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Video-1: youtube.com/watch?v=tcc1hlonrSE
Video-2: youtube.com/watch?v=tI9nXYGajWU

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--------- more questions. >> Oh, sorry. I didn't see you back. It was for the crowd. Um, so we're gonna back session. >> We don't have the motion. You can you can just call the motion back. Call the meeting back to order.

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>> Go back into session. >> I'll make a motion. >> Now we need to motion. >> So we need a second. >> So just to just to amend the motion because I t I mean I had like a two second conversation with Mr. Bllelock. We can kind of do whatever we want. I

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know our rules say 15 minutes, but we can extend half an hour if we want to. >> So could you make the motion for half an hour just so that no one's going to object? I >> have a problem. >> Okay, good. >> All right. So, uh, >> that way we don't got to do it again. >> Yeah, that has it does need a roll call. Trusty Mos,

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>> Trusty Bezi, Trusty Droio, Trusty Pelichkov, >> yes. >> Trusty, Trusty Zaher. Yes. President, >> yes. >> Okay. The meeting is extended until 10:37 p.m. The next item is our action items.

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Correct. Yeah, that's where we are. Action items. Are there any agenda items on this agenda which board members or the superintendent wish to discuss and vote on separately? If there are, we'll exclude these from the motion below. So, right now, I would like to call for a

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motion um for somebody to approve all the action items of the agenda with the exception of any items that they would like to remove from the agenda. So, I'll entertain any motions at this time. >> No, I have to enter. Sorry. Uh do >> we move before or

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>> No, I'm saying The way this works is somebody if if you would like to exclude any agenda items which every board member has the right to do you should you or whoever wants to exclude them should be the one to make the motion. So does if anyone wants to exclude any

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items please make a motion to do that otherwise we'll entertain a motion to for all the items. >> I'll make a motion to exclude 23 24 and 25. Okay. So the motion is that action items numbered how many are there total again? 25 right that a is 25 correct the

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total number. Okay. The motion is that action items numbered one through there's 26. Okay. The motion is that action items numbered 1 through 26 be approved as recommended this agenda with the exceptions of number 23, 24, and 25.

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Are there more? Okay, great. Do you accept that amendment to your motion, chair, uh, President Jamie? >> Yeah. >> Okay. So, the motion is that action items numbered 1 through 26 be approved as recommended in this agenda with the

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exceptions of items 5, 23, 24, and 25. >> It's been moved by Cherald Jen. Second by >> Bezy. Yeah. question the rest of Can you please turn on Trusty Moses's

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mic, please? Correct. MDE only allows us to do a one-year renewal. Each year, we got to go back through the renewal process. And so, if we're happy with the service, we'll do it again next year. All the time. All the time. Yes.

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Correct. on any items that aren't 523 24 25. >> I do have a question something that's been on my mind for a long time and this is not this is more why do we have redundancies. So 10 11 12 13 has to

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staff and retirement and so on. So when you look at the documentation there's repeat of the same thing in each document. Is there a reason we see each a lot of repeats.

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>> So the documents themselves, you'll see the names and in across different documents, is there any way we could streamline this so we don't have to make sure that the documents

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>> I'm not sure why it is the way it is. I'm assuming because there's little differences between >> there is differences and when you read it >> because it's talking about retirement and it's across different ones >> what differences there. >> Yeah. >> You're speaking to items number 10 11

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>> 12 and 13 >> 13 I I don't know which exact ones that they repeat but sometimes when we look at them >> I have to really >> check. Yeah, they're separate when you're looking at them, they're separated by um the approval to fill the non-instructional vacancies. Those are our requisitions.

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>> Yeah, the vacancies fine, but then those two retirements and across other ones try and see why and it's something to look at. You don't have to answer the question right >> um I just wanted to uh ask some questions talk about item number seven.

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Uh Mike, >> this is this is the audit that we had talked about before. >> Yes. >> Uh if you want to talk a little bit about that and what you were envisioning with that. Yeah, >> absolutely. I know I know I spoke about a Hi everybody by the way. Um I know I

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spoke to a few of you about possibly looking at a deep dive into some of our procedures here within central office. Uh just to give everyone a little bit of background information for the last week and a half I've been able to meet with many many different directors. Um part of what I'm trying to find is where can

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we support you better so we can be more efficient as a district and we can meet the needs of students. A second layer to this will also to be some out an outside perspective who's going to come in and kind of do some similar things. uh starting with central office and then possibly doing some deep dives into

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different areas where we feel that maybe we want a different perspective or we want to raise some efficiencies there as well. I know that there are particular departments that we can focus in on if with one of those and I know we had discussed you know HR and hiring processes and promotion processes and

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things like that. That's one of the deep dives that they can do. >> Um and then kind of give us an >> Yeah. So so part of the process is you're actually purchasing cues. Uh and what each queue is is a different specific project that they can look into. So with this all-inclusive price it comes up with 60 six different cues.

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Now one of the cues though will be used obviously for just the overall central office about efficiencies about structures and about different ways we can go about things. Now again this is just an opinion for us to use as a leadership team uh to see where we can improve and there could be some also

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circumstances where they feel like hey whatever you're doing here is spoton great work keep continuing uh some of those things as well. So I think it's kind of an opportunity for all of us. Obviously we know we have uh many important cabinet level people who are

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moving on uh which is sad for some of us. We're losing a lot of institutional knowledge but also it's an opportunity to look at things uh with a fresh perspective and I think uh handover will assist us to do some of those things as well. >> When they do those audits I think would we get reports here at the board?

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>> The the board will be privy to all the reports. Yes. >> Good. >> Thank you. You're welcome. >> All right. The motion on the table does approve all the action items except numbered 1 through 26 except numbers 5,

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23, 24, and 25. >> Roll call vote. Trusty Bezi, >> yes. >> Trusty Deio, >> yes. >> Trusty Mos, >> yes. >> Trusty Pelichkov, >> yes. >> Trusty So, >> yes. >> Trusty, yes. President Jamie, >> yes. >> Motion passes 70. Now we go to number

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five. Uh number five is uh a change order. Um the background information there is everybody the recommended action is that it is recommended that the board of education

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approve the adjusted technology purchasing agreements with data image and peopledriven technology in the estimated increase amount of $174,540 to account for market price increases and vendor configuration modifications

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for a total of 1,2456 $67.24. >> So move support >> discussion. >> So this is an additional $174,540 uh to um the item that we approved back

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in April. This was an item that was brought up. I think there's about 2,000 Chromebooks in there. uh we had brought up about you know technology utilization and what are we going to do there um now it's come back here for an additional amount so question becomes why is it increased to to this degree and you know

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what is included in there and then also again we had brought up about utilization I know that there is and Mike I'm sorry I'm going to bring you back up here I know we had talked previously about I think there's a committee or there's a group that talks about utilization and they've been meeting if we can get like some sort of

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reporting We've been discussing a little bit in instructional cabinet and cabinet as well is what is appropriate usage for technology. Uh are some programs that we're currently using are they um you know just to kind of what Carol uh spoke

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to a little bit today are they impactful to some outcomes? Uh so what we're doing is we're looking at some of these programs like for example there's I Ready Pathways that's being used K8 right now. Uh we know the middle school students use it uh as part of a supplement to some of the things that

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they do day-to-day. Uh but we also know there's some elementary buildings that use it and that's where we had a discussion. Is it really impacting the bottom line in elementary? Is it helping our students? And I think there was kind of a consensus to where we really didn't think that it was really improving some student outcomes as much. Uh so we

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decided to move forward this year where we were saying uh as far as the pathways are concerned with that supplement program from I Readyies are no longer going to use it for now. Now it wasn't being used across the board. It was being used by some principles who are using it from some of their title budgets and things along

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those lines. We're also continuing to like take a deep look at all of our programs and initiatives, but especially I know right now, and I don't know if I'm allowed to say this right now, but we did discuss a little bit about, you know, AI and that policy um that I think some of you are going to discuss towards

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the end of the meeting right now is where is the balance, right? uh where can we use it to where it can effectively impact student outcomes but at the same time not strip our students of some critical things they need to do like critically think uh socially connect and things along those lines and

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this is the same way we're kind of looking at technology as well as AI and everything else moving forward >> so I know that some of this comes out of committee and there's I guess a committee or something along those lines if we can get some sort of reporting >> so there was yeah there's the TAC committee there's a technology committee

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uh that Mr. Bob Addi chairs as well. Um I haven't had a chance to discuss with him some of those things yet, but I did ask him about the the TAC committee or whatnot. I don't know if you want him to share just a little bit about some of the things that they discuss right now or is that more so something that maybe a conversation that we have a little bit

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later. It's up to you. >> Well, I think I know they I don't know their frequency of when you guys meet and objectives and all just kind of getting an idea there. And then also you know we talk about utilization but what metrics do we have to understand what utilization is right again I'm not

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trying to reduce metrics for the sake of reducing metrics right but what are some metrics that we can reliably say hey these are utilization metrics that we should be looking at and is it high is it low what are we doing to make sure they're in line with what what we have because it's very easy to say kids are

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on the they're on the computer too much right but what if they're using it appropriately what if they're not what are we doing as a district to say what is appropriate usage, what is not. Figuring out those metrics I think would be good. >> And that's that's a deep dive that's having a lot of people in the room. I think that this because very hard to say

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to pinpoint one thing sometimes and say, "Oh, this is the true impact, >> especially when we're doing five or six different things of why students are growing or why students are not growing, right?" Uh it's very challenging sometimes to pinpoint one thing. But I do think that it's possible uh by having

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a well-rounded conversation with many different people at the table who really have input and have a different understanding or a different perspective of what that technology or curriculum or whatever it is means to them. I think one simple thing that could be is you know and we can look at it you

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know each school is doing it a bit differently you know correct me if I'm wrong here if I'm not please let me know but I mean I think there would be statistics on loginins logouts you know how often are they on again somebody could log in close it log out doesn't necessarily mean they're utilizing it

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but I think again goes back to metrics what metrics do we have and where can we see utilization you know appropriate utilization >> and I know we do have some correlation data with different with different um curriculum or different types of uh technology usage. Uh we can look at that

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as well if they haven't already. >> Sure. >> All right. Thank you. >> Did you have a question? Trust >> I I did. Yes. So again going back to the reason for the price market price or vendor configurations

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and we know how much uh >> Tom would probably be able to answer that a little bit better. >> What we're How much was it market price and how much was it >> the the stressor that came on? Usually we would do this in the January February time frame but unfortunately MDE was

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very late in approving the title two or title one grant to fund these items and when we got it approved in April by the time we got the PO issued to the company with a grant you can't pay ahead of time. So we there was a price increase on May 1st. So we could not go out and

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and pay for it now by grant rules. we can't pay until we actually receive it. And therefore, we were subject to the price increase that occurred. >> And the other thing that's pushing us really tough right now, too, is with the AI push that the demand for equipment

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has gone extremely high. >> Yeah. >> So, that's why we we can't even wait. We hopefully there's not another price increase because we're holding them tight, but you know, we have to do it now. Otherwise, may not even get here by the beginning of next school. And what seems to be happening is there's going to be a continued increase for the next

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two to three years based on the demand for RAM that all devices use uh because of the uh data centers. So we anticipate that prices will continue to go up over time the next two to three years. >> Thank you.

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>> Okay. Motion on the table. I'll read it again. Recommended that the board of education approve the adjusted technology agreements with data image and people driven technology in the estimated increase amount of $174,540 to account for market price increases

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and vendor configuration modifications for a total of $1,245,6724. Trusty Bezi. >> Yes. >> Trusty Drosio. >> Yes. Trusty Mosu. >> Uh, I I voted on this. No, I voted no on this last time and I'll continue to vote

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no until we really reassess the need for technology used in our classrooms. So, I'm voting no. >> Trusty Pelichkov, >> yes. >> So, yes. >> Trusty Zaher, yes. President Jahi, >> yes. >> 61.

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All right. Next item. Item number 53. This item is titled approval of contract for superintendent. The recommendation recommended action here is that the board of education So I'm looking for someone to move that the board of education approved the contract for

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employment as superintendent for Dearborn public schools to Mike Aseli effective July 1st, 2026. >> I'll move it. >> Second. >> Second discussion right now.

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Um, anybody has any questions? >> I have no questions. But >> before before you speak, I I do want to thank you and Adam Blot for all the hard work that you guys have done. Uh, really appreciate it. There's a lot of um there's a lot of work that went into

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this. I saw so many emails back and forth, so many discussions. So, we really appreciate both of you. Adam's right there for those that don't know. Adam, he's our attorney. So, thank you both. >> Yeah. Um, that's exactly what I wanted to say. Thank you to everybody uh for

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their work, especially uh Mr. BLock and, you know, even having him work on the weekends up north um to finalize a contract with our new superintendent. Um I I thank also his attorney as well for their and him for their flexibility on

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the terms that we we all agreed and uh yeah looking forward uh to uh execute the contract obviously as a board and work directly with uh Mr. Superintendent. >> I do have a couple questions and

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but I do want to say you guys did such a wonderful job. I know I emailed on some things and I know Trusty Petoff I emailed on some of the things that you asked for. So I I would like maybe you could start and speak to it. >> Yeah. Well,

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while I understand that um the contract is what the contract is and I'm not going to contest it in any way. I do have concerns about the evaluation section on it. Um, I think it's um

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my concerns are that it's it's a little limiting in the way it was written. Um, too many specifics instead of just um noting the uh state of Michigan law that we are required to follow in case they

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come along and change it again. Um, so tying that to the contract and but my bigger concern is for this upcoming evaluation year, we have four board seats

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coming open in November. We could have a number of brand new board members who are inexperienced and and are unfamiliar with both the evaluation process and the new superintendent.

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and setting a June um deadline to accomplish that evaluation with a bunch of novice um board members may be challenging who may not understand how to interpret the metrics which also those can be difficult to have at the

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ready come the end of June some of the data that's being required to do the assessment um I had asked that we look at the letter of agreement that we had used with Dr. Glenn Mleco in 2023 when the

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state became more involved in the evaluation process because we had a lot of discussion at that time to create that agreement to reflect the changes and that wasn't um what was used in this

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current contract. So I I do have some concerns that it m might be challenging come next June depending on the makeup of the board and their readiness um to move forward with

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an evaluation and tying that to uh a brand new superintendent's first year. Um it is going to be um difficult potentially. So that was my concern then.

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I think Adam, there were some changes that we made on the feedback that I hear. >> And if I may offer a partial explanation, um, one of the challenges that we have is that we have a new superintendent, we have a law that indicates that the board of education

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has to evaluate them annually. Dr. Mleco because of his long tenure when the law changed had a slightly different situation >> which has forced us into a situation where we've got to kind of decide how what timeline are we going to do this under. >> Um and I can share that throughout the

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negotiation process there were some discussions and those dates shifted at to different dates based on the preferences of the parties throughout that conversation. Um what I can offer in terms of a suggestion uh with the idea that we may have a couple of new board members coming uh in a couple of

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months here is that let's identify the trainings for MASB tool now so that we can get those those folks trained up as soon as they are sworn in in January. Uh because one of those legal requirements that we will have to deal with is that the board is obligated to be trained in

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order to conduct that evaluation. And so, uh, I would encourage the board to look and schedule those things early, uh, so that we can get those things on the calendar to deal with just that issue because I agree with you that it is not great to be, uh, learning a new tool.

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>> Six months in, >> six months in. Um, but unfortunately, some of these things are tied uh, our hands are tied with respect to the requirements of section 1249b of the revised school code. >> I think one of the challenges that I had as a new board member, it's a little different than

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I've said is I was asked to vote on the evaluation and I was never a part of it. So that was a challenge that I had but as far as picking it up on boarding um right on boarding you could take care of

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that but where my situation was I was voting in an evaluation that I was not a part of. >> Uh any other questions? I have a couple questions. If not, so I I had a a couple questions.

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One of them is the 10,000 community stipen. Was there any discussion what it was? >> There was. Yeah. And this was in Dr. Glenn's Mleco original contract. So I came I came to surprise with that as well. So

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>> what is it for? I mean u so usually and and Adam can speak more to it but it's more of expenditures by the superintendent to community events where uh he or she would attend those meetings

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and obviously give donations um nonprofit organizations. Uh we did have a section that talked about also political activity. So that was addressed separately but it's it's pretty much uh

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the similar to what we're doing at Henry uh college um this stipened or is tracked but again um that the superintendent would expendure those things to the community support which >> is fine. I think the next question that

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I had and I don't expect an answer right now and it has no bearing on the vote is really the total compensation. We had the same situation back to it would be nice to know the total compensation

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um of a request for the superintendent more than salary. This is nothing to do with the vote. That's an ask. So, the contract will be publicly available for everyone to vote

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and to view, but um you you're asking for the number as far as adding like retirement, the stipen, everything to a number. >> Yeah. >> Something like that. That >> That's why I'm not asking for it right now because >> it's going to have to be calculated and it has nothing to do with

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>> Sure. >> the monthly. >> Yeah. Because u >> I think it's important that for transparency. Yeah, >> I don't have any other questions. You have a question? >> All right. The motion on the table is

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that the board of education approved the contract for employment of superintendent for Dearborn Public Schools to Mike Aseli effective July 1st, 2026. Trusty Bezi, >> yes. >> Trusty Drosio, >> yes. >> Trusty Mosb, >> yes. >> Trusty Pelich,

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>> yes. >> Trusty Sub, >> yes. >> Trusty Zaher, yes. President Aljah, >> yes. 70. Next. I >> I can give you a second. >> Congratulation, uh, Mike. Looking

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forward to working with you, >> even though we've been working together. So, congratulations. >> All right. >> Just so we don't have to do it when we start again, can we just make a motion now to extend the meeting to 11 o'clock?

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>> I'll make that motion. >> Uh, Mos, >> yes. >> Bezi, Benjio, >> Pelich, >> yes. >> Yes. >> Zah, yes. >> All right. Next is item number 24. This is a title resolution approving school

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improvement bond proposition. The background information is there. Um, the recommended action is that I'm looking for someone to move that the board approve, excuse me, looking for someone to move

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that the board approve the attached resolution calling for election and approving Calling for an election and approving school improvement bond proposition for board report 25169.

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Um, should we read the resolution? >> A little lengthy >> length lengthy, but I mean for trans for just so everybody can hear it. >> In which case, my question is that's going to take up a lot of the ballot space. >> No, the the the bond. Sorry, just for

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clarification. The >> we're passing the resolution that we passed will not be on the ballot. Correct, Paul? >> Correct. >> But we do have the actual ballot language. >> Yeah, the ballot language is so the resolution actually has two parts. There's a resolution and then there's an

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attachment to the resolution which is the actual bond language and so should we at least read suffice it to say the bond the resolution is just saying we're passing the bond language basically should we read the bond language into the record

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just in case anyone wants to come back and listen to it >> I would do that I don't know how long it is >> it'll take me about a minute and a half >> you're going to read the actual ballot >> the ballot Not the resolution, just the ballot language. >> I'm trying to figure out what it is you have.

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>> Yeah. So, what is what is exhibit A on everyone's uh >> I would get started then. >> Yeah. All right. So, just so that it's on the record so no one can say we didn't read it and everyone should hear it. So, it is and of course I assume we'll publish it if we pass it today. Um

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the ballot language is titled school improvement bond proposition and the ballot language asks shall the Dearborn public schools county of Wayne State of Michigan borrow the sum of not to exceed 1 bill510

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million and issue its general obligation unlimited tax bonds in multiple series to pay the cost of the following projects in order to implement the school district's 2020 2020 2026 Pacific facilities master plan which includes

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the construction of new preK8 school built prek to 8 school buildings major renovations at all school buildings including the three high schools expanding space for career education programs safety and security measures improving infrastructure for steam

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programs and traffic improvements which include erecting and completing new school buildings and other facilities remodeling constructing additions to equipping re-equipping furnishing refernishing school buildings athletic fields, playgrounds, and other facilities. Acquiring and installing

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instructional technology, infrastructure and equipment in school buildings and other facilities. And preparing, developing, improving sites of school buildings, athletic fields, playgrounds, and other facilities, and the purchase of school buses. Then they will be asked to answer yes or

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no to that. The maximum number of years any series of bonds may be outstanding exclusive of refunding is not more than 30 years. The estimated millage that will be levied to pay the proposed bonds in the first year is 3.14 mills, which

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is equal to $3.14 per $1,000 of taxable value. And the estimated simple average annual millage that will be required to retire each series of bonds is 5.6 mills annually or $567 per $1,000 of taxable

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value. And then finally, pursuant to state law, expenditure of bond proceeds must be audited and the proceeds cannot be used for teacher, administrator or employee salaries, repair or maintenance costs or other operating expenses.

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That's the complete ballot length. >> You will have to have page just for that. >> Thank you. That that really helps. >> We're doing exclusive action item approvals just so people can

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hear what's going on. Um any question from anybody on Okay. >> So Paul Oh Paul, just to be clear so so people understand um we've put forward a master plan that we but it's a plan. So

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correct >> as things this we're talking about a >> could be a 30-year process here. um or anyway a long process many years um I don't mean a proc the process of building but I mean whatever it's going

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to be a lot of years so just to be clear we're asking people to um pass this bond for this amount of money um and we've put forward a plan but that doesn't necessarily mean everything in that plan is written in stone right

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>> correct >> circumstances might come up we might different priorities might come up whatever it might Correct. >> The big question is we're asking the community for this money because we need to do these things. We put out a plan to show that we are >> aware of what we need to do and sort

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sort but at the same time community input is the point I'm trying to get to. Community input will continue to be taken even after we pass the bond for what projects we should move forward with in the plan. Is that correct? >> Absolutely. So the facility master plan really is a 15 to 20ear plan and again

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it's kind of based on today's taxable values. Um Mr. Well done a great job working with PFM. So it kind of comes every three years, but part of that phase one is community input. Um so again talking to the community that those potential PKs would be involved with. Talking to the teachers,

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administrators, government officials to really make sure you're looking at that from an enrollment standpoint, longevity standpoint. Um and then that same process actually happens for the other three phases. And so the goal we get all this work done in that 15 to 20 year window. Um it's all based on the number

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of dollars you can get at any given time. And your the district's in a very unique opportunity. So what's going to be um one of the things we've talked with the city of Dearbornne is for the homeowners if you looked at your city and school district combined it's going to stay at 26.3 mills. So there's some

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combined sewer overflow debt mills that's fallen off. We got the 3.14. So at the end of the day that's how you keep it at the same uh millage rate. But more importantly it does give the district a 20-year funding source. Some people ask, well, what if we just did a 10-year bond? It's still going to be

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3.14 if you do over 10 or if you do over the 20. So, having that 20-year funding gives the board and the community an opportunity to really focus on that PK8, but more importantly establish a process for the existing 11 elementary schools, the middle school, the high schools, and also the support facility. So, when you

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reference the 30, that is the payment process for so think of as a 30-year p mortgage, but I want everyone to know it's it's a 15 to 20 year plan. Um, and again, I really do appreciate the board, um, Lamese and Mike for their time and the and the administration's team to get this. So, >> Trusty Basy,

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>> just want to piggyback on that a bit. I know that, you know, we've had discussions where people say, you know, chunk it out and this and that and and every plan that we have seen, um, you know, there's shovels in the ground, right, at year five or year 10, wherever it is, but, there's years that happened before that in planning. Absolutely.

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when you actually just look at the planning phases, we are constantly getting feedback for 5 10 about 15 years as we're building all of this out. So it's not one of those get all this feedback and go. It's we're constantly getting that feedback as we're going. We

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have this high level plan of this move that we want to make this generational change that we want to make for our schools that you know 20 years of building, 30 years of paying but you know um benefits for 30, 40, 50 years.

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um that um I think we need to make sure that people understand we're always getting that feedback and this is a generational shift. This isn't back on the wall making things look good. You know, this is this is this is >> potentially revolutionary change for our

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students now and into the future and revolutionary change for our local economy. you know, going to the businesses that are the local businesses that are here, making sure that, you know, um, you know, locally those businesses, they're put to work here in Dearborn building these things and that

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comes back right into our economy. So, it's not only just a benefit of everything we said for our district and for our students, but it's a benefit for our economy as well. >> Agreed. 100%. And what I want to also emphasize is just because you may be a school that's in a phase three or phase four, you will actually see some work in the first several years, secured

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vestibules, toilet rooms, athletic improvements. Um, so again, working with the the district administration team, more importantly, the board and the community of what are those priorities that are district-wide critical infrastructure as you're going through that planning process. So again, if I'm a a snow or a stout, I don't have to wait for a new roof. I don't have to

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wait for a secured vestibial. I'm getting that in the first couple years. Um so again that's just that commitment to make sure every student sees something in the first uh phase regardless of when your school's >> trusty mazo. >> Yeah. I just also want to go on the

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record and make sure that this is happening in the first few years for those schools that are not being touched as far as being replaced right there. There might be just renovations there. There are schools, I don't have to mention names here, where you walk

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into their gyms and you would say this is not acceptable for our kids to be here. Um or um you know they're looking at the roof, the roof is deteriorating. Is it possible if we can prioritize those schools

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um early on, especially that they're not getting a K8 um they're going to stay with the same building that we're improving obviously roof, gyms, things early on. Absolutely. Before everybody else Yeah. So, the good news is I think

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commend Mr. Andrews, his team, they've actually got a great 2.4 million square feet of these roofs are here. 70% are out of warranty. So again, you look at a stout, that roof needs to be done. We're not going to peacemail it and do portions at a time. We're going to basically get a brand new roof that that school. And so even though you may be

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that that green or blue, that second or third phase, we want to make sure you're warm, safe, dry. So the secured vestibules, integration of technology, um we think every student should have access to the, you know, latest and greatest. Same thing with collaborative furniture. So again, uh I just want people know there's about $180 million

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of district-wide that you don't have to wait that year, you know, phase three or phase four. But most importantly, there's community input and design at every single major phase. Been very successful work with other districts where things do change every 5, 10, 15 years. You know, enrollment could go up.

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Um, you know, school board members could change. Mike said he's here for the next 20 years, so that's good, Mike. Great job. Um, no, but at the end of the day, seriously, it is that prioritizing that things that are warm, safe, tribe. We heard, you know, a parent from Maples. Maples is get new air conditioning because again that that's that piece of

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what are the priorities of the district. Yeah. In the community. >> Go ahead Trusty sir. >> Um and then just to be clear, Paul, I know we've discussed this uh quite maybe just a little bit in a public meeting before. We've also explored what legal

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avenues or at least started to discuss what legal avenues we might have in order to direct um a lot of this money back into Dearborn businesses and contractors. Is that correct? >> Yeah. So, uh a lot of districts look at as local stimuluses. So, you have board policies relative to professional uh

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services relative to construction services. Obviously, you have state policy as well. So, again, the state bidding threshold is just over $31,000. So if it's say construction related um it's going to be advertised on Sigma. It's going to be advertised locally in the papers uh as well as the construction association of Michigan uh

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periodicals. We actually want to work with the chamber of commerce and kind of do some lunch and learns of how to get registered. Um and again just it's the reach out and communication throughout the whole board and that's part of our task too is dashboard reporting to the board where we at financially where phasing wise where are those

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opportunities but definitely local participation is one of those that we want to help focus on. It's been very successful with Grand Rapids, Lancing, Detroit, and some others. >> I I if I don't see anybody else. So, I had a couple one of them I know I'm

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going to repeat um based on the calls that I got and they received people were a little afraid of what's happening and and I'm glad uh you mentioned that community input will

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be there and this is to reassure the community that we will allow for community input. It's not it's in stone. That's that's one perspective. Also the there's also the fear that uh and I mentioned Becker as an example

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and I'll explain myself a little more. So when we did these schools we did a lot of multi-purpose um gyms and so on. They're um they're okay for efficiencies but but they're not for uh functionality. They don't serve the

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purpose. So, we want to assure the the community that when we look at these schools, K through eight or high school, we're going to have the auditorium, the swimming pool, the full functional gyms, um, state of the art, and you know, the

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other thing that you mentioned is the the the design of the school, uh, the flexibility for uh, this Century 21 is said, "Okay." Uh, so that's that's

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one thing that we want to make sure that our community is aware that this is not in stone and input will be there and there's a room for seeking input and we're not just going to send boilerplate

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u emails. President, I have one more. >> The last uh the other thing is I I do want to ask during this process, we want to make sure there's transparency. >> This is really really important to me. Um we want to be able to make sure that

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the community is aware of what's going on and you know we don't want any mistrust. Uh I would ask also on the procurement process. I would ask that the procurement process

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gets more visibility. U we need to do a little more like HFC where there's visibility to the minimum qualification, the mandatory qualification, the evaluation criteria, the metrics that uh

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shows how you chose the vendor. This is really really important and the the makeup of the uh the RFP uh selection committee. We cannot do it in a vacuum. Uh and whenever we share with the with the board any RFP

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um let me take it back. We want to share with the board the RFP all the information packet. We want to be able, this is not micromanagement, but I want to be uh reassured that we're doing our best to make sure that the process is

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fair, transparent. Oh, please. I know Katie wanted to respond as well. Um, first I want to respond to the phone calls you're going to get. People are going to make statements like we heard

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today. When people are uh making statements to me, I ask them to turn it into a question because if somebody is going to come to me and say this is not equitable, turn that into a question and ask me how is this plan equitable because what are they basing that

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statement on? It's been working for me because it helps them assess what they're actually saying. Um that's just something uh the your need for trust and transparency is what we all want to

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happen. It's what will um help us build better relationships with the district. Uh if they give us this money, they are believing in us. They are entrusting us. And so that's a that's a burden and a responsibility we don't take lightly. And every penny that

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is given is for the students. it's not for us. So, this is the mindset we are approaching it with and Mike has said it numerous times. We need to stay under budget because you never know what the future brings. Regarding the RFPs, if you want to approach KD a little bit, um

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I I I don't have that much experience, but I will say that the way the proposals came in were hard for me to compare one to the other. Maybe it was the design and how we were asking it. I have no idea. But we had to do our own

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work after getting them to do a comparative chart, which should have been a lot easier for us. And then we ended up having interviews with each company because we were a little confused with with what each company was offering. But I know you wanted to

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anything more you wanted to expand on >> you want to add to before u so uh Katie can give us the complete answer. when I say um RFP um so when you do an RFP and I'm preaching to the choir you have to provide the the the minimum

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qualification the mandatory qualification you have to put the all the criteria so if one doesn't give you for example the criteria is you got to give us a price >> and one doesn't give you a price then they're disqualified >> uh so when I was looking at the three

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biders for the next item that we're going to talk >> I could not see a price for one So to me that's not do we have the right u criteria to be able to vet these up. Do we are we able to share with the board

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in a packet uh to say this is how we rated them? Usually in the Ukraine RFP you have a a rating formula you have questions you have those are like basic RFP processes that I'm sure KD and

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everybody's done. When I saw the last RFP, I'm like, one doesn't have um cost, two have cost. Um like what were the questions? What were the minimum? What were the the criteria to vet them out? Is there references? Is there um you

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know, is the whole RFP process in place or are are we ad hoc? Sorry for saying Katie. >> That's okay. This was a little unusual. Uh it's not like an engineering firm or an architecture firm where there's specific criteria, you know, you have to

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be licensed, you have to be da da da da. Um we did vet everybody. Everybody had references. I call well everybody had the opportunity to provide references. One of them did not provide references. They uh provided statements from former customers. Uh the ones that had

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references, we did call the references. Uh we did have standard questions we asked all. >> Sorry, just a point of order. I'm not sorry. >> We're not on that item. Are we talking about the >> No, but we didn't. We're on a motion. But we're on a motion for 24. >> I agree. Plus, I think >> let's finish the motion for 24. We're

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going to talk about all this, but let's finish the motion for 24. >> Hold on. Point of order. I said transparency. It kind of plays a factory into it. >> We're going to do things for the bond. If we're going to vote on the bond, have to respect my comments to say we have to have it relates to the bond. Anything

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that we do in bid, it relates to the bond. If people are going to vote for the bond, there has to be transparency. So, it does play a factor. Well, >> if I may, I know from a capital perspective, um, a lot of our clients, if it's Henry Ford, Huntington Place, um, other school districts, we actually

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work with the board and create what's called a governance and RFP, like criteria based selection process, what's important to the board, what's important to the community. So to your exact point of there's a ranking and appointing system of price has to be a consideration references experience with

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the district local um residency um union non-UN. So those are things that we work with different districts boards to come up with a request for proposals if it's for architects engineers construction managers testing agencies but we do that with the board before the RFP even goes out or is being drafted. So there's that

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point system that we all agree to so that when it does come back to your point didn't include references, forgot the bid bond. So again, it's it's a process that keeps everything transparent. And again at the end of the day you'd see you know again from a from

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bond's perspective um that that process in that vein and you mentioned HFC which I agree with. I think a lot of I think a lot of um uh when we have things come over HFC it comes over with a board report that shows here's what the RFP was about. We have those pieces in

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there. Here's everybody that submitted a bid. Here's what their bids were. Here's why we chose what we chose. and then it goes into the official record and everything's transparent, you know, and so I think, you know, maybe following or looking at like what that process that HFC has, I think would be good because one, it informs us as board members, we

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see that whole process as it went through, who was chosen, why they were chosen, if something was missing. Maybe this was the second lowest bid, but we chose that because they met these other criteria. It answers a lot of the questions as we're going through and it's part of a board report. It's part of public record. Everybody sees that.

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>> Yeah. And just just for the record, the next item plays into just comes after just for the bond. So I don't know why we would say has nothing to do with that. Second of all, I do want to say one more thing.

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I think people are going to go home. This is five billion and we really need to really serious thoughts. Um, one of the thing I do have a problem with is I want to make sure if I vote for this

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bond that our district remain closed. Um, we're going to spend 1.5 billion and I need to know from Mike and me, are we keeping our district for the taxpayer that are paying for it? I I don't want

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to open it up to others. Nothing personal, but if we're paying for it, then it should be for us for the >> tax. We have an agenda item. >> Yeah, we just passed an agenda item to that effect. >> We did >> for this year. It's every year. We need

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to >> I get it. I get it. But what I'm This is also to put the board members on notice. Uh there's an election coming up. I don't want for me we're if I'm pushing billion I want it

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to be a close district. I want to focus on our kids. So I'm just making a statement and if you don't do agree with it that's fine. >> I I just want to say I agree with you. I think we should remain a closed district. >> That just for the record that has been

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my stance all along. >> Does anybody else have the same stance? I think we all we all just passed we all agree with you. We all just passed the >> this year. >> No, but I mean we can't we can't >> I'm I'm I'm asking for the public. >> No, we all agree with I think we all agree with you, but we can't lock in future boards. Future boards can do

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whatever they want to do. >> They could I don't know that I'm going to be here next year. >> I was going to say that. >> All right, that's fine. That's fine. I I made my comment clear and I just wanted to be on the record. Uh >> yeah, just one thing I I I just I would be remissed if I would not say this.

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going back to the discussions about like short short changing students or families as far as the square footage and looking back I went back to the Salina's uh example and just to look at the plan for it and you know when I visited

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Northville and saw how they kept their gym they kept some of their facil newer facilities because we have a lot of buildings like Henry Ford Elementary for example that had pieces and pieces that were built over the years we're not going to get rid of everything.

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Obviously, there are some things that were recently built and we would have to just keep maintaining those. So, on that Selena plan, this the community center will stay there. The new gym will stay there. That is existing and be utilized for athletics and will be reused.

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>> We're even thinking about, you know, soccer um indoor soccer uh facility for that population and for the entire city as well. So, um, yeah, the plan, especially the K8 plan, I believe will

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be equitable. I could confidently say that. And I'm I'm very very excited uh to hear people's uh views on the bond and how they perceive it. And I would hope, obviously, we don't want to repeat

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the same mistake in 2019 as far as talking about millage, that we're being very, very upfront. this is how much it's going to cost. This is where the marketing comes in for you to continue. Obviously, we have this plan with the city that when they're retiring their

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bonds, we're stepping in. >> Correct. >> Yes, this is a new tax and let's let that be straight up. It's a new tax. However, it is continuing the same pay that you're currently paying toward the city services and the school services.

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We're just taking more of the big bite than the city. As of right now, the city is doing that with the sewer project. Uh but having said that, we have to be very very transparent to the residents. If your tax bill value is this much, this is how much your taxes are going to be

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increased by. >> And we've done a great job with PFM on different districts where they actually put a a calculator on website. So if you're >> Sorry, Paul. We need to make a motion to extend the meeting to 11:30. I'll make a motion to extend the meeting by 30 minutes. >> Second. >> Trusty Mos.

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>> Yes. >> Trusty Bzi. Yes. Trusty Droio. >> Trusty Pichkov. Yes. >> Sub. >> Yes. >> Zahari. Yes. Cheryl Jamie. >> Yes. >> But again that's a great opportunity I think working with Katie the team um your financial advisor to create uh tools and as a resident you can actually go on to the website and calculate what

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that would be. Um showing the combined villages of the city as well as that's a great point. Terms of salience specifically you're right. Um, we're going to keep about 22,500 ft² of the gym community center. SL Elementary is current 73,000 square feet and we're putting about 100,000. So in totality

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that campus almost have 200,000 square feet where let's say another can maybe be 160,000 170,000 square feet. But again, what's important to the community? Is a full-size soccer football field more important or potentially a different configuration? So that's where that community input

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comes in during that planning phase and all phases of the bond. They don't have any. >> Yeah, we're still on number 24. >> Um, if I may, >> please. >> Um, I I'll just jump in to say that I'm really proud of all the work that's gone in and thank you to everybody who's been

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involved so far and I know there's, you know, a lot more work to go. Um but to the community members to to anybody who has you know questions or doubts or or any fears please um our lines are open our emails are open the district is open. We've hosted so many open sessions with different stakeholder groups and

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continuing to do so. So if you have a question if you have a concern all you have to do is ask. Um and if somebody doesn't give you an answer you know come and let me know personally because I will make sure it happens. But until then, please refrain from having, you know, any any judgments or making any decisions until you have your information because, you know, we're

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building this thing as we go and we're building it with the community. So, I would really appreciate, we invite you, we welcome you join us in building this thing for the future of our kids, for the future of our community. Um, that's what I have said. >> Any community members can come, a small

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group of people, email us, and we will be more than happy to present to them. Um, we've we've reached out. We've we've tried to reach out to everybody in the community, but it's hard. We're letting you know, reach out to us if you would like a presentation. We're more than

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happy to do. >> You know, on that note, and it was a question that I was I I have we keep talking about want feedback from everybody, and we talk about like when the bond is passed, we're going to get all this feedback, but I mean, we're in feedback mode now, too, you know? Oh, absolutely. And so like from now

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>> that that the lady maybe she's not wrong but it was a it was a proposed it was a draft. No >> based on the feedback the last couple months we every other day and we adjust everything based not not just one person

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says it but if we're noticing trending information or feedback we're making those adjustments. I don't what I want to say is I don't want people to know it's we're going to continue to have feedback forms just like Superintendent Sore said if you have a group of people and you want a

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personal one- on-one here's a presentation email superintendent swore you email the board whatever it is we can help arrange that but we are also going to continue to our outreach efforts from now through you know 3rd and hopefully November 3rd I believe hopefully you know it passes and we

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continue you know so it's it's been going on and it continues to go on. Uh, but to Superintendent Sor's point, I think we have been reaching out to the community a lot and we've been getting a lot of feedback, but there's also been a lot where it's been difficult to get things arranged. We will continue to do that, but please, please, please, if you

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are a stakeholder in Dearborn, if you are a parent group, if you are a a neighborhood association and you want a meeting to understand this and how it's going to affect your neighborhood, please reach out to us. We will arrange that. We will answer your questions. We will take your feedback. This is a

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community bond for our students, for our community on so many factors and we want to make sure as many people are educated about this as possible. >> Sorry. >> Yeah. Um I had um a a particular uh

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group of individuals uh when we first started proposing this and we had the fielding study only and and uh managed to get Quinn Evans to come in because we have a lot of community members who are very much interested preservation

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and um we had to make some difficult decisions and I had to compromise um at some stages of what could be preserved successfully and and what had to be um given a different direction. So

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I just for all those people who are still concerned about that things are going to look a little bit differently than what one had hoped originally and we could potentially as everybody's saying right now what we're voting on is

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a dollar figure. It's not the final plan because we're doing this in phases. We're going to see as things progress what makes sense and what fits with um what the community is looking for and how they want their tax dollars spent.

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So at the end of the day, um something's had to be accepted as a um growth for the community at large for our students to to um move into the um

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future of the community. And sometimes that can be painful with the changes that you might see. But we've protected a lot. We I I fought

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tooth and nail to make sure that we protected as much as possible with what the community understood um was our history. And part of that history is neighborhood schools. and we tried very hard not to lose that representation for

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our neighborhoods. So, I just want people to be assured that all of the thought that was put into um this proposal um because it does sound very scary when you look at a the dollars that that

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we're asking for, which by the way, we're not all going to have in one lump sum sitting in the bank somewhere um collecting dust. we're going to only be accessing what we need for each phase to um move forward with the uh

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infrastructure needs. And at any given point in phase 2, phase three, phase four, we might find that we're going to have to um refocus again as the needs are um

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developed. So that being said, you know, this is a hard pill to swallow for a community and most of the community is going to just struggle just with reading and understanding and digesting the ballot language, let alone anything

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else. So, we're going to have a a a tall load to um inform the community and make sure that they understand and that we don't get a lot of misconceptions about what we're planning on doing.

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>> Sorry, I just want to be clear on one thing. I know that we obviously are asking for a lot of feedback and not everything is etched in stone, but I will say a lot of phase one things like if we were to look at it, right, phase one things are 80% they're because we've already been getting feedback because there's urgent needs. Correct. Um, you

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know, like Lori and things like that where I think the phase one things, the urgency is there, but also the time and effort has been there, the research has been there, a lot of feedback has been received on that. as we go into phase two and phase three and phase four and we're talking about five, 10, 15 years as we go down the line, we continue to

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get those feedback and is are those things etched in stone? No. But the phase one things, you know, I think hopefully in November when this is passed, we're talking about 2027, 2028, people are going to start seeing change right away. You know, the the safety, you know, safety concerns, safety

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vestules, uh, Lori, HVAC, you know, those those things, people will see those right away as we look at more. And again I urge people I think we have the presentation online right urge people look at the presentation we're referring to things that we have in our mind it's there people can see it can see the phasing and again I don't think I I can

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emphasize this as much as I can if you want a meeting with a group of people we will do that and we will sit and meet with you and we will take your feedback and we'll make sure you understand the plan as it is >> and actually even for phase two you're going to start those planning conversations in like year two or three after the bond passes. So you want that

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year and a half to two years of planning. So when that cash comes in the door for that second phase, you're starting construction, not sitting around waiting for, you know, community input and things of that nature. So um I do appreciate people kind of going to the website, looking at the four-phased approach. Um and again, I think it's a

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solid plan. I think takes the best of both reports and really is a student centered uh ballot initiative and it is will be it will be transformational for public. Appreciate it. Any other questions? So, the motion on the table is that the

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board approve the uh attached resolution calling for an election and approving school improvement bond proposition per board report 25169 uh with the ballot language that I read

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before. You want me to read it again, Trusty Peliskoff? >> Okay, >> I've got it. I've got it >> burned in. So, a yes, just to be clear, a yes vote is to put this on the ballot this November. >> Trusty Bezi, >> yes.

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>> Trusty Drosio, >> yes. >> Trusty Mozb, >> yes. >> Trusty Pichchoff, >> yes. >> Trusty So, >> yes. Trusty Zaher, yes. President Ji, >> yes. >> 70. Sorry, my my question was can I I don't remember

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who motioned. >> Oh, I don't I didn't write that down >> because I don't think anybody did if my memory serves me right. >> Oh. Really? >> That's how we had discussion. >> Yeah, that's how we had the discussion. >> No, we we jumped right into some qu a question. >> No motion. >> I asked for a motion.

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>> Okay. Well, I mean, did anybody write it down? >> If no one wrote it down, then >> Okay, >> I'll have to do it again. >> Let's just do it again. >> No problem. I'll just do it again. I'm looking for a motion that the board I'm looking for somebody to move that the board approve the attached resolution

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calling for election and approving school improvement bond proposition for board report 25-169 with the ballot language that I read earlier. Who will move that? >> So move. >> Who will second? Support by Pitchkov. Okay. Roll call means you want to put

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this on the ballot. Roll sorry yes vote means you want to put this on the val ballot in November. Trusty Bezi. >> Yes. >> Trusty Drosio. >> Yes. Trusty Moz. >> Yes. >> Trusty Pelich. >> Yes. >> Trusty Subah. >> Yes. >> Thank you. Trustee Zaher. Yes. President Jah. >> Yes. >> 70.

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>> Next item is item number 25. >> Can we clap? >> Oh, sure. >> Thank you. Sorry. >> Next item is item number 25. The background information is here. Sorry.

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Sorry. The moving language is this. I'm looking for someone. So, it's recommended. It is recommended that the board of education authorize the administration to work with the House consulting at a cost of $60,000

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for consulting services plus up to $310,000 for additional hard costs to assist with the information campaign in this bond. So I'm looking for someone to move that the board of education authorize the administration work with

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them as I just said. Trusty Pelich >> second. >> Second by Bezi. >> Uh does anybody have any questions? We have a couple questions. >> I know. So one of them is when you look at the proposal or fee that was shared

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614,000. The detail breakdown said 310,000. Will you get a clarification on that? >> Yes. Uh, as you noticed, if you look through the RFPs, there was a lot of variation in them. One only had consulting services. It didn't talk

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anything about hard costs. One had consulting and some of the hard costs, most of them. And then this one had everything included, including a lot of things the district was going to provide. community meetings, uh things that we didn't

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things we didn't think we wanted as well like uh doortodoor knockers and and parties or not a party and gathering after the election day and some other things. So, we went back, we talked to all three of the the biders and then we

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went back and talked to them and said, "This is too much." And we went through and we picked the things we thought we wanted because they had them line by line. We said, "We'll pay you your consulting fees." And then we want, you know, X, Y, and Z. Um, like we wanted the postcards, although we reduced it to

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six postcards from eight. We wanted I need a list. Uh, text messaging services, digital advertising, uh, data acquisition and audience development. That's where they can get like voter roles and voter information. And so we can target mailers if we think that's what we need to do. Also, we could

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target some of the text and some of the other things to people who are more likely to vote. Um, and then that was the majority of it. So, that's why the RFP doesn't match what we're requesting from them because we struck some of the other service like the community

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conversations. We're definitely going to have those, but the district traditionally organizes those. We don't need to pay somebody else to organize those. They're going to be at our schools with our people, so we don't really need to organize to pay somebody else to do that for us. Does that make sense? >> It does. If Okay.

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>> And it shouldn't affect my vote. Uh but if you could give us what was agreed upon for the 310,000 >> because when when I look at the RFP, I see 614. So sure you analyze it and I appreciate that you looked at things said we don't

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need it, >> right? >> Uh if you could give us the board what deliverables are going to be. >> Yes, we can do that. And those will be build as they're done as well. So, if something changes, we have a little bit of flexibility there, but that should cover the bulk of our expenses. There is

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a a separate um item the communications department already has for some advertising that wasn't included because we'll build that directly to us or the but that wasn't huge. That was some newspaper ads and uh oh, lawn signs and some other things will just be build

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directly to us rather than included in them. >> Trusty and the trustes are I didn't see this. So thank you Katie was so obviously we're doing this asformational campaigns. Yes. We're not saying vote yes or vote no

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>> district might be a separate advocacy campaign but that's not what we >> that that's not related to us or at least we don't pay for that >> exactly. Um, so as far as the costs or the associated hard costs, if that

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passes, if one item is more than the threshold, doesn't that need to come to the board? >> If we spent beyond that, yes. >> Okay. And then was the chosen vendor the lowest bidder? >> No. >> Okay. So after your interviews, you felt

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like although they were not the lowest bidder. >> Once we negotiated with them, they were in the price range of the other bidder. The third company didn't include any hard costs >> and they didn't want to include. We asked them, could you give us any kind of estimate and they said, well, you

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know, after we have the contract, we'll sit down and talk more about what you want and then we can give that to you. But obviously, we can't really compare them because we have no idea what they think they're going to want to spend. So, and then the one company did say, "Here's our consulting fee, and we expect your hard cost to be within this

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range." And what we ended up with with the house was within the range, the upper end of the range, but was it within the range of the the other company? >> Okay. >> The other investments I was 197 B70.

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>> That's including the hard cost. >> I'm not sure the detail came. >> That was the hard cost and the consulting was the range he just gave. >> Okay. They were also from Ohio, so we were a little concerned about how well they would know our community or even know Michigan law. >> Okay. I see there. >> Yeah. I mean, I think to me it's very

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important that we bring someone into that knows our community and has works in our community. There's no learning curve. Um I think there's great value with this company in that respect. I'll be voting yes on this. But just to

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be clear, what we're what we're authorizing is a fixed cost of $60,000 for the consulting and a up to cost of you might spend less than 310. >> We might spend less, but if >> that'll be basically on the

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administration working with this company if we pass this. >> Um but and of course you'll be costconcious because you >> Yes. >> Right. So we're authorizing an up to amount for hard. We don't have to spend $300,000. >> We're authoriz authorizing an up to amount

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>> for $300,000 and a fixed amount of $60,000 for the consulting services. Correct. >> Correct. >> One thing I did want to say I was talking about the RFP, the one that did not provide a cost, we should not have been approaching them to ask them for

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cost because if the criteria was they need to provide a cost and they don't meet the criteria, then >> just pitch it. then pitch it. That's all. As you >> just want to be clear on something, you know, I've worked with other with groups that do advertising and such and some will charge, you know, with their hard

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cost. There's like a management fee or something and they're making a little money off their cost. We're not dealing with that situation here. Correct. >> It depends on how you want to define it. Um, like their postcards, we could probably do the postcards cheaper ourselves, but they have a fee to design and a little bit more than that. We

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don't have the wherewithal to do it all ourselves. So, I guess what I'm saying is no, there's sometimes they'll say, "Hey, whatever you're whatever you're charging, we're making 10% or we're making whatever it is." >> There's nothing like that. >> Nothing like that. Okay. >> Questions? Question. >> But just Sorry, but sorry. Sorry. But

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just to be clear again, every time the if we approve this, every time the House comes to the administration and says, "Hey, by the way, this is going to we think you should do this and this is going to cost whatever we have to make,

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>> right? You're the ones who are making that decision. They're not they're they're advising on all these things and the administration ultimately is making the decision on these. Correct. >> And they're pro Yes. And they're providing much neededed advice for how do you organize? >> Sure. Obviously. Right. >> We do fundraising once every three or four years, and it's important, but it's

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not the core of what we do. >> Sure. Sure. I get it. Okay. >> No questions on roll call. >> Okay. Okay. So, this is a motion that the board of education authorize administration to work with the house consulting at a cost of $60,000 for

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consulting services plus up to $310,000 for additional hard cost to assist with the information campaign for the bond. So, a yes. The yes vote would authorize the administration to do so. Trusty Bezi,

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>> yes. >> Trusty Drosio, >> yes. >> Trusty Mosb, >> yes. >> Trusty Petov, >> yes. Trusty Sub. Yes. Trusty Zahari. Yes. Trusty Subar. Sorry. >> You voted for >> Trusty Subar. >> Yes. >> Sorry. Trustee Zahari. Yes. President Ji. >> Yes. >> Okay. 70.

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Okay, that's everything. Now, let me read the whole list. >> Summary of agenda action items. Number one, approval of warrants per board report 25150. Number two, approval of an award to Cognia. Is that how you say that?

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>> Yes. Cogna per board report 25151. Number three, approval of an award to Amplify Education per board report 25152. Four and five, approval of change orders. Number six, approval of an award to Southwest Food Service Excellence per

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board report 25153. Number seven, approval of an award to handover research per board 25154. Number eight, approval of district blanket orders per board report 25155. Number nine, approval of financial institution designation resolution per

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board report 25156. Numbers 10 through 13, approval of non-instructional and instructional personnel items for P12. Number 14, approval of financial statement for board report 25161. Number 15, approval of the 2026 schedule

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of board of education meetings for board report 25162. Number 16, approval of district membership in the Michigan High School Athletic Association per Board report 25163. Number 17, approval of resolution of school of choice. Number 18, approval of

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the resolution for adoption of the 24 2025 second budget revision per board report 25164. Number 19, approval of the resolution for adoption of the 2026 2027 budget per board 25165. Number 20, approval of the 2026 high

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school graduates per board 25166. Number 21, approval of cooperative agreement with Wayne Westland Schools for 2026 2027 per board report 25167. Number 22, approval of sale of property per board

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report 25168. 23 we did separately, 24 we did separately, 25 we did separately, and 26 approval of donations. Okay, next item on the agenda. Sorry.

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Discussion is the next item on the agenda. Oh, sorry. Discussion is next item on the agenda. Policy update policy 558, use of cellular phones with Lameisur and K Katie uh Hedrick. So the policy committee discussed this last month. The changes are pretty much

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to meet the new state law that changes the definition of cell phones to telecommunication devices. So your smartwatches, your metagasses, all that kind of stuff now would be included. >> I have one question. And I saw that in the updated change and you said that he

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had it was changed and I'm assuming this was the change um after talking to the high school principles um in the original policy um cell phone use during change uh hallway changing

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classes um was banned and now it's not. um was what was their um >> the high school principles just said there's no way we can enforce that you >> so it was an enforcement issue. >> It was an enforcement issue and I don't think Courtney would know more but I

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don't think they saw it as a problem at that point in time but it was mostly enforcement. >> Well I worry because I know that a lot of the times when we had a discipline issue a lot of the cell phone things that we were watching were with confrontations or fights were in the

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hallways. So they were using their phones to record bad behavior. Let's put it that way. So I'm not so necessarily sure that there's not potential for an issue. >> Uh no, it's a very fair point. So um the

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purpose of this policy is to align with the law that was passed back in February which restricts the use of um wireless communication devices during instructional time. Right? So, the policy was adjusted to update and comply with that law. Um, getting feedback from the high school principles and thinking

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of how they're already implementing and what direction they'd like to head with things as well is part of their feedback was that in terms of the hallway usage, it's just something that is very difficult for them to um enforce given the number of students, passing time,

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all those pieces. Now, that being said, just because it's not part of this doesn't mean we can't hold students accountable for behaviors that are related to things that they're doing. >> So, if they're lingering in the hallway instead of going into the classroom or whatever, you know, because that that's

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where I see the, you know, >> Yeah. >> to I understand. So, we're we'reighing enforcement probability versus bad behavior while using the phone in the hallway. >> Yep. And part of what we're doing with

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this as well is that we are working closely with the high school principles to draft administrative guidelines to support with the implementation as well. And a portion of that, one of the pieces that we have drafted so far speaks to the using it in the hallways and it specifies as long as it's not um

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impacting the flow of traffic, right? It's not causing a distraction in the hallway, it's not impacting that flow of traffic and the other behaviors as well, which are all things that can still be addressed through the student code of conduct. So, this policy wouldn't prevent the accountability as it relates to that. All right. >> Even though they can have it on them,

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there's still the policy of misuse, >> correct? >> These are two separate >> two separate things. >> Yeah, this is going to be um interesting because obviously it's a hot topic. Um

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and there you have both sides obviously as far as the parents parents who believe that cell phone use in schools is a huge distraction and some parents will be like oh how am I going to reach my kid if there is an emergency

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situation. So, I've also sat in so many different um MASB sessions or conference settings where they talk about the different districts doing some kind of uh school uhwide

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cell phone ban and I've seen it where uh the lessons comes to be it. Yeah. When we did the a total ban, it it definitely helped with so many things from instruction, social emotional relationships, students being present in

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the moment, not being distracted. The only issue that I have with this policy is first we're saying even now kids in elementary can have it with their parents' permission. >> So that's already part of current policy. um however

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it don't have act they're not allowed to use them while they're in school. >> So that's kind of too much enforcement though on teachers, administrators, staff to do. The other thing is um as far as use in the the hallways, I

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I could I could see that. But we're not being consistent as far as enforcing it in different high schools or even in the same school. Obviously, it depends on the teacher, right? I do have a son who was like, "Well, the teacher lets me use my cell phone or actually encourages to

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use a cell phone for school purposes." But we should not be doing that. But anyway, but how could we be consistent across the board? You go to Zel, you go to Fortson, you go to Dearborn, you go to college, everybody knows the same policy where you can use your cell phone

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or you cannot. >> Correct. So that is what we are actively working on and collaborating with all of the high school principles and assistant principles are participating in that discussion as well. Um so we have met with them recently. We're meeting with them again tomorrow to focus on that piece. So examining what's already

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happening in the high schools, what commonalities are in place um what direction and pieces that everyone um can find um agreement upon in order to move forward. And then we're placing that into we're drafting administrative guidelines to have that in place as

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well. Um want to speak to >> so uh in meeting with the high school principles and assistant principles, we've been looking at um we we did a policy analysis with the guidelines that they had and bringing everyone together

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to the same table to develop that uniform consistency is something that we're in the process of doing. Okay. And so we hope to have uniform guidelines so that we have that consistency that the board is seeking moving forward.

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>> Any other questions >> then? Thank you so much. >> Thank you. >> Next item is board of education business. >> Oh. >> Oh. Motion to extend the meeting 15 minutes. >> I'll make a motion to extend the meeting by another 15 minutes.

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>> Yeah, we're going to be done. We're going to be done. >> Uh, Trusty Mos, >> yes. >> Trustee Bezi. >> Yes. >> Trusty Zaher. Yes. Trusty Deio. Trusty Pelich. Trusty Sabah. >> Yes. >> President Jah. >> Yes. >> Uh, first item here is acknowledgement

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of correspondence. >> That's correspondence. >> There's a correspondent. I was just trying to pull it up, but we did get a response from ADSA regarding um the ask last month. Um and it was in my

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opinion a repeat of the first uh request. I can get into more detail if you'd like. >> I can forward it to him. Sure. Yep. Okay. Next item is board member committee and

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organization reports. >> Yes. Um we had policy committee uh prior to this meeting. Um and I pre presented two proposed amendments uh to current existing policies well bylaws. Um one was for parliamentary authority and the

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other one was for our bylaws and policy. Um there are proposed changes um based on discussions is tightening up our procedures a little bit. Um after a long discussion in policy I think those are going to come back to policy again for further discussion and I'll get some feedback and send out a draft to

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everybody else. Um so I I don't anticipate those coming next month uh just so we can kind of um develop them a little bit more um before I move on to the next part. >> Yeah. Is that the one we were talking about? >> Yes. So the the request that I asked for

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and given the Adams here any procedural change that goes into um to minimize any discussions or debate or making the wrong decisions if somebody introduces that relate to changing existing

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procedures that it needs to go to uh policies and then if it needs to be vetted by legal before we implement. We want to avoid situation where debates uh based on things that we're not sure

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of especially if our current procedure and consistent. I mean our procedure is right but we want to go through a process of policies legal to make sure that we do it right and we don't create a a scene

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where there's debates and questions. Sure. Um yeah. Oh well, I guess you can call it. >> I have something else. >> Oh, okay. No, I had one more. Um, so we the other policy uh that we discussed in

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committee today was um our new AI policy that was drafted um in tandem with uh AI guidelines, I guess, and districtwide guidelines. So, this is a new AI policy for both students and staff. Um and so that has been workshopped by the the the internal team. Um we reviewed it and

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discussed um that'll be coming for forward to this board u next month for review and then in August for approval. Um so it's really nice that we finally have an AI policy um very well thought out and I'm I'm looking forward to the discussion amongst the board. That's all

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I have for policy. >> Um it's less of a committee meeting more of just I just want to update. I know Sonia, we've been talking back and forth about this. Um, today we approved the uh financial institution designations and practices to update it. It still had

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Pat's name as treasur needs to be updated to me, but next month we're going to be getting another one because of this changeover that's happening. I'm just kind of more informative for you guys because of the changeover that's happening. You know, we have Tom leaving. Um, Sonia is going to be stepping in in that from with the bank

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perspective and then Mike needs to be added. We've kind of pushed America. They were saying it's going to take two weeks. There was going to be a couple of weeks where Sonia was going to be stepping in for Tom until Mike came in and who was signing what. So, we've kind of brought that down to just two days. We've approved the contract today. So,

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that's going to go over to Kame. So, there'll be a couple days where Sonia is actually the signer on checks and things like that for the district until that's approved until it flips over to Mike. Typically, it's a superintendent, but because Glenn had left, Tom was in that position, Tom leaves at the end of the month. There's a two-day kind of gap.

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So, next month we'll be approving another one and that one will have Mike's name on on there as a designate with the bank and his signature on checks and things like that is the approved one that can be copied and used. So the one member committee for the

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contract negotiations already a report has been delivered but just uh since we have approved the contract um I just asked the evaluation committee and I looked it up uh superintendent evaluation chaired by trustee Zar and

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the two other members trustee Bazzy and trusted demos maybe you want to put up a meeting in the calendar to set the goals for the evaluation. Oh, one more. Um, we're on the agenda, Trusty Bazzy and I to present on the MASP conference we attended in May as

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part of requirements. Can we uh postpone? No. Before you both before you both roll >> wait for the question to say, can we postpone this to next month's meeting? >> Yes. >> Okay. Great. Great. >> I'm saying yes and I don't get a vote. >> Great. So the time

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>> well yes it's coming from me I am volunteering to push it willingly excitedly. >> Yes. >> Great. >> Thank you. That's all I got. >> Okay with that >> 100%. >> You have a prepared Do you have a PowerPoint prepared?

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>> I do. >> Next item is board member interim superintendent commentary. Sorry board member superintendent comment. >> I don't know if I ever congratulated on her new appointment. >> Um, things happen very fast and we're at

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board meetings or we're not. But congratulations to Mason Alibazzi on her new appointment as deputy superintendent for the state of Michigan. So, just congratulations to her. Uh, next item is request for information and or future agenda items.

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>> I I have three question. I'll make a quick to answer on these. If we could get um a list of retirees who are doing consulting for us. >> This helps us.

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I already shared with Louise the reason why the other one if we could get EL outcome and results for 2026 by school. Last one. If we could get an update on

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the STEM, early college, the new selection process that was implemented and anything on the proficiencies and the goals had goals and expectations for year. We haven't seen any anything

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to say how the schools they meet the goals. Did they meet efficiencies? three. It's actually four efficiencies uh the goals and expectation for school.

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>> Do you mean the goals? >> Yeah, that's what Okay. And then >> change it from >> and then the EL outcomes to you. Are you referring to LETA data or >> Yeah. >> No, LETA is fine. Uh shows us how many

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kids activated per school. >> Okay. So, Lita data and and number of exited. >> Okay. >> Future meeting dates. Monday, July 27th, 2026, P12 Board of Education meeting, 7 p.m. at the Administrative Service Center in the Frankie boardroom.

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Monday, August 17th, 2026. P12 Board of Education meeting 7 p.m. at the Administrative Service Center in the Frankie boardroom. Monday, August 24th, 2026. HFC board of trustees meeting 7 p.m. >> at the Did I miss something? >> No. >> Oh, >> go ahead.

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>> At the administrative services and conference center in the Rosenol border. >> There's no other businesses. >> Uh just one more thing. Um Rashi Bazzi was asking about the schedule of meetings for next year if it was ever approved by the board.

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>> Yeah, wasn't it? >> I thought it was. >> Yeah. >> Tonight it was. >> Yeah, it was. Oh, wasn't >> in agenda. >> Okay. >> All right. If there's no other business, no uh meetings adjourned.

Part: 2

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Uh roll call, Trustee Betzold. >> Here. >> Trustee D'Ambrosio. >> Here. >> Trustee Mozeb. >> Here. >> Trustee Peluchiwski. >> Here. >> Trustee Suboh. >> Here. >> Trustee Zahor. Here. President Oljemark. Next Next item is the Pledge of Allegiance

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to the flag. Okay. So, if there's any students who are present here, please come up to the podium here to lead us in the Pledge of Allegiance. This is voluntary. It's not mandatory, but we would like any students who are here, please come up to the meeting. Let the younger students get in the front

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and the older students in the back, and let us know when you're ready. Yeah, if you're younger, come up to the front. Come all the way up to the podium. Everyone, come all the way up to the podium with the younger students near the front, near the microphone. Okay, you can come up there, too. Okay, whenever you guys want to start,

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go ahead. >> I pledge allegiance to the flag of the United States of America, and for the republic for which it stands, one nation under God, indivisible for liberty and justice for all.

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>> Good job. >> [clears throat] >> Next item is the superintendent's update. No, move it a lot closer. Move it Yeah, like as close as you can. These mics are >> There we go. Good evening, everybody. We will begin with a moment of silence.

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Salwa Haidar, noon hour supervisor, uh who worked at Fordson passed away the weekend in 2026. Thank you. Uh another moment of si- silence for a student, Omar Yaseen, was a

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special education student at Howe who passed away on May 22nd, 2026. I will go through our list of retirements at this time. Bassem Alibazzi, 26 years of service.

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Sandra Azzopardi, 18 and 3 1/4 years of service. Kathleen Barker, 29 years of service. Dana Ambri Banks, 29 years of service. Thomas Brown, 31 years of service.

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Fatme Faraj, 32 and 1/2 years of service. Shadi Farhat, 26 and 1/2 years of service. Maria Galkowski, 30 years of service. Brenda Garber, 6 years of service.

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Ioana Gorissi, 30 years of service. Rima Hash Hassan, 25 years of service. Scott Hammel, 29 years of service. Rola Jaber, 35 and 1/2 years of service.

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Donna Jakubek, 36 years of service. Christine Jordan, 9 years of service. Teresa Marker, 37 and 3 1/4 years of service. Lisa Ninkovich, 35 years of service.

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Mary Puente, 32 years of service. Daniel Redman, 30 years of service. Tina Robinson, 29 years of service. Wendy Robinson, 26 and 1/2 years of service.

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Linda Stonier, 3 years of service. Gail Wolmers, 35 years of service. Jeffrey White, 23 and 2/3 years of service. And Ruth Woolley, 27 and 1/2 years of service. Thank you all for your service

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to our district. Okay, now for all the positive stuff where we get to acknowledge and celebrate so many of our students. Uh first up is the Exchange Academic Excellence Awards. Um if Stacy Desmond is here and Trustee

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D'Ambrosio are here to present students with their scholarships. Thank you. >> Thank you. Working? >> Yep. >> Okay. First, I wish to thank the Board of Education and the District Administration for permitting the

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Exchange Club to present its Academic Excellence Awards at tonight's meeting for the 4 2026 awardees. We also want to thank the high school principals and Executive Director Diana Shaheen for their help in administering this award program. It is greatly

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appreciated. The Exchange Club of Dearborn has been in existence for over 100 years. Throughout these years, the men and women of Exchange have raised funds for many community programs and projects. Many of these programs are aimed at developing tomorrow's leaders.

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Tonight, we present the Exchange Club of Dearborn Academic Excellence Award to the four awardees from Fordson, Dearborn, Edsel Ford, and one from the Henry Ford Early College Program. These awardees will be given a one-time $1,500 cash gift to be used for

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education or any other purpose. We had a tie at Dearborn High this year, so that award will be split evenly. The aim of this award program is to encourage and reward high scholastic achievement and to assist recipients with the cost of furthering their

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education. It is now my honor to present the cash gift to the 2026 awardees. From Dearborn High, we have Adriana Deep. >> [applause] >> Hassan Mertada from Dearborn High. >> [applause] >> From Edsel Ford, we have Jenna Habbal.

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>> [applause] >> From Fordson, we have Sala Aburabi. >> [applause] >> And from Henry Ford Early College, Rifath Chowdhury. >> [applause] >> We would love to see the awardees as our guests at one of our lunches. We encourage them to come and fill us in on

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their accomplishments and experiences. Just reach out to the club and we will make it happen. Again, congratulations to the award recipients and their families. And again, thank you to the school board and the superintendent for their help and support. Thank you. >> [applause] >> Bobby.

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>> Who do we come to? >> [applause] [applause] >> Okay, now we're going to move on to the Amicus Scholarships. If Philip, Emma, and Rick Mara are here, so please approach the podium. Um They will call and call They will call

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each student up, read a small uh blurb about them, and then celebrate them with a certificate of appreciation. The floor is yours. Thank you. >> Thank you. Appreciate the school board allowing us to be here this evening. Would like to

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congratulate all the 2026 graduates from Dearborn Public Schools. The Amicus Club uh has been around since 1984 and given out three scholarships annually to one person from each of the high schools.

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Selection was helped with Jim Thorpe as well as the administration here in the main office. And we appreciate the coordination and the ability to do all that. Um we'd like to award the following for

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three individuals from Fordson High School. Rami Abdulla. >> [applause] [applause] [applause] >> From Edsel Ford, Miles Whitaker. >> [applause] >> And from Dearborn High,

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Rania Al-Salami. >> [applause] >> Thank you very much. Appreciate us being up here. >> I think another group pic. Yes. >> Around. >> Can we turn around? Do a couple. And

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I would >> [applause] [applause] >> Okay. Next up, congratulations to Kayden Alderani, Dearborn High junior, upcoming senior. He was accepted as a member of the

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2026-2027 Michigan Department of Education Student Advisory Council. Congrats to Kayden. >> [applause] [applause] >> But, we now want to acknowledge our Henry Ford Early College Blood Drive organizers. So, please help me welcome

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Assistant Principal Kristal Olszynski and Principal Marwan Salame, who will introduce the students and tell us a little bit about what happened. Thank you. >> Yes, good evening school board, superintendent

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Lamis Or. Uh so, what I'm going to share is just a little bit and what happened was was teamwork. Um and what happened was collaboration and passion. And what happened was uh the drive you see when students in our

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district put their minds to something. Um so, early on in the school year, I was asked if we could open up a Red Clo- a Red Cross Club. And I was a little hesitant because we have a small school and so many of our staff members are

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already sponsors of clubs. And I wanted to make sure I spoke today because it was Ms. Kristal Olszynski who stepped up and said, "I want to be the sponsor of this club because she saw the passion and what was presented and she said, "I think this could be a unique opportunity

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for our school." And I said, "I 100% agree with you, but Crystal, what you add to your plate, you don't get to remove anything. So, you need to be you need to make sure this is something you're you're ready to do." And she not only organized and helped organize

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this club, but spent countless hours after school and on the weekends to make sure that the work that was done made the entire community proud. So, I want to congratulate Ms. Zinziski, the amazing students

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who really were the face of this organization. So, thank you so much for making Henry Ford Early College proud and our entire community proud. Thank you. >> Thank you, Mr. Salameh. Good evening. Thank you for having us here this evening to recognize all of the hard work and dedication of our

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members and to thank all of our supporters. I have to say none of this would have been possible without Mr. Salameh. Even with months of bake sales and running around really literally running around like crazy the week before the blood drive,

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he never lost faith in us and our ability to pull this off. He was one of our biggest cheerleaders and and for that we're very thankful. Thank you, Mr. Salameh. I do have to Oh, yeah, we'll do that. Okay. You know, having the world's best boss

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and no, I'm not getting paid to say that and working with the most amazing students that I've ever worked with, it makes that 4:15 alarm well worth it. I'm truly so blessed to have the opportunity to work with such dedicated and hard working students and I feel so

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honored that they continue to trust me with this huge role. Being the Red Cross Club sponsor as well as a high school assistant principal, It's not easy. Um but I'm so unbelievably inspired by all of our members and I'm so proud to be a part of their team.

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The hundreds of hours of work they put into this drive truly inspires me. I strive to make the world a better place just like they have since their inception in just January. So the Red Cross Club has uh about 75 members and we're still growing all

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while juggling their high school classes and their college classes. And all of this amazing work within our school and our community uh was honestly because there was one brave student who refused to take no as an answer. Yes, other people told her no.

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So what seemed impossible at first became possible because of her hard work and dedication and all of the students that she was able to convince to join our club. So with that said, I am honored and privileged to introduce our president and founder, rising junior Omnia Alami.

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>> [applause] >> Thank you, Ms. Osinski, for your wonderful introduction. This club has been an amazing journey and it would not been possible without Ms. Osinski, Mr. Salami, and our other club members. We currently have 75 members, but not

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everyone was able to join us today. So I would like to introduce our attending members. Omnia Alami, me, president and founder, Aisha Jayda, our secretary, Norma Dabaja, our media director, and our

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HFEC club Red Cross members, Nadine AtuAli, Christine Nguyen, Nadia Mortara, Jenna Boosie, Aliya Shuga Shuja Dean, Raham Muqbel, Hayat Saleh,

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other amazing members unable to join us tonight. Our HFEC Red Cross faculty advisor and HFEC assistant principal, Ms. Crystal Osinski, and our HFEC president principal,

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Mr. Marwan Salame. Thank you. >> [applause] >> Was everybody mentioned? Or I think some students we didn't see them walk up. We want to make sure they're recognized. >> We introduced everyone. >> Everybody? >> Ali Mawri.

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Ali Mawri is one. >> [laughter] >> You You know he's the only man. >> Yeah, I was going to say. Are men allowed in this group? Or are there Okay, good. >> Yeah. Okay. >> There are many men, but they just weren't able to join us. >> [laughter] >> I'm sure I'm sure I love girl power,

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trust me. I You see You see we have the opposite over here. >> Oh, great job. >> Because of these members' hard work, we were able to host our first annual blood drive partnered with the Henry Ford College.

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So, we have able to get 56 donors. Unfortunately, we got 15 deferrals, five partial donations, and thankfully, 36 full pints collected. Due to our all the help we um we got, we saved up to 108

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lives. >> Okay, so I'm going to be announcing the sponsors. So, for our gold sponsors, we have IB Lighting and IB Electric. IB Lighting and IB Electric don't just light up our homes. They light up our community. They don't just keep our food

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from spoiling in the refrigerator during a power outage, which let's be honest, that that was in itself is life saving. They also give power to homes with life support machines during the most critical moments. And finally, they are the gold sponsors of the HFEC Red Cross

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Club. Because of their sponsorship, we were able to do so many activities and events, and also thanks to them, we have these sweet shirts. Next up, we have the silver sponsors. We'd also like to thank our silver sponsors, The Gallery, Nami Sushi,

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Diversified Chemical Technologies, and Mazza Foods. Not only did they donate $250 for our club, they also made the two amazing prize baskets that have gift cards in them for Arts and Cans raffle,

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and uh let Ms. Susinski fill up her entire car with food for our end of year event. With your help, we have been able to make a huge impact on lives, families, and our communities. Thank you. >> [applause] >> In addition to our

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our blood drive itself, we had a tin can raffle for everyone that rolled up their sleeves to save many lives. We also had an amazing breakfast and lunch for our fantastic Red Cross nurses and club members. This was only made possible through our community partners.

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We would like to thank Pizza Place for donating 10 large pizzas to feed us. Oasis Kitchen, a huge assortment of lunch offerings, plates, utensils, and napkins. Roman Village, they have offered salad dress- dressing and their amazing breadsticks that was a crowd

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Henry Ford College, they were generous enough to give us the welcome center community room, not only one, but multiple rooms. We would also like to thank Sculpted Fitness for giving us stuff for our raffle. They have given us six free gym passes, Tim

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Horton $25 gift card, JJ Junkelheimer a generous discount on our amazing club shirts, and Dairy Queen which has given us $85 in gift cards for our donors. >> [applause] >> A few other sponsors we'd like to thank

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is La Haba Boutique for four beautiful abayas with matching hijabs and hijab magnets. East Side Nutrition for giving us a $30 gift card to put in our raffle. Modest Hijab for six beautiful hijabs, and La Gelati for $45

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in gift cards. We'd also like to thank Dearborn Sweets for two amazing trays of delicious sweets, and they are really good. Maru Cafe for one free drink of choice, The Heights Bakery and Sweets for one free

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Dubai Chocolate Cup, and New Yasmin Bakery a delicious for a delicious tray of baklava. >> Now some more community partners I would like to thank Family's Bakery and Restaurant for a large variety of meat and cheese pizza pies, cuz who doesn't

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love meat pies, you know? Some Most Sweets because of all of the amazing sweets that they gave us, some trays, a bunch of them. Where Skin Glows and Energy Flows for a gift card for a facial of one of our

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outstanding Red Cross nurses. And Paisano's Pizza for five large pizzas, and I love pizzas. Now now for Mazza Mazza Foods for two beautiful gift baskets with $250 gift cards.

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Go Visually Group for $100 in gift cards. Marathon Gas Station on Ann Arbor Trail for a $25 gift card. Stat Telemedicine and Walk-in for two energizing B2 injections. Now, let's clap it up for the community

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partners. >> [applause] >> All right. And of course, we need to thank our HFEC family supporters. These amazing families donated water, drinks, snacks, items for our prize baskets, and money for decorations and

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all the things we needed to make this day so awesome. The Al-Atoli family, the Alami family, the Nasser family, the Al-Ali family, the Noan family, the Boosie family,

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the Mortada family, the Lewis family, and last but not least, the Bazinski family. >> [applause] >> And we didn't stop there. In recognition of International Red Cross Day, we hosted a three-day bake sale and ice cream shop during lunches.

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Because of the generosity of the HFEC HFEC students and staff, we raised $325 for FundaLife. FundaLife helps families that are victims of trauma. We chose this organization because of the amazing work they do right here in

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our Michigan community. >> During the end of the year and in preparation of final exams, we wanted to focus on our school health and well-being of our creative board members hosted a tropical theme hydration station. Our first annual sip and study, which was a huge success throughout the week that we held it. As you see the

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pictures on the board, it was a very tropical light-hearted theme that helped encourage hydration with the students and faculty members. The hydration station wasn't just water. We also had fruit, vegetables, and flavor packets that were all donated by sponsors. These sponsors were Apollo students,

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Papyrus Markets, Mazza Foods, and Mrs. Osinski's friend Blanche at Everfresh Market. Although we started as a club for blood blood donations, we became way more than that. We thank the board for acknowledging our achievements and we hope to be invited next year to share all of the additional ways our club

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enriched and enriches and strengthens our community in both in and out of school. Thank you. >> Thank you. >> [applause] >> Mrs. Osinski. >> Come back. [laughter] You can come back for just a minute. No, not for a picture. He wants He wants

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to talk to you. >> [laughter] >> What are we doing? >> He's got something to tell >> He asked us a question. >> A question. >> Just like you guys were before. Just come up like you were. >> Oh, absolutely. Okay. >> Well, first of all, thank you for the great work that you're doing.

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And on behalf of the Dearborn Exchange Club, we will make a donation of $500 to you. >> Oh, thank you. Thank you. [applause] Thank you so much for your contribution. Thank you so much for your contribution. Thank you. Thank you.

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>> I have a question too. Um so, is this going to become like an annual thing that you will be doing this? Um >> We hope. Yeah. >> Mhm. Well, thank you for taking the initiative. >> Many people actually never expected this

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um this club to be a huge thing because >> [gasps] >> and honestly, I seen many um people whether they're seniors, super seniors from various different schools saying, "Wow, you guys did amazing. We recognize your hard work."

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>> Definitely. Good job. >> Thank you so much for having us. Thank you. >> Good job. >> Okay. Uh next up is the Rowan Act resolution. I'll pass the mic to Trustee Gazi. >> So, this is a resolution that we approved at our last meeting. Typically,

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resolutions are read out, so that's what I'll be doing today. Um this resolution is in support of Michigan House Bills 4517 and 4518 together they're known as the Rowan Act and Senate Bill 456. Whereas the Detroit Whereas the Dearborn Public Schools

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Board of Education is steadfast in in its commitment to the safety, well-being, and protection of all students and community members, particularly our most vulnerable populations, including students receiving special education services and individuals with developmental, cognitive, and physical disabilities.

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And whereas current statutory limitations in Michigan's emergency [clears throat] response framework have previously hindered law enforcement from rapidly issuing public alerts for missing children and vulnerable adults, sometimes resulting in tragic consequences. And whereas

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House Bills 4517 and 4518, collectively known as the Rowan Act, seek to modernize and strengthen the Michigan Amber Alert Plan by requiring the Department of State Police to activate the alert for a missing child with special needs or a missing child believed to be in danger following

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a law a local law enforcement preliminary investigation. And whereas House Bill 4518 is particularly crucial for our district's for our district's mandate as it explicitly defines a child with special needs to include individuals receiving special education

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services who are up to 26 years of age and have not yet graduated high school. And whereas Senate Bill 456 amends the Moazel Senior and Vulnerable Adult Medical Alert Act to establish a much-needed public notification system, ensuring that when a vulnerable adult

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goes missing, their information is rapidly disseminated directly to wireless devices through the existing federal wireless wireless emergency medical alert system. And whereas advocating for robust rapid response alert systems in a critical is a critical component of disability

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rights, ensuring that our community's infrastructure is inclusive and protective of those who may not be able to advocate for or protect themselves. And whereas the Board of Education recognizes that the safety of our students extends beyond the classroom and requires comprehensive statewide

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legislation support to equip law enforcement and the public with the tools needed to prevent tragedies. Now, therefore, be it resolved that Dearborn Public Schools Board of Education officially expresses its full and urgent support of the passage of House Bill 4517, 4518, together known as the Rowan Act,

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and Senate Bill 456. And be it further resolved that the Board urges this Michigan Legislature to swiftly enact these measurement measures into law to close critical gaps in our state's emergency alert system. And be it finally resolved that a copy of this resolution be transmitted to the

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Michigan Legislature, the governor of the state of Michigan, and local legislative representatives to communicate our district's firm stance on protecting children and vulnerable adults. Thank you. >> [applause] >> Thank you. Uh Trustee Bazzi Bazzi first.

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>> Well, I just wanted to say the timeliness of this couldn't be more um necessary. Uh I'm not going to be making a political statement here, but as we see in the federal government um piecemealing out the Department of Education responsibilities to other

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departments and the challenges that may come forward because of those um responsibilities being left to other departments in the federal government to protect our most vulnerable community members. I think um

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whatever we can do within this state to um lock arms and provide uh support is very important for us as Michiganders um moving forward. So, I really appreciate the attention you've brought

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to this. >> Yeah, I'd like to also commend our colleague uh Trustee Bazzi for advocate for his advocacy on this very, very important topic. And I wanted to ask him like as far as do you see the Legislature passing this this year or we may have to wait until

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next year? >> Yeah, the hope the hope is this year. I know that there are many other bills that have become a priority. And I've been in I've been in conversations with uh State Representative Alabas Farhat about advocating for this and pushing it forward. And we had our um

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uh press conference a couple months ago with a few other state state senators and representatives. So it's on their radar. It's something that we need to just continue to advocate for. You know, I'm going to be reaching out to you know other school districts. I mean I think this affects all school districts be able to advocate for this

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and I think we have a friend at the Michigan Department of Education. They may be a give a phone call to and see if we can get some support from there as well to get this past this year. >> Thank you. Trustees you will see on the agenda today um the required district membership to the

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MHSAA. So you just take note of that. I would also like to welcome two interims. Katie Hetrick who will be the interim for David Mustonen. Thank you Katie.

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>> [applause] >> Hello. Thank you for this opportunity. I'm glad to serve the board even if it is a little bit crazy right now doing all of it. Thank you. >> Thank you Katie. And we also have Sandy Gutcheon.

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I'm going to say it right. Gutcheon Wager who is uh replacing Tom Wall in the interim as well. I don't think she's here tonight. But I wanted to acknowledge her. Okay. Those are our two. Thank you. >> [applause]

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>> And the next item is titled Joanne Harris legendary status. So is Joanne in the house? >> [applause] >> I knew I couldn't help it. I'd like to take this opportunity to thank Joanne Harris for contributions not only to the

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district but tonight specifically to the Board of Education over the years. Uh I know the current board members have a gift for you, but we've also invited past board members here tonight. If they would like to join you up here, if they would like to say a few words, the floor

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is theirs. Um you just deserve to hear uh from everybody how much you're appreciated, and thank you for coming today even though you're on vacation. We can't let you go so quick. >> Thank you, trustees, uh interim president, superintendent,

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uh family and friends. Thank you for allowing us to come back and speak about um our JoAnn Harris. Um my name is Irene Watts, and I had the privilege of sitting next to JoAnn for several years up in the secretary position. And

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throughout it all, it was amazing to see her grace. There were moments where tensions were high, perhaps, and her energy was always calm. Nothing ever rattled her. Um and to say that when you come into

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this position, there are so many unknowns, and you think you know about it. And she was always that level-headed person that I could go to, and she was always the one that said, "Irene, have you looked at this? Irene, I need your signature. Irene, would you like a

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salad?" So she kept me on track. She fed me and made sure that I we always had food. Um and she made the position look really easy because she was the person prepping. Um and that's what people don't see.

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They think that she, quite honestly, is part of the board because she would sit up there, and she sometimes got the air of some disputes, perhaps. Uh and she always took it with grace. Um there were times that the two of us would sit next to get next to one

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another, and we would have our giggle fits. So there were moments that she we had levity to it, and that was what I always appreciated it because when we were What I appreciated about her is that when we were in these moments, sometimes it can get really tense. And sometimes you're not quite sure. And I would just look over at her and she was

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just always so calm. Um And what people also don't understand is her leadership. I She never had the gavel. She never had the title, but she was the one that ran the ship. So, when Dr. Maleko looks good, it's because she allowed him to

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look good. And he did start That was on his own. Let's be honest. He did. But she was the one that ran that ship. She was the one that was fielding those phone calls. She was the one that knew exactly what was happening. And she was never shy to let you know that my signature was horrific.

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>> [laughter] >> Um It was It was It's a It's a horrific big signature. Um but I really appreciated every single time I knew that Joanne was going to be here. Um and it And it again, it was really the calm. And I'm so happy and proud

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that she has been here for 30 years. And to know that all of the students that have come through those doors and parents because she made each person feel special. Um And again, with such grace and such humor. Um and she'll be sorely missed. But I

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look forward to her next chapter. Um and I appreciate everything that she has done for me personally, but also for the board members here. So. >> [applause] >> Hello. Thank you for allowing us the opportunity to acknowledge Joanne and all that she's done for the district. My

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name is Roxanne McDonald. I am a former board member. And although Irene has summed up just about everything I wanted to say, I do want to add a couple things. Again, she said your calm, your grace. It was amazing because a lot of times tensions were really high.

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And Joanne just brought down the tension and brought down the the day anxiety for everyone. And true to her form, she didn't want a party, she didn't want acknowledgement, she doesn't like to be front and center. But what she does behind the scenes has

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always been magical. It's the best way I can put it, just magical. She Joanne, you your knowledge and your creativity not only made my job much easier,

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it just made me a better board member all the way around. So I want to thank you for the time and I want to thank you for your friendship, too, because that blossomed through the years. Your caringness when I had my foot surgery, she actually pushed me around in the wheelchair to get me from place to

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place. She's got a heart as big as Florida. >> [laughter] >> And we're going to miss you, Miss Board of Ed. And I just want to make a little acknowledgement, too. Team Harris with Joanne and her husband Kevin, they

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did a lot for this district. Two of my sons had him as one of their teachers and you do have a legacy here, both of you. I wish you nothing but the best in your next adventures and you'll be on my mind.

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Take care. >> [applause] [cough] >> I haven't said much to Joanne. I was hoping she'd change her mind. Till the last minute we But the former trustee said is so true.

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As a new board member coming in here, she was the face of central office, person that made us feel comfortable. Uh a lot of people don't know what she does behind the scenes. She sits up here and she gives us direction, she nudges us, and

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does a lot of things. But behind the scenes, she makes sure that we're ready for the board. There's a lot of reminders, there's a lot of things that we rely on her, especially the president. Uh so, I really, really appreciate

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done for me, and what you do done for the board. We really appreciate you. We'll miss you. And um we wish you the best of luck, and thank you for giving us Catherine to take over for you. Uh prepared her well, and we

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appreciate you. >> I I mean, I've already said a lot of things about Joanne last meeting, but I I would be remiss if I don't say that we'll definitely miss you. And um I hope that you'll take a lot of time with Kevin and your family to

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enjoy the time off, and not put up with our shenanigans. So, thank you. >> Thank you. >> Good luck. >> I'm going to ask the board members. >> So, the board uh made a uh plaque of appreciation for you that

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they'd like to gift you now. >> Thank you. >> I just have one thing [snorts] to say. Mary Embree Ali, um she Had she not texted me today and said she couldn't have made it here today, I would have been in jeans and a T-shirt. I was out having dinner, and she texted

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me and said, "I'm sorry, I can't come." I said to Kevin, "Oh my gosh, I have to go change clothes." She forgot. >> Can we get one with uh Irene and uh Roxanne as well? Yes. >> [laughter] [laughter] [applause] >> Thank you, Joanne. We'll take you in

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jeans, slacks, no matter what. Just come back and defend. >> [applause] >> I have more. Okay, I'll try to get through it a little bit faster. It's just we It's nice to take time to celebrate. Uh last month we had art show students who were recognized and a couple of our

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students were missed. So, we want to take this time this month to acknowledge them. We have Logan Turner, seventh grader at O.L. Smith, and Muhammad Aldahabi, third grader at McDonald Elementary, who were not recognized during the art show

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student recognition at the May meeting. Are these students here today? If you are, please approach the podium. Logan. Hi. You can stay at the at the mic if you'd like. So, Logan Turner, seventh grader at

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>> O.A. Smith, was in the 2D art category and is being recognized for her collage artwork. And her teacher was Mr. Condren. Congratulations, Logan. >> Thank you. >> And we have Muhammad Aldahbali,

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third grader at McDonald, who was in the 2D art category as well and is being recognized for the click cast tissue tiles artwork. And his teacher is Miss Kelley. Congratulations, Muhammad. >> [applause] >> Thank you both for coming here today.

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>> Thank you, Muhammad. Thank you. >> Good job. >> Logan. Thank you. >> Thank you. >> They don't get a picture? >> [applause] >> Any comments? >> No, I think they deserve a picture. They're the ones who deserve a picture more than anybody else. >> take pictures. Come on back Come back up, Muhammad and Logan.

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>> Come on up. Bring your Bring Bring that with you. >> There you go. >> Mom, you want to come up and get a better picture? I think or Yeah, any parents want to come up and get a better picture? >> No, it's okay. >> Or be in the picture, actually. >> [laughter] >> He He wants to be in the picture.

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>> No problem. >> Mom, do you guys want to >> Yeah. Somebody from their families or somebody take a picture for them. Yeah, come on up. No, no, no. Stand Stand there. >> Wait. >> Stand next to her right here. Yeah, this is my brother. Come on, everybody. >> There you go. >> Yeah, come

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Okay. >> [applause] [cheering] >> Congratulations to our middle school track city track city winners Bryant boys were the district champs and the stout girls were the district champs. So

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congrats to both of them. Congratulations to Dr. Josh Tynan. He was recently nominated as the president-elect for the Michigan Association of school psychologists. The board works to represent school psychologists throughout the state of Michigan through PD, advocacy,

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governance, and publication. So congrats to Dr. Tynan. >> [applause] >> Congratulations to Principal Raybeck of Woodworth Middle School for the publication she authored. She is the current MASSP at large

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representative and in her article she shares how two Michigan principals who inherited buildings struggling with academics, discipline, and inconsistent student supports built a system focused on one thing, making sure no students slip through the cracks. So

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congratulations to Ms. Raybeck. The Dearborn High School film students were recognized last week at the Dearborn City Council meeting for winning seven 2026 regional student production awards from the National Academy of TV Arts and Science Sciences.

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Their teacher is Adam Rauscher and the students are Zainab Saad, Jesse Good, Amani El Fatlawi, Asraa Al Jaheshi, Evelyn Tavares, Muhammad Aoun, Amina

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Toumi, Ryan Balding, Natalia Garbiy, Adriana Arnold, Brandon Bennett, and Brent Gadbury. Congratulations to our students. And finally, that is it for >> Um I would uh

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like to make another recognition of Ms. Lamice Soueid. This is her last meeting with Well, barring any major uh but this is going to be your last It's going to be your last meeting up >> up here with us. Um Lamice has I never liked

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the word I knew it always said on my um agenda here interim superintendent and I never said it because um there's really no such thing uh especially when you I looked it up.

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Lamice has been our superintendent since December 5th. That's 7 months of interim superintendency in a what can only be mildly described as a uh uh rocky time for us in the school board

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as we were especially since we wore the hat at Henry Ford as we went through superintendent pick, a presidency pick, every So, um I think uh what you've done and what you've been able to do as far as your leadership and your demeanor and your uh

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grace and your just general ability to keep us on track has been nothing short of really um incredible. And I'm not sure that we can do enough to thank you uh especially since after doing this for 7 months,

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you're staying around. So, uh um I I think I I just want to say it I'm sure I say it on behalf of all the seven of us. Thank you very much for everything that you've done for us these last 7 months and you know, it'll be a little different next month when you're not up here, but

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we couldn't have been we couldn't have gone through all of this without you. So, thank you very much. >> [applause] >> Would you like a photo? >> So, in uh following what trustees are said personally, I never thought of her as an

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didn't come across that way took charge, she led she had the knowledge and I personally never thought of her as an interim, I thought of her as a superintendent. Think of her as a superintendent right now

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until Mike takes over. Um her leadership and the way she carried herself, the knowledge that made her made all of us think of her as a superintendent. We never thought, okay, we're worried.

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There was no sense of worry with uh Lamice in charge. And that's a testament to her leadership but also her personality. She knew how to deal with all of us. Uh we're different personalities, different um opinions and and she knew her audience.

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She knew how to deal with us. So, we appreciate you, we thank you and we're looking forward to continuing to work with you. So, thank you. >> [applause] >> I'm going to move this over here so I can look at you as I say it. Lamice, you're a role model. I want to let you know that. These past 7 months,

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everything that you've gone through, some will say you know, you were the first Muslim American to do this, the first hijabi to do this, the first all these first. But, in the end, no matter who's looking at you, you are a role model. Okay? And I want to say over these past 7 months, anytime anything has come up,

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you're like, I got this, and you'd get it done. And I will tell you with with with from the bottom of my heart, I think that the confidence that you've brought, you've been your you've been your most critical critic, and I would always tell you, what are you talking about? You got this. You do great. Um I

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just want you to know that um for my daughter and my sons, you are a role model. So, thank you. >> [applause] >> Actually, [clears throat] the one thing outside whatever and I agree with what it all has been said so far is something we're going to be voting on tonight, and

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it's something you took on with zest and and passion, and that's the bond. You knew that you were sitting in a seat that was only going to be for so long, and yet you took control of making sure

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that we were motivated and involved, and we were moving forward with the passion and the voice for this school district because you had understood the need. And so, I want everyone to know that you

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get to have a lot of the credit for what's going to be presented to the community at large be and it's because you cared. It's because you sincerely at wanted to advocate for the bond despite the fact that you knew that you were

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going to be stepping back, but I know you won't be stepping away from advocating for the infrastructure needs that we continue to have and will hopefully find a resolution to because of your um persistence. And and

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we we had a lot of meetings I'll tell you that >> [laughter] >> to to get this together. So I really that's what I really appreciated the most. >> [applause] >> Before I I mention things about Superintendent Sarwar

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I I'd like to acknowledge um and also send again the condolences to Sheikh Muhammad Yasin the father of the student who passed away Omar Yasin. Fortunately I was not in town when his funeral was

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happening but Sheikh Yasin is the Imam of the Al-Huda Islamic Association and his son was in our district for a very long time and his grace and his service to the community is is truly appreciated and we

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we send him our prayers and our thoughts with him and his family as they're moving through this difficult time. The other thing is the retirees retirees thank you. It was a long list obviously

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we're expecting that of a long list in June but the incredible amount of years that these people have put in to service our district I I thank each one of them for the amount of time that they gave this district for their public service I

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say truly thank you from the bottom of my heart for spending your time and servicing our community in many forms and shapes. And I don't know if we're going to commendations but I'll leave that

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commendations as far as staff but I want to mention as far as Superintendent Sarwar when obviously Dr. Malekol left you know we had incredible amount of people that were I I would say would serve us well during

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this this time, but I obviously Ms. Roa was one of those options that you were like I I was very confident of that choice as far as myself. And I'm glad that it paid out. Um definitely she puts her heart into what

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she does. So I I'd like to thank you and also thank Muhammad Ali and Leah and all of your family members for for sparing you and the time that you spent whether it's here or you know, elsewhere

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outside um and meeting with the community members and bringing them up to date with what's going on in our schools and especially the infrastructure campaign and uh I can't thank you enough. Uh let me thank you. >> [applause] >> I I'll just speak from the heart a

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little bit. Um I did write some notes. I don't want to forget anybody, but it was an honor to serve in this role. Um it was an honor to be recommended and uh I learned a lot. And um it was a lot, but I have no regrets.

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Uh I want to thank the board for your support and specifically thank Asif Mozip for his initial belief and encouragement in me. Uh I will never forget that. You are the one that I had the most uh I had a relationship with deeper at Gear

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Park and with the family. And so um it's been a long a long-standing relationship and I thank all the board members for your support. Um any any accolades you give me, I share them with the team here. Uh the entire district actually from

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teachers, staff, the central office. I have gotten nothing but grace and patience and encouragement along the way. And uh whether they realize it or not, every comment and phone call and text uh kept me going. So, I want to thank everybody for their ongoing

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support. And thank you for mentioning my husband and my kids because they are so excited because it's been a day job and an evening job and a weekend job because we have a huge district and it was a

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rocky year. Um but I think we smoothed through it. I think we sailed along in a nice way and I I am proud of that. It was busy. You know, I had my ED stuff. I had interim superintendent stuff and we had the bond.

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We will pass that bond. We [snorts] need that bond and none of us will quit pushing for that bond. And that will also be the work of the team here as well. Nothing happens in isolation. So,

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my final words are thanks to everybody sitting next to me, sitting in front of me, and watching at home because I was able to stay calm because people believed in me and encouraged me along the way. So, thank you.

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>> [applause] >> Trustee So, um sorry to speak after you. And unlike my fellow trustees, I will not look you in the eyes because we know what's going to happen. I feel like I've said this so many times, so many goodbyes, so many retirements this year. I know this is not technically a goodbye. This is just a

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You won't be sitting up here next to me anymore. But I just want to say even in that speech and in her thanks, the level of professionalism and class and and just compassion and intention with the way she operates and what she speaks, I think is is something we can

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all look to as an example and I think we've been so lucky to have you up here next to us, especially me. Nope, don't do that. Especially me um, as a newcomer to the board. Um, I I joined the board a month or two before you were, um, appointed and so, you

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know, we kind of rode that wave together and it was, um, a a great to learn alongside you, to learn from you, and then to watch you to watch you lead, honestly. Um, so, we were blessed to have you there and we're blessed to to have you staying in our district. Um, this doesn't again, not a goodbye and I'm looking forward to all

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the stuff that we are going to accomplish together. So, thank you so much. >> [applause] [clears throat] >> I I do want to add, uh, something. First of all, I want to thank all of the retirees, [clears throat] uh, for all that they gave to our

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students and the district. Uh, we wish them all the best of luck. I want to specifically wish Bothmi Faraj, um, uh, best of luck and, uh, she's someone that has so much skill and will be missed at

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the district. And 32 and a half years of, uh, dedication to the district. Um, we worked really closely on the proficiencies and I love what we did and I hope we keep that going, especially with goals and, um, accountability.

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Uh, sometimes, you know, people make decision for their, uh, you know, whatever reason, uh, uh, they do it for, but she will be missed. >> [applause] >> Well, let me Well, I must have the only microphone that

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works. >> [gasps] >> Um, you know, on behalf of the board, myself, uh, you've been a special person, especially to me. Um, and I knew that, um, when we decided to make you interim,

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that you would be rock solid and you have been rock solid no matter when I call you or ask you, you've always come back with the right answers and never not answered the call.

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So, I really appreciate everything you've done and you'll do a great job going back into your regular life. Thank you. >> [applause] >> If there's no nothing else >> Next item is recognition and

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acknowledgements starting with commendations. >> Good evening. Can I get in on this, too? Congratulations, Lamis. I'm so proud of you. You've done exceptionally well. And thank you for your service. Um, this is going to be a long one. You guys ready? >> Yeah.

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>> Okay. Uh, commendations to Wendy May who received her human resources specialist certification from the Michigan School of Business Officials Association. This 5-year certification reflects a high degree of academic and professional preparation. Mrs. May is the office

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manager in the payroll department. Commendations to Amy Modica who received the Wayne RESA Early Childhood Leadership Award. This recognition is a reflection of the dedication, passion, and leadership she brings to the GSRP program each and every day. Her

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commitment to supporting children, families, and staff continues to make a meaningful impact throughout our school community. Ms. Modica is the coordinator for the district's GSRP state-funded preschool program. Commendations to the following

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individuals for representing the district and the Early Learning Coalition on the Bet on Dearborn Resource Expo. Trustee Nasri Soubh, McDonald Elementary Principal Dr. Adnan Mughni, Elementary District Instructional Coach Teacher Leader

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Christina Mazarall, Early Childhood Specialist Tracy Wright, Early Child Care Program Supervisor Aida Talib, and Early Childhood Program Assistant Rania Assad. By participating in this event, they connected local families with vital

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early literacy resources and guidance. Their dedication to the community engagement strengthens the partnership between our schools and the families we serve. Commendations to Nicole Rybak, Principal at Woodworth Middle School. The Michigan

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Association of Secondary School Principals had a feature article she wrote about a successful middle school support system for students. Ms. Rybak is part of the MASSP Board of Directors. High School Commendations.

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Commendations to Edsel Ford Track and Field athlete Fiona Cain, who placed second in the long jump at the MHSAA Division 1 State Finals. She again broke the previous school record, this time

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with a jump of 18 ft and 11 in. Commendations to Edsel Ford High School students Zeina Abu-Ismail, Islam Eldemari, Nour Eddine El Qudub, Elma Baghdadi, Eyad Mokbel for passing

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the State Seal of Biliteracy test for Arabic. Commendations to Henry Vina for earning State Seal of Biliteracy in German, the first time an Edsel Ford student has achieved that honor. Commendations to high school journalism

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students for their strong showing in the Michigan Interscholastic Press Association Spring Awards. Dearborn High School journalism students produce a monthly newspaper called The Pioneer Press, and parts of that publication were submitted for the contest.

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Students claimed 20 individual awards including 17 honorable mentions. Zainab Shaheen took first place for editorial cartoon. Fatima Haidar and Sarah Hassoun claimed second place for an informative feature. Indiana Bedoun

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took third place for front page design. Commendations to Mike Schmidt, Dearborn High School's journalism teacher. The Michigan Interscholastic Press Association awarded him the Golden Pen, which is the highest honor the group bestows on current advisor. The award

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can only be won once in an advisor's career. Commendations to Edsel Ford student Seema Al-Mawri for being selected as one of the top five candidates in the Congressional Art Award for the 12th Congressional District. This distinction

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is part of a nationwide high school arts competition sponsored by the members of the US House of Representatives. Commendations to the Dearborn High School students recognized with the Dearborn Area Theatre Association

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Awards. Dearborn High received 21 awards for the spring musical Guys and Dolls including outstanding musical, outstanding ensemble of a musical, lead actor in a musical to Geo Battony and Robert Milligan, lead actress in a

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musical to Amina Toumi and Ava Hamoud, featured actor in a musical to Jesse Good, and feature actress in a musical to Layla Salmafi. 10 students also won production and design awards including Zach Ahmed,

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Asher Andrews, Haddy Bazzi, Juliet Gaydeman, Ava Hamoud, Medina Khalil, Jack Rutledge, Layla Salmafi, Lillian Schroeder, and Jack Teefey. Commendations to Edsel Ford High School students who claimed two data awards for

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their school's performance of Dracula. Mathias Herman received outstanding feature actor in a play and Ryan Halkey received outstanding lead actor. Commendations to Edsel Ford High varsity

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boys varsity baseball for winning their third consecutive MHSAA district championship. This is the first time in the school's history that the baseball team has won three straight district championships. Commendations to media specialist Nicole

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Elward. The Edsel Ford High School Media Center has recently ranked as exemplary under the school library 21 measurement criteria for the Michigan school libraries for 21st Century Schools program. The ranking shows the libraries meeting

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statewide benchmarks for excellent service, learning environment, and leadership for students. Studies have shown that quality school library programs enhance student achievement. The new endorsement is good for 3 years.

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Middle School, commendations to Salina Intermediate students who won the Spirit of Seamus Award sorry Seamus Award for the Eastern Michigan University, the Southeast Michigan Stewardship Coalition or Seamus Award students

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who demonstrate a love of place, a commitment of hopeful change, and the courage to use their voices to advocate for justice. These students began project began with an inner Myron Mental Walk to identify storm water run off concerns and evolved into students

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advocating against inequities to accessible walking around their neighborhood. And finally, elementary commendations to Duval Elementary second grader Ali El Darwish on winning third the state level for the Smokey Bear and Woodsy Owl

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poster contest. Thank you to the Dearborn Garden Club for sponsoring this event. Commendations to DuVall Elementary fifth grade students for their success in the immigration essay contest sponsored by the Owen Sparkman Borg and Associates

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Law Office. Eleanor Eleonora Deller won first place, Muhammad Baydoun second place, and Joanna Sammy third place. That'll all the commendations for this evening. >> [applause] >> President Zahme.

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Uh one more commendation if I may. May May have been missed, but Stout Middle School uh girls track mentioned by Superintendent Sarour, but they also won boys soccer and girls soccer. This is the first time

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in the history of Stout that they win three sport championships at the same time. So, congratulations to them, Principal Abdul-Baqi, the two assistant principals uh for their amazing work and the coaches, of course, and to all of the students there. And I only know that because my son goes

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to that school, but thanks. >> [applause] >> I'm up next. >> Next item is Aspiring Administrators Recognition. >> Thank you. Uh this is a very exciting part of our evening program. Teachers

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across the district have had the opportunity to apply for this Aspiring Administrators program to explore various leadership roles within the district. Uh this year we're proud to recognize 13 participants who successfully completed the curriculum and earned their certificate of

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completion. Throughout the year we hosted various interactive sessions uh provided by Leadership District uh teams across a diverse series of departments. Participants also developed a capstone project which they presented to a panel

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of administrators. Additionally, they gained first-hand experience by shadowing an administrator for a half day. Successful completion of the program serves an essential stepping stone for leadership roles within the Dearborn Public Schools and beyond. And we have several of our

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aspiring administrators that completed the program here in the audience this evening. But before I bring them up to celebrate and congratulate them, I want to name all participants who completed their certificate. Congratulations to the

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following staff: Emily Bartley, Maya Rababa, Lee Ann Greenberg, Annie Schot, Sarah Shoker, Ola Bittar, Ahlam Bedoun, Abeer Thabet, Neil McLellan,

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Raina Mada, Dan May, Zainab Elsad, and Hiba Ghazal. Congratulations to all of you. >> [applause] >> And can I have the aspiring admin completed cert come up to the front here so we can have a photo together? Please bring your certificate.

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And if you're an administrator in the room to honor and celebrate you, >> Yeah, I actually have that single now. >> Congratulations. Thank you. Um, would you guys like to join in the picture as well? Yeah. Oh, hey. >> She [laughter] is the future leader.

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>> What are you doing? >> She's our future leader. Yeah, that's great. Thank you. >> Naya. How old are you? How old are you? How old are you, Naya? >> Three. >> Okay, fine. Come on. You can do it everybody. Up.

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>> Yeah, let's squeeze in tight. >> [applause] >> Congratulations. Um Allah, if you would like to come up and say a few words and talk a little bit about your experience. Yep. Um I'll hand this over to you, Allah. Thank you.

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>> Good evening everyone. Um I'd like to share how meaningful the program was to me personally. Um as an educator, I've always been passionate about supporting students. I said at the beginning of this program, I'm a lifelong learner. Um and that's literally what I do.

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Um but the program helped me grow as a leader as well by expanding my understanding of all of the responsibilities that are involved and all of the intricate details that come into leadership. Um it provided opportunities to learn from experienced administrators,

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collaborate with colleagues across the district, and reflect on how leadership decisions impact students, staff, and families. Through meetings with different departments, um a shadowing experience, and discussions centered on real-world administrative

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uh challenges, I gained practical insight into areas such as school operations, staff development, and student support systems. These experiences allowed me to apply new strategies in my own role, um improve communication, collaboration

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with colleagues, and approach challenges with a broader leadership perspective. The program created a safe space for me to step outside of my comfort zone, strengthen my problem-solving skills, and become more intentional in the way I lead and support others.

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As a result, I feel better prepared to facilitate teams, contribute to school improvement efforts, and make decisions that positively impact student learning and school culture. One of the greatest benefits was gaining gaining the confidence to see myself as

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a future administrator. I'm grateful for the district's commitment in um investing um to help develop teachers and staff from within. Um so, thank you for the opportunity and for your ongoing support for professional development.

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Thank you. >> [applause] >> Next item is acknowledgement of donations. Good evening, President Elzami and Superintendent Vorva, members of the board. We have one donation today. Uh just before I do that, I also want to tell Lemise thank you for her

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leadership, her calmness, her personal skills. Now, we wouldn't have been uh where we're at today if it wasn't for Lemise leading the ship there. So, thank you very much. The one donation today was a thousand dollars has been offered to McCollough-Unis School by the Exchange Club of Dearborn to be used to acquire

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musical instruments for economically disadvantaged students. And that's it. >> [applause] >> Is this Tom Walls' last day? >> Yeah, Tom's last day, too. >> Thank you. >> Thank you, Tom. >> Got to do the same. >> Thank you, Tom. >> I I do want to thank Tom.

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It It's really important to know that um budget that he deals with is uh I think it's 470 million. It's the almost twice as the city of Dearborn. Uh so, it's a huge budget, a lot of money, a lot of allocation from

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different federal grant grants. There There There's so much that he does behind the scene. But, even though he looks calm and um and um nothing bothers him, there's a lot of work that he does. So, we really appreciate you. We're definitely going

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to miss you. I've asked you for a lot of different things on the finance, and you always provided them. And uh never gave me a hard time. It's uh you know, you request, get it. We appreciate you. Thank you so much, Tom. >> [applause] >> Next item is approval of minutes.

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Approval of minutes of the following Dearborn Board of Education meeting. Special meeting for the or meetings. Special meeting for the superintendent search, May 4th, 2026, Board Report 25147. Policy Committee meeting, May 11th, 2026, Board Report 25148.

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Regular P-12 meeting, May 11th, 2026, Board Report 25149. I'm looking for somebody to make any necessary corrections and move of approval of these minutes. >> I'll move. >> Second. >> I have a motion and support. Any corrections?

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And do you get a unanimous roll call? >> Yes. >> Yes. >> Yes. >> Next item is union leadership commentary. This section of the Board of Education meeting is being added to further enhance the already strong commitment and long-time partnership between district administration and all bargaining units. Both instructional and

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non-instructional union members serve on a wide variety of standing and ad hoc committees that drive the work and decision-making in the Dearborn public schools. In addition, administration meets monthly with leadership team of all unions as well as a group meeting with union presidents. These meetings are not required, but are an extension of the collaborative partnership that

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has long existed in the Dearborn public schools. This section will further enhance the commitment to valuing all suggestions, views, and opinions brought forth by all staff members in the district. On our agenda, we have one representative tonight from the Dearborn Federation of Teachers,

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Ms. Kathy Martin. >> [applause] >> Good evening. Happy summer. I hope all the dads have a great had a great Father's Day yesterday, and um I hope you have all recovered from the past few months.

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That being said, um this year um had a lot of challenges and had a lot of um excitement, I guess. More than I've seen in my 23 years of work here in Dearborn. I'm happy to have that behind us, and we

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are looking forward to the upcoming year. Um we have lots to look forward to. Um we are going to be starting the new school year with a new superintendent, and lots of new changes not just at central office, but across the district. Again, probably more than I've seen in

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my career here in Dearborn. Uh we're going to miss them all, but this is also an opportunity to uh reevaluate and reassess and determine how to best move forward for our district, for our students, for our staff.

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So, I look forward to being a part of all of that. And I know you all haven't voted about it, but I do want to talk about the bond. >> [laughter] >> So, I'm excited about the bond. I'm excited about the work and uh I'm

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going to say her name. I'm excited about the work that Ms. Roar did. I feel like all of the planning and all of the meetings were very comprehensive. I feel that all the stakeholders

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were had some form of input. And it again, very, very comprehensive. Um and this bond not only Well, from what I've seen, I've attended several meetings. Uh not only

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meets what we need right now, but leaves room for the changes that this district is going to experience in the future. So, as DFT president, I and all the other DFT members look

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forward to helping the district do whatever is necessary to ensure that everyone is well aware of how important this bond is, how this bond is going to not only impact us today, but impact our children

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for decades to come. And just to show our apprecia- not just our appreciation, to show our dedication to this district, DFT is ready to be on board with whatever it is um to get this bond

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passed. And we look forward to the positive changes to come. Thank you. >> [applause] >> Next item is special reports. Oh. >> Trustee Trustee >> Oh, sorry, sorry, sorry. >> Uh can we uh is it possible if we can move citizen

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participation? I had a special report and give the time to citizens to address us. That's up to the chair also. So I'll make a motion just to move up citizen participation ahead of special reports.

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>> Second. >> I think that we have to >> If we are to ask these five minutes. There's a motion on the table. >> I we already made a motion and supported so >> So this is a motion to move citizen participation to now instead of after special reports

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which is next on the agenda. >> Yeah. >> Trustee Bezi? >> Yes. >> Trustee D'Ambrosio? >> Yes. >> Trustee Mosley? >> Yes. >> Trustee Paluchka? >> I will say yes but we do have students involved in special reports which >> Either way. >> We don't have school this week so

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>> [laughter] >> They can wait hopefully. Yeah. >> Trustee Subah? >> Yes. >> Trustee Zahra? Yes. President Al-Jebory? Next item is citizen participation. Citizens wishing to address the board on agenda and non-agenda items for actions were signed in by 7:10 p.m. or 10

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minutes after the meeting starts by submitting a blue card to the board secretary and may speak at this time. The board may not be in a position to respond to non-agenda items therefore speakers should not anticipate 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

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comments as brief as possible. There's a three-minute time limit on comments made to the board. >> Hey. Okay. We have a number of blue cards and a couple yellow cards. Our first blue card is from Summer Lukman. >> Can you read what my comment card was

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about? >> Sure. The comment card is about shortchanging the Salina and Lowry Lowry communities in your upcoming bond and how inequitable it is. >> Yes, I asked for a copy of the plans in May, but I I understand if people get busier or retiring and I didn't get a

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copy of them. One of your board members suggested I look into your board docs and I did. Um so Salina is looking at having its auditorium addition with the music rooms all removed, destroyed. Um it is the pride of the community. We

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used it I I remember doing the talent show in there when I was young. Um we're losing performance space. It was built in the '90s, so we're talking about a facility that's only 30 years old. You guys are wasting tax taxpayer dollars to demolish something that we fought for, the residents, this

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community. It has historical uh preservation issues. There are pictures that were painted literally in the in the times of the Great Depression. You guys are moving the school closer to industry and you know how important the environment is to me.

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Um and it's not like other schools. When you the place that you've decided to put this building, this new Salina school, is going to cause huge traffic concerns. But my biggest concern is not any of those things. My biggest concern is honesty cuz that's one of Dearborn's core values and I don't like liars. So I

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looked at the slide that was presented in May. The district should be honest in their presentations before claiming equitable distribution of bond funding and rebuild rebuild of the schools. The The slide on the Salina presented in May um has a complete and utter lie. The current square footage alleged on that

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slide is 98,000 square feet and the new struct- new structural um a building would be 100,000 square feet showing a net gain of 2K. Before the addition, like this is way back, the original square footage of

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just the Salina Intermediate School was 110 square feet. The auditorium that was added in the '90s was another 50,000 square feet. 110 + 51,000 is over 160K square feet. That is what

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you are demolishing, not 98,000. Um So, I want to go into the reason uh that you guys may have done this or the district may have done this. Um I looked up looked it up and it says that sometimes you use an accounting trick to

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to frequently blind or omit square footage of any wing that was funded or shared with municipal community grants like the community center that was built in Salina and probably the auditorium that you also short change are short changing a slide. Um so, basically you lied.

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The census tracts of Bryant, Howard, Smith, Lindbergh, Hague all declined population by 4%. Uh the South End saw population increase of 3%, Lori by 12% and Woodward by 16%. These zip codes carried their weight into a population boom of 12% while the others zip codes

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saw a decline in their population. These are also the zip codes that you know have the democra- demographics of minorities, ELLs, low income and you respond by taking resources away from these communities. I was told this was equitable. Equal is not the same as

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equitable. You are supposed to be uplifting the East End. Hague has an increase of the addition of square footage 45K. Howard and Lindbergh increased by 25K, Smith by 30K. Woodworth grew 17% and you're reducing it by 30K. Lori's being reduced by 60K,

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Salina by 60K. You're reducing Salina by 1/3 of its size. You're reducing Lori by a quarter over a quarter of its size. Building bigger schools in areas that are being >> Mrs. Mrs. Luckman, your 3 minutes is up. >> I'm so sorry. Anyway, the last just last

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thing um this is why there is always a debate about East and West West end because you guys continuously put bonds on the table that pin us against each other. Thank you. >> Thank you. Our next speaker is Malak Azab. I I always say your name wrong.

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Is it Malak or Malek? No, no, no. What's your name? Malak. I say your last name right? Azab. Yeah? Okay, next speaker is Malak Azab. Yeah, you're good. >> Ready. Good evening. Tonight I'd like to

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address the board regarding the ongoing process involving Dr. Adnan Mogney and the questions that remain within the community. Over the course of this process, many families have invested significant time and effort in following this matter and making their voices heard.

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It's difficult for many in the community to ignore the fact that this matter began during Ramadan in March, a time when many families faced additional obligations and challenges in attending meetings and participating fully in the process. Despite that, parents, students, staff

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members, and community members continued to show up, speak, and advocate for what they believed was right. After multiple meetings and months of discussions, many families are still left with a fundamental question. What specifically justifies the possible removal of Dr. Mogney from his role as

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principal. If there was sufficient cause to conclude that he should no longer serve as principal, that reasoning has never been clearly explained to the community. At the same time, if he was considered qualified to continue serving in a school leadership position, many

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struggle to understand the basis for removing him from the principal role in the first place. That apparent inconsistency is what continues to concern many families. Throughout this process, much has been said about positions, procedures, and administrative decisions. What has not been discussed enough is the person at

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the center of this decision and the impact he has had on students. As someone with family at McDonald Elementary, I've personally witnessed Dr. Mogney's commitment to his school community. I've seen him attend basketball and track games, spelling bees, and school events, not because he was required to, but

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because he genuinely showed up for his students. Our principal's influence is measured not only by policies and evaluations, but also by the relationships he builds and the support he consistently demonstrates. Dearborn Public Schools has long recognized and celebrated employees for

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their years of service, dedication, and contributions to students. Here we have an educator with nearly nearly 30 years of service, someone who has spent decades investing in students, families, and schools throughout this district. That's why many families continue to struggle with this process. Instead of

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seeing that service acknowledged and respected, they have watched a principal almost be deprived of his position without a public explanation that adequately justifies such a significant action. Transparency builds trust, and families deserve not only to know what decisions are made, but why they're being made in

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the first place. Dr. Mogney is our McDonald Elementary School principal, and there's a strong hope within the community that he continues in that role. Thank you for your time. >> Next speaker, I have a card for Irene Watts. Is she still here? I can't see if she's still here. Cuz I know she spoke before. She left, right? Okay.

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Next uh card is for Sadaf Mugni. >> I just have a copy for you guys to follow along. And it's also um front and back. >> Good evening. I wanted to share that this is the fourth Monday evening I dedicated to speaking before you in support of my

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father. Some may consider it persistence, but I call it negligence on behalf of the board. Last month during the board commentary after the blue card session, there was a conversation on how involved and responsive you are to the emails that you receive. Just because you respond

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with, "Thank you for your email and for taking the time to share your perspective and support," does not mean we feel seen and heard. Just because you CC different central office administrators on the emails we send you does not make us feel secure that our

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concerns are being handled properly. Frankly, you're CC'ing the perpetrators whose apathy and actions have worsened the situation, not only for my father, but for other educators across the district. Just because you cannot respond to personal matters does not put

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a band-aid on the issue that is persisting and you are contributing to. You are silencing us with your cut and paste responses. We don't want details, we want change. Take our emails as a letter of support. We are not telling you how to make the decision or to share every detail of the

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decision. We are practicing our right as your bosses who would put you in your seats to protect the best educators we have. And if 1,214 of your bosses signing a petition does not cause a knee-jerk reaction on top of

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the emails and phone calls you received, are you really listening to your constituents? I wanted to quote Trustee Pat Litchkof's philosophy during the September 8th, 2025 school board meeting. I understand this meeting was regarding board vacancies, but she chose individuals who were supported by the

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community. What makes it any different when it comes to our educators and our employees? I want to argue that we should consider community voice even more as these individuals are in closer proximity to our students. This is not just about my father, but a larger issue that has faced the district regarding a

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normalization of a toxic culture. During the February 11th, 2019 school board meeting, a school board trustee cited a conversation he had with the highly rated teachers who acknowledged tactics being used against teachers and more generally DPS employees. There was and still is a shared sentiment among

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employees that if they speak up, they would face retaliation. As of 2019, at the time of this meeting, the trustee pointed out concerns in the past two to three years that there was an alarming increase of veteran employees, 15 plus years, who had been ousted and we suddenly find all these negative things

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about them. Does this sound familiar? The culture does not go away and merely you're ignoring it and accepting it and enabling it. Other trustees added to this conversation that sometimes people are they're retiring from something. In other words, they're retiring

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prematurely. The HR administrator then claimed that the concern was important and that employee morale is key to student success. They then quoted, "If you build relationships with enough people, when you can't share the whole story, you hope they can trust your character.

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But what if your character is flawed? What if everyone is afraid of you? You cannot be held to standards of ethics if you justify your decisions by breaking state laws indiscriminately. Thank you. >> [applause] >> Okay, our next speaker is Dr. Adnan

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Mugni. Yeah. Um what I just passed to you is my uh my speech for today. Hopefully this again I'm not going to go over more than 3 to 4 minutes. Table of contents of my performance plan. >> We have to stick to the time.

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>> I will try. I will try. And table of contents of my uh artifacts. Okay, these are over 100 pages, so I didn't want to print them out, but I am willing to share them with you. Okay, also a signed performance plan for

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the 2025-2026 school year. Okay? So, once again, good evening. My name is Adnan Mogne. I'm here to place concerns on the official record regarding the fairness, consistency, and documentation of the evaluation process

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and performance plan implementation. I do want to send a heartfelt thank you to the McDonald Elementary community for their ongoing and unwavering support. On June 16th, 2025, my final evaluation for the 2024-2025 school year was

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completed with an effective rating. Okay? Also, it was written as Adnan had an effective year by my supervisor at the time. Following the scheduled performance for

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the 2024-2025 school year to review the 12 goals assigned the 12 goals assigned to work on plus the rubric that was over 100 domains and subdomains. I fulfilled all that. Okay? But, two meetings to review my work were

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canceled. So, on September 19th, 2025, I was informed that my finalized evaluation has been changed from effective, that's 3 months later, effective to progressing to developing.

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Okay? The only explanation I got was there was a miscalculation in the system in Frontline. Was the miscalculation just for me or for everybody that was that that were under the same um for uh

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under the same evaluation system. Okay? That was I never got anything but that, miscalculation in the system. Okay? I have always well, and I'm I'm going to try to skip through some of these, but you do have it in front of you. I will always been and will continue to be a productive team

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member who puts students first. As evidence of signing a new performance plan for 2025-2026 school year. I do I do provide I did provide a copy for you. So, the plan called for

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bi-weekly visits, goals, district support, coaching visits, and scheduled formal reviews for January 2026 and June 2026. While these support visits initially took place, they they they ceased or they stopped in January

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12, 2026 without any written explanation or any communication. Okay? On February 17 at 2026, I received a notice that the district intended to move forward with the revoke or with non-renewal of my contract.

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Okay? This was a clear violation of my performance plan that was supposed to be for the duration of the year. I as of January 12, that was the last time I had a visit. My supervisor she gave me This is what she said in her

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feedback strengths that she observed. Strong follow-through on feedback and recommendation, proactive development and documentation of safety system, commitment to staff communication and preparedness, willingness to to revise and improve system based on reflection,

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effective use of resources and problem-solving within budget constraints, clear focus on student and staff safety. So, if I get all this in the middle of the year, okay? Why would they move with recommendation for non-renewal of my contract?

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Okay? >> Under Michigan compiled law MCL 380.1249, an administrative performance involvement plan is a legally binding framework designed to provide structured documented support for assistant administrator in correcting perceived deficiency.

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The the statute mandates that evaluation system must provide >> direct action >> Dr. Mohaney, I apologize but over [clears throat] the time giving you a minute. Well, he has a timer right next to her.

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But we appreciate. Thank you so much. And um we just got to give everybody a minute. >> so I I just want to end it with this. I you doing I end it with this. I do I do you do have my my concern, okay? >> We do have it. >> So I want to I say I want to say I

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request that the Board of Education review my collected artifacts. I provided a lot of artifacts. I was rated effective or highly effective 13 years. Never ineffective. So if I'm never ineffective, how can I be moved into uh

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non-renewal of my contract or being put on a performance plan? That's all I have to say. Please reconsider. Okay, thank you. >> Thank you, Dr. Mohaney. Okay, we have a few yellow cards. Yellow cards are people who want to submit written comment. So let me just get them on the record.

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Uh first one is from uh Sarah Alawia. I hope I'm saying that correctly. Is she here? Did I say that correctly? I hope I said that correctly. This is uh the document that she wants uh distributed to each board member, a copy of uh one copy to each board member. I

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also have from Zahra El Amara and Watef El Amara. Um also a lengthy document to be submitted to each board member on the record.

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And also Alicia Redinger or Redinger, I don't know if I'm saying that right, but also a another written document to be submitted to each board. Yeah, this is empty, right? I have two more blue cards.

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Uh, the next one is from Mohammad El Dahbali. Still here? >> No, that's that's student that we >> Okay. >> we recognized for the art competition. >> Okay. And the last blue card I have is from Mr. Mohammad Ali Hammoud.

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>> Good evening, everyone. >> Mohammad Ali Hammoud. >> No, no, I'm joking. I know. Good evening, everyone. Uh, I'll be quick. I'm here at wearing two hats. The first hat is my role as chairman of the Dearborn of area

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Chambers of Commerce. Uh, after watching last meeting, I heard Trustee Bazzy and Trustee Mouzahem discuss uh, special ed teacher appreciation or teacher of the year. I'm happy to report that I was able to go back to the board and get that set up

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for next year. Uh, my only request is I need someone's help from the district uh, with grading, with setting that process up. So, uh, I'll leave that up to you guys.

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My next hat is as a parent. Uh, I had the privilege of watching my son uh, graduate fifth grade from Maples Elementary and while it was a day of excitement, it was also a day of disappointment. Um

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we were in the gym of Maples Elementary where temperatures were over 110°. Now, you know, I only have one child, but I'll always forever remember that my son was drenched in sweat as he got his diploma.

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So, I'm not here to I'm not here to post blame. I'm not here to blame any of you guys, but I'm here with solutions. I think going forward, we need to consider maybe other sites. Um maybe the Civic Center, maybe HFC.

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Um I had the privilege of watching my nephew graduate Plymouth Canton. They did it Eastern Michigan. Um and I know the cost is one of the issues, but that cost was offset by giving by charging the guests $8.

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So, I was happy to pay the $8 and watch my nephew graduate. My other nephew graduated from at the Ford. He only had six tickets. I didn't have the I didn't have the pleasure or the honor of watching him because the tickets were limited. So, I think that will encourage

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more people come to graduation um if we're able to get maybe a larger venue. Thank you for your time. Have a great night, everyone. >> That's all the blue cards. So, >> Trustee Mosa. >> Uh Trustee Mosa. Question for you. >> Yes. >> The

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um acknowledging special education uh at Teacher of the Year, uh I have a business that's ready to sponsor for the next 3 years. >> 2 years? >> Three. >> Three. Awesome. Okay. >> So, if we can talk about that and arrange that, I think that will help

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cement that and keep that moving forward. Thank you for making it a category, and I look forward to seeing that next year. >> Thank you to you and uh Trustee Mosa for bringing it up. >> Trustee Mosa. >> So, um I want to

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talk briefly about uh the issue with um our principal McDonald. And I'm saying principal McDonald cuz I'm not allowed to say names, just so everybody knows why I'm uh it's not being mysterious or anything. Um I know that this has been an issue that has been

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uh front and center at uh a lot of our board meetings recently. And uh I thought it was very important that uh we resolve it in a way that uh didn't end with voting to not renew a contract at the

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end of April. Um we had a mandated deadline to solve this by the end of or by May 1st, I think if I have that day correctly, May 1st. And in the beginning of April, I it and some board members disagreed with me, but I but I pushed that we

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play out the clock as long as we could in order to try to find a um a resolution. And I understood that a resolution had been found and there was an agreement had been made.

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Um and now that we're still talking about this, I'm a little bothered by it. Um because as far as I understood and let me know if I'm ever saying anything that I'm not I I we can't get into personnel matters, for obvious reasons, and I'm not going to talk about that.

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Um but an agreement had been reached and a resolution had uh been um agreed upon by the parties involved and now we are still talking about this.

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Um this has to end at a certain point. It's not going it it's not going to end uh in the way that people are pushing for it. That's clear. That should be clear now. And now a resolution was reached. An agreement was reached. And I

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pushed for the time to be made. There was going to be in the beginning of April, there was going to be a vote. And I I pushed the table that vote because I knew that it would end in a way that would not be favorable to the

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people who are in favor of keeping um the principal McDonald. That's what would have happened. And so I tabled that vote purposely so everyone could sit and talk to each other and try to come to a resolution. And we were all informed that a resolution had been

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reached. A reso it >> We can't go back. >> It's okay. We can't go back and forth right now, but I understand your frustration. I really do. >> Point of order. >> Sure. >> Point of order. Let's not make it a discussion. >> I'm not I'm not

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>> Okay. >> So I'm in the I'm in the world of negotiations and nobody ever gets everything they want from a negotiation. That's just normal. And I knew that that was going to be the case here. But a resolution was reached. It One One party or the other could have said no,

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but they did That's not what happened. A resolution was reached. An agreement was reached. And so this has to end at a certain point. We can't talk about this forever. What I'm hearing every time it it keeps getting brought up. And again, I pushed

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it would I'm the one who wanted us to to wait out the clock as long as possible so that we could get to a resolution where of course not everyone's going to be happy, but a resolution that everyone agreed to. And I thought that that happened.

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And so I understand that people are not happy with the resolution. It happens all the time. But we have to move on from this at a certain point because we can't keep having these It's not good for anybody. We can't keep having these discussions every single week, every single month at

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our meeting because a resolution was reached. You If If people were not happy with it, they shouldn't agree to it, but a resolution was reached, an agreement was reached. And I'm I don't want us to be in the position of continuing to talk about

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this because the the the end result is not going to change. And it's not If it does change, it's not going to change in in a way that's favorable to the people who are coming up here talking and promoting their point of view. That's just the reality of it. So, we have to at a certain point for the for the best interest of our

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community and our students because it's not helping the students at McDonald that we keep talking about this every day. And it's not helping the students at wherever um the principal of McDonald might end up uh in another building, it's not helping them either. We have to prepare for the next year,

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and we have to move on from this. We must. I'm the one that pushed for it. I keep saying that because this really bothers me. I tried to push that we would get a resolution, and we reached a resolution. And now we're continuing to talk about this. And all

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I'm hearing every time comes up, it sounds like a a threat of a of a um a lawsuit or something. If it gets to that point, then we can't have any more discussions. And I don't want us to get to that point either. We have to move on at a certain point from this. I understand everyone's frustration. I've negotiated a million

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times for things and didn't get what I wanted, but had to agree to something. That's life. We have to move on from this. We have to move on for the betterment of all the students involved. That's all I have. >> Thank you. >> I do I do want to Go ahead, Trustee.

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>> No, I just board follow We're in board follow up right now. We're >> Oh, I thought that's where we were. Yeah, sorry. Sorry. >> No, it's okay. >> We're in board follow up from the citizen participation. >> Yeah, I just wanted to address the comments first on Salina and the proposed intermediate or replacement.

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And [clears throat] in the beginning of this discussion last year, we were talking about the replacement cost and what buildings would be replaced, what buildings would be renovated, and there was a back and forth, and there was only Lauri on the

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table and a special education center. But we moved further than that, and now we introduced the K-8 model. And Salina obviously was introduced to replace. As far as square footage, you know, uh the citizen that was mentioning as far

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as uh we're short-changing the students um and accusing us of lying is I'm I'm not going to go to that level, but it is very unfortunate to say those kind of things on a podium, but the

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record has to be set straight that we're not short-changing students. In fact, we're giving a brand new facility to that area that needs the help. And obviously with a new building, uh you will build it with the best

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technology possible for air filtration and uh emissions. Uh we understand the issues that Salina has as far as being unique in that area of our city, very close, and what we have done with the

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schoolyard project, with the greenery, with also now the next phase would complement the school's location or proposed location. Um I'm very excited about the bond, and I think it is helping our students. They

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They deserve Our students deserve great, state-of-the-art buildings to go to. Um the other citizen mentioned obviously the the amount or the the heat in in the inside the gym and that needs to be

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obviously addressed with this bond. This is what we're aiming for is that we want to hold these celebrations at those schools with a comfortable environment. And the K-8 model that we have is something that I advise all of the citizens

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to to look up and I I to read, to talk, and you know, and and give us ideas. Those are not set in stones plans. Uh as far as those are grand ideas, that's what we can propose right now to the citizens and if we have the confidence, we can move on with these

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plans and kind of edit these plans as we go move forward. So, I encourage everybody to keep reaching out and to keep giving feedback because that feedback is taken back and definitely is being considered. Thank you.

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>> Thank you. I want to speak to >> [clears throat] >> replying to the chair, I reply I get close. I reply to so many emails, but there's limitations on what I can say respond to when it comes to chair

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matters, matters. Limitation. It doesn't mean it's ignored. It doesn't mean we don't discuss it. It doesn't mean we don't come and talk to the interim superintendent, HR. Uh we do our diligence. We don't ignore anything.

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But I could assure you I reply to all emails. If I miss one, it's by accident. Uh when we had the vacancy, we got so many recommendations at the superintendent candidates. Everybody's recommending their own uh individuals.

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I cannot respond and say you're right. No, this is the right candidate. We have to be neutral. When it's with HR matters, we cannot discuss that. But, I could assure you none of us are ignoring anything. Uh but, to say that we did not respond

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and and use my comment from the past, I've learned my lesson, you know, when I was on the other side to make sure that I reply. And I replied to all It takes a lot of effort. It's not it's not easy to reply. We have uh in some cases, we had a situation the other

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day where Thank you to Mr. Or that the problem was resolved. Schools. People do email us and we reply and we do follow up. I just want to make that clear. Not just for the audience here, but for everyone. Another comment?

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One more thing on the on on as far as the bond. Our biggest thing with the bond and we're going to talk about it is we are doing our due diligence and we talk about auditorium and some of these other facilities. We've had long discussions. We want to

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make sure that the new schools have the amenities that is needed. We're not going to take you know, our goal is not to take anything away. We're going to make sure the auditoriums are there. We're going to make sure the gyms are there. We're going to make sure that

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everything that we have is there. We also are intending to make things better. So, we're not trying to change. In the past, we had um you know, schools like a Becker where my kids went to maybe there's things

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uh not done as well in regards to the gym and so on. Our goal for this bond is to make sure all the amenities are there. So, our kids could have the best. >> Moving on. Okay, we're back to special reports.

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First one is expect, respect, and behavior data. I don't know if I stressed the right words there. Expect, respect, and behavior expect, respect, and behavior data. Is that right? Let me Okay, good. Thanks.

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From Ms. Carol Reynoso, Dr. Violet Sweidan, and students Hiba Gasuda, how do you say your last name? Correct? How do you say it in Arabic? >> Uh Gasuda. [clears throat] >> Gasuda Hiba Gasuda, Lina Swailam Swailam, and Amani Is Amani here?

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>> She's not. >> Okay, but I'll say her name anyway she's supposed to be here. And Amani Alfetlawi. >> And also Dr. Sweidan was not able to join us. But she very much participated and and these are her students that are presenting with me. So, good evening

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President Aljami and members of the board and interim superintendent. Thank you so much for this opportunity to share with you about the expect respect initiative that we have begun this year and we're going to continue. We're going to share with you some of our plans and the students also

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put together some information about this initiative. So, just briefly expect respect is a district-wide initiative designed to foster a a positive culture of respect and safety amongst students and staff by establishing clear expectations and

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accountability for respectful behavior. We do know this has been one of the board's goals for our district through the strategic plan. And this is how we are really to address it. The program addresses bullying systematically through evidence-based

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strategies creating a supportive environment where all members of the school community feel valued and protected. So, we're very excited to share more with you about the data around bullying and then what this program looks like. >> So, that brings us back to our next

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point. Why expect respect? So, obviously we know every student deserves to feel safe, included, and respected at school. And expect respect was created to better help them understand why what respect actually looks like in everyday situation, how words and actions can

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affect others no matter how small they are, how to respond to bullying or exclusion, and how small positive positive actions can improve school culture. This initiative is student-centered, discussion-based, and aims to make conversations on bullying much more meaningful for students.

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Sorry. Um I also want to go over some statistics. It's data from the 2021 to 2022 National Center for Education Statistics. So, it's not year-born, it's national. And it reveals the need for interventions. I do want to highlight two super important ones that do have a

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big difference on bullying. So, 19% of students aged 12 to 18 report being bullied, whereas 58% of students perceived rumors and teasing as significant problems, and only 28% of teachers Oops. 25%, sorry, percent of teachers shared that perception. So,

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what does this mean? This highlights a gap between what students may see and what adults may notice. It also means that they don't see bullying the same way, and it shows that building strong relationships with students can help them feel much more comfortable speaking up. And it also allows schools to

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identify and address bullying much more faster and efficient. >> Impact of bullying on youth. We have four major areas. Emotionally, 38% report negative feelings about themselves. Academically, 27% suffer negative effects on their school work.

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Socially, 24% report negative effects on relationships with family and friends. Physically, 19% experience negative physical health impacts. >> Okay, so we're going to share with you a little bit of the results that we're seeing with our expect respect campaign.

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This is something that we started back in the fall with the character the core um uh initiative throughout the district and I was involved in a committee along with trustee Petlickov, uh Mr. Makasale, Dr. Sweidan, and Dr. Rola Bazzi-Gates and we've been meeting

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throughout the school year to discuss how we can continue to move this work forward. So, we wanted to know is anything that we did was there anything that we did this year that really impacted our school community? Uh when we looked at perception data comparing 2024 to this year 2026, what we found

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was that there was a 13% relative decrease in students uh reporting that they were often bullied. And then when we looked at the staff observations uh as well as their perceptions in uh school climate, uh we noticed a 16%

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relative decrease in the frequent uh bullying concerns from the staff. So, we are seeing some modest improvements in our school cultures. As well, we looked at our parent perception survey and our student perception survey and we're seeing uh

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good results there as well. There was a 4.7% average improvement in school climate perceptions uh comparing 2024 to 2026. That's coming from our parents. And from our students when we compared the two surveys in both years, we saw a

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3.2% improvement in school climate perception. So, we know this is small growth, but we see consistent growth when we compare 2024 to current 2026 data and we also know there's still more work to do. Some other early outcomes that we're

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seeing from our expect respect campaign, uh 64% of students report uh that students at their school do try to stop bullying. Th- This is our from our Dearborn uh students. 84% of our students would uh report a safety threat

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to an authority figure. 95% of parents feel their child is physically safe at school, which is actually up from 89% in 2024. And 39% of students perceive threats are perceiving that there are threats at school, but this is down from 46%. So,

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we're moving in the right direction and we're noticing that intervention is outpacing any reports of bullying and aggression and we're really glad to see that. >> Okay, so we need a paradigm shift. So, we want to talk about the impact of approaches, whether it be the

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traditional approach or the expect expect respect approach. So, when it comes to curriculum style, the traditional approach would be a bullying prevention program, which often relies on a one-time or stand-alone lesson and which it can be difficult to

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maintain and we don't really see any lasting changes in student behavior. >> However, our expect respect approach, instead of one-time lessons, respect becomes a consistent part of the school routine. Lessons are part of the PBIS framework, meaning respect is built into

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the school's daily ecosystem. >> When it comes to the disciplinary focus, there's a zero tolerance and punitive only, which does accelerate school failure. So, relying only on strict punishments can cause students to become disengaged from school and that does

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increase their risk of academic failure. >> However, on the expect respect approach, we focus on restorative and educate educational practices that teach a better behaviors. This shift moves moves from punishment to learning and growth.

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>> When it comes to student identity, we label the student. So, bully versus victim victim. And what that does is when students are labeled as a bully or a victim, it can be how they perceive themselves and how others treat them. >> In the ex- expect respect approach, we

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label the behavior disrespect, not the person. This change separates identity from action. Helping students correct behavior without shame. >> When it comes to the scope of intervention, a traditional approach would be to ignore bystanders, and what that does is it completely eliminates

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the bystanders, which we know is an important role in preventing and stopping bullying. >> We encourage bystander involvement and response. Everyone becomes part of the situation, not just those directly involved. Expect respect becomes

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becomes foundation for school-wide behavior. So, the key shift is moving away from the word bully and defining behavior as disrespect. Um by separating behavior from identity, we create a common language that allows quick

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corrections without attacking character. The expectation is simple, respect is the norm. For everyone. Students are taught exactly what respect behavior looks like in different settings, whether it's monitored by a teacher in a classroom or in an area like a cafeteria with

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less teachers and staff. How students can participate. Throughout the presentation, students participate in reflection activities, real-life scenarios, group discussions, and interactions. We ask students questions such as, "What does respect look like to you? How would you want others to treat

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you? What would you do in the situation?" These conversations can help students make connections to their own experiences, while also encouraging active listening, empathy, and collaboration. >> So, one of the key movement of the expect respect initiative is the stop,

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walk, talk routine. And Um, gives students a clear and simple way to de-escalate a situation and stop a situation from even happening. So, first the students will confidently tell the perpetrator to stop. And then if it still continues to go on, they'll just walk away to avoid escalating the

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situation. And if it still persists, they can talk to a trusted adult about it. And what this does is it empowers students with self-advocacy, conflict resolution, and to know how and to know when and how to seek support. >> The upstander response. We focus on empowering students to act

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when they see disrespect. We teach the difference between being a bystander and an upstander using the slogan, are you a bystander or an upstander? Students learn three key actions: interrupt, remove, comfort. Interrupt, use the stop strategy to address the

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aggressor. Remove, help the targeted person leave the situation. Comfort, offer support and empathy afterwards. These steps give students a positive change in real-life situations. >> Thankfully, there's also an adult role that can um

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There's a four-step response protocol. So, step one would be to acknowledge the situation. Immediately validate the student, maybe by saying, "Thanks for letting me know." Step two would be to listen. Empathetically gather the facts: who, what, when, and where. And ask if this is the first time it occurred. Step three would be to assess.

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Ask the Ask the student if the person is likely to retaliate if confronted by an adult. And step four would be to take action. Help the student select a course of action, whether it be to file a report, speak to a counselor, create a distance plan, mediate with an adult, or even let

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it go. >> Why student-led initiatives matter. Students often often better respond more positively to the conversations that feel relatable and authentic. Because this initiative is student-led, it allows students to engage in discussions that feel more personal, comfort, and

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relevant to their everyday experiences. Peer-led conversations can help strengthen student engagement, encourage accountability, improve communication among students, and even promote empathy and inclusion within schools. The goal is to make respect feel like an everyday expectation within the school community

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rather than a simple rule. Thank you for listening. Oh, not yet, actually. The students were wonderful though. They did a great job. So, I'll just wrap it up here. There is a student and family voice piece as well to the Expect Respect program. Uh we really want to see our schools just reminding parents,

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what does respectful behavior look like, teaching it at home, giving parents tips. I've seen schools do that this year already. Uh it's been really exciting to see. We want to see more of that. And then as the students were sharing, student leadership, student voice is so important. And with students like these, we are in wonderful hands,

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aren't we? They are amazing. So, just some quick uh another look at our data. This is actually data uh year-to-year comparison of office discipline referrals. So, we looked at perception data from around the district, and now we're looking at actual incident data. Uh as we compare

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um last year, last school year, 2024-2025 to this school year, 2025-2026, when we look at incidents of bullying or aggression, um or if we just look at bullying only, what we what we see is there's a 22% decline in office discipline referrals

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for bullying and aggressive behaviors across the district. So, that's really exciting to see. And as we're talking about and we we heard in the superintendent interviews, I know uh Mr. Sealey and Superintendent Zore as well, very um supportive of we want to be

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looking at data for student outcomes. What are we doing, and how is it impacting our students? And so, it's exciting to see that this campaign truly did impact our outcomes uh this year, and we want to continue to see more of that in the year to to Um just some other early outcomes. I

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want to highlight some of our uh schools as well that did a wonderful job. A majority of our schools saw a decrease in aggressive and bullying behaviors this year, 25-26. We had some notable reductions. We saw large decreases noted at Dearborn High, Stout Middle School, and McCollough

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Elementary School. We also have several schools that have few to zero office discipline referrals related to aggression or bullying. Now, of course, that doesn't mean it doesn't happen, but it does mean that uh we aren't seeing it rise to the level where it came to the office. And then that's where we also look at our perception data, so that we

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get a full picture of what's going on. And then finally, this is just kind of our our model. What we always keep equity at the center. We use systems, data, and practices to impact our student outcomes. That's what we will we will continue to do with the Expect Respect Campaign in the coming years.

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Uh I don't know if there's any questions, but thank you so much for your attention. >> Okay. Thank you. Well, amazing presentation. Great job. Uh this was well needed. Uh we've been asking for this for a very long time to looking at the even the board policy on

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bullying, and I'm glad that this is coming through. Um, we would like possibly to also bring this back to the policy committee and change some of the wording that we have um to reflect this kind of presentation.

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So, this is obviously student-led coming back to the board uh level, and that's that's amazing. Um, obviously COVID did a lot of damages to the social uh and emotional relationships and how we perceive people

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and how respect has been unfortunately downgraded, I would say, internationally, not just uh locally. Uh but I'm glad that we're coming back right now and making it as a norm, as you mentioned. So, um

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great job. I I would hope that we would continue this campaign along with uh focus on our core values um throughout all of our schools and um have a mechanism where even the students who are afraid to

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report bullying or report uh disrespect, that they have that platform where they have that voice. So, I commend you for that. Great job, and I look forward to uh to what you're going to do next. Thank you. >> You know, one thing about the Expect

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Respect um initiative that I really like when I was uh first informed of it and and learning about it, you know, a lot of times we focus on bullies and bullying behavior, but also self-respect, and that turns into self-confidence, right? Um it's it's both sides It can be both sides

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when when somebody has that confidence, they can when a when especially a child has that, it can uh uh stunt, you know, behaviors that happen there, uh as well as the friends that are around, you know, being able to stick up to others. Can you talk a little bit about that in the initiative about, you know, making sure

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that you not only do you respect others, you respect yourself in any situation? >> So, self-respect, that's part of our social emotional learning piece. Um what I think about when you're speaking, uh Trustee Bazzi, is the idea around being an upstander. And so, you know, when our

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students feel confident, they feel like they can have a culture of uh or they can create a culture of upstanders. I was actually just speaking to uh the principal over at McCollum Eunice, uh uh Moe Abu Saleh, and he was telling me just last week that when he came in and

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as the leader of the school, he really wanted to create a school where it was the norm to be kind, where it was the norm to stand up for others. And McCollum is one of the schools where we're talking about tonight, and I shared that with him. And so, again, we're seeing that kind of culture shift. And so, as our students feel more

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comfortable, and perhaps the students can verify this, but as you feel more comfortable to stand up, and it becomes the norm, then you have confidence in doing that. And then I hope, you know, it's like the rising tide lifts all boats. We're all lifting up one another. I don't know if you guys want to say.

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>> Self-respect. You can't really stand up to anybody unless you respect yourself. So, it would Yeah, that's something I can >> Are these students from Color Youness? >> No, these students, I'm sorry, they're from Fortson. >> Fortson, okay. >> High School.

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>> There you go. >> They have big plans. We discussed them before the meeting. >> Well, you guys did really good today. >> Thank you. >> And we're glad we have you next year. >> Mhm. >> That's true. >> Um a couple points that stood out to me. I really appreciate the efforts on being student-led and and the intentionality

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behind, you know, students do respond well to other students, and I think it starts with from the ground up as as we're building. But from that point is I also really appreciate the intentionality of parent involvement and and education and training, because that needs to be reinforced, you know, night

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and day and at home. Um and then the the last step is that teacher involvement, because, you know, while the students will support each other and they'll uplift each other, hopefully, but there will come a point where teachers do need to be involved, and then they uh if students don't have a safe place to go to, and they don't have a process that

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they know they can trust, um things will fall apart. And so, I really appreciate that intentionality. And then I'll just say, um you know, back when I was in high school, we had the anti-bullying club, which at the time we thought was was the greatest thing, and then we were just, you know, doing our thing out there, but it's it was nothing compared

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to this. And so, I'm just thoroughly um impressed, especially by the students, um at the the level of knowledge um and intentionality you have. So, so kudos to you and keep up the good work. >> I want to thank you for getting the students here tonight

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because I know it's a summer vacation. So, thank you girls. When I had this conversation with Mike Cassilly after Carol the Core last year, and I think you were there when we were having that conversation as well, Carol.

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Um I remembered back when we had the anti-bullying campaign and it was a city-wide event at the time that we started and actually Roxanne McDonald was one of the trustees who um helped to promote that in in those

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years. And it was exciting to see after COVID and our social isolation that we were trying to start this back up again, but we also

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recognized that there was limitations. A one-day event of, you know, showcasing something with a poster on the wall was never going to change behavior on a day-to-day basis in the buildings. So, when I talked to Carol and Mike, I said, you know, I

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I want to do something else. And so, Mike quickly jumped on it and said, "We can do this." And we pulled together a committee to meet and we did meet every month, I think, um to have these conversations about not

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only how do we change behavior with students because we've all heard parents um concerns about "My child is being bullied in the building."

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And how can we change that environment? But how can we expand upon it so that this expect respect should be something we see throughout our community. We don't want it just end in the school

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hallways. We want to take this out to the community again. This needs this belongs within our city because you know what? When you go on Facebook and you see all of these negative comments about a community for whatever reasons, we're going to change that. We're going to

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change not only what's going on inside of our buildings, but what's going on within our community at large. And I I expect every adult, every teacher, every student to start to think that

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it's the norm to be respectful and kind and um promote um camaraderie in a community. We spent years telling people about how diverse we are and how we're all we're unique and significant.

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But it fails if we don't act it. And if we continue to have these kinds of perceptions and we just had some um student and parent and staff um

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surveys done and there was a perception difference in amongst what they thought they were seeing when you went to clicked on that particular slide for um bullying in inside a building. The kids see it differently than the adults do.

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So, I'm really hopeful that um but we all have to be prepared to sustain this energy and I think that we've got a great start and I really appreciate everybody's efforts. >> Thank you so much Stacy Festa cup for

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your support on this, for your vision, for your idea around it back in October. Um it truly has taken off. The students are doing a wonderful job and we just want to see it embedded in our schools more and more. So, thank you and thank you to the board and Ms. Salie uh and Superintendent for the for all of the

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support you've provided. Uh we're very excited. >> I just have a couple of comments for Lena and Hibba. Um thank you. I think to Trustee Paschlikowski's point, uh the change happens

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if we do what you said. Our words matter. How we speak to others matter. How we see ourselves matter. Um and so, if we follow the blueprint that you presented, we will see change. >> And we are partnering with neighborhood associations, hopefully, to connect our

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students with our neighborhoods. And that's one way, right, to build community. But, uh I'll speak for myself, you give me a lot of hope uh for what's to come. And it's interesting because we we talk about bullying a lot, but I also know that your generation is very empathetic and

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very sensitive to others. So, it's interesting to see these two things happening, but I think it's also an opportunity to understand you a little bit better and to see how we can make things move in the right direction. So, um you don't always get the credit you

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deserve because you're very smart and you you share and and uh you express yourselves very eloquently as a generation. You're just two representatives. Um but, we just need to listen more carefully to you and I think that's what we're doing tonight. So, thank you.

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>> I'll be very brief. First of all, Ms. Reynoso, thanks for being such a great role model to these two. And um to Hibba and Lena, uh when you uh apply to law school one day, let me know so that I can help you out with your application. Okay, thanks. >> I don't think they're going to need any help. They're

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>> [laughter] >> Well, I want to help anyway. >> And I I really have to uh attribute uh or acknowledge Dr. Swidan as well. She works with these students uh on a on a pretty regular basis, and she's very passionate about what uh students can contribute. So, I just want to make sure

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she's acknowledged as well. >> Thank you guys for your kindness. >> So they're go So you're going to law school? >> I don't think so. >> Oh, come on. >> It's okay. I am. >> Okay, thanks. Okay, let me know if I >> [clears throat] >> Thank you guys. >> Thank you. [applause] >> Next item, please. >> All right, next item is a brief district

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attendance update from Dr. Dan Patterson and Ms. Reynoso. I'm just kidding. It's as unbrief as you would like it to be. >> Uh good evening President Aljami, Interim Superintendent Thor and Board Trustees. I'm here with Ms. Reynoso to

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update you all on our recent efforts to improve attendance in the district. Um I'm going to start with some background and data before I turn it over to Ms. Reynoso to talk about some of the work she's been doing with our schools. Uh I think you're all aware that this has been a piece of our strategic plan

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for the last 3 years. This is the last year of our current strategic plan, but improving attendance rates has been one of those key goals. It also has been uh a piece that you gave to former Superintendent Dr. Maleko as a goal a

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few years ago to develop an attendance initiative. So we did that last year and this is our our first year rolling that out. So just to give you a little background on some of our definitions. Uh average attendance average daily attendance is when we look at all of the students and all of the days they could

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attend and all of the days they actually did attend. So this is cumulative across all students over the the whole year. Chronic absenteeism is typically 10% of the school year. If a student misses 10% then they're chronically absent.

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And the chronic absentee percentage of a school is how many of those students are chronically absent. Uh these are not uh numbers that that equal 100. So, we often have schools with an attendance rate of around 93%, but we could have chronic absenteeism rates of like 20%.

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Um they're just looking at at different uh ways of measuring attendance. Uh when we talk about truancy versus uh chronic absenteeism, truancy is really about uh unexcused absences, and we're looking more at compliance and uh legal

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obligations to uh have your students attend school. When we talk about chronic absenteeism, it's more about all absences, and we're looking at the academic and social impacts of of attendance. Um and I think you all know uh attendance is important. Uh there's a

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lot of reasons we want to make sure students are attending school, but a couple of the main reasons that uh chronic absenteeism can impact students is academic outcomes. If kids aren't here, they're missing lessons. Um they're not going to be uh able to uh engage in their schoolwork as well. And

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then also, they're missing out on the social connections between students and their and their peers. Uh if we take a look at the trends in attendance data nationally, at Michigan, and in our district, we're going to see the same overall trend. Uh this national attendance, uh if you look at the graph

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from bottom up, uh pre-COVID, uh the rates were about 15%. Right after students came back after COVID, it doubles to around 30%. And in the years after, we're starting to see a downward trend, but still nowhere near what we

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saw pre-COVID. If we look at Michigan, we're going to see the same trend. Uh Michigan is a little higher than the national average. We were around um 19-20% pre-COVID. Again, it doubled to around 40. It's coming down, but still not fast enough or close to pre-COVID

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terms. Uh and same thing at the district level, our numbers are slightly below the state average, um but you'll again see the same pattern. Uh a spike and then uh uh a decrease over the last few years. Uh and then just telling you where we

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are in terms of our attendance initiative, uh like I had mentioned, uh you had uh given Dr. Maleko a goal of coming up with an attendance initiative. We started implementing that this year. Uh in September, we had a few schools pilot a module that we had in our

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student information system. Uh there is a new component that allows us to run some better data and graphical reports for schools to have them get their information a little easier. Uh so, we uh worked with three schools on utilizing some of that program. 15 of

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our schools are working on a PBIS MTSS initiative and are tracking attendance as part of that. And then our ongoing work is making sure that we include attendance data as part of our regular meetings with our administrative staff, um and looking at it throughout the

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year, and in increasing our communications campaign with our families um throughout the year as well. >> Okay, so back back with some data and some early outcomes again. Uh again, this was another pilot or initiative that we started this year. Um so, I just

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want to highlight some of our schools and and some of the good work they were doing. So, at Edsel Ford High School, they actually reestablished a team, their PBIS team, um and they really took a uh a strong look at their attendance practices. So, they had a large school-wide event to celebrate all

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students that had a very low number of tardies. Uh tardies obviously impact uh it's not necessarily attendance data, but it impacts uh student achievement. And out of about 1,500 students, they had almost 1,000 students that were able to attend. Um and they had a lot of

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incentives and prizes. It was a really positive event I was able to attend. It was really um uh really great for school spirit and also looking at their attendance. And then looking at their data, what you're able to see is that um they saw a reduction

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in their higher levels of truancy. So, students that were repeatedly tardy or to school or tardy to class, they saw a reduction throughout the year as they were focusing on that. Dolt Middle School did a really deep dive into their attendance data. They

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were one of our pilot schools as well using the My Star Q analytics. Um and they really looked at what were some of the reasons behind chronic absenteeism. What they found were was students that traveled overseas or transportation barriers were some of

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those reasons. They also were able to pinpoint some trends. So, they noticed that Tuesdays were the days that attendance was most affected affected. And they also looked at it even by an hour by hour basis. Where are students most likely to be tardy? And then how do

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we intervene on that? So, again, they're using their data to inform their interventions and then affect their outcomes. So, what were their results? Their early results showed that their chronic absenteeism actually reduced significantly. And I just want you to take a look at this

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slide. This just shows what the kind of data analysis that they were doing on a monthly basis. And I won't read the entire thing, but they were able to again pinpoint that Tuesdays were a day where they had a high average of absenteeism. They were able

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to then contact families and do have two-way communication with families around absenteeism. And they did see about mid-year they saw a marked decline from 20 about 20% down to 13% a reduction in

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chronic absenteeism. So, they did see some early results. And as they continued on they did see there were some challenges in the winter time. And actually district-wide we noticed that January was the month where we had the most absences district-wide. So again,

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they but they continue to use their data and that's really the story here. They're using their data to inform their interventions to then impact their outcomes. Nolan Elementary also used the My Star Q Analytics program and they were looking at also these what were the the reasons

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behind their absenteeism, illness, vacations, or family emergencies overseas. I do hear often from building principals that travel, families traveling, does impact their attendance often. And then just a couple more district models. I really had to highlight

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Miller. They did a wonderful job with a targeted intervention and they saw a 28% relative decrease in their chronic absenteeism this year. I asked the principal and the assistant principal, "What did you do to to create that outcome?" And they told me there was a

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weekly outreach that they had their their off staff reaching out, having those two-way conversations. When I say two-way, what I mean is not just a blast although that's good and we do that for all students, but it's reaching out and really having those conversations with families around

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what's the barrier, what happened, are you know, do you understand what how many days your child has missed? And just by doing that and that is a research-based strategy, a 28% impact decrease in chronic absenteeism. So that was really really impactful, I believe.

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Eunice Middle School, they had a tardy initiative and I just really like the process that they took. They used their data. They identified that they had a problem with tardies. They began an initiative in January and then their data shows a significant reduction and so these higher bars here are from

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before they started their tardy initiative and then you see the reductions in their tardies. And again, when kids are in class, they're not in the hallways, they're they're where they're supposed to be, the learning then improves. Bortson was another one of our schools that really

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addressed their tardies and they did hallway sweeps. They wanted to make sure students were in class where they needed to be and they really took that on. So, what are some of our next steps in our data analysis? >> So, looking at our district level data,

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we saw the majority of our schools saw decreases in their absenteeism when we looked at district-wide data earlier this year. As Ms. Reinoso said, January was the highest number of absences. It was a cold month. We had a lot of snow days.

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Our district-wide chronic absenteeism rate last year was about 26%. We were about 21% last time we looked at our data, so it does look like we are decreasing over the prior year, which is what we were hoping for. And when we collect our

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our absenteeism data, our student information system, it will collect if a student is you know, excused absence, unexcused absence, medical reason, you know, illness, but it doesn't necessarily collect some of the the deeper data that helps us see where some of our issues might be. So,

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we did do a poll with our administrators and ask them, with your chronic absentee students, what are some of the issues that you see as as barriers and reasons why they're missing school? So, these do not add up to 100%. We just asked them to kind of relatively rank some of the the issues that they were seeing. So,

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illness is one of the larger ones. Family vacations is another. Some have transportation issues. Many of our schools have multiple factors as well, but this just helps us kind of inform some of the the next steps that we can use to support schools. >> [snorts] >> We also asked our principals, what are

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some strategies that we could collaborate on and try to help reinforce in the in the next year. They suggested establishing consistency among schools, strengthening partnerships, using positive incentives, and then finding some way to

514
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get rid of some of the external barriers because we know we do have some student and families that have some reasons that they're not able to to get their kids to school. And then here are some of our next steps looking forward in the the upcoming year. >> Yep, so we're hoping that next year we

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will provide we did the pilot with the My School Q analytics program. We would like to provide that to all of our schools and building administrators so that they continue their focus on both attendance and tardy rates. We really want to replicate those district models. So the reason why I brought

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to your attention some of the models in our district. We'd like to see more. We'd like to see more of our middle schools doing what Stout and Unis were doing. We'd like to see more of our elementary schools doing what Miller was doing. Really all of our schools. We want to utilize the MTSS framework.

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So a multi-tiered system of support not only for academics but also for attendance. We want to provide training and coaching for our schools, for our administrators, for our teachers, for our staff, our social workers, our ancillary staff so they can continue to support our students and then do that progress

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monitoring. So taking a look at that data in each school. Are we seeing outcomes from the interventions that we're putting into place? And we're hoping to have a district a small district leadership team next year really focused on attendance and behavior through that multi-tiered

519
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system of support framework. Thank you very much and I don't know if there's any questions. >> [clears throat] >> I do have a question. More focus on the high school. Do you have any data specific high schools?

520
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One of the thing the challenge that I see is consistency. So some schools might have a better system than others. You know there's a need communication that I see regarding to the certain school.

521
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And absenteeism it became really chronic. Kids when [clears throat] they tend to brag about it um not a good thing. Uh it gives the wrong perception even though

522
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you know, it it's um the kids are doing well, but the perception that when kids brag about how much how many times that they they were absent and then when you hear parents, it's always an excuse they have to do this and they have to do that.

523
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There's no accountability. I get it sometimes that there is those things but when other kids are unable to walk graduation I saw a lot of emails and several emails on that situation. So, is it possible to

524
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data the high school level individually and then next year to provide data more frequently cuz I love what you're doing. But instead of waiting till the end of the year we would rather I would rather see it you know, quarterly or something

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to that aspect. >> Yes, and and that's something we did get a little better at as the year progressed and that's something that it was a goal in our attendance initiative to do regular board updates uh quarterly attendance. That is something

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I think we'll be able to do much much better next year. We got better as the year progressed and we were able to get the data to the schools in a in a better way as well. So, we're hoping to continue to get better with it. >> Uh one more question before I uh my colleagues speak.

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Does the dashboard that you created does it have the attendance a part of it? >> Yes, the the dashboard is mostly the official reported data that that uh we see through other platforms like My School Data. Um the schools

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once we figured out our processes a little better, we're hoping that the MyCue analytics will give them real-time data in like a graphical form so they can kind of see their trends and if their efforts are improving the rates. But when that was

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not getting rolled out as quickly as we wanted, halfway through the year we were providing them with monthly reports showing the attendance, how it's changed over each month with a list of students and where they were in the progress. So we were we were doing that and like I said we got better as the year

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progressed and I think next year our plan is when the the fall starts we'll have a much better system in place and our efforts will show hopefully better results next year as well. >> Question on >> Yeah, um

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great work on this. I know the board had singled out absenteeism and also bullying as major issues in our schools and I'm glad that we're addressing them head-on. So first uh as far as the reasons as I look at the

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percentages and obviously we don't have kind of the numbers just to break it down more, but are we still requiring students to provide a doctor's note whenever they say they're sick? And I know we're expecting honesty here

533
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honor codes kind of situation, but are we I've always thought that if I take my son to the doctor, I'd better have a doctor's note. >> So I'll my understanding is that in order to have an excused absence you would have to have a doctor's note. If

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you don't, it would be an unexcused absence. Now as we said earlier, chronic absenteeism and absentee rates it really doesn't matter if it's excused or unexcused that the data goes up to the state either way. >> Right. >> However, for truancy and for that type of thing, yes you would have to have a

535
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doctor's excuse, uh is my understanding. >> The other thing in your presentation that you said you took suggestions from the principals, did you also ask selective teachers or did you survey the teachers as far as since they're at the front line, right,

536
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as well, um what ideas they have as well to address chronic absenteeism? >> No, but I I do think in our next steps when we're looking at the the district you know, team, we definitely want to

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make sure that we're including >> Please do that. >> That's right. Excellent. >> And thank you. >> I would just add that the schools that have it embedded into their PBIS framework, so those that data is looked at by a team that always includes teachers. So So in those

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individual schools, about 15 of them, we do have teachers that would be giving >> Yeah. >> feedback through that um data reporting. >> Great. And And the other thing is what I noticed is I would say the the effective way of communicating with the families two-way, as you mentioned.

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I think that is the most effective way, whether it's phone calls or asking them to come into the schools, because if you don't know the issue, you'll never resolve it. Um and to have that conversation with um the school community and how to

540
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support again wrap-around services. We do have communities in schools embedded in our schools that can help out if there are family stressors, if there are family situations where the students need to get to schools, because we mentioned that in the beginning of the students are not in the

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schools. I mean, it's it's not serving them well to be successful at all. So, I would hope that we would become I don't want to use the word strict, but persistent on making sure that doctor's notes are handled in a systematic way

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where HIPAA laws are respected, obviously, but in order to record an excuse, you got to turn in that note. Thank you. >> Trustee Petal Corbin >> Yeah, we've always struggled with um

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several of these um reasons. One of which is noted as the second highest behind illnesses, travel. And our community does a lot of traveling um overseas, and they um

544
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are spending a lot of money, so they are taking as much time as they can. How do we How do we instill in families that um taking the it's not an even trade-off?

545
02:43:43.720 --> 02:44:00.400
I think that's how it may be perceived. I'm I'm spending a thousand dollars to fly over to visit family, and we're going to spend a month there, and it's not a big deal for my kid to be out of school. They're a third-grader or fifth-grader or

546
02:44:00.400 --> 02:44:15.840
whatever. How how How do we challenge that with parents who in this community, especially, we have a large percentage who um have grown up with an expectation that they're going

547
02:44:15.840 --> 02:44:34.600
to be kind of fluid with um their perception of the necessity to be in school for a concentrated amount of time. >> I think that's a great question. I think it's it's as Trustee Moses said, a lot of that two-way communication and kind

548
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of looking at things through a tiered perspective. So, there's universal, you know, parent education. We want to let make sure all parents understand what's the data, what's the research say around uh absentee chronic absenteeism and student achievement, because there's a real correlation, and they may not

549
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realize it. Sometimes we don't even know, you know, what the impact is until we actually take a look at that data. And then looking at, you know, students that might be missing, uh getting started early. So, at the end of September, if we have students that have missed already two to four days, or we get into October and we have students

550
02:45:05.400 --> 02:45:20.120
that are just coming in because they've been traveling overseas, and now they've missed many days, having conversations more individually with those families uh around what does that mean for their student and the achievement. So, I think parent education around the data and

551
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just around the outcomes for their child and their achievement, for their ability to learn to read and to stay current uh with their academics is really important. I think it's ongoing. And I like what Trustee Moseby said about um contacting families about reducing barriers, because a lot of times it

552
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could just be there's a transportation issue, or I my older child had to baby sit my younger child. Um how can we help with that? How can we as a school community wrap around a family uh so that we can really help reduce those barriers and get that child into school.

553
02:45:50.760 --> 02:46:05.360
So, I think it's a multi-tiered approach. >> Well, and to to President Aljami's point about kids bragging about it or whatever, what about consequences? Do Do we need to rethink and reconsider what kind of

554
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consequences are so that parents who are a kind of laissez faire about their child's attendance um or kids who think that it's no big deal, how how do we attach a a greater consequence to those kind of uh

555
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decision-making processes? >> Some of our schools uh kind of looking at that from a flip side, but have incentives, right? Around attendance. And so, that was something I told Ford did. They had a large event, and the students knew what the criteria was. And so, there was uh a celebration and a

556
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school-wide event. So, looking at, you know, rather than consequences, but what rewards might you be able to achieve or receive if you uh come to school regularly. Um other, you know, there are punitive measures obviously through the prosecutor's office, through to filing truancy and things like that. And I

557
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think we can continue to strengthen our partnerships with Wayne County Prosecutor. I think ultimately though we want to take a more supportive stance as much as possible. Um and I think, you know, what uh President Aljami discussed, I actually, you know, was privy to some of those

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emails and looked up that particular student. It was unfortunate that that student went on, you know, social media and talked about it. The the data that they said wasn't quite exactly accurate, but obviously they were bragging. Uh but I just don't think that's really the norm. I think that

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>> a Tik Tok trend, too. >> Yeah, so I think it was unfortunate, but I don't think that's the norm and that we have uh many students that are missing. I mean, we have the actual data on that. So >> Yeah, and when I talk about consequences, it doesn't necessarily have to be negative cuz there's a good

560
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consequence if you So, consequences are not necessarily punitive or negative when I use that phrase. But I do want to see that we find a way to communicate not only with uh families about about the necessity, but

561
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that we but that there is some something at the end of the school year that that is valuable to them one way or the other and that they understand that. >> I guess I'm going to echo what's been said here. Two of the two-way

562
02:48:17.640 --> 02:48:34.280
communication is very important. I know we have technology like, you know, with uh with um Parent Square and such where like a notification can go out automatically and I've seen it before where it'll say, "Call the school." and it's like that's not two-way communication, you know. Calling, seeing how, you know, the child is doing, even if it's an excused

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02:48:34.280 --> 02:48:50.120
absence a couple three days later. You know, again, that goes to their information piece, right? Letting parents know, "Hey, if, you know, if your child hasn't had a fever for over 25 hours and is looking okay, they can come to school, you know?" Making sure that those lines of communications are open. I think like

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what you've seen with some of the other schools, moving that district wide, and then training the appropriate people who are on the phone and how to do that. It's a bit of customer service, I'll use that term, but you know, being able to talk to the parents and be informative and you know, encouraging the you know, our students to come back. Then I would say at the beginning of the school year,

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having some sort of information go out, again, not in a punitive way necessarily, but information way. What is truancy? What is What is unexcused absences? How do you do that? And then if we do have a reward system, this These are the rewards, you know, for being able to do that, I think would be key. Um my question I do have, and I

566
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don't know if this would be school by school, but are there a cohorts of students that may have more absentee more more absences from school for valid reason? And I'm thinking of students with maybe IEPs or

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02:49:37.840 --> 02:49:52.360
things where they have a lot of doctor's appointments and things like that that may be skewing some of those. And is there a way to look at And And maybe there maybe this is all included, right? When we look at statistics, that's always included and we're not going to separate that out. But maybe taking an initial look to say, "Well, hey, here

568
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there there is this cohort and when when those are removed, here's what our stat looks like." Is that something that we should look at? >> And And And you're correct. That That is something that is part of the data and it is something that we can tease out. And when we were actually recently

569
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looking at uh you know, where we were seeing like students that had a lot of absences last year, when you start looking at the top of the list, many of them are related to illnesses and like special needs. So, um that is part of the data. We can

570
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definitely pull some of that out and and reduce it down to the ones that might have some barriers that we might be able to affect a little easier. Uh but but it is included in everything that we're looking at right now. >> And I guess my question would be interesting we have to do the statistically it's it is something look

571
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at hey there there is a cohort that's that causes the whole thing to skew if that's if that's something that we should look at great if not mean I'll leave that up to you guys but I would also say if there is that cohort with sometimes sometimes it's easier to say okay I'm just going to keep them home one more day

572
02:50:55.440 --> 02:51:10.960
you know because of whatever reason again it goes back to that two-way communication especially especially with us if there is a special cohort that's there being able to encourage them to come to school and not only get you know the academics with the PT the OT and all that

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>> And I do know looking at our individual schools our house center program that has our students with the most severe disabilities they have a lot of medical appointments a lot of medical issues and their absenteeism is higher there but I also think too sometimes you have parents or families that they want their

574
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child to come to school and they're struggling to get their child to school for whatever reason could be their child has anxiety could be maybe there was a bullying situation and without that two-way communication we wouldn't know that and so we want to continue to have

575
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those conversations so we can assist families with any barriers that maybe we just didn't know about >> Thank you this is great awesome awesome job >> Thank you so much appreciate it >> I would like to make a motion to extend the meeting

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Make a motion to extend the meeting >> Well first I just like to make a motion for a 5-minute break we can send the meeting when we come back can we >> I'll support that >> a 5-minute break >> Yeah 5-minute break 5-minute break do we need to take a roll call can you do it by voice vote

577
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>> We could do it by >> All in favor I >> I >> I 10:04 we return >> Do we need to because of the time of 9:59 >> I think we can extend when we come back when we drive when we reconvene we can extend I think it's fine