has not done before when there was a time required. Yes. We've done it with state law before where sometimes we're on their agenda and we have to have been done. Not normally, infrequently, but it has happened to comply.
Okay. Any questions? K. I believe we're already doing a great job of asking students to do to file a FAFSA. So Yeah. This is a state requirement that just, came through. So Okay. This policy was also shared, with everybody in boardrooms as well. So, you know, everyone has had time to review it and look at it clearly as well. Yeah. Normally, we try to avoid it. We keep with that three month process. But sometimes, if it's gonna benefit our students, we have to look at it and, you know, it's gonna help with funding for them. So Okay.
Thank you. Next item. Next item is the least restrictive environment visit recap by mister Mike Casale. Got it. Okay. Good evening, president Mosipp, doctor Malayko, trustees. He doesn't care. Doctor Malayko left. He doesn't care. Yeah. I noticed that. I didn't know where the camera was. Maybe at home, they didn't know that he has stepped out for a second. Anyhow, you know, today, really, all I would like to do is just kinda give a recap of a least restrictive environment visit that we recently had, back in January, actually, and kind of what has happened since then.
Before I kind of get into it, what is least restrictive environment? So, obviously, as executive director of special populations, one of my primary roles as the special education director. Least restrictive environment is really what drives a lot of IDA or the Individuals with Disabilities Education Act, the federal regulations for special education. It's to educate non disabled peers with their non disabled peers to the greatest maximum extent possible. There has been a huge push over the last three to four years from the federal office of special education trickling down to the state office of special education, to
our county, Wayne Risa, and to the locals on least restrictive environment. How do we how do we encourage inclusion and ensure that special education students are with the general education students as much as possible. So as a result, the Michigan Department of Education, specifically the Office of Special Education, in twenty twenty three, twenty four, started to announce that in the school year of 2425, they were actually going to do site visits to local districts, to see the work they're doing in this specific area. Specifically, they wanted to see, hey, you know, what's going well or how can we
help and support to improve? So I'll kind of go through the journey real quickly. I'll tell you last summer was, was very interesting for us in special education. We were attending a lot of different meetings at the county level. They were talking about how the state department was going to come in. They were gonna visit some locals. And I'll tell you this, we had no clue who was gonna be selected. We didn't even know if Wayne County Risa was gonna be selected. We call it an audit. It really necessarily wasn't an audit. It was more of a site visit, where they just wanted to kind of know and understand some of the practices that we were, withholding.
By the 2024 and December 2024, we found out not only Wayne County RISA was selected for this. I believe that they actually volunteered for it, which is a great thing. But through their process, they selected Dearborn Public Schools to be one of the locals that the state would actually visit. Which two schools did they select? Well, actually, they selected them, not us. They selected Fortson High School and Whitmore Bowles Elementary. It included, three members from the Michigan Department of Education Office of Special Education along with Wayne County RESA folks. From our perspective, from our side, who we really had was we had some special
education administrators there. Obviously, I was there. A couple of the special education coordinators were there. The building principal was there. General education staff was there. Central office general education curriculum leaders were there. So they really wanted to get a whole entire scope of what goes on in Dearborn Public Schools. And it was very positive dialogue, very positive conversations at both Fortson High School and Whitmore Bowles Elementary. The feedback, well, you know what? I forgot my coin. They gave us all an LRE coin, which is kind of like, hey, a point of pride. Great job.
We appreciate the visit. Appreciate everything that you're doing. What did they like? What was the feedback? They really loved our full implementation of our co teaching model. That's when you have two teachers in a classroom, typically, one general education teacher, one special education teacher. They really, really were impressed with the strong MTSS process that we have here in the district. I know miss Fadar spoke about it a little bit earlier. Obviously, you know, with anything that we do, with any initiative, there's always room for improvements, rooms in how we can get better, and how we can improve.
But this is just some feedback from the Michigan Department of Education. Obviously, inclusion of students with significant disabilities, and that's really, one of the points of pride we have here in Dearborn, from the specific models that we have to the outstanding staff we have to where everybody feels included, everyone feels involved no matter what the situation was. Finally, a great thing, after the visit and mind you, they visited many, many different districts throughout the state. They actually asked us, Dearborn Public Schools, to go and present at the state board,
meeting back in April. The presentation was done by myself and one of our students within the program as well. And that was very, very powerful. And we just kind of shared our story and our journey and that kind of led to this, obviously, the state board president visiting the district and visiting some of our programs as well. So, what are some things we're doing here within Dearborn Public Schools, specifically within the special education department. So not many people are aware, but special education departments actually get graded annually through an indicator report. And it starts out obviously, you know, the the federal office of special ed will
rate the states and it'll go down to the county level to local school districts. Part of that indicator report is we actually get a matrix annually, and it it it has two two major components. It has the compliance component within special education, but also a results component. I can tell you for four years consecutively, we've outscored not only the county, but the state where we get a meets requirement score, which is a great point of pride for our amazing staff that work hard each and every single day. And really, it's been that way for four consecutive years right now.
The other scores you can get, I believe, are needs assistance and needs intervention. If you're in that needs intervention phase, it's not very, very nice. There's a lot of different corrective action and things along those lines that you would have to have to do. Another point of pride that we had was in 2023 for the first time ever, and I say the first time ever because I tried to look back all the way to the nineties, based on some of our data, we actually met the requirement for special education students graduating with a high school diploma. Why is this such a huge accomplishment?
Because what some people don't understand is within special education, there's usually two routes. You can either be working on a high school diploma, just like, you know, general education students or everybody else. Or sometimes, if you have intellectual disabilities and the disability is significant enough, you work on what we call a certificate of completion where we're really focusing on job and life skills. Now the students who are on certificate of completion actually count against your graduation. So, basically, what they do is they take all special education students and they give you a rate based on that if they graduate with the high school diploma.
So, again, that was a test to the great practices that we have within district and, of course, the amazing people. We're still a people business at the end of the day. You know, we spoke a little bit about the co teaching model. It's actually been you know, ever since the LRE visit, I'll tell you that we've had actually a few districts reach out to us and ask a little bit about the co teaching model. Just last week, there was a district up north that I had the pleasure to sit down and meet with and just speak to them a little bit about it. In addition to that, we've been invited to two state conferences to present on our models.
I know in a couple weeks, doctor Malayko and I will be co presenting at MACE, which is the Michigan administrators for, special education administrators conference, which is great. We're actually gonna be co presenting with the Michigan Department of educate Michigan Department of Education. In addition to that, we're also gonna be presenting in November in the Michigan school improvement continuous improvement conference as well. They asked us to come out as well. What makes us kind of unique and special? We really focus on specially designed instruction, which is really the heart of special education. How can we make your instruction so unique that it meets your needs individually as
a specific learner? About seven, eight years ago when I first started within this position, we created what we call the specially designed instruction manual. And I tell you that manual we've shared numerous times, most recently with the Michigan Department of Education, who I know is trying to kinda create their own type of SDI type workbook. So a lot of great things happening, within within our department right now. Also, you know, kudos. I do wanna just talk a little bit about we do have a co teaching coach team. We call them partial coaches because they're still in the classroom most of the day,
but they're a special education teacher, miss Susan Rockey, and a general education teacher, miss Andrew Petucha, who work closely together. And, actually, we we we allow them some additional prep hours, and they help other co teaching pairs. And they also present locally for us, with the whenever we have professional development on co teaching. Obviously, you know, all all of these great accolades, sometimes, you know, what is the result? And I'll tell you this, I know a lot of you have always heard the adage, it takes a village. No more truer than for special education.
It really truly, truly takes everybody working together and developing a plan that's gonna best be fitted, for for the specific student, whether it's our amazing staff. And, you know, they're the first ones I give credit to. You know, we have amazing administrators, many amazing coordinators. One was just up here, miss Dina Saad. Great pair of professionals, great teachers, great social workers, great speech pathologists, all working together to ensure students' needs are met. You guys, kudos to all of you. You guys have invested in special education over the the years. You know, I often tell the story how in 02/2016, when I first started as
a coordinator, I think we had about 28 social workers for 36, 37 buildings in the district or however many buildings that we had. We're up to north to 60 north of 60 social workers now. And you're seeing the results there as well. You're seeing students who are improving, and that's because you guys all have faith, with not only within our department, but our kids to provide them exactly what they need so they can be successful. We have a ton of great community partners. One I wanna highlight, obviously, our special education PTA. We're probably one of the few districts in the entire state that actually have a
special education, PTA, and they work very, very closely and collaboratively. They always have great events going on for our kiddos, whether it's a Halloween pumpkin patch, whether it's pictures with Santa Claus and his elves, or whether it's an autism walk, during autism awareness month. So we're very, very appreciative along with all these other wonderful organizations who really help and support us, in accomplishing our missions. You know, we spoke a little bit about systems a little bit earlier and that's exactly what we're trying to build and we continue to try to refine those systems,
make them better to help support all of our students. What's to come? What are we working on? Enclosed, we're gonna continue to try to enhance our model. We're gonna continue to try to close those achievement gaps, that we're seeing within special education compared to some neurotypical peers when it comes down to standardized testing and things along those lines. Right now, we're working collaboratively with instructional cabinet as well as where we're developing an MTSS but for behavior. You know, and within that, how do all these great initiatives that we have, where do they fall under the tiered level of instruction?
Hopefully, continue to to to develop systems, meaningful professional development, and continue to expand expand our partnerships within our community. Some of you may or may not know, some of our kids from the age of 18 to 26, we actually partner with some great local businesses within our community where they go in there and they help support the businesses. And in turn, kids are are learning some valuable valuable, both life and job skill. You know, just down down the street, we have a, program over at the Crowe Hall Hospital, Project Search.
Two years ago, it was another point of pride, great celebration where one of our first interns or students actually got a full time job at Crowell Hospital after the program. And these are exactly the things that we're gonna continue to hopefully build on, to ensure that all of our students were maximizing potential and that, we're getting great results. With that said, another disclaimer. I know we're not perfect. Far from it. We're gonna continue to work though to improve hopefully, to ensure that we continue to meet everybody's needs, whoever comes across in our district.
Thank you, mister Sealy. Any questions? I had a question on your first slide. You were mentioning the for the first time that we met, The graduation, the compliance Yeah. Yeah. Yeah. So what was the rate? You know, I don't remember. It was it was about in the mid seventies. Okay. Something along those lines. I can get you that specific number. It used to be just at eighty percent. They used to just say, okay. The graduation rate's gotta be eighty percent Now they're changing it a little bit. I believe they're using a different type of formula where they're going more based on
norms and averages. And that's the high school diploma, not That's a high school diploma. Yeah. Of completion. Okay. Yeah. Yeah. So if you get a stiff of completion, it actually counts against that percentage. You know, I I I speak to a lot of, parents of of special ed kids. And so, and and they come to speak to me about their concerns. I know we have a lot of challenges. I wanna thank you for doing the giant you know, we don't rank jobs in the district, but it's it's one of the most challenging things to deal with every day in the district. And I just wanna urge you and of the whole community to please, please be
involved in these initiatives because the my favorite Palestinian of all time said, that which you do the least of my brethren, you do to me. And so we have to make sure that we're always taking care of everybody and especially, those who sometimes might fall under the radar. And so, I just wanna thank you. And I just wanted you know, for whoever's watching, is we all need to be part of this branch of our educational duties. So, thank you. Okay. Thank you so much. Very kind words. Appreciate it. Okay. Last Friday, I heard you on the radio.
Oh, yeah. It was it was it was a great experience. With with host Trustee Berry. So that was great. You did an amazing job. Yeah. Thank you. Thank you, Mike. Thank you, guys. Next item, please. The next item is action items, old business. I'll be looking a motion to take from the table, old business. So I'm looking for a motion to take from the table the motion related to the board request to review evaluations and a personnel file. So moved. Now I wanna put it out there that, We have to have a support before
you Support. Support. Yeah. Moved by trustee Berry and, supported by trustee Czar. I just wanna put it out there that, trustee Petrikov and I had a discussion. I do wanna postpone number 20. I'm putting that out front. So this yeah. So You can't you can't I mean, until we go to, motion to take from the number one. Saying FYI. Yeah. Yeah. Once we get there, I'll deal with that. Yeah. So right now, we're just taking it from the table. Sure. Sure. We're under discussion. I'm just putting my thoughts out there.
That's all. K. Not doing anything right now. I'm just putting my thoughts out there. This motion would bring those two items on the agenda. Right. And then we can exclude them if we need when we would have the discussion. Alright. Don't forget discussion. We'll have a roll call. Haven't voted on Yeah. Yeah. We'll we'll do that now. Right? So let's have a roll call of bringing those two items, from the table to the agenda. Roll call. Please. Trustee Olgavy. Yes. Trustee, D'Ambrosio. Yes. Trustee Zahner. Yes. Trustee Berry. Yes. Trustee Pellegoff.
Yes. Chair Mozart. Yes. Okay. Thank you. Okay. Now we go to the actual items in motion one. Okay. So this is sorry. I have this next item. Right. Right. Alright. Action items. Special consideration on the action item. Are there any agenda items on this agenda which board members or the superintendent we should discuss? What what what Yes. We we now have to have a you gotta go to, motion to take from the table number one. Yeah. That's what I asked. Mhmm. So That's what we just did. Right? We just did that. That's putting it as part of the action items.
Now we're going to the regular action. That's the way I understood it, Joanne. Oh, those two things are kind of the same. Yeah. They're the same. Yeah. Okay. I see that. Okay. Are there any agenda items on this agenda which board members of the superintendent wish to discuss and vote on separately? If there are, we will exclude these from the motion below. So I'm looking for somebody to call for a single motion to approve all of the ejection items on the agenda with exception of any items which will be excluded from the motion by board member request. So the motion would say something like, move that action items number blank through blank
be approved as recommended in this agenda with the exception of blank. So my question would be then, what numbers are we giving to the two we just took there? They're part of the supplement. They're oh, I didn't see a supplement. There's, like, about five eighteen and nine. I'm sorry. It was Now it makes sense. Now it makes sense. Always on top of twenty and twenty one. Where I got confused. Okay. So So let me just so I understand what the motion will will be just so I can read it, and then somebody can say yes or no. So the motion will be move that action item One through numbered one through 21
be approved with the exception of Exemption. Yeah. Yeah. I wanna pull twenty and twenty one, please. So is that the motion you want you want me to read that? No. Not yet. Because there's other motions that we have to pull. This guy Other items? Oh, we have to fill in the blank. Yeah. So I'm just looking for that right now. Actually, item 16 Four was it 14 or No. It's 13. Sorry. Thirteen, twenty and twenty one will be pulled for separate motions. 13, approval of voting delegates to the delegate assembly?
So we'll have a separate motion. Review evaluations Yeah. And approval of board of press review personnel? Yes. Okay. So I'm looking for a motion that the action items, number one through 21 be approved as recommended in this agenda with the exception of items thirteen, twenty, and 21. Is that right? Yes. Perfect. You get a plus. Looking for somebody to make that motion. So moved. Support. Moved by Trustee Berry, supported by Trustee Fedegov. Any discussions or questions on any of these items? Seeing none, can we have the roll call, please?
Yeah. Trustee Ojami? Yes. Trustee D'Ambrosio? Yes. Trustee Zahari? Yes. Trustee Balichkov? Yes. Chair Mozamb? Yes. Okay. The motion carries and those items are approved. Now we can go to, agenda item 13. And we can read the recommended action and we can say blank. Okay. Do you want me to read the background information? Just to recommend that action. Okay. And just read blanks? Yeah. Move that the Board of Education select the following four voting delegates to be determined and the three alternates to be determined and to represent our board of education at
the MASB delegate assembly to be held on Thursday, 10/23/2025 at 7PM at the Grand Traverse Resort and Spa in Acme. And since it's seven names, there's seven of us. Alright. Wait. Since, I'm really confused. Well, we have to we have to fill in the blanks. During now the discussion? Yeah. Oh. So We've got the board of education. Like the following important thing. Yeah. Who is interested in attending the conference first. Let's get that out of the way. I'll volunteer. No. Okay. Okay.
So I've never done this before, so I'm confused. So So every year We have to go four of us have to go to this. No. No. No. But, we have to select those individuals. So there if somebody does go. And then we have to select alternatives. Oh, but they don't have to be us. It has to be us. It has to be us. Board members. Yes. Yeah. Oh. So can someone ask me association yeah. The association of school boards, pretty much of all of Annual? That they have an annual conference. Conference. Just Trustee Barrett? Trustee Zarr. This gives us the opportunity, like, if two or three of us make it up
north, this convention, to vote, there'll be there'll be a lot of freedoms on agenda that give us this gives us the power to vote. Yeah. If we don't do this, we So I guess just fill in fill in four names for now and three alternates. I guess, I think it would be one alternate and Okay. So this is we can change this later. Who well, you're pretty much an alternate. If the four members go, then the other three are on behalf of the team. If three go, then we can have Can someone so sorry. So so sorry. So this is, is this, like, a just a meeting that happens in the evening
at 7PM? It's just No. Actually, it's a long it's a weekend. Conference. So it starts on Thursday. So when you say to be held on Thursday, that it starts on Thursday. Is that right? That is the delegate assembly. So the delegate assembly is when they vote on changes to the bylaws or they vote on new things. So So technically, you could go up for just that particular and come down. A lot of learning professional developments for board members where we take those CBA classes. We're not gonna call you an alternate because I don't know. We're not gonna get four people to go.
So if you do go, you will be a voting member. Yes. Okay. So you know what I mean? Alternate. I'll be on the agenda. Just because I don't know you. Trustee Watts is not here, so we may volunteer here. I guess get one more alternate than the other four of the Yes. One. I'll be on alternate. Alternate? Okay. And throw the rest of us in. So sorry. Who are the alternates? Me, Jamal. I don't know. No. I mean Oh, trustee Watts. Yeah. Okay. So, the delegates would be myself, trustee Berry, trustee Petlichkoff, and trustee D'Ambrosio. Okay. Yeah. Does that be a roll call vote?
No. Okay. Okay. You want me to read it again? I no. I don't believe so. Okay. I'm looking for somebody to move that the Board of Education select the following four voting delegates, trustee Berry, trustee D'Ambrosio, trustee Petlichkoff, and Trustee Mozip, and the three alternates, Trustee Zahard, Trustee Jeffmey, and Trustee Watts, to represent our Board of Education at the MASB Delegate Assembly to be held on Thursday, 10/23/2025, at 7PM at the Grand Trappers Resort and Spa in Acme. Support. Moved by Trustee D'Ambrosio, supported by Trustee Berry. Any objections?
I attach a unanimous role. Thank you. This motion is carried. Next, two items. Yes. At this point, could I present a motion to postpone? Yeah. Okay. But let him yeah. Yes. Number 20? It was Number 20, I'm looking for somebody to move that the board direct the administration to provide to the board for review the evaluations of 10 staff members who identity whose identity is known by the board. Mister president, at this point, I'd like to put a different motion on the table
to postpone this action item. So we're gonna be taping not a different motion. You just mean you wanna table this? No. Tabeling is different than postponing. Okay. Okay. Postponing means it automatically comes on the next agenda. Tabeling means you have to take it off the table and go through this whole process again. Okay. So you just so okay. Got it. So you can just say postpone and then amend it next time around or whatever, just so I understand it? Correct. You don't have to say impose okay. Got it. So we don't have even to move. Got it. So we have a motion Yes. Motion on table. It hasn't been supported. Just to add a a point of order.
Is that a motion? Yes. Yes. Yes. So we have to To postpone. Motion to postpone. Okay. Yeah. We're getting good education on this. He can't he can't but I'm curious. He can't just do that on his own if he was the author of No. And I'm the parliamentarian Yes, ma'am. Indefecto. The motion on table hasn't been supported. So we need to support Okay. Trust. But, are you going to postpone to the next meeting? Is that what you want to do? Postpone to further, I guess. Just postpone at this point. Does he have to announce Well, technically, you're supposed to Postpone indefinitely unless I bring
it back. Okay. I think that's fine. Second. Okay. Discussion. So that broke out. Trustee O'Jamey? Yes. Trustee D'Ambrosio? Yes. Trustee Zahir, yes. Trustee Berry? Yes. Trustee Pellegroff? Yes. Trustee Mozart? Yes. Thank you. Okay. '21. '21, I'm looking for someone to move that the board direct the administration to provide to the board for review the personnel file of a staff member whose identity is known by the board. So moved. Support. Motion moved by trustee Berry, supported by trustee Saar. Any discussion?
Trustee Yankovichbaum? Yeah. I I'd still like to bring this for discussion, but it won't be exactly the same discussion I was going to have before. I just want to make sure I, talked to Brad Banasic, our legal adviser from MASB, when this originally came before us. And he was concerned that, board members continue to ask to review personnel file and suggested that we make sure that we have a reason given publicly that doesn't identify
who the individual is, but that if we are going to vote as a board for allowing a board member alone who has requested this, that we should understand why this request is being made. Because it gives the perception to the community that, of potential, I'm not going to say inappropriateness or impropriety, but we are not experts in HR, and we are not
legal experts. And, generally, these kinds of requests would be made through either the superintendent's office if you somebody felt that there was something amiss. The staff member themselves who could always come before the board with their personnel file for us, if there was an issue or a concern, or we would have it investigated by either HR or or an outside legal entity. So I just wanted to ask the reason that, because this is not the first
time this kind of request has been made. I I was a little more concerned with the first one that's been postponed because it's a multiple, number of former and current employees. Is is there a problem or a concern that the board should be aware of that you are undertaking an investigation of by looking into a staff member's, file? I'm not undertaking any investigations. I just wanna be able to be given the opportunity to review the file and
the opportunity of my colleagues if they choose to review the file. Okay. Because I was told by Brad that at any time, the employee could just request to look at the file and bring whoever he wanted to into the room, he or she, to review the file with them. Is that not an option you wanted to consider or that the employee didn't want to consider? Mary, you know this is a very sensitive situation, and I'm not gonna fall into the traps. Mister president, there's a question on the table.
I call the question. Okay. I let's have a roll call then. This is just to review the personnel file of To have the option. That's all. Yeah. If you want to, you don't have to. No. Let's Roll call. Roll call. Trustee Ojemi? Yes. Trustee D'Ambrosio? Yes. Trustee Zahari, yes. Trustee Berry? Yes. Trustee Pelichkov? No. Trustee Mozart? Yes. Thank you. Motion carried. Next item, Alright.
Summary of the agenda action items. I'll read all of them except thirteen twenty twenty one. Right? No. Read them all. Okay. Great. Number one, approval of an award to hype. Two and three, approval of change orders. Four, approval of an award to Zoom Video Communications Incorporated. Five, approval of an award to HMC Mason Contractors, Great Lakes Great Lakes Welding LLC, KJP KJP Roofing and Sheet Metal, Turner Brooks, Schock Brothers Floor Covering, Conchi Painting, Absolute Fire Protection, WM Floyd Company, and Brent Cow Contractors per board report 2504.
Six, approval of change orders per board report 25Dash05. Seven through nine, approval of non instructional and instructional personnel items for p p 12. 10, approval of financial statement. 11, approval of executive session closed. 12, approval of director and alternate director to the MAISL Joint Risk Management Trust. 13, approval of voting delegates to the MASB Delegates Assembly. 14, approval of policy update change per board report 25 dash 11. 15, approval of resolution per board report 25 dash 12.
16, approval of donations. 17, approval of assistant principal at Edsel Ford High School. 18, approval of assistant principal at Edsel Ford High School. 19, approval of executive director of student achievement. 20, approval of board request to review a value wait. We'll postpone on that one. Right? Sorry. 20 was postponed. 21, approval of board request to review a personnel file. Thank you. And then the last item, just a point of information that the file, of this person of the staff member will be available for only thirty days for viewing by
the board members, and you would coordinate with HR what time, you'd like to view That could only be done here. That could only be done here. Come in. Yeah. Just so people know. Under the advice of counsel too. Okay. Doctor. Maleku, you have commentary on two action items that we just shared with you. Yes. And I wanted to mention on the MASB, encourage, trustees if you want to go even if you're not a delegate. And we have a presentation on Saturday, so, the one we did gave at NSBA on board supernetic communication. What is the presentation? Board supernetic communication. So if anybody wanted to be part of that, so one that we did at
the national conference, and they were impressed. So we, are presenting at the state as well. Okay. I also wanna call up. I know they've been patient out here. We have two new, actually three, but two are here. I'm gonna call up, Sultan Al Asad, who's one of the two new assistant principals at Edsel Ford. Let's give him a big round of applause. Congratulations. And he's going to come to the podium. Thank you for your patience. Good evening, doctor Malayko, president Mozip, and executive cabinet members, everyone in attendance, and everyone
watching this evening. Thank you so much for this incredible, opportunity. I'm truly honored to serve as an assistant principal at Edsel Ford High School. I want to begin by expressing my sincere appreciation to the staff and leadership at McCullough McCullough Eunice. From day one, I was welcomed with open arms and supported every step of the way. I'm especially grateful to mister Mohammed Abusala, who's actually here in attendance today, and the
entire UNICE team for believing in me and giving me the space to lead, learn, and grow. I also want to thank miss Fatima Faraj, Lamise, Surur, Adam Martin, and the amazing team at the administrative service center for their guidance through the aspiring administrators program. That experience gave me a deeper understanding of what makes Dearborn Schools so special and affirmed my desire to be a part of this community. I've taught at both the middle school and high school level, and I've previously served
as an assistant principal for over two years. When I decided to return to the classroom this past year, it was with one goal, to become part of Dearborn Public Schools, which is a district rooted in community, collaboration, and student centered excellence. Now I'm honored and excited to join the Edsel Ford team. I look forward to working alongside miss Rima Hassan and the dedicated educators, staff, and families who make Edsel such a special place. I'm committed to serving our students with care, integrity, and purpose.
Thank you again for this opportunity, and I'm excited for the journey ahead and what we'll accomplish together. Go Thunderbirds. We also have Renee Stafford also going to Edsel Ford with the two vacancies we have for assistant principal. Let's give her a big round of applause and congratulations. You both did extremely well through our rigorous hiring process. Thank you, doctor Maleko. Mine is short and sweet. I just wanna say thank you for this opportunity as a proud product of Dearborn Public Schools. It's very nice and honored to be able to serve this district and continue my journey here as an educator and a leader.
I truly am looking forward to working with principal Hasson, the ETSA four team, and the Thunderbird Community. And I just wanna thank you guys for your support and guidance. You got family here tonight? Yes. It's my husband. Okay. You can do so. Thank you for caring. I also just want to make mention to, Deanna Shaheen was approved tonight by the Board. Thank you. As the new Executive Director of Student Achievement, Forza and Feeder Track. Unfortunately, there is Odessa in the family and she's unable to be here, but our
thoughts and prayers go out to her and her family. And, you know, congratulations to her. We'll be in contact with her as we go through that transition. So thank you. Thank you, Doctor. Michael. Next item, please. Okay. The next item is discussion on policy update, policy 5111.02, enrollment of nonresident children of Dearborn Board of Education. Wait. Oh, what's the enrollment of nonresident children of wait.
Oh, of employee. Okay. Enrollment of nonresident children of employees. Sorry. Good evening, once again, board. So this policy was discussed at the last policy committee meeting. There was just a minor language change to include, grandparents as well as parents as eligible for this, benefit to be able to bring their children here to Dearborn. Wait a minute. You mean, like, grandchildren? Sorry. Yes. Okay. Sorry. The grandparents don't wanna attend Dearborn Public School. Well, some might. Adult education. Adult education. That's right.
Okay. This is the official bringing it to you as discussion. It will appear at the next board meeting, as a, agenda item as long as the board doesn't have any questions or changes. Trustee Eljani? So grandchildren, are they living with them? I mean, I'm trying to get more No. They don't. This is part of the collective bargaining agreements with the unions. And so when the board had, changed the policy, this was done a cup a
year and a half ago. And it took us a while to do that through the policy committee, and the board changed it. The direction I got was to go ahead and negotiate with the unions. They approached us. So we have letters of agreement with all employee groups that provide them the flexibility. So they do not have to necessarily live or be a legal guardian. They just have to be a grandparent of, they have to be an employee, a current employee, and then their grandchildren can attend. So that was negotiated. And this is all employees across the board? Correct. So regardless where they live. Correct. Yes.
And so this policy allowing, nonresident employees, this has been around since, I'm thinking approximately 02/2006, maybe, it was approved. It was kind of a trade off curve when we didn't have the financial ability to give raises. Mhmm. So it's been around for a while. We just it was tweaked through the collective bargaining agreement, because when the policy was eliminated, we did not have it in the union contracts. So we negotiated with the union. You know, we appreciate the leadership of our union presidents through those negotiations to to
get this, done with HR, last year. Just as a matter oh, sorry. It's okay, man. No. I'm okay. As a matter of, like, practic just how often does this happen? The the students coming or the negotiating? How many how many sorry. Yeah. Sorry. How many we have 20,000 kids in our schools roughly. How many, kids in our schools are people who are taking advantage of this policy? I'll have to check. I I I I could be throwing out a number. I don't wanna throw out a number that I don't know. But Is it a 100? It might be less than a 100. Okay. But I'm not a 100%.
Okay. And they have to they have to accept the school that has Sure. Sure. Sure. Capacity. Yeah. They can't just go and choose, you know, the so the, Abe Masur's office works through it. You know? Okay. But it might be, like, a 100 most. Yeah. I think so. Again, I I have we had the data before when we did that a year ago. Yeah. Well, Mason, can you get it for us? I think it's less too. It's less than 200? Yeah. Probably. Okay. So but 1%. K. It's not not well, the reason I know is because when we were looking at it before the approvals and the policy, it was not wide spread number.
So I'm just throwing, but I don't know the exact figure. Okay. Thank you. And, you know, just like other I would just say, you know, the unions negotiate, but we hear other like in industry or Ford Motor or other things, there's certain things that employees get benefits through their bargaining agreements. And so this is a way to get back to our employees. Does this policy sorry. I mean, is this policy, exist in other school districts that you know of? I mean, or we don't know? I'm not a 100% on that. I'd have to look. But but a lot of a lot of districts in our area, Wayne County, though,
are school choice districts anyway. So they do not need to do that because they're not a closed district. Sure. So the majority in Wayne County, it doesn't matter if you're an employee. We're one of the ones that it does. K. K. No further discussion. So we can go to the next item. Next item is board of education business. First one is acknowledgment of correspondence. I do have a late email that we received at 12:44PM. And I actually wanted to have that summarized in public citizen participation, but, totally missed
that. So I apologize to mister, Darren Kasikas. But he, sent the email to all of the board members so you have all access to it and pretty much in support of the alumni association or alumni club letter that was sent. And, I do not have other correspondence unless other board members. No. We just got a lot of emails. Yes. We did. Next item, please. Next item is board member committee and organization reports. Trustee Berry? Finance committee met earlier.
First agenda item was the audit, the pre audit letter from Clint Moran. They met with us tonight, mister, Jeff, Higgins. He's been meeting with the administration the past couple months. He his team will be returning in September, then we'll be meeting again in October in the final report. It says here due by November 1, but he said probably November or sometime in December. He'll give us the final report. That's to be continued. He will reach out to all board members, not just the committee. His team will. We also discussed, banking services, legal services, and we got an update on the state
aid funds. K. Was there anything else you think of? That was the three items that we discussed. Trustee for this call with the Alright. We had the building in-site. We had a very full agenda. First, we talked about, and I hope everybody picked up their, packets from Quinn Evans, which was quite a, sizable read if you wanted to look at it all. But I encourage all the board members to at least, read thoroughly the volume one with the summary. It was built upon the fielding study, everything that they did.
So they were, using that information, to move forward with their, assessments of all of our properties. They were very thorough. We are now into the Byram and Fisk, phase with community engagement. They've been doing the one on one stakeholder, interviews. So they've identified, community members who they felt could give important feedback to, fairly generic questions about what they felt was needed and how they felt about the school district.
It was more about how they felt about the things the district were doing and what they saw as needs. The next move will be they will go to a focus group and then they, with new expanded questions and then a community survey. And then at the final stage, it would be a community forum. I am going to be recommending that we do have a study session because no decisions are gonna be made until we really thoroughly understand, a, what the community, would
like to see, and b, what is realistic and, doable from the studies that we have. So we will probably be looking at going for a study session November, December time frame so that, by next year, we are ready to, put out a bond proposal at some point in time. So that was discussed. Naming. And all we did was go over the, very, loose numbers of of how much each thing would cost to do from the gym floor to the paintings to, the
hallways and whatever, and we got rough estimates of what those would be. We will have to continue to move forward with conversation of of what we, are prepared to do at the end of the day. Then we, had conversation about property that's at Dearborn High, across by the softball field, by the firehouse, the the Byrne Firehouse, that happens to belong to the Dearborn Public
Schools, but the city has been using it. And, well, there's conversations about what should be done about that situation. It's been like that for a long time. And finally, we've also been asked by the police department. They would like to have a clearer direction about what we would like them to do in intervening on school grounds, after school hours, and, weekends, and, what we we
anticipate should be their authority. We do have, some guidelines that are kind of generic across, and we may have to revisit a policy, about tightening those up so that we can give specific directions to the police about what they should be doing when they encounter certain circumstances after school hours, because they wanna make sure that they're following our, wishes about how how
to approach people using school grounds. So that's the the end of it. So would that item be discussed at the city relations committee or at the public Well, good question. Because we haven't had a city relations committee meeting. I asked that question as well. Are should we put up a list of things? One of the their the police department's issues is we don't have a lot of clear signage on property, like no trespassing at this time, this time, that kind. So there are a number of things that we could probably have the conversation about.
I I don't know who is on the city relations I'd share that, so I should be calling So we we may want to, yeah, convene a, Convene a meeting and Call a meeting. Yeah. K. Any item? I no. I just have a question. I don't know if it's moving. I'm Go ahead. I'll I'll follow you after. I have two questions, trustee Pilishkov. Is first, is there anything? So is there anything in our policies or that says if the police observe a crime on school grounds that they can't like No. They're not talking about a crime.
They're talking about what's considered trespass after, you know, those kinds of things. If they see kids in certain areas like, we we we are highly discourage, to put it mildly, the high school, fields, the football fields that have astroturf and and things that could be damaged Sure. And and are also potentially, hazard, you know, when they're not properly used. And people tend to, jump the padlocked gates and use the the facilities on the
weekends. And it's it's been a, issue. Okay. And my other question is on these Quinn Evans reports that we received, just to be clear, just to say it publicly, they're not confidential or anything. We can or are are they? No. No. So we could share them with members of the public, talk about the contents of them with members of the public. I I would be careful what you share at this point because we haven't discussed it as a board as to so my caution would be a a generic conversation that they've done a study and and this is what the basic.
But we haven't they made no recommendations of the kind that we we would be moving on. Sure. It's just, something for us to now take to the that's why I said we need a study session. So if you start sharing things and people have a tendency to think, oh, that's what they're gonna do. They're gonna So these reports were not published anywhere else other than No. Okay. Alright. Alright. Trustee Berg? We'll get the easy one out of the way. First, trustee Petrikov mentioned surveys. If you get us a call for a survey and there's a very generous gift
card attached, don't think it's a scam. I did talk to mister Mustin about that. It's no. It's it's a it's a good thing. $125. I didn't get us call for a survey. So I don't know if did you? No. The other thing is, mentioned that, obviously, if somebody is breaking a law on our property, the police have to act. Yeah. But I think we, as a board and as an administration, need to get on the same page before we answer that question. I just recently moved in the park down the street not a park.
I'm sorry. The school down the street from where I used to live, beautiful. Open. There's no gates on the fences. Very well taken care of. Families visit there all the time. I used to walk you know, when when there's no school going on, I would go walk around the track, no issues whatsoever. Where I live now, the other day I went for a walk and another one of our schools looks like the the the playground looks like a prison. And it's locked up most of the time. I know we As a policy that was I wasn't even aware that policy existed.
I know trustee O'Jami and myself received phone calls that people would try to use that track or that playground or whatever, but they can't because it's locked up. I don't wanna get into it today, but I think we, as a group, should address that. What do we want? Do we wanna just, like, lock up every school? I don't think it should be, you know, this school's okay. This school's okay. But you cross Southfield, and all of a sudden, some of those schools look like I mean, I mean, like, high fences and keep people out very, very if you
wanna get into it, I would be more than happy to. But I'm just saying we should get on the same page before we take it to city relations. And all I wanna wanna address is the fact that some school playgrounds have been, treated differently than others. I have, as, president of the Federation of Neighborhood Associations, fielded many complaints over the past several decades from neighborhoods who who had issues with playground usage at, you know,
midnight by teenagers who didn't have anything better to do with their time and would go there and hang out and create, issues. So the schools, their only recourse at after trying several things was to just lock it down. So that might be what you're saying. I don't know. I'm not saying No. I'm just saying we have to be careful in making Somebody's breaking the law. Somebody's there at midnight. I mean, there there's there's it's posted, you know, 10PM. But that's what I'm saying. The what we have to do is be careful about how we address these situations
and and what that that there it needs to be signage and posted. We have to be fair. I'm not saying that. We are we have to we have to get on the same page because this is not the first time that's come up. Every other year it comes up. I mean, when trustee mayor Lane was on the board, it always came comes up. Came up a couple times. We just need to what what does that mean? If if someone is is is the track at, Lindbergh or Woodworth, is it okay for somebody to be there at 05:00 in the evening? It can't be yes here, no there, but we need to get on the same
page. I'll just leave it at that. Somebody fix his mic. I'm sorry. What's that? Sorry. Your mic You're getting feedback. Oh, can I I'm sorry? No. It's not your phone. Doctor Maleko? Yeah. Just, my general direction has been to keep them open. Once in a while, we'll hear of one that got closed, and sometimes I get the communication as well. There might be a a reason, but then we've directed them to open them if they're open over a long period. And Mark's here with his operation. Because sometimes it's being made at the local level, and we're just not aware, and something may have happened. But, generally, we wanna keep them open. Now when we did run the summer school, we did lock them when we have
our students on there during the day. We have to do that for the safety of our students during the day. But when summer school's done, we open them, and that's been our general direction for all of them. The only ones that I know, like, the main football fields are locked, the big, you know, with the the turf and things like that. But those are different than, you know, the elementary playgrounds to the, you know, the tracks that we want people to use. So that's generally been my direction. I can reiterate with administration, but I'm also happy to have that discussion. So, hey, if this is what the board wants, then we'll continue to go that
way and make sure that all the engineers are aware. Because sometimes those things are made happen or and or with the principals too. So Very understandable what you're saying, doctor Malayko. Is that better? Yeah. Wait. Wait. Wait. Wait. No. Okay. Thank you whoever did that. Very understandable. What what I'm saying is before we sit, you know, the city relation committee, it's this, you know, administrators from the city, administrators from New York Public School, and we sit across the table and we have these discussions. We need to be on the same page before Yeah. We have that discussion. That's all I'm asking. Should I tell you? Sounds good. If there are no objections, let's review that at the building and site.
And if if it needs to be a policy, then we move it to the policy committee and then move it to bring it to the entire board. Thank you. And after that, we convene a a meeting with the city relations. Thank you. I I I do have a comment because, this was brought up with Woodworth. And I think there was, some loitering by, maybe teenagers, maybe adults, and and and that kinda impacted the whole neighborhood. And to me, it was the the neighborhood was paying the price because some kids were hanging around in the parking lot and, doing things that they shouldn't do.
And this is where the police should come in. 100%. In talking to doctor Malayko, there was a compromise is to open it up and the custodian before they go home lock it. But the parents like, there's some areas, especially the Woodworth area, there's not a park near. You know, they that's just an area that that's their only park. And, actually, they're pushing they approach the city about point, a playground area, or playscape. And the the city and the mayor's office pushed them to to the board, so
they called me because they're a neglected area, not because of anything, but there's no land over there to be able to have a park. So Woodworth is really critical to that neighborhood, and the police need to step in when when there is Lloydren over there. I think a lot of times, we say parks, like, even the Hemlock still appear in the world, people stay longer than they should and they should not be there by 10:00. These are police matters that need to be addressed and we Absolutely. Yeah. That's And and that's all the I think the police are asking for is to
have a clear understanding of what's going on in at each of our schools. We have a question. Yes. Thank you. Next item, please. Next item is board member and superintendent commentary. Trustee. And I don't like to have to do this, but I'm going to address, trustees are. K. First, I'm gonna read something in our bylaws about public expression of board members. Okay. Sometimes statements imply, and I'm gonna kinda paraphrase some of this, or infer that the
opinions expressed or statements made are the official positions of the board. The misunderstandings that can result from these incidents can embarrass both the member and the board. Therefore, board members should, when speaking on school matters, make it clear that the their views do not necessarily reflect the views of the board or of their colleagues on the board. Tonight, I was disturbed that you took aim at the ethnicity of the speakers who
came up from the, Edsel community and identified how you were taking count of who was Arab and who was non Arab and what position they were taking. I, a, would like to point out that the Arab speakers, the majority, were family members of mister Baydoun. So naturally, they would be of Arabic ethnicity. The two women who spoke are married to Arab men and have a large, Arab, community sensitivity that they've been, involved in the community for years, and their children are
raised in in a Arabic household. And I think it was particularly insensitive of you to use your place at the table to call them out and and their positions on a topic based upon their race. And I think you extended a disservice to the board by making it appear that this is all about them versus us.
And you heightened the divisiveness that already was being felt in the community and you extended it from something that I thought we had moved beyond. I have sat on this board since the early two thousands. I live in the East Side Of town and have for almost forty years in in a I'm the minority in that neighborhood. I hate to see that we are bringing back to the board this type of
conversation, when I don't think it was called for. And I don't want the people who walked out of here tonight, and I wanted to wait until they were gone before I brought this up so I wouldn't continue to create an atmosphere of divisiveness. But I'm very disappointed that that's where you chose to go for the people who had what I consider an honest opinion about what was being asked. They are members. My children went to Edsel Ford as well, and graduated from Edsel Ford.
There are many in this community who are not necessarily of air persuasion that are perfectly capable to have an opinion that may differ from yours, and biases should not be seen based upon just their either Arab or not Arab when it comes to those, thoughts that they come to share. Because all you're going to do is drive more people away from this community and thinking that's what this is all about.
And and I was very disappointed that you that you took that road. And I just wanted to share that now and apologize to the people who were, speakers of any of the speakers that it went down that way. Motion to extend the meeting fifteen minutes. Second thing. Motion by trustee Berry to extend the meeting by fifteen minutes supported by trustee Zard. Roll call, please. Oh, roll call? Trustee Eljamini? Yes. Trustee D'Ambrosio? Yes. Trustee Zahard? Yes. Trustee Berry? Yes. Trustee Pelichkov? Yes. Trustee Mozart? Yes. Did you wanna speak?
That's all I wanted. I was watching the clock, and that's all I wanna do. Good. Yeah. Any other commentary? Yeah. Trustee Zahir? I I appreciate your comments, trustee Pelichkov. I'll say this. I thought it was clear that I was speaking on my behalf. I said very clearly when I was speaking speaking that it bothered me. I I said me. I said that's how I feel. I think if people look back, so I don't think there was any, misunderstanding that I was speaking on behalf of the board, as far as that bylaw that you brought up. Look. There's no substitute for the lived experience of being, an Arab American.
So, living in a neighborhood or being married to somebody, I mean, it's, it's not there's no substitute for the lived experience. I would, I would caution people against, trying to, think that they might understand how we feel. We we from my many conversations and long time activism and, work in this city,
I was expressing a sentiment held by, I think, a lot, if not the vast majority of people in our community, that this is an issue because of the person because of the background of the person that, we were discussing. And that is the feeling held by many people in the city. And that is the feeling held by, not just his family members, but many Arab Americans. And it's happened before. And I was simply bringing up what I observed. And I would ask non Arab Americans in this city to think about how that
looks. How does it look when everyone who comes up to speak for the idea of naming something after Ibrahim Baydoun was Arab American, and everyone who came up with, reasons, in my view, red herrings or whatever, was not. How does that look? I would ask the people who came here tonight to oppose this idea, how does
that look? Do you take a step back and say, man, this doesn't look right. It didn't look right to me. Do you take a step back and say, man, maybe we're maybe maybe maybe we gotta reassess. Maybe there's something going on here. I wasn't around when they named something after Derek Lowe, but I can say that it's a lot a lot less reason to name something after him than to name something after Ibrahim Baydun, and it's the same thing. And we got people coming up here. Right? People who joined the committee then left when it was clear maybe they weren't gonna
get what they you know? I mean, this is that is the from my conversations, speaking on my behalf, the prevailing sentiment in our community about this and other issues. Like, same thing happened, like I said, with, Ahmad Fladlala six, seven years ago whenever that issue came up. That I believe that I was expressing a sentiment held by many people in our community. I ask again for those people who are not Arab American. How? I know how it looked to me.
I asked other people, how did how did that how does that it just doesn't look good. That is not a message of unity to to to do that. It is not a message of of we are all united in this city. How does that look? There were no Arab Americans who came up and said, don't do this. That's the question you'd be asking yourself. Why is there no no there's are there any Arab American members of the Edsel Ford Varsity Alumni Club? I don't know. Maybe there are. I assume there are. They weren't here tonight coming up here lining up to talk. Why? I would defer to Arab Americans when it comes to how we feel when we
see things, how we feel when certain things happen in the community, how we feel when we wanna be counted, how we feel when certain atmospheres take hold. To me, this was a very uncomfortable night for us as Arab Americans to see that. That was reminiscent of days that should be long past. They're not. That's the reality that I saw tonight. That was your interpretation of what you saw. Of course, it's my interpretation.
But it's my interpretation as an Arab American. Not doesn't need to be substituted by somebody else's interpretation who's not Arab American as to how Arab Americans should feel about that. That is from my own again, me. I obviously was not speaking on behalf of the board. You didn't need to bring up that bylaw at all. I obviously was not speaking on behalf of the board. I said many times, this bothers me. I said, this is how I feel. I thought I used those words. And even if I didn't use those words, obviously, it was me who was speaking. But, again, how I asked people who are not from our community, how does that
look? And to me, as an Arab American, it looked like, man, we've been down this road before. And we need to get past it, and we need to talk about it. There's no way we would not have been served tonight if all this happened and we just walked out of here pretending everything's okay and that race had, even subconsciously, had nothing to do with all of this. A guy who pitched an all my respect to Derek Lovell. Whatever. But a guy who pitched a game in the World Series and was a that's a Ford for four years, and nobody is saying anything. And red herrings about we got a names. Did did was there a was there a suggestion to name something for a female
coach or a female varsity or or sorry, alumni at so Ford? And people said no. No. Was there a competition between Ibrahim Beydoun and and a woman to name and they no. That's a red herring. That's a red herring. And and I've been through this before, and we've been through this before. When things are coached in terms that are yes. Yes. We know that unfort not for unfortunately. But we know that discrimination, bigotry, race, it's not always explicit. It doesn't happen in front of your face. There aren't signs that there aren't people who walk around Dearborn anymore as much who
say we don't want Arabs in this part of town. But there might be people who say we don't want those kids from East Dearborn coming over here. But we know what that means. There's euphemisms. We don't want those kids from forts in hang up. There's euphemisms. Even if you're not in Deer if you go to other places in Metro Detroit that aren't Dearborn and they say, we don't want those people from Dearborn, we know what they mean. K? It's all very subtle, but we get it. And it's okay that as Arab Americans, our experiences give us different ears. And my ears and eyes told me tonight, this is not right. And, yes, I said something about it. And I was obviously speaking on my own behalf.
Thank you, trustee Czar. Any other commentary? If not, we can move to the next item. Yes. No. I have a commentary as well. Okay. So on a separate issue, I will I I'm right now, I guess, I'm making a a request for, a special meeting at the college, to review the process of, our selection of our next president. Now as far as I understand under our rules, we don't have a motion for a special meeting. Two people two board members can call for a special meeting at a time and place. And then if four people show up, it's a meeting.
But since we're all here and we're in public, I'd love to find a time, where and I don't see a reason why we can't since we're all here, to find a time where, almost all of us or almost all of us can show up. I'd like to suggest or, you know, at least start off with, making a request for a, special meeting for, at the college, on this Wednesday, July 30 at 6PM. And just kinda see where people stand on that. Like I said, this doesn't need a motion.
Just any two members can call for a special meeting and if four people show up, it's a meeting. And business can be conducted. And so, I'd like to start with Wednesday, July 3 or sorry, July 30, this Wednesday at 6PM at the college, and then we would notice it. Our our rules require eighteen hour notice, and this is a form of notice too, but our rules will And you need the reason for the meeting as well. I'm sorry? The reason for the meeting? What the meeting's for? Yes. To discuss the presidential search process. I think that's specific enough. Can I just make one note before we Sure?
Make a I have I have a concern that we're using a p 12 meeting that no college community member is attending. And it's very bad form. We generally only leave agenda items agenda items for the p 12 at the college or the college at the p 12 when it's an emergency kind of situation and not for doing regular business. Because we could potentially be viewed by college community as trying to fly under the
radar with, scheduling a meeting that they're unaware of because they are not this is not their building. They're not in the room. Well, they're not gonna be unaware of it. We're gonna notice it just, again You're gonna notice it during a summer break So your problem is the summer. From now. So your problem is the summer, not that we're doing No. No. No. I'm saying I don't think it's appropriate to be asking for this meeting not on college ground. So you're saying Where they where they are present in the room and will know
about it. How many are going to notice? But, you know, but you I'm obviously, trustee Petlichkoff, you know that calling for a special meeting doesn't need to be even done at an open meeting. So for you to say like, is it your position that No. Probably calling it up for a special meeting No. Two members can inform the chair that we'd like to Can can a special meeting can be done through an email and say, I got a call. Right. Exactly. So I'm saying it doesn't need to be done on college. It doesn't need to be done even I understand that. I'm just curious as to why we are doing this now.
Well, because I just thought it'd be a good time to find a time where we can all do it because we're all here instead of making 75 phone calls. And since we're all sitting in this room and we're all publicly elected officials, we should be able to find time. That's all. I'm trying to be efficient. I could I I under our rules, I could have just sent, an email to the chair and say, hey. I'd like to call for a special meeting on Wednesday, July 30 at 6PM. And I could have another board member support me, And then it would be called for, and then it'll be noticed. And if four people showed up, it'd be a meeting. And if four people didn't show up, then it would be Mister president, I feel like we're getting ahead of ourselves here.
Was that a motion, trustees there? No. I'm I'm not making a motion. He's not making a motion. Asking for a special meeting. I'm not making I don't I mean, I can make a motion and then there will be a meeting. I'm trying to figure out I'm trying not to do that. I'm trying I can I can make a motion right now? Yes. And if Fort Bill voted on it, then there'll be a meeting on Wednesday. I could do that. But instead, I'm trying to have a discussion to say, look. I'd like to call for a special meeting on Wednesday, July 30. If If there's pushback on the idea of it instead of the idea that I'm doing it here since we're all happen to be together and it's in public and we should do everything transparently. But I could call for a motion.
That's fine. But I'm open to if Wednesday, July 30 at 6PM, if you're truly not available, you are available on another day later in the week or whatever, then I would be open to finding another time. That's why I'm having this discussion. But so that as many people can make it as possible. But if four people show up, it's a meeting. So that's why I'm looking for feedback right now from people who move forward on requires a motion, I'll make a motion. If we move forward on this, can we do it at 7PM? Sure. I'm totally okay with 7PM.
Is there another date that you would like to suggest that No. I mean, I just the sooner, the better. But, I mean, because, again, our next regularly scheduled HFC meeting is not till August August 25. August 25. So, I mean, you know, that's a month away. So Yeah. This is obviously urgent matter or at least a pressing matter. I'm good with Wednesday at 7PM Okay. Just for the record. Is, anyone not good at with that? If if you're not good with that exact time and you have another time, please tell me now. Otherwise, I'll be making a request, or we could do it through a motion right
here. Either way is fine with me. If we do it as a motion right now, it's a wrap. But I don't wanna do it because that would be conducting college business, really. I could just do it through the normal change. I was gonna say, I would suggest maybe the the board president could send fine. So I might with with the suggested time work for all of you when somebody have not work for me. I have homecoming. I have meetings for homecoming all weekend. I'm not available the next week. How late is that meeting, Pat? It starts at 05:30. Yeah. I was told 05:30 to 06:30.
That's why I asked for 7PM. I have other stuff to do. Well, I'm I'm just asking I'm just telling you. Wanna make sure I got the right information. That's all. Committed from Wednesday till next Monday. So after that, you call all the meetings you want. Okay. So you could come you could so you would be okay with a meeting just so I'm looking at the Tuesday, August 5. You would be available to come to that meeting? Sure. I'm I'm okay with that because while I believe this is pressing, I would like everyone to be there, and that would still be two weeks before our next three
weeks, almost, actually, before our next HFC meeting. So I'm okay. Is is that does Tuesday, August 5 work for you or something? I'll make that work. Trustee Does that work for you, professor? My my phone is not working. I can't get my calendar. Okay. And we still have trustee Watts, but I I hope that she would be available. Does it work for you? It does work for me. Yes. Okay. So I'm okay with that. You know, I'm okay with Tuesday, August 5 that we get together. Like I said, that's still three weeks before our next scheduled meeting, so I'm okay with that. At seven. Right? 7PM. Yeah. So can I then since since as a chair, you can do it sort of
unilaterally? We don't need two people, right, to call for a special meeting. So so I could have the college post the meeting. Yeah. And that'll also give a lot more time for notice too. So they could even post it as early as tomorrow. Sure. Sounds good. Could you do that? Okay. Thank you so much. Thank you so much. Thank you. And just so we're on the record again, if you need to post the notice, the reason for the meeting, that it's to discuss the presidential search process. Yeah. He does need to post the discuss the presidential. Gotta have gotta have Okay. So Tuesday, August 5, 7PM at the at the college, obviously. Yes. Okay. Thank you. Thank you. I'd like to entertain another motion to extend the meeting.
Oh, sorry. I'll move So second. I'll move it first. Oh, sorry. He he moved it. Oh, moved by trustee Berry. Support. Okay. Let's have a roll call, please. Trustee Jammy. Yes. Trustee D'Ambrogio. Yes. Trustee Zahari. Yes. Trustee Berry. Yes. Trustee Pelichkov. Yes. Trustee Mozeb. Yes. K. Okay. Any other commentary? Okay. Thank you. Next item, please. Request for information and or future agenda items. Request for information from doctor Milayco. Okay. There's none. So we can go to the next item, please. Okay. Our future meeting dates, Monday, 08/18/2025, p twelve executive session closed for evaluation, 05:15PM at
the Administrative Service Center here in Room 12. Monday, 08/18/2025, p twelve Board of Education meeting, 7PM at the Administrative Service Center in the Frank Ferentree Boardroom. Monday, 08/25/2025, HFCC Board of Trustees meeting 7PM at the Administrative Services and Conference Center in the Rosenau Boardroom. Okay. Thank you very much. This meeting is adjourned. Have a good night.