Well, if you're gonna be your camera. >> Okay. >> So, you can either do all Miss In this we're doing an intro. So like you know what you're doing.
>> Oh, look at that. >> There we are. >> Sure enough. Don't clip me. >> Okay. >> Are you guys ready? Back there. >> All right. Here we go. >> Silence.
>> Well, good evening and thank you so much for joining us here today. We are in for a really great treat tonight. Joining us prior to the board meeting are the awesome, talented students from McCully Ununice Middle School and Elementary
School. These are middle school students from Ununice, correct? >> Yes, indeed. Sixth, seventh, and eighth graders all combined here today. >> Awesome. Incredible. So, standing next to me is the very talented Hannah Alamman, the instrumental music teacher
over at Ununice. Tell me a little bit about what we're going to hear tonight from these students. Well, thank you for the compliment. And tonight we're going to be hearing a traditional Lebanese tune called Tick Tick Tick Ya. >> We'll also be hearing Revenge of the Dust Bunny is kind of a silly tune we've been working on. >> I like it.
>> As well as Instinct, which is a little bit more of a primal um aggressive tune. Okay. >> And um Shadow Fire March, which is >> I think one of the students very favorite pieces. I think it might be the favorite one on the docket tonight. We also have a guitarist lined up who's
going to do a couple solos for us tonight. >> Incredible. Well, thank you so much and thank you students. Thank you parents for being here prior to our board meeting. This is the best way to start off a board meeting. A little concert gets everybody in the mood. And uh that dust bunny song, it has no reflection on
the fact that you might have been over at my house beforehand, right? >> Nothing. >> Well, I don't know. >> But we'll leave that. >> We'll keep that. Yeah, we'll keep that one on the download. >> We left the vacuum cleaner back at Unice. It does have a vacuum cleaner part. Maybe in the future we can we can stop by on our way to the next board meeting.
>> Awesome. Hannah, I'm going to get out of the way. I'm going to let you do this with your students and and entertain all of us for the evening. >> Well, thank you for having us. >> Thank you. P Heat. Heat. Heat. Heat. Starire,
not Starfire. Sorry, >> they're both the same. Same kind of words, different songs. Ready? Almost. Good. One, two, three, go. over here. You can Getting ready for
dust bunnies. It's going to go instinct. One, two, three, four. One, two. Just go ahead and get set up. One, two, three. Heat. Heat.
the Time. Hey. Hey. You ready? right now. We're going to take a little break while you're not in a chair and you'd like to
sit down. Have a seat right here in this area. We are going to stand at the play. You can leave your stand instrument. Those that are sitting in the back, you guys can hang tight there. You're fine. Okay. Just so they can get off their feet. Okay. Thank good. Lovely job. You
guys are sounding very nice. Good work. Good work. At the very start of the meeting, right around 7:00. You uh Alli, I'm introducing. Whenever you're ready, we're ready for you.
Okay. Wow. Wow. incredible. Shadow fire. Shadow fire. Shadow fire. Or start. Shadow. Did I get say right? Okay. >> All right. Band. Go ahead and get set
up. We're going to do tick tick tick. Yeah. After. Okay. Yep. Go ahead and get set up, man. In just a minute, we're going to do shadow fire and then we'll do tick tick tick. Okay. >> All right. Shadow fire. Then it's going to be tick tick tick
fire. Play out. Okay. Don't be afraid to play out especially. Ready? One, two, three, four. There you go. Thank you. Sorry, I know.
One, two, three, four. Hey. Hey. Thank you. Thank you. Heat. Heat. All right. Good evening everyone and welcome to the Dearborn Public School regular board meeting. It's uh April 13
and the time is 7:05. Can we uh call the meeting to order and Trusty Bazzy >> here? Trusty Droio >> here. >> Trusty Mos >> here. >> Trusty Pelichkov >> here. >> Trusty Suba >> here. >> Trusty Zaher here. President Jah
>> here. >> The next item is a pledge of allegiance to the flag. We'd like to welcome Missalia Jabber, the PR uh uh interim assistant principal of Salina Intermediate, who will introduce students that will lead us in the pledge of allegiance.
>> Good evening. The students would like to introduce themselves. Go ahead. >> My name is Elena Musl. >> My name is Dina Ji. >> My name is Khali Hahara. >> My name is Dean Zendani.
>> I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all.
Welcome for the playing of the national anthem, Ali Eliger. Please stand. They've got some Is this >> Do we get to take a kind of want to take a picture? >> Good job, guys.
Heidi, good job. >> All right. >> Uh, chair, is this item on the agenda adopt a school music program? Is anybody speaking about that or that's just >> Yes. Okay. I would say a few I'm going to say a few words and introduce Miss um >> Miss uh Taylor. So, Mulla Ununice was
selected to be part of the Mr. Collins Opus adopt a school program. The program connects qualifying schools in need of musical instruments with donors interested in supporting music education. McCulla Ununice will receive high priority instruments and supplies
for band, orchestra, and elementary music benefiting the entire K8 population. Please help me welcome Hannah Taylor, McCulla Ununice music teacher. Hello. So, uh, Miss Sar summed it up pretty well, but, um, I'm excited to
share with you about the adopted schools program. Mr. Holland's Opus is a foundation whose mission is to keep music alive in schools nationwide by providing instruments and supplies to economically disadvantaged programs. The application process was really extensive
for this grant program, including a pre-application, extensive application process, interviews with both myself and our building's elementary music teacher, uh, Ty Kimberly. Our inclusion into this program has led to the creation of our school's campaign page. I've been
assured that it's going to be shared with all of the members of the board, um, if it hasn't already. This page shares the story of our students and our program which includes approximately 131 students or more than a quarter of UNICE Middle School in addition of course to
our elementary school students who all receive music education as a part of their weekly specials. This page will be used to facilitate donors primarily connecting supporters of Mr. Holland's Opus Foundation with our school with the incentive to support. That being said,
community members are welcome to donate if they feel so inclined, and we would love if anyone in our community wants to take part in that, but it's not necessary. There's no end date to our campaign. Um, and our uh campaign has
already been kickarted with an initial $1,000 donation from the Van Halen Association through uh Mr. Holland. In addition to connecting us with financial support, the foundation has access to highquality instruments and materials at lower rates than the standard rates that
we get from the music shops. Meaning that the dollars that we raise will go further than they would with a standard purchase. Overall, our acceptance into this program won't just benefit our middle school students, but will benefit our entire K8 program. And the new instruments and supplies that we are
expected to receive to last upwards of 10 years. So providing long-term support. Lastly, um while I have you, I'd like to acknowledge some people that helped with the process. Ty Kimberly, our elementary music teacher was a vital um support in making this happen, as
well as our administrators, uh Mr. Abu Salah who is here tonight as well as Steven Rios and Sarah Glasser our assistant principles as well as our counselor Aalam Hussein whose hard work in our counseling department and scheduling expertise make the inclusion
of these 131 students having music in their schedule possible. I'm happy to take any questions but I'm excited to share the news with you. Thank you for listening. So, >> um, what is the cost of your program? Do
you have an idea how much is going to be spent or how much you're looking for? >> So, our current fundraising goal is $16,500. >> Okay. >> And there's no end date to the campaign. So, whenever those uh wishes are fulfilled, >> we'll be able to receive that. >> So, I'm going to kick off your campaign
tonight from the Dearborn Exchange Club for $1,000. >> Thank you so much. questions are. >> Um, Miss Taylor, thank you. Uh, as a former, uh, trombone player in my middle school
band, um, I just want to say thank you. Music gets so overlooked sometimes, unfortunately, music and the arts in general, uh, in our schools, especially in a school district our size. So, I just want to say thank you for what you're doing. and uh as someone who I taught music at Fortson a long time ago
too beside uh a old choir teacher named Tony Bumbaka and uh such a great experience there. So um thank you for everything you do and I'll echo trustee Damrosia. You can count on $1,000 from me too as well this >> Thank you so much. And if you're ever
looking to pick back up those trombone skills, I'm sure we can find a trombone for you to try out if you're ever looking to get back. >> Don't tempt me. It's very possible that I will say yes to >> I mean it from the deepest depths of my heart truly. Please come on by. Thank you >> trusty >> Miss Taylor. Thank you so much and thank
you to all of the music teachers that we have in the district. Um three years ago uh Dr. Mle, our former superintendent came to this board and said that we definitely need to invest in music. And we saw a decline in music enrollment at
the high school and the reason being it's because students were not getting it at the middle school in a high level. So I'm glad that now um it's being offered. Uh trustee sub and I uh attended the pasta dinner at Sil Ford
and the music department was just amazing. So thank you and thank you to all of the music teachers that we have. We're truly blessed as a district. Um, I will echo the sentiment. Um, uh, thank you so much, Miss Taylor. Um, just a personal note, I got the opportunity
to visit Miss Taylor's classroom, um, a couple weeks ago at UNUNICE. Um, and she so graciously gave me a tour, um, and showed me, you know, all the things that they're working on and the equipment and and instruments that were available. Um, and I know, you know, she's able to do so much with what she has now. And so
I'm so excited for this opportunity to see what you can do moving forward. Um, but this goes to all of our music teachers and all of our programs as a current musician. Again, we we all care deeply about the arts um and the music. So, however we can help and support, please let us know. >> Thank you so much.
>> I I do want to thank you and uh echo uh and I I want to thank um our trustees for um for their donations. this is a a good way to start and and give it back. But we really appreciate um music and the art and when I watched the kids play
and how they were engaged, it brought back memories when I was in Salina and I remembered my music teacher, Mr. Duck. Funny name, but um it's a it's an enjoyable time that I had and I'm glad that the district is investing back in
music and the art. Thank you so much and thank you to the >> I might just say a few things. I think thank you and to you and your colleagues for what you've done to grow the program. But I do want to say that um this growth and this celebration and
this point of pride is a collection of a comprehensive belief that this is important across the district. So to everybody who from central office to the buildings to the department to the funding it takes everybody working together and I think this is the reality
that we see as a result. So congrats. >> Thank you all for your support. >> Next item. >> The next item is a superintendence update. >> Okay. Thank you. I will begin with retirements. We have a long list. T is the season.
Margaret Acriman, 27 years of service. Kathleen Adams, 38 years of service. Ronald Arbinowski 46 and 13 years of service. Kevin Bruce, 36 and a half
years of service. Rada Burks, 30 years of service. Jennifer Case, 30 years of service. Christy Sahanowitz, 26 years of service. Lorie Chavez, 6 and 1/3 years of service. Kimberly
Crispen, 32 years of service. Lisa Dietrich, 34 years of service. Jennifer Domino, 35 years of service. Karen Founce, 25 and 23 years of service. Jacquellyn Kustovski, 27 years
of service. Kimberly Macowski, 29 years of service. Angela Maynor, 27 years of service. Jamie McShane, 26 years of service. David Mustinin, 25 and a half years of
service. >> Kristen Palmer, 28 years of service. Kathleen Rockwell, 12 years of service. Rada Sabra, 22 years of service. Don Chuitt, 37 years of service. Nadra
Shami, 25 years of service. Iet Spencer, 15 and a half years of service. Adrienne Tata, 25 years of service. Lisa Watson, 11 and 1/3 years of service. That's the end of that list. Thank you all for your time
and dedication to your work. >> Next item. >> Moving on. >> Oh, that's your whole >> I have No, I have none. >> Oh, no, you can do your whole. Uh, yeah. >> Thank you. Uh just a reminder to everybody that uh April 29th is our teacher of the year celebration. The
Alberta Murahhead Students Choice Teacher of the Year Awards is Wednesday, April 29th at the Performing Arts Center. It begins at 400 PM. April is National Autism Acceptance Awareness Month, dedicated to fostering
inclusion, promoting research, and celebrating neurodeiversity. Throughout the month, many of us were tagged to participate in the Blue Hands United challenge, which was fun and in an engaging way to spread awareness and acceptance this month. April has many
awareness and and appreciation days. Thank you to all of our employees who are being recognized this month. Uh right now, I'd like to welcome um Dearborn Police Chief Shaheen to the podium to speak a little bit about the
simulator grant. Good evening, trustees, interim superintendent sor. Um, as many of you know, the city of Dearbornne, our police department has been tackling, can you guys hear me? Okay. >> Yeah. >> Have been tackling traffic safety in the city uh head-on for many years. As part of that initiative, there's an
enforcement component. Last year, having written more tickets than ever before, there there's an engineering component that many of you have seen around the city, from signage to redesigning streets to make them safer. You know, what brings me here today is the education component. And so, as you might know, the leading cause of death
among teenagers is traffic crashes. And 16 to 19 year olds are the most likely age to get into a traffic crash. With that in mind, last year we partnered, the first of its kind in the country with the Oakland Police Academy. And if you remember, you saw that trailer that traveled to the three major high
schools. And in that trailer, you had police academy instructors that took newly minted drivers and taught them safe driving habits. What's really interesting about this driving simulator, it's state-of-the-art. It can introduce rain, a tire blowout, pedestrians, and these young drivers
have to navigate that. So, this year, we secured a grant through the state of Michigan to continue that program for over $50,000 because there was so much success success with it last year. Last year, we had 400 high school students go through it at the three major high schools. This year, we're going to bring it to all six high schools in the city
of Dearbornne. So, not only our public schools, but our parochial schools as well. We look to get over a thousand students in it. I'm excited about it. I just wanted to highlight that for the community and for the schools and I appreciate your partnership. >> Thank you. >> Thank you. >> Thank you.
>> Any questions for the chief? >> I'll move on. Yeah, please. >> Uh, now we're going to have um our director Bob Addie and I believe Chris Kennerberg approach the podium to speak a little bit about the GE Google Gemini collaboration. DPS Dearborn Schools has
joined an innovative cohort of educators dedicated to exploring the transformative power of Google artificial intelligence in the classroom and Bob and Chris will tell you more about that. Good evening um Superintendent Surer, ladies and gentlemen from the board of
education. I'm Bob Eddie, director of instructional technology and with me is Chris Kennberg, our assistant to the regional manager and supervisor of networks. And so what we'll do today is share with you a little bit about this partnership that we're working on both with staff and with the student advisory council. I'm going to turn it over to
Chris first. >> Hello, President uh superintendent and uh board members. Um we had over 130 teachers apply for this pilot and we had to um randomly select 10 to participate.
And what this is is a Google for education um is a tool and that is really core in how we educate, communicate and operate in our district. And AI is more than a buzzword with
Google. Uh Gemini AI is infused into every Google product from Google Docs to Gmail to uh an incredible study tool in Notebook LM. Um and Google puts the power of AI directly into the tools that
we all use every day here. Uh this training partnership with Google allows our teachers direct access to Google staff and um they'll have additional uh access to resources uh be able to provide feedback and participate in
collaboration opportunities and uh Google is focused on the ethical use of AI which isn't always present in in a lot of the tools and Bob is going to speak to um uh the Google presentation to our students in the student advisory council.
>> Thanks, Chris. >> And so, a couple of weeks ago, we were able to have a representative from Google work with Dr. Violet Suedan and members from our superintendent student advisory council. During this time, they were able to talk about the ethical use of AI. We had a lot of our students
saying that they use it. And so, we talked about the importance of using a closed system where it protects our data and protects our student personal identifiable information. And so as they were able to go through the presentation with the students, students saw the value of using AI as a tool to assist in
their learning. And what they were able to do is work on it with part of the curriculum that they're doing with anti-bullying. And so the expect respect curriculum, they're working on developing videos to go with it and infographics. And as part of the training right there,
they were able to see how we can use it again as a tool to assist us, not just something to do the work for us. And with that, we really looked at uh this is a wonderful starting point for our students and AI is a good starting point as a tool to use like that. And we hope
that this will be the first of many opportunities for staff and students in our district to really leverage the power of AI. That's all I have here today. Any questions? >> Any any questions? >> Th this is great and um I've I've
mentioned this many times is how do we take those tools and be able not just to use them but to create um so I know we're doing a pilot or some kind of um just a small program right now. Are we envisioning this to go
further engaging teachers in the future? Absolutely. Uh what we're looking at doing is really standardizing the tools that we're able to use with our staff with AI because right now there are so many different tools that are out there and if everyone wants a little piece of this and that it's going
to be all over the board. Standardizing it and finding the best tools that are educationally appropriate, Furpa and Kappa compliant and protect our personal identifiable information is key to what we want. Chris and I have been presenting the last three years before
our elementary and secondary staff at PDS on how to use Gemini and other tools that are out there including Brisk and school AI. What we're looking to do is to give teachers a good tool belt with the tools that we standardize so that it helps them out with their everyday role
and students how they can become uh powerful learners and leverage this technology. >> Okay, Mr. Where do we see this expanding to? Are we going to do a very slow roll? Um I this is a very controlled environment with these
students and I like the idea that we're piloting it and in a way that we can monitor but once it gets into the mainstream buildings and classrooms um are we anticipating still having some kind of monitoring system so that we
understand you know maybe social studies and English classes will find it more um a useful tool than some other um curriculums. Uh or maybe maybe the art
classes, journalism, debate. I mean, how how are we going to anticipate? Is it just going to be let loose schoolwide or are we going to try to kind of control how we introduce it and make sure that we have um the teachers on board with with that roll out as well?
>> That is a great question. And as we are doing a slow roll out, one of the next steps that we have is coming to the board with our AI policy and guidelines for all staff. >> Yeah, >> we've been going over this during the technology advisory committee made up of teachers and administrators in the
district. We've had a small group that focused on how to use AI come together and develop the policy and guidelines. So as part of our roll out in the fall 2026 2027 part of our required courses will have a
component with AI use ethically so that staff will know how to be able to use it. We also have a feature called class tools where teachers will be able to kind of show what's uh sites students are able to get to and whatnot like that as well too. So we can kind of control
what level of access they have with class tools. Our goal is to really go slow with this so that we can go fast later because once staff really understand how to use the tool and how to leverage it right there, that'll be the the most important step and then
going forward, how we're able to to to use it um in those subjects like social studies and science. And what we want to be able to do is to continue that uh learning opportunity for staff. >> Just one more question. Is there a way
to put a fast stop on it if something really bad happens a and we experience something we didn't anticipate? >> Yes. And uh like what Chris was saying too, it's embedded in a lot of our tools that we have out there. Gemini itself,
we are able to pull the plug on that as well as with any other tools like Brisk or School AI with some of the other features that are in there that are embedded. That's a little bit of a harder part right there, but we are able to pull it on Gemini. >> Okay. Thank you. >> Go ahead.
>> Um, for the pilot program, what grades did you guys pilot? >> So, that's the best part. We wanted to get representatives from each of the buildings. And so, we asked each principal to get at least one to two staff members that would be able to pilot with the other tools that we were
using. With the Google pilot, we opened it up to the district and we were trying to randomize that and make sure that we didn't have duplicates from the same building. Um and is this going to be is is the thought process here this is going to be something that's rolled out where um to
use a word required but will like let's say a classroom says you know what we don't we don't want to use AI tools in our classroom is that an option >> absolutely >> we again tools are there it's sort of I look at it like I can use a pencil or I can use a pen my choice like that and
the same thing with teachers and the technology tools that are out there and available All right. You want to say something? >> Uh, you mentioned it that it it's going to come to our policy committee. So, I look forward to uh reading that. So, thank you.
>> I I do want to say that we have to accept the fact that AI is here and a lot of organization um are creating committees for policy, you know, policy committees, ethical use and and trying to figure out how to use it. um but
still be secured. A lot of organization, health organization, government agencies are making sure that you know people are not using it to um for uh for private information and uh sharing that with uh
AI. But there's a lot of values for I think the biggest uh and I'm glad you said that you said um you you want to assist you know in doing the work but not do the work for them. I think one of the my biggest worry is that even though
I love using AI, I use Gemini, I use CH GBT, cloud, so many different ones, but my biggest worry is for me, it's okay because I already had the basis when I was younger. And for the younger generation, we don't want them to to
rely on AI to do things for them. And there's a balance where we have to make sure that they learn how to do things and only use AI to um to be more efficient and not to do the work for
them. I've heard of um um places where kids in virtual schools use AI to do most of their work. And so that's one of the other things I was going to ask the the our school district is to make sure that it's not abused and and um because
I worry that we we would have especially at the high school level graduates that graduated using AI um and and it that's that's scary because once they get to college then who's going to do the work for them? So I'm glad you're going through the policy
committee. I'm glad you guys are uh uh doing an ethical committee. So, but AI is here and we have to deal with it. Thank you. >> Thank you. >> Okay. Thank you. >> Thank you. I have a few more updates.
>> April is also National ArabAmerican Heritage Heritage Month. Uh and this month we uh celebrate and pray pay tribute to the contributions of Arabameans. Um we have two uh principles that are on
their way to Washington DC. Mr. Ruml Smith principal and Mafay assistant principal. If you remember earlier this year, uh they were recognized as our principal and AP of the year by the state of Michigan and they will be
heading off to Washington DC this week where they'll be recognized for being named as state principal and assistant principal of the year. And at this national conference, four state awardees will be chosen to receive the national award. I'll try not to get greedy, but I
think, you know, I hope they know a good thing when they see it over there. Congratulations to David Kisik who was appointed as the Henry Ford College president on April 10 and he's here with us today. Would you like to come up for a few minutes? Introduce yourself to
everybody. I just put you on the spot so I guess you have no choice now. Congratulations. >> Good evening. Uh, Chair Alahimi, members of the board of trustees, and to interim superintendent Sirur. Uh, again, my name is David Kisik. I am so deeply grateful
for uh the vote that was taken last week and looking forward to uh the opportunities to engage in the next steps of that process as we work to finalize everything. We were talking a lot about uh music earlier today. So, I I'd be remiss if I didn't point out that for any of our students in Dearborn
public schools or in the surrounding area, if they have an interest in continuing their music education, we offer a great associate of arts in music at Henry Ford College, we also offer a one-year certificate around recording arts. Uh and then a number of coral and performance opportunities for folks as
well. We've got three concerts coming up here, two at the end of April, uh, and one in the beginning of May for anybody that might want to come out and support the college and support our music program. I'll just very briefly say that, uh, the reason I'm so excited about this opportunity is because I'm from this community. Uh, my family has
very deep ties to Dearborn and particularly Dearborn Public Schools. My mom retired as a lunch lady from uh, Dearborn High School. My aunt taught for 32 years here in the district at Oakman and at Bryant. And when I was going into education before my career took a bit of
a side step, uh I was doing all of my practicums at Bryant and my subbing at Bryant as well before uh I got into uh the elected route. And so one of my priorities throughout the process that that I tried to articulate was my deep belief in strengthening the relationship
between Henry Ford College and the P12 system. Uh that's something that that uh I'm trying to demonstrate by my presence here today, listening, learning, re-engaging with folks that I have a long-standing relationship with uh and building new relationships with PO folks here as well. So again, deeply grateful
for the opportunity uh and very excited about the partnership that we have ahead of us. >> Thank you. >> Thank you. >> Thank you. >> Congrats again. >> Thank you again. I have only one more update and I wanted to highlight um our high school graduation rates. I just got this data
today. Um as of 2025, so last spring, the state of Michigan's graduation rate was 84%. Uh our district's graduation rate um as of last year was 90 almost 93%. Fortton
was around 96%. Dearbornne high around 96 um and Florida almost 100% 97.97%. Uh 10 years ago uh the miss state of Michigan's graduation rate was 80%. Our overall districts was 90%. Fortson
was at 93 Dearborn High at 92 Ford at 88. So a lot of growth and I just wanted to recognize that today and And that that wraps up my updates. Thank you. >> Next item.
>> Next items are recognition and acknowledgements starting with commendations. >> Sure. >> Ask. >> Yeah. Yeah. >> Yep. We could. >> Next item is employee recognition. employee recognition.
>> Okay. >> Good evening. I'd like to ask Hannah Elman Taylor who you just met earlier today to join me. Megan Fraterelli Fraterelli from HG. This is Hannah. You met her earlier. And Carrie School Master, come on up. Let's give them a
really big round of applause. Fredelli. Okay, so I was close. Megan Frederelli. They're all fabulous. So I will say a few words about each of them and then give them an opportunity as well. Hannah is a music teacher at McCulla Ununice Middle School, fourth
year with Darborn Schools. And she's nominated for her incredible dedication and the tireless efforts she's put into building the music program at Ununice. Hannah's hard work and tireless efforts to inspire is greatly appreciated. And I have to say, you should see what she did with the kids last summer during summer
discovery at McCulla Ununice. She had them put on a play in a very small window of time. So, thank you, Hannah. Hannah, do you want to say a few words? No pressure. No pressure. Um, I will say that Hannah also has always given us
really a ton of feedback about what the music program needs and we value that and hopefully I believe we've implemented quite a bit and we'll continue to collaborate. Megan Megan is the uh Megan is the uh
secretary at HEG Elementary. She's also the office manager. Megan has been with Dearborn Schools for four years and I feel like it's been so much longer. We are thankful for you, Megan. And she is nominated for working tirelessly behind the scenes to keep Hey running smoothly and for always making sure the staff
feels supported. Megan's presence puts everyone at ease and she is the heartbeat of the building. What a compliment. And if you know Megan personally, she's a fabulous person as well. >> Hi guys. I just wanted to say that I'm
giving back to the community that fed into me for all those years. I'm a proud HG owl. Um I have I was at HEG in kindergarten in Miss Matress's class. So to be back at HEG is really a pleasure
and I just love my community and it's it's a pleasure to get to do what I do every day. So thank you for letting me do it. Carrie Schoolmaster. Carrie Schoolmaster is a special ed coordinator in her 26th year with your Orange Schools. She's nominated for her
exceptional leadership, constant willingness to help, and genuine care for everyone. Carrie leads by example, and absolutely deserves the highest praise. Uh, absolutely. Carrie, please come say a few words. I just want to say how blessed I am to
be able to be part of this community and how involved everyone is and the goals to, you know, continue to grow and I can't express the gratitude I feel for being able to be nominated by my peers. So, thank you guys so much.
>> Thank you. Okay, I think that means we're back to commendations, Mr. Mustin. Okay, comment. Next item is commendations. >> Hi everyone, my name is Na from 01 High School. I'm a junior. >> Hi, my name is Smel Darwish and I'm also
a junior at Silfor High. Let's just get started. Okay. Um, commendations to Sonia Dixit on earning her chief financial officer certification from the Michigan School Business Officials Organization. The voluntary 5-year certification reflects a high degree of
academic and professional preparation. Commendations to Tracy Pendred, elementary district instructional coach, for representing the district as a presenter at the 2026 Michigan Reading Association conference. Her session on building collaborative literacy cultures using an assetbased mindset strengthened
the coaches and educators w statewide. Miss Pendra's leadership continues to have a positive impact on our professional learning community and the growth of our teachers. Commendations to BL bus drivers Rachel Nicholas and Hallet Nusiba. Both drivers were selected to receive a 2026 Wayne
County Excellence in Transportation Award for providing or supporting safe student transportation. They will be honored during a banquet on April 18th. Commendation to Dearborn High video students who earned a record high 23 nominations from the re regional student production awards from the National
Academy of Television Arts and Sciences. A total of 13 students earn a nomination this year. Jesse Good earned 10 nominations and Amina Tumi earned nine nominations. Both are poised to break the record for most career wins in Michigan. All of the nominated movies will be shown at the
WDHS film festival scheduled for May 15th and 16th at Dearborn High. Commendations to Edel Ford High School orchestra students. On March 6th, they welcome student musicians from Bryant Oel Smith and Stout Middle Schools for a special school event. Following their ensemble performances directed by
Matthew Question, Ryan Cup, and Zach Thompson, respectively. Students received expert instruction from distinguished conductor Joseph Deler focusing on technique and collaborative artistry. Commendations to the Dearborn High basketball team for both their regional championship win and for being
featured on CBS News for competing while many of the players were fasting for Ramadan. Commendations to the Dearborn High model UN delegation. The group was honored with the spirit of Sparty award which recognizes individuals or groups who embody the pride, tradition, and dedication associated with Michigan
State University. often highlighting exceptional sportsmanship, positivity, and service. Individual Model UN winners include senior and club presidents Adriana Deep with the book award and junior Muhammad Ali Bajage for outstanding delegate representing Japan in the women's rights counsel. The club
is overseen by Sarah Sabak. Thank you. Commendations to Jerbo United Bowling Coach Paul Markin. He was named division one bowling coach of the year by the Michigan Interastic Bowling Coaches Association. This is tremendous honor and a well-deserved recognition of the outstanding work coach Markin has done
with the bowling program. Commendations to Dearborn High students in the peer-to-peer program who in March attended an annual University of Michigan conference that looks at student depression on college campuses. Professionals and students from across the country come together at the event to look at recent research and practical
advances for understanding mental illnesses among young people. Commendations to Edel Ford High students, Gabe Etard, Ryan Hulka, Violet Deler, Zah Almafur, Marcus Medulla, and Victor Belik. They each earned superior division one ratings at the MSBA State
Solo and Ensemble Festival. Commendations to the Zel Ford Performing Arts Department for hosting the 8th annual pasta dinner, music showcase, and silent auction. The event was well attended, and the money raised will help support the LE Ford instrumental music program. Commendations to the Ford Student
Council and adviser Danielle Pitzky for putting on a great charity week event in March. Students raised awareness and collected more than $5,000 for Zmen, a local charity. Kudos to the Thunderbird community for their generosity. Commendations to the Dearborn High Robotics team for its recent successes.
The team competed twice over spring break. In the second event, the team received the autonomous award based on the robot's ability to sense its surroundings, position itself on or on board equipment appropriately, and execute tasks. The team is coached by Ion Iiona Veskin. Commendations to Deval
Elementary fourth grader Sawyer for earning the outstanding interpretation award for photography in the state PTA reflections competition. This prestigious honor is equivalent to first place in the state. For this incredible achievement, Sawyer was awarded $800 and the Deval PTA was uh received $200.
Commendations to Charlene Hughes, Abigail Freed, and Adrien Brown for leading the Deval Green Club. Once again, Dubal was given the highest green school designation, which is the evergreen status. Thank you. >> Thank you. >> Trustees are trust.
>> I wanted to let you know that we're inviting all of our reflections winners at the May board meeting so that we can see what they did and got to the state level. >> All right, the next item is scholar athletes recognition. Good evening members of the board and
super superintendent sore. I stand before you tonight to celebrate a student athlete who defies the very best of dearborn public schools. As many of you know, the Van Patrick memorial award is an award given by the city of Dearborn Recreation Department in
conjunction with Dearborn Public Schools. It is the Heisman of our city awards given to the single most outstanding senior student athlete who excels in the classroom, in the community, and across multiple areas of play. This year, that honor belongs to
Dearborn High's Carl Wolski. To understand why Carl was chosen, you only have to look at his jersey, or rather his four different jerseys. In an era when many athletes are pressured to specialize in just one sport, Carl chose a different path. He chose to lead in
every se every season on the football field, on the pitch, on the basketball court, and on the track. Carl is a true four sport athlete. A feat that requires incredible time management, physical
discipline, and a deep-seated loyalty to his teammates. Carl embodies all of those. Carl has signed to continue his academic and athletic career at Elma College where he'll play football. Congrats, Carl.
On behalf of the board and superintendent, I'd like to present you with this award. >> Thank you. >> Congratulations, Carl. I'm seeing your mom with tears in her eyes, and I don't blame her one bit. Um, I went to high school with your dad, and he's the
definition of kind versus nice. He's just a kind man and I know your mom is as well and I'm happy for your parents as much as I'm happy for you. Congratulations. >> Thank you so much. >> Congratulations. >> Yeah, I I do want to say something. Um
last year I'm on the rec commission and last year I was a part of the Van Patrick selection committee and it's amazing when you meet these young men that are um um athletic but also academic strong. It's uh it it's when
you talk to them, it it's amazing. And I would say this award uh really is an important award. Unfortunately, we could not make the the presentation because we had a special meeting, but it's definitely deserved and those that get
it, it's a major award in my book. Thank you. >> Thank you so much. The That's like Thank you. >> Although Carl is the one that was present, I'd like to acknowledge all of
the nominees. We have Sienna Maru from Dearborn High, Maya Harmon and Abdullah Salah from Sil Ford, Sarah Zora and Fas Aadala from Fortson. And we have middle school nominees,
middle school student nominees. Let's give them a minute and then recognize who they are. Bryant had Hannah Hammud and Hussein Fiad. Lori Hussein Sad and Naven Suedan. Salina Bayan Shahit and Adam Algahi
Smith Maya Bahasoon and Noah Smith Stout Hannah Salami and Fouad Merchett Ununice Nor Sharafin and Muhammad Hussein and finally Woodworth Khadijah Alawi and Yaser
on Allah right Next, >> next item is acknowledgement of donations. >> Hi, good evening everyone. >> Good evening, trustees and superintendent Sor. Um, I'm here to acknowledge our donations for this evening. Can you all hear me? >> Sure.
>> Uh, better. >> Yes. Yes. >> Okay, great. Uh the first we have a grant of $34,540 has been offered to Howard Elementary School by the Dearborn Education Foundation to be used for novel study for the seventh uh the fifth grade
class. Uh second, we have a grant of $73280 has been offered to Bryant Middle School by the Dearborn Education Foundation to be used for binders for the seventh grade class. A donation of $2,000 has
been offered to Salina Intermediate School by the Dearborn Education Foundation to be used for the space uh space creation for comfortable seating, lighting, and decor. A donation of $2,000 has been offered to Salina Intermediate School by the Dearborn
Education Foundation to be used for writers in residence project. And finally, a donation of $3,000 has been offered to the Dearborn High School by the Dearborn Education Foundation to be used for the Health Occupation Students of America International Leadership
Conference. And that concludes our donations. Thank you to the Dearborn Education Foundation coming through. Next item is approval of minutes. Approval of minutes of the following Dearborn Board of Education meetings. The building and site committee meeting March 9th, 2026, board report 25-112.
Finance committee, March 9th, 2026, board report 25-113. And the regular P12 meeting, March 9th, 2026, board report 25-114. I'm looking for someone to make any necessary corrections and move approval of these minutes.
>> So move. >> I'll support. >> Second. >> Uh any corrections? I had one correction um to the regular meetings for the
the 9th meeting March 9th 2026 uh toward the bottom uh I said if we are looking at private sectors okay so sorry has been corrected so I read it as secrets before so >> okay all right
>> I'm not looking at private secrets we're p looking at private sector vectors. Yes. So, uh thank you for that correction. Maybe Joanne or Catherine did it. All right. So, hearing uh no corrections, uh may we attach a unanimous roll call to this motion?
>> Yes. >> All right. Motion is approved. Thank you. >> Next uh item is union leadership commentary. This section of the board of education meeting is being added added to further enhance the already strong commitment and longtime partnership between district administration and all
bargaining units. Both instructional and 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 the 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 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. And the one representative we have here today is from the Dearborn
Federation of Teachers, Miss Kathy Martin. Good evening. Um, honest, I had no idea what Bob and Chris were going to talk about today, um, when I decided to talk about this. Um really I'm here because
um there's been a lot of backlash towards technology and education and we've been using tech in education long enough where we now have data about the damage that it's doing. Um so I'm here to talk about that. Uh also in light of
the lawsuits that I is dealing with. I think that's something that we really need to think about. Um, so you know, it's surprising, but I'm saying um that technology is not always better for our students. In fact, I'm here to urge us to thoughtfully reconsider and in many
cases step back from our reliance on technology in our classrooms. Over the past decade, we've rapidly increased the use of devices, software, and screenbased learning tools. This shift was well-intentioned. We were told it was p it would personalize learning,
increase engagement, and better prepare students for the future. But what we're seeing in practice tells a much more complicated story. Um, first I have like a bunch of points. So first, technology is fundamentally changing how students learn and it's not
always for the better. Many students are struggling with attention, focus, and stamina. When learning is constantly mediated through a screen, it becomes harder to engage deeply, persist through challenges, and develop critical thinking skills. The quick click, instant feedback nature of technology
can unintentionally discourage patience, reflection, and true problem solving. And we are absolutely seeing that in the classroom. Um, second, uh, increased screen time is taking a toll on students well-being. We're seeing higher levels of anxiety, decrease social interaction,
and fewer opportunities for meaningful face-to-face communication. Schools should be places where students learn to collaborate, communicate, and build relationships and not just interact with a device. Um, I have seen that some people in the district are reading The Anxious Generation. I'm pretty sure
that's what it's called. And that book is about the use of technology and how as technology use has increased, we've seen mental health issues increase as well. Uh it's a really good read for those of you who have not read it. Um
third, from a developmental standpoint, we're seeing noticeable impact on students fine motor skills. As learning shifts to tapping, swiping, and typing, students have fewer opportunities to develop the hand strength and coordination needed for handwriting, cutting, and manipulating materials.
Many educators are observing increased fine motor delays. Our OT's are working really hard with students that they never had to work with before because they're not having the basic skills that kids come to school with. Um, students are struggling with pencil grip, letter
formation, and basic classroom tasks that were once developmentally typical. These are foundational skills tied directly to independence and academic confidence. And um, I'm not a doctor or anything, but I know we've seen a lot of playground issues with kids breaking
body parts, falling off monkey bars. And I'm convinced that the use of tech and the poor fine motor skills and the poor hand strength has something to do with it. I know at the beginning there a bunch of kids were falling off monkey bars. Um I'm like that's what it is. But
anyways, um fourth, there's a concerning increase in speech and language deficits. So I'll tell you the SLPs have been sounding the alarm about tech um maybe about more than 10 years to be honest with you. And I know some buildings have invested in the banner
that they put in front of the office encouraging parents to keep tech away from the kids. Uh let the kids play. don't use tech as a babysitter and and ask any speech language pathologist in the district. Our case loads are exploding and we're convinced that
technology has something to do with it. Less face-to-face interaction. Um kids are used to um just asking, you know, answering yes or no questions. There not a lot of deep thought and parents truly truly believe that this computer is
helping their kids. This technology is helping their kids. They're doing uh they're working on websites that we as a district have recommended. Um I can't even remember a single name, but my I know my kids were I I actually didn't let my kids use it, but um so that's
something that's truly impacting our kids speech and language development. Um and we need to look at that because kids now are more interested in screens than people. And I've noticed when I talk to kids, a lot of them aren't making eye contact. A lot of them are like want to
get the conversation over so that they can get back to their tech because um it's way more interesting than I am. Uh fifth, we're beginning to better understand the cognitive and neurological impacts of heavy technology use on developing brains. Frequent exposure to fast-paced, highly
stimulating content can impact attention systems, working memory, and executive functioning. Students become accustomed to constant stimulation and immediate rewards, making it harder to sustain focus, regulate impulses, and engage in deeper thinking. At the same time,
reduce time spent reading, playing, and interacting face-toface may limit development of neural pathways tied to language, empathy, and higher order reasoning. In short, we're shaping brains in way that may not align with the outcomes that we value in education. Um, and I'm sure any teacher in here
would agree with me completely in what we're seeing in the students. That wasn't planned. I swear. Sixth, uh, we must consider student data and privacy and security. Uh, with every platform we adopt, we're collecting and storing increasing amounts of sensitive
student information. Across the country, there have been multiple data breaches involving educational tech companies. This raises serious concerns about how securely this data is stored and who has access to it. Families trust us to protect their children, and that
includes their personal information. There are growing legal and ethical concerns surrounding some widely used platforms, including Ready. Lawsuits have raised questions about data collection, privacy, and developmental appropriateness. Regardless of outcomes, these concerns highlight the risks of
adopting large-scale technology without fully understanding its long-term implications. Um, and we are noticing that technology has often been replacing rather than enhancing good teaching. No program can replicate the impact of a skilled educator who knows their students,
adjusts instruction in real time, and builds a strong classroom community. Over reliance on technology risks diminishing teacher expertise and professional judgment. It's important to recognize that we're not alone in reconsidering this issue. Districts across the country are are
already taking action uh dramatically limiting technology use in elementary schools and in some cases eliminating it altogether during the school day. These decisions are being made in response to the very concerns we're discussing tonight. Student development, mental health, and the long-term impact on
learning. We should be paying attention to these shifts and asking why so many people are moving in this direction. We also must consider equity. Technology is intended to level the playing field, but in many cases, it has widened the gaps. Not all students have the same support, digital skills, or ability to stay
engaged in a screen-based environment. What works for some creates barriers for others. So, we must ask ask ourselves, what are we preparing students for? Yes, technology is part of the modern world, but so are communication, critical thinking, resilience, and human
connection. These are best developed through discussion, hands-on learning, reading, writing, and real interaction, not passive screen time. This is not a call to eliminate technology entirely. It's a call for balance, intention, and restraint. We should be asking, does this technology truly enhance learning
or is it just convenient? Is it development developmentally appropriate? Is it protecting our students not just academically, but cognitively, socially, and digitally? Is it supporting teachers or replacing them? Our goal should not be to keep up with trends, but to do
what's best for students. Uh, I urge this board to take a thoughtful step back, re-evaluate current technology use, prioritize human interaction, hands-on learning, and student well-being. Reinvest in experiences that build foundational skills, found motor
fine motor development, strong speech and language abilities, and healthy cognitive growth. And trust our educators to lead the way. Our students do not need more screens. They need more connection, more engagement and more meaningful learning experiences.
>> So I I do want to um respond u based on my previous comment. While I believe that we need to introduce AI to our kids um because that's the world is going. It doesn't mean we don't maintain our tra traditional way of teaching. Uh it's
really important that we teach our kids um we we uh maintain a strong commitment to the traditional method of teaching because we're building a foundation. Um but at the same time introducing AI to
our kids it's it's essential because that's where the world is going. So we do have to maintain a balance. >> I'm not speaking against AI necessarily. My main concern truly is the elementary kids um who are opting for Chromebooks instead of paper pencil who and that's
really where it's at. I understand as they get older we do have to prepare all our students for the entire world out there. Um, so I'm I'm not up here to speak necessarily. >> No, and let me clarify and I we've said this before, utilizing technology
um is it's more than eliminating technology. It's how we utilize technology. You're not giving a Chromebook to a a kid to keep them busy. Uh we don't want to do that. We want to utilize technology the right way, but it's still at the at the teachers level
discretion to maintain traditional teaching. So, uh, I know you had a comment. >> Yeah. Um, I just want to mention that one of my goals from last year, the board goals was to actually reduce technology use in the classroom by 25%.
That is still an established goals and it is going to be my goal for the next year. Um, I want to just go on the record of saying that that I am definitely for analog and and relying heavily on the educator in the room. Um,
I do believe that our kids benefit more with human interactions rather than screens and um we we need to really re-evaluate that um as we go. So, thank
you for your comments and for your uh for your points. >> Trusty Bazzy >> um much like to echo trusty Mosep and join him in that goal in our next school year uh especially at the elementary level. I am not opposed to technology but used it as a tool at the appropriate
time. Ensuring that especially in the age of AI that our students can have the critical thinking skills to understand what they are being presented to understand the information how to use the information and not use AI as a as a
crutch to use AI as a tool at the appropriate age at the appropriate time. Um, so I look forward to continuing this conversation and finding that balance. >> A couple of years ago, you might remember we had a conversation about
lunchtime and playground time and at that time we were coming out of COVID lockdowns and we felt that the students were not getting a good balance um of of downtime at during the school
day. I think this is going to be another one of those opportunities where we're going to look at the way that we can integrate what we know the students are going to need as they go through the um
chains of education while still incorporating our good old-fashioned uh functions of learning how to sign their name in cursive and learning how to turn a page of a book and other things that
we all grew up knowing but we have put into the closet. So I think that we can continue this conversation of advancing while still maintaining. Um we want to
supplement but we don't want to replace. So what we need to do is find that and it's going to be a tricky balance because so many things are being heaped upon the classroom teacher now to incorporate into the day that we're but I think we can get very creative about
this not through AI but through our own brain cells to find a way to make sure our students have have all of those skills that are going to make them a well-rounded human being. All
right. >> Oh, >> so I I can speak on behalf of the team that we fullheartedly agree with most of what you said. The monkey bars, I think you're on to something, but I can't agree with that right now. >> It's okay. Um, but we've worked on it
this year already. I think we're we're ahead. We are we're aware. And our and our leading question in designing our updated policy was, does technology replace or enhance our instruction? And so that leads us to defining what active
and passive usage is. And I believe that's what you're saying. And then also your, you know, your um the the developmental delays that it may cause not that but a contributing cause to other delays. Um I think is something
that we know as well and have worked on and will continue to. >> Thank you. >> Thank you very much. >> THANK YOU. NEXT ITEM. >> NEXT item is special reports and we have one listed from Southwest Food Service
Excellence and Miss Emion Cresty. Did I say that right? >> Okay. How do I say it? >> Emiona. >> Okay. Southwest food service excellence update from Miss Emiona Cresty
>> and Miss Courtney Boris. >> Oh, sorry. I only have one name here. >> Oh. >> So, you're responsible for everything. >> Good evening. Um, my name is Courtney and this is Emmy and we oversee the food service department together. Um, we're here to share a little bit about our
department and give some updates. Um, so as an overview, um, the district has been partnered with a food service management company SF since school year 2019 2020. Um, so we are in our sixth year partnership together. Um, and with
that partnership, um, we work hand in hand. Emmy is a district employee. I'm here on behalf of the food service management company. There's a team of seven of us that comprise the management team as a whole. We have a district chef on our team. We have three registered dietitians. One of them is responsible
for the menu creation, special diets, allergens, anything related um to development of those items. We also have a director of operations and a student experience manager. Um so a little bit about the program. We
are a um exclusively halal menu item. Uh so all of our meats are sourced from certified halal sources. Um we have a focus on fresh. We offer unlimited salad bars at all of our buildings. The students can help themselves. Uh there's a variety of fresh fruits and veggies
that are offered daily. We have been C, which is a fancy word for community eligibility provision. Um, which basically just means that all of our students eat for free since school year 2019. So, we're proud of that. Um, following COVID that came out. Um, but
we were doing that prior to CO and we hope to continue to be able to offer that for years to come. We serve roughly 14,000 meals a day across 32 kitchens with over 160 hourly employees um that work really hard for our kids and do a
great job. >> Um good evening. This is I'm Emmy Christie. I um the fus director for Dearborn Public Schools. Like Courtney mentioned, we work together handinand in our department. Um compliance is my favorite um topic of this whole
presentation. Um, it is definitely more complex than most people think and the most common comment that you mostly hear is just food and how can you mess that up? So, um, I'd like to just emphasize that because it's a federal program, we
are strictly guided and we are held to a high standards with our compliance um part. Um, our meals we follow um an offer versus serve structure. So that means like Courtney mentioned, we offer a variety of food items um to our
students and they are able to pick from those um items that we um serve on daily basis. Um our menus meet age appropriate calories and um sodium and low saturated fat um levels and we are required to
offer the five components which are uh grain, protein, fruits, veggies and milk. Uh with that be being said um we get into the nitty-gritty of it to where our at least 80% of our menu um is expected and is actually um whole
grains. We have geared away from frying so no cooking no frying as a method of cooking. We've utilized the uh comi ovens which are uh removing the um add added um oils and they're able to provide u you know more um a better
structure of the food that we're offering to the students. Um our menu also offers a variety of the vegetable groups um from red and orange and dark green and starchy and beans which is again a required component in order for our meals to be compliant and reimbursed
by the state of Michigan. >> Um Like Courtney mentioned, all of our um food here is halal and we source the majority of it and try to work with the Dearborn um trust um vendors like we are are partnering with SAD who is a a very um
well-known um vendor here and uh very trustful. So we are very happy with those products along with some other certified um companies as well. Um the next um very important piece of this is financials. As I mentioned, we're a about $15 million budget um fully funded
by um MDE um through the community eligibility pro provision and which with that being said for hopefully if everything goes the right way like it's been going so far, we are um going to continue for the next five years because we just renewed that um um um method of
um serving. So, we're very happy to be able to serve our students that way. Okay. Uh the reimbursement structure um is pretty um I want to say straight straightforward as far as the meals um have all the required components and the students are going through the line and they have all of them on hand. We're
able to count those meals using a point of of system and then we at the end of the month uh claim those meals and get reimbured from um the state of Michigan and those uh rates are um about $2.80 a breakfast and$4.50 50 cents um a lunch and they're usually um adjusted every
year in the summer um and a slight increase um that get um being reimbursed to us. Um just like as we all know um like the every other department um the gradual changes have affected um us our department as well because multiple uh
grants have been taken away as you're made aware it was a lot easier during COVID you know things were adjusted because we were going through a tough time the tough time is still happening we just don't have any grants um to us so uh we try to get or apply for as many that are out there as possible which
makes it a little more difficult now that is everyone's trying to apply for the same grant because there's only just a few available. However, we're very proud to say that about 13 of our elementaryaries will participate on a fresh fruit and vegetable grant which is um able to provide our students a
variety of vegetables twice a week. Um and that's actually geared towards students trying things that they may never try before like you know a hikima is a vegetable of choice or a starf fruit is another fruit of choice that they're able to try and just offer. And often you hear the comments, I've never
seen this before. Like you know, I've this is amazing. So we're really um happy and they get to do a collective um method of eating and along with the teachers as well. And um it's very beneficial to us because we're able to utilize this particular grant and
purchase 10% of that grant we can purchase equipment. And um last year and this year alone, we were able to get about 12 two door reachin coolers which have helped our schools immensely. and you know with um the need of new equipment that we're right now UDIM uh
which stands for United Dairy Industry of Michigan is also very good um is very resourceful and supportive with a few milk coolers and then just recently this year and and kind of towards the last year we received two grants for the one for No Kid Hungry and one for equipment
assistant about $23,000 each of them and for for Dearborn we were able to get two top-of-the-line wax ovens which are cumbi ovens which is sky's is the limit. You can smoke, dry, dehydrate, you know, do all kinds of amazing good quality
food um and experiment with them which will hopefully be the visual the goal when we you know replace equipment because that would be helpful not just for the students but for our staff as well. Um, another amazing accomplishment u last year and especially this year is
uh the being able to apply for the waiver to serve the IFTAR meals um to our students. And this year we extended that to our elementary schools. It was just super successful. We served about 41,000 meals reached to all of our um students that were able to take those
meals at home and they were all shelf stable and um it was a a great um turnaround. Um, and I just wanted to also mention that um, you know, we're trying as much as we can to make everyone's job um, a little easier. And
um, also just um, I wanted to mention that um, I just give I just our food service um, employees are just the amazing the most important component of this whole operation that we put together. They are the pit of our
success and um, we do a great job with training them. there. Believe it or not, our lunch ladies are required to attend 10 hours a year of PD, professional development, which we have extended um and tried something um great that worked really well this year, which was 15
minutes of training every week. Um they uh we went into all kinds of different topics trying to keep up with everything that's going on because we're having a hard time keeping up. Now, if we're missing links to just transmitting that information to them, we can only imagine that, you know, with all the food
allergies and everything that's happening um you know, are we're not able to execute um that program. And the last thing that I'm going to say is uh we're working so hard. We're going through an administrative review. Um it's was supposed to happen in January
um due to a mishap with the state. Um hopefully will happen in May. Uh we're preparing and trying the best we can to get all the records and all the hard work that we've put um in the past um together for those reports and hopefully we'll we'll do a great job and fly with
red colors. All right. Um and then a little bit about culinary nutrition education. and above and beyond just feeding the students, we really try to make it a well-rounded program where they have access to extracurricular activities that we can provide during the school day and beyond. So whether that's a
farmers market where we set up during the school lunch period and uh the kids have an opportunity to sample different fruits and veggies they may not be exposed to otherwise. Um we have a great robing chef program where the kids are actually able to cook and experience those hands-on activities with our
district chef. Um there's also nutrition education which we try to weave into all of those other programs simultaneously. Um and then we celebrate all of the kind of food holidays and food months like National Nutrition Month. October is
National Farm to School Month. So we celebrate uh Michigan agriculture with the Great Lakes Apple Crunch and all of our K8 students participate in that um where they bite into local Michigan apples. Um so it's really just a great opportunity for us to interact with our students and get to know them outside of
the cafeteria. So, where are we headed? Um, our goals for next year and beyond, we want to continue surveying our kids. We want to hear from them. They're our customer. Um, they dictate everything we do. So, launching a district-wide survey where we can really garner feedback on what
they want to see on the menus, how they feel about the food, what they wish to have. We already know. Um, they pray for chicken shawarma. So, that is something we are working on. Um, we are also launching a flavorfest activity in October at the high school. So the students will have an opportunity to
sample new menu items and provide their feedback in real time. Um and then that all feeds into continuous menu development. We always want to keep the program fresh and exciting for the kids. Um and then uh increasing our local purchasing and partnering with local farms. We already serve a variety of
local produce here to Michigan. Um but we want to try to expand that the best we can and get those local fresh better tasting foods in the in the hands and bellies of our kids. Um and then as always increasing participation, continuously updating our equipment and um pouring back into our staff the best
way we can. That is all we have. If you have any questions, we are happy to answer. >> So um you said you have seven people on your management team. Is that the
outside service or is are you employed by Dearburn Public Schools? Two of them are Dearbornne public schools employees and five are with SF the outside management company. >> So what is the cost overall for the
district for your food service and what do we get in return? >> Um the structure of the payment for the management company to partner with the district. >> It's a admin and a management fee structure. So, on every meal that's served, there's um a certain scent
amount that goes back to the management company as a fee, and it usually averages about 15 to $20,000 a month, and our reimbursements are over a million dollars a month. >> My next question is, so we're serving
approximately 14,000 students. Okay. Um that seems to be pretty low percentage considering we have 20,000 students and they're entitled to free uh
breakfast and lunch. Correct. >> So what do you um feel the cause that we can't get more students to um participate in our food service? >> We have a lot of opportunity at breakfast. So that's where our focus um primarily will be next year um with the
surveys and we hope to roll out breakfast carts and work with district admin um in any to reach the kids in any way we can. Um we're always trying to get creative and and serve the kids what they want um because if you serve them what they want then they will come and
eat. So that's it's a big focus on listening to the students and making sure that we're following through with their suggestions and recommendations. And that would be my last question. So, um, how many times a year do you do a survey? >> We are currently in the process of
conducting a kind of year-end survey to give us a starting point for where we're going to begin next year um, with developing our menus and then we will conduct another one in the fall um, in addition to some of the events that we have planned where we can garner that feedback in real time. At the elementary
level, we typically just talk to the kids. It's a little more informal. um we're there, you know, during meal time or we're there for a roving chef event and we ask them what they like, what they don't like. Um they love to talk and we love to listen to them. They're they're awesomes, so we get the most feedback that way.
>> Thank you for your time. >> Thank you. >> Go ahead. >> Um I'm I'm glad that you're including more of what the students eat at home to so they can eat at school. Have you thought of also surveying the parents as
well and and getting them to sample as well in some kind of events? >> So, um there were two uh questions added this year um to a survey that was sent to um like the general survey that was sent out in February. Parents were included um you know generally as the
the parents would ask the kids. So it's technically the kid. I mean the menus are shared with the parents in elementary level. It's pretty obvious. You know they discuss what's for lunch tomorrow and then the parents already know. So the options are there. Is there room for improvement? Absolutely. We're
trying to always be creative. However, like I mentioned, the guidelines are very strict and you know we can't always 100% satisfy what the kids are asking for because even at home we don't like to satisfy what they're asked for very often. But um as far as the um older
kids, yes, absolutely there's room for improvement. We're going to work on that next year, especially with breakfast, offering hot breakfast and all kinds of variety items. Um but yeah, like we've tried to reach through the parents, but I mean we've had some turnout just like with any survey, like it's hard to know
who's really answering. >> Trust you. >> Um I just want to say that um um using food as education, I love those programs, you know, kids learn and then the cultural sensitivity that we have with the foods that are provided and getting them exposed to new things. I
will I do want to share with you. I had a fourth grader. I asked them, "What is your favorite part about Dear Public Schools?" And the response to me was all the food is halal. And I asked them, "Well, why is that?" They go, "Because I feel comfortable. I don't have to worry about what I have to eat. I can just eat and go off to class." That's from a fourth grader. And that really makes a difference, you know, for them to feel
comfortable in their environment. Um, one question request that I that I have and I know we have limitations from a funding perspective about being able to do this or not, but I have gotten some feedback from there are families that when we have vacations or when we have
time off, right, their main food source for the the kids is the food that they receive at school. And so at home, you know, they start having trouble making ends meet. Now, now that may not necessarily be our place to provide to be on the lunch menu or something like that. having resources available when they see the menu. They know that those
times are coming and we can make available. I know we have partnerships with nonprofits and such, but just making that more easily accessible for families that may have food insecurity. Um I think that's something that um we already have those relationships. Communicating that may be good.
>> Yeah, there is um I think we've communicated there's different resources that our district has published on the web page. I think uh state of Michigan has another resource for in the during the summer because it's kind of like a longer period of time that they're off and it's called um summer EBT or Sunbox. So all the students that have a form on
file according to their um income eligibility, they would receive an EBT card at home and um we do the best we can with the resources we have and our limitations. Um but I mean there is this community is wonderful when it comes to helping each other. So that's the only
kind of source right now currently other than you know food service >> department actually sending food home to those kids. >> So so I I guess uh what I'm saying is I know we may not be able to provide them with the food but even like again like the lunch menu something at the bottom you know food insecurity question mark
you know visit dearornschools.com whatever for >> we will we'll make sure it's a very good um it's a very good point. Yeah we can actually add some resources I mean they're on the website but not everyone is able to reach out. So yes we will consider that. Absolutely. >> Thank you. >> See you there.
>> Yeah, that's what I maybe I missed it if you said it. Sorry. Sorry if I did. But how do you reach out? You said you reach out to parents. How how do you do that? >> Just in general. >> So the menus uh we send the menus um monthly. We send them to the secretary at every building and uh some buildings
actually print the menus. Some buildings just send them with parent connect. Um, and then our menus are on our district website for the older kids that um, and I think every building has newsletters and it's on their um, actual school web page. So, >> okay. And what about the survey?
>> Uh, survey um, I think Dan um Patterson sent or put together a survey and there were two questions on the survey that was related to food service and satisfaction on that survey. So, the general survey the one uh, Courtney can talk about. So, the the parent survey questions was not all-encompassing. It
was two very basic questions, frankly, that went out on the the more um the bigger district-wide survey that was just completed. That's a great recommendation. We're going to work with the district to reach the parents and maybe we can launch something this summer or next in the fall um to garner
some feedback. >> We do get feedback from principles in addition to the students. Um we have what we call a principal report card. So, that is something that we do as well, but um parent insight would be helpful. >> Go ahead. Um, thank you so much for your
presentation. Um, I wanted to say that uh where's my point that I was looking um Oh, I I know you mentioned you were dealing with some difficulties for funding as many are. Um, and then I love that you proceeded to say but here's what we did and then listed off all the things that you did. So, thank you for
being, you know, proactive. um for being able to to do what you need to do. I know it's very difficult right now. Um so we really appreciate it um that you know we're fighting for for money alongside you know so many other schools and and districts. So um thank you for doing that and not just saying sorry we can't find a solution. Um and then
secondly um I just wanted to mention all the different touch points and I think Trusty Basy mentioned one but this is food as you know food as nutrition um as education as community as partnership as culture. Um, and those things are all very evident and I think that's so important to talk about. We're not just
talking about, you know, school lunches. We're talking about this in its entirety. So, I really appreciate um all that mentioning. And then the last point is um Emmy, you mentioned in your presentation that the compliance piece was your favorite. As someone who works in compliance, I really appreciate that.
So, thank you guys so much. >> Thank you. >> I just I just wanted to mention two things. First, I wanted to acknowledge the team on um the Ramadan turnaround. It was originally a middle school secondary >> initiative and um a few APs said, "Hey,
can we bring that down to elementary?" And they did it that quick. So, I wanted to acknowledge that. And also, I wanted to acknowledge your cafe managers and servers in our buildings every day. you know, if if those people are not
welcoming and smiling, it could be the worst part of a student's day or the part that they want to avoid. Um, and it also determines how the rest of their day is. And so from kitchen to kitchen, I've just seen the staff be welcoming. The only thing they struggle with is
when kids ask for more food and they can't. And it's so hard for them to say no. But like you said, it's compliance, right? And there's health standards. But I just wanted to tell all our cafe managers and servers, thank you for everything you do for our students every day. >> I just want to just I'm sorry we're
taking up too much time, but I just want to be specific with when they ask for extra food. Um they can get as much as many fruits and vegetables as they can from the salad bar, just the main entree that we get into the >> Thanks for clarifying. They always want that extra slice of pizza or
>> I get it. >> I'm pretty sure it happens on a little low note. >> Thank you. >> Thank you. >> All right, no other questions. Thank you so much. >> Okay, next item. >> Our next item is citizen participation. Uh before we get to the cards, uh Mr.
President, we have an employee to address the board. And so I'd like to welcome up to the podium Dr. Adnan Mni. So, how much time do I have? >> Uh, I don't know if that was decided. >> It's not decided, but we'll we'll give leeway.
>> Okay. Thank you. Appreciate it. Can I approach? We're going to give you this so you can follow along. Thank you. Thank you. >> So for the record, we we will adhere to the three minutes rule with the exception of Dr. Nan. Yeah,
>> he has leeway to address the board. Uh hopefully I don't get as emotional as the last time but uh please bear with me. I want to good evening board trust uh board president Ajami uh board trustees and interim
superintendent uh sur my name is Adnan Muni and I'm the principal of McDonald Elementary School. I want to begin by thanking the community who showed up today. Please stand up. I want to thank the community and I want
to thank beyond the community because I got a lot of support from all over the state. Um we have over 1160 petitions signed. I want to also thank the people that were very positive in my support on social media.
Okay. I'm here tonight to discuss the contemplated non-renewal of my contract. I'm asking the board to reject this recommendation because the administrative process leading to this moment has been
procedurally flawed. It's actually inaccurate and contrary to Michigan law, specifically MTL 380249 and 380 1249B. I I respectfully respectfully submit
this unified statement in response to the recommendation of contract non-renewal of my employment as principal. This response is grounded in my 13 years as principle with seven highly effective and six
effective ratings. If what I'm if if what I'm if they're basing it on some evidence, why wasn't that evidence included in my yearly evaluations? Okay. Why was it separate? Okay. I'm
here to raise concerns regarding the evaluation process and potential violation of Michigan law, specifically MCL 381249 again and 381249B. This law requires that evaluation be based on multiple measures of
effectiveness and objective evidence. That raises a serious concern about whether my evidence and artifacts to support my end ofear evaluation was actually reviewed before finalization or before the letter
change. The end of year 2024 2025 school year evaluation was finalized on June 16, 2025 with a rating of effective. Okay. However, on September 19, 2025, more
than three months later, okay, that that rating was changed into developing and later to progressing. cited as miscalculation in the system. So the miscalculation was was noticed or
found three months later. State law said that once a evaluation is finalized that's that's it. You cannot reopen it. Okay. I was placed on a performance plan
for the 24 25 years uh school year. This plan I was assigned 12 goals. Imagine that 12 goals to work on. Usually we get two to three goals. That's plus we are I was also
responsible for the Douglas re rubric that's in front line. That's another 150 things on there domains and subdomains. Okay. And I did that or kept my mouth shut and I did it.
I was also assigned a quote. Two required review meetings scheduled for J June 26 and July 10th, 2025 to review my performance plan. Both were cancelled and never rescheduled.
And I do have the cancellation in your in your packet. Okay. the cancellation that you know that was sent to me via Google uh calendar. Because of this cancellation, my submitted artifacts and evidence for my
12 assigned goals were never formally reviewed or discussed. I was put on another performance plan for this year without closing the other plan, the 2425. Okay.
with a written promise from my immediate supervisor that he would be transparent, fair, accurate, supportive, respectful with integrity. However, that was not the case. I wasn't treated with none of that
stuff. Additionally, on 11:21 2025, I submitted an appeal to the superintendent and interim superintendent requesting review of my performance plan with my immediate supervisor and both the incoming and outgoing union
presidents on the email. The matter was redirected back to the same administrator who refused to review my performance plan by cancelling the review meeting scheduled on June 26, 2025 and July
2025. In subsequent written communications, it was also stated that even if I review your plans or your artifact and evidence, nothing's going to change. We will move with requesting that non-renewal of your contract. See email
in the packet. I the email is in the packet. Okay. Which raises concern about whether the appeal process were meaningful, independent, impartial, and the outcome was redetermined.
So my question is why would you put somebody on another plan that you did not close the ear the earlier plan and then you go ahead and mid year through the year you move you you you send me a letter saying that you will be
recommended for non-renewal of your contract. Why go through all the trouble? That's my question. The the nonrene renewal letter states that I failed to meet job expectation. However, on June 16, 2025, my immediate
supervisor finalized my year- end evaluation as effective in frontline that is used by district to evaluate administrators and also part of it is there's one version of the Danielson model for teachers, not just for you
know and my immediate supervisor. is no longer in the district wrote in the comment section which is I included that also that Ednan had an effective year. He did not just use the rubric to rate
me. He also wrote it as a narrative in the comment section. But again I want to restate this on September 19th it was changed to developing and progressing more than three months later. Okay.
The law requires that a performance plan be a tool of growth including regular feedback for the 24 2024 2025 school year. The district failed to provide the due process for me because
you know the two meetings that were cancelled supposed to supposed to uh um review didn't happen again. End of year meetings were was scheduled for June 26, 2025 and July 10, 2025. Both meetings
were canceled by the HR by HR and never rescheduled. My 24 my 2425 performance plan was never formally reviewed or closed. Instead, like I mentioned earlier, I was placed on another performance plan.
You cannot legally claim I failed to meet expectation when when my plan was never reviewed. How do you know that if you never gave me that time to explain how I worked on the 12 goals? Remember 12 goals and also
the Douglas Reeves rubric which is another 150 things on there and I provided artifacts and evidence for all that stuff. So you can imagine how hard I work for that. Under my leadership at McDonald Elementary School,
student performance had demonstrated significant and measurable growth for the 2526 midy year, which is wasn't that long ago. Okay, we had a consultant and she made a comment. McDonald outperformed the
district in math and in reading mid year. Okay. McDonald elementary school was recognized as a Michigan Department of Education reward school for both 2122 and 22 23 school year. This means we
were in the top 5% of all schools in the state of Michigan. Okay. On October 21, 2026, I signed that that performance plan. I'm, you know, I'm a I'm a team player. Okay. I was hesitant
to sign it, but my new media supervisor assured me that and she stated in her email also. I included the email on 10:21 2025. She sent me the signed copy which is I signed it.
She stated in her email that you you will expect you can expect the following from me. objectivity, respect, compassion, kindness, professionalism, support, a listening ear, high expectations, attention to detail, follow through, confidentiality, and
growth mindset. My immediate supervisor also stated in her email dated 10:21 2025. She sent it 11:29 a.m. See, please see it in the packet. My intention is for this to be a
supportive process, not a gotcha. The bi-weekly building visits will be unscheduled and will last 1 hour 30 minutes for observation and 30 minutes to debrief. According to the performance plan,
also C plan in packet established on October 21. The process were defined by a commitment to consistency, follow through and support, specifically the plan mandated, specifically the plan mandated.
Since October 21, 2026, there has been a significant departure from the agreed upon schedule and communication standard. January 12, 2026, the bi-weekly visit and debrief session ceased to so it stopped. We're supposed to meet every two weeks.
No communication of why whether it's through email or a phone call. Okay. Nor was there a Iranian document update to explain the labs in the follow in a follow through. On February 26, 2026, I received a calendar invite to
sign up for one on one midyear progress review on Thursday. So I signed up for Thursday, March 5th. This calendar invite was sent to all the principles of the fort and feeder. So I signed up. Okay. I was coming back from Grand
Rapids at the time and my daughter was with me in the car. Okay. However, on February 27, I received a cancellation notice of something I I I signed up for without an explanation why. Later that day, I think I received
another calendar invite for March 10th, 2026. Okay. The original agreement of the 2526 performance plan emphasized that this process was not a gotcha and would be rooted in objectivity, respect, compassion, kindness, professionalism,
listening ear, high expectation, attention to detail, follow through, growth mindset, the lack of communication regarding the cancelled meetings and the three month labs in bi-weekly support. So the last time I met with my Indian supervisor was on January 12th. So that's almost more than
three months ago. Okay. So let me give you a little bit on the unprofessional treatment that I've been given. And I never complained to anybody about this, but I need you to hear this. Okay. June 7, 2022,
I met with my new immediate supervisor, eager to share the end of the year. At the time we were using NWA math and reading result which demonstrated a significant student growth. However, my supervisor didn't dismiss the data stating scores don't mean much.
Score don't mean much. Why do we give the kids assessment? Don't we want to know how how we can help them? How we can support them? Okay. When I when I noted that I had been rated highly effective in seven of my first 11 years as a principal, he
disregarded that achievement saying that it was merely a state requirement that doesn't mean much. Okay. He he concluded the meeting by saying you will be put on a plan to get out. We
need someone that cares about kids. March 18, 2024, 12:45, the same immediate supervisor came to the cafeteria. I was supervising fifth grade lunch. He asked if I if you have a time to chat. I said, "Yes, sure. Of course." We
headed to my office around 12:24 a.m. I mean P.M., sorry. When we were in my office, he said to me, "You have three options. resign, get fired, or get demoted. Okay, I made my union president at the
time aware of the these comments. Okay, that's the only people I let know. Okay, and he also pointed to the chair in my office. So, you know, next year you're not going to be sitting there. Is this professional?
Is this professional? Okay. Uh three years ago, I I expressed a concern about a teacher to him that the teacher was telling people in the building
that I am working on getting rid of him before I retire, meaning me. Okay, I did share that information with the superintendent. Okay,
she's no longer in my building. Okay, September 19, 2025, during a meeting with HR, myself and ADSA union president, when I asked why were the June 26, 2025, and July 10, 2025 performance plan meetings to review
my plan were cancelled. I got a very unprofessional response. I don't have to give a reason. When I mentioned that my evaluation for the 13 out of 13 years as a principal has all been effective six years and
highly effective seven, the response I got, your supervisor were being nice to you. Okay. I also mentioned that my coach for the 24-25 school year stated at our last
meeting on May 28, 2025 at 7:45 a.m. You are a great leader with a big heart. This is the person that worked with me. She was my supervisor when I was president with Henry Ford. She's the one that gave me six out of
out of seven highly effective because she saw what I did. She valued my work. The response I got from the administrator at the time, coaches don't evaluate. Moreover, in the same meeting, I was
asked to retire to preserve my dignity and reputation. After that meeting, my union president advised me to file a complaint with EO EOC equal employment equal Equal Employment Opportunity Commission.
This is a act this is employment act of 1967 ADA is a primary federal law prohibiting employment discrimination against individual individuals 40 years or older. Okay, that's what Allah to suggest that or
even yet to say or suggest it. Okay, March 20 March 7, 2025. That was just last year. I came back from a meeting. I was out of the building around 11:00 and I was informed that one of my teachers yelled aggressively at one of her paras
in front of seven adults. Okay. I interviewed the adults that were present and got their statement. I sent over to HR. I got an email from HR asking me what would you do in this? What would you do with that teacher?
Uh I got I I said I think we should have a disciplinary hearing for that teacher the way she acted. Okay? Because she yelled at another adult, another person, even if it's a kid, you can't do that. can treat people with
disrespect. I got a meeting with HR couple days later and my union president was there. I was told at the meeting saying that you should have seen this coming and you should have intervened.
By the way, nothing happened to that teacher. He was not disciplined. March 15, 2025 during a meeting with HR, myself and a DSA president when I shared the 2025 survey which was positive. Okay, it was put together by HR.
Actually, the survey I had one of my uh teachers, one of my uh building union uh union reps send it out to the staff. Okay. Um it was put down immediately.
Both HR administrators saying that the ones that responded not applicable. Instead of raing a disagree, they were being nice to you. Okay. On March 10, 2026, this meeting was supposed to be one-on-one with my immediate supervisor,
but I had HR and I had the ADSA president there. Um, HR pretty much ran the meeting. It felt more like a discipline hearing rather than a review on pro progress of my goal. Okay. on on that in that at that time HR
stated that since 2023 you submitted names of seven substitute okay whom I did not want assigned to my building and to make HR aware that they were not appropriate with kids including pushing scratching ridiculing students
I will do it over again my job is to protect the kids Okay. He went on and and and one of the things that was said also by HR that you know what you did not discipline that kid for lying because we could not corroborate
his story. So a kid comes to you and he said this person pushed me. You're going to accuse him of lying because we don't have enough evidence. Okay. Also, disciplining a student for reporting an incident sets a dangerous
precedent. >> Our job as as the building administrators not to make a make a decision on subs that have been reported. I was asked to make a decision. What would you do to this person putting me on the spot? That's not my
That's not my call. It's not. Okay. Either way, if I said, you know, this person should not come to my building and maybe he should not be in the district. All right. Either way, I don't win.
Okay? Because I always accuse if you say keep him away from your building. I was accused of, oh, that's an easy way out. That's an easy way out. You guys notice, can you follow the nitpicking? The way I've been treated the last seven years
back in October, my immediate supervisor was visiting McDonald school. Sorry, I skipped one. So, uh, at that meeting, still we're at that same meeting. Um um they wanted to use MSTEP data from
last year for this year. Okay. Our goals we never put MSTEP data on our goals. We put ready data. That's what I had for my goals and midyear data was very good. So when I mentioned that
the response I got consultants say what you want them to hear what you they want you to hear. So because the consultant said, "You guys outdid the district." I mean, you guys think about that.
Back in October, my immediate supervisor was visiting McDonald School, first visit to meet with me. As she's walking in, two first graders were chasing each other, right? Um, so I was kind of like, you don't have a system in place to kind of de
deescalate kids. Okay. So, I took I took her recommendation and we formed a committee, right? Crisis plan committee to deal with kids that are are escalated right away. I don't
wait. If somebody askked me for something that they want tomorrow, I send it yesterday. This is how I operate. Also mentioned that no walkie-talkies. So I reach over right away again that same day I sent an email over to special
ed asking if they have some funding to fund walkie-talkies and I thank them for doing that. Also, we use some of the feeder the fortune feeder money to buy three more. So now everybody that is not a classroom teacher and not a ASD
teacher has a walkie-talkie. So recommendation implemented right away. Okay. So back in December, my immediate supervisor was visiting. Uh, we were
talking in my office. The phone rings, right? Listen, I'm very honest. I'm telling you, I could have said anything I wanted, but at the time I said to her, "Oh, it's one of the teacher asking whether we have indoor or outdoor recess." Okay.
Well, she she responded by saying, "Well, you should have a system in place." So, I added to my weekly newsletter that if the temperature is below 20°, it feels like and it feels below 20° we don't go outside for recess right on top of the
newsletter so everybody can see it. So we stopped making announcement like indoor outdoor reason at this meeting was supposed to be a progress meeting. Nothing positive was said about me or my
job that I'm doing. I can find I I find it hard to believe that I'm running a school that I didn't do anything I don't do anything good at that school. So, when I got my immediate evaluation, >> Dr. Montney, um I I would love to
continue hearing you, but we have to set a time limit. Uh how long do you need right now? Could we set a time limit just because we still have over 20 cars? >> I'm almost done. Probably couple more minutes. >> Okay. Thank you. All right.
>> So, I got seven out of the 10 domains not progressing mid year nine. Okay. So, you got that. I don't want to go through the list. >> Okay. >> Okay. But nonprogressing based on what?
Okay. My performance plan that I've been working on, I got over 50 pages almost was not open to was not open. You can tell, you know, when people visit the the Yeah, it would say that
last time it was open on this date, but it was not open. So, what how did you base my midyear on on what? Supposed to be transparent, supposed to be based on data, right? Now my positive
feedback. My coach wrote on May 3rd, 2025, "Your leadership and spirit of collaboration is showing and making a difference." Heart more warm me to get this kind of unsolicited feedback. More teachers feel the same way about you. because she was
talking to teachers as she was visiting and during coaching time. It was truly a pleasure and privilege to work with you Dr. Modi. Okay. On January 12, my immediate supervisor feedback,
she wrote that in my plan. That was the last time January 12. Strong follow through. This is what you wrote about me on feedback and recommendations. Proactive development and and documentation of safety system. Commitment to staff communication and
preparedness. Willingness to revise and improve systems based on reflection. Effective use of resources and problem solving within a budget constraint. Clear focus on student and staff safety. So what happened between January 12 and March 10?
Okay. In closing, I want to I want to the other ones you get you you uh ladies and gentlemen, you can read on your own. Again, uh in closing throughout my 13 years as a principal, I have consistently
demonstrated effective and highly effective leadership. I have dedicated 29 year 29 years of my life to improving student achievement, strengthening school culture, and supporting staff and families. The record reflects sustained effectiveness,
measurable academic growth, and strong community trust. Community is here. You can see everybody here. >> I'm happy to take any question. >> Thank you. >> No question. Thank you, sir. SO,
>> so Mr. President, we have a number. I counted close to 20 uh cards. Um before I ask for something else, the president also allowed me to to make this announcement. I received one yellow card that says anonymous. I can't read an
anonymous card. So, uh, I'm going to motion for for other reasons, too. I'm going to motion for a fiveminute recess in a minute because we're going to be going very late in any case. So, if you're the person that wrote this card, please find Mr. Mustinin and put your name on the card. Otherwise, I cannot read this card. And then at this time,
I'd like to make a motion for a fiveminute recess because we're going to be here for a while. All >> support. All in favor? I say. >> Motion's approved. And I got to go to bed. Everyone, we're ready to go back in
session. We just cross out those. >> What was that? >> We can just cross out what we don't want. >> Uh, yeah. >> All right. >> So, we're going to call the meeting back to session.
>> Give me one second, Mr. Chair. I was told by somebody. >> Okay. Um the next item is citizen participation. Citizens wishing to address the board on agenda and non-aggenda items for action
who are signed in by 7:10 p.m. or 10 minutes after the meeting starts by submitting a blue card to the board secretary may speak at this time. The board may not she can speak too. The board may not be in a position to respond to non-aggenda items. Therefore, speakers should not
anticipate an immediate response to their comments or questions. For the benefit of all concerned, do not mention the names of students or school district employees. Please keep your comments as brief as possible. There's a threeminut time limit on comments made to the board and there's going to be a timer up on
the screen. So, if you come up to speak and you see the timer getting close to 3 minutes, please wrap up because we're going to stop you right at 3 minutes. >> The first speaker is uh Fatme Hashim. Good evening board. My name is Fatima
Hasham. I am a student in this district. I'm here today because decisions about staff are being made, but the impact on us students are not being fully considered. I should have spoken up about this in May 2025, but I did not. I regret the decision, so I will speaking now.
A principal in this district is being considered for removal. After dedicating 29 years to Derma public schools, including 16 years as a principal, he has consistently be been rated highly effective. He is known as someone who is kind, supportive, and truly cares about
our students. He shows up every day, early mornings, late after school, and even on weekends because he is that committed to the students. And yet, someone like that is at risk of being removed. At the same time, we've seen social workers and other principles in
this district be moved or let go. Even though they are some of the most important support systems that us students have. For many of us, these people are not replaceable. I know this personally. A social worker at my school helped me through one of the hardest times of my life. And that support made
a real difference on me. I want to get a little bit personal with you guys. A story I have not told. I still remember the day I found out they were being moved. It was May 29, 2025. It didn't just affect me in that moment. It stayed with me. To this day, I still
wonder just how different things would have been had they never left or gotten moved. When decisions like this are made without clear reasoning, it sends a message to us students that the people who support us the most are not being valued. Another example of this was when
a award-winning principal at my school was recently pushed out of this district. This was very heartbreaking to see here because that staff member was one of the main lights of our school. I am asking for the board to please change the way they make these decisions because it is a huge problem that many people have been too afraid of to speak
up for. I'm asking that the public can get a say in these situations because transparency should be required rather than letting someone go and leaving the community in the dark. Because at the end of the day, this isn't just about staff. It's about the students that rely on them. Not just about staff, I'm sorry. Because when you remove the
people who students trust, you are not just changing staff. You are changing the stability of our schools. You're taking away safe spaces that students depend on every single day. Students notice these changes. We feel them. It affects how we focus in class, how comfortable we feel asking for help, and
whether we feel like our voices even matter. Right now, it feels like decisions are being made about us without us. And that is why I am standing here addressing you all today. We are the ones in these schools every day. We are the ones building relationships with these staff members. We are the ones who are impacted the most when they are taken away. All we
ask is for is to be heard and for the people who support us to be valued the way they truly deserve to be. Thank you. The next speaker is James McClennon. Uh good evening members of the board. Um Superintendent Soror. Um I'll be
speaking tonight about AI. Uh, I'm going to be adjusting my speech on the fly a little bit to take into account what was presented earlier by our head of technology and by our union president so as to not repeat myself. Um, I'd like to offer uh sort of a maybe a
counterbalance to some of the the ideas that we're talking about with the AI which is something that's discussed a lot seems to be looming over a lot of people's minds. Um, and so I and a lot of my other colleagues who I've talked to about this have a few concerns about
the district's intent to implement a uh a partnership with Google Gemini. Thus far, my experience with Google Gemini has been that it really wants to summarize my emails, wants to respond to my emails, wants to rewrite the stuff that I've written. Uh, and that that
concerns me. Uh it it also seems like the the newest thing that we're looking at is having AI grade our assignments and provide feedback. Uh and this this makes me and many of my colleagues uncomfortable for
a number of reasons. One of which is um as much as our technology director and I have discussed um the use of a closed system within our district for our data, I I don't trust uh Google. Gemini for their end of that bargain. Uh big tech
has been notorious in allowing consumer data out in the the public. I I have a $30 gift card from Facebook for a class action lawsuit about how they used my data. So, I I worry that we could run a file with Furpa Law if if there was a
problem on on Google's end of that deal. Um, besides the fact that if parents were to see that we were having the computer do our work for us, we might get results that were uh not happy from the parents or even maybe maybe parents
getting the opinion that if we're offloading our work to the computer, maybe we don't need teachers anymore. Um, and when when we have the first lady of the United States suggesting that we could replace teachers with robots, I'm hesitant to to promote anything that that would encourage that point of view.
Um, and my last point would be when it comes to how the district is spending its money right now, it is very well known that the AI companies are operating at a financial loss to get their get their consumer base addicted to their product. and I'm concerned with how much taxpayer money our district
would be willing to spend to get summarized emails and automatically graded papers. Um, so I I hope that our district thinks about uh its use of technology and to rather than being cutting edge with the newest fads that
we be cutting edge with using the tools that teachers know work the best. Thank you. Uh our next card is a yellow card uh from Amir Abu Salah. Did he leave? He's not here. >> He did leave. >> He left. Okay. Um he had a statement
that I'll just submit to you, Mr. Chair, for the record about the um auto shop at Zel Ford Henry or Ford High School and uh about his position there. The next card is a yellow card from Enas Hussein.
She, for those of you who don't, just to remind the citizens, yellow cards are cards that people submit when they don't want to speak, but they ask us to read their comments for them if they if they're short and fit in this area right here. Um, she says, UNAS says, "My father-in-law is a caring and charismatic educator in our community. I
envision the Dearbornne schools he has cultivated to be the one my two-year-old son experiences. the next speaker. >> Can I do all the yellow cards and get them out of the way? >> You do? Yeah. >> Yeah. Just get the yellow cards out of the way. Okay. The next yellow card is
from Muhammad Jaffer. He says, "The principal McDonald is a beloved educator and youth advocate of our community. Any student that enters his orbit is met with his kindness, wisdom, and mentorship. I'm here in support of him.
And the last yellow card is from Ginan Bezi and it says, "The principal at McDonald has made an amazing impact in the district and deserves to continue to be part of the district for many more years." Okay, back to the in-person threeminut
green cards. So the next speaker is Muhammad Azab A. How do you say your last name? >> Alzab. >> Alaz. Oh, >> where he is? >> Is that safe? >> Can you stand up here? Be careful.
>> Are his any of his parents here? Can you come stand next to him? Just doesn't fall. >> You ready? >> Okay. And then get your mouth. to this microphone as you can. Okay. >> Okay. >> Hello, my name is Muhammad and I am in second grade. I want to tell you about
my principal, Dr. Mooney. He is very kind and cares about all the kids at our school. Every morning, he smiles and says hello to us, and that makes me feel happy and safe.
I think it's really cool that Dr. wears glasses just like me. It makes him feel friendly and like someone I can look up to. Dr. Mooney helps us do our best. He
cheers for us when we try hard and make sure everyone is treated nicely. He helps teachers too. And when the teachers are happy, we can learn better.
He makes school a place where me want to come every day. I believe it's important to do what's right and Dr. Money always does the right thing. He treats everyone fairly, listens to
people and makes our school a place that Thank you for listening to me. >> All right, our next speaker is Ibrahim Laza. Are you okay by yourself?
>> Okay, get close to the microphone. >> Good evening, members of the board. My name is Ibraim and I am in fourth grade. I want to share why I think our principal, Dr. Mni, makes a real difference at our school. Dr. Mugni
makes our school a safe and welcoming place. He he talks to students, listens to our problems, and helps us feel respected. I've seen him encourage students who are struggling and celebrate students when they succeed. That makes a big difference because it
makes us want to work hard and be kind to others. Dr. Money leads our school with fairness and care. He helps make sure rules are fair, solves problems when they come up, and sets a good example for everyone.
The leadership makes students feel confident, safe, and ready to do their best every day. Because of Dr. Mugni, our school is a place where people matter and everyone can succeed. He inspires us to try harder and treat each other with
respect. I'm proud to be a student here and I hope he can keep helping kids like me reach their best. Thank you. Can you keep it close by Tom because I think we might need it a few more times. Okay. >> Our next speaker is Malik Lazab. Is it Malak or Malik?
>> It's Malik. >> Malik. Thank you. Our next speaker is Malik Lazab. >> All right. Um, good evening everyone. My name is Malik Azab and I want to reintroduce myself. So, I am a 2021 graduate of Henry Ford Early College and an alumni of Dearborn Public Schools.
I'm also the older sister of two students currently enrolled at McDonald Elementary, which you just heard um a little bit earlier. So, I appear before you tonight um as requested by McDonald Elementary families to share their perspectives prior to your final deliberation regarding Dr. Adnan Muki.
And while I'm not a parent myself, I am also speaking as a representative voice of parents who have requested that their concerns and support be communicated at this stage of the process. So, I'd like to note that many McDonald Elementary families were unable to make
it to the previous board meeting due to the timing of Ramadan. And um since that meeting, additional parents have expressed their views through documented student absences um on that subsequent uh school day. And um that was intended by parents to reflect their concerns and
to ensure that their position is formally recognized by the district. And the reason I'm saying this, it's not presented as a statement of protest, but simply as a reflection of engaged parental involvement and concern um about a administrative decision that has significant consequence to their school
community. So Dr. Moine's long-standing service within Dearborn Public Schools is recognized by many families as meaningful and impactful. families recognize his contribution as part of the school's broader educational environment and instructional functioning. The parents I represent
respectfully ask that this record of input of community input that Dr. Adnan Mugni has done be considered as part of your final review. As this board moves toward its decision, we respectfully request that all community perspectives um both procedural and informal be
weighed carefully and reflected upon um in accordance with the district's commitment to fair and comprehensive consideration of stakeholder input. Thank you again for your time and for allowing me to speak on behalf of the McDonald Elementary families.
Our next speaker is Miam Fuez. >> Is she here? >> Yes. >> Oh, okay. >> You don't have to recline. >> Okay. You don't have to. >> Um, give me one second. >> I think you're
>> Restart the timer, please. reset the timer until she's ready. >> I'm ready. Go ahead. >> Go ahead. >> So, first I'd like to say asalama alaikum. Good evening everyone. Interimm superintendent Sud, President Al Jahi, and the rest of you school board trustees. My name is Medim Fouaz, and I'll be reading a statement on behalf of
a former teacher from Dearborn Public Schools in support of Dr. Mugni, who was unable to make it tonight, unfortunately. She says, "My name is Sarah Ali, and I'm a former teacher at Henry Ford Elementary. I took a personal leave in 2022 and officially resigned in
2025. I worked with Dr. Mugni for 5 years. He was a strong principal, someone I learned a lot from and I genuinely enjoyed teaching while he was there. It wasn't it wasn't until after he was transferred to McDonald in 2019 when new leadership came in that things shifted with me. The change in
leadership was a major reason I ultimately resigned. At that time, I told myself maybe experience was isolated. I hoped it was. I hope no one had to deal with the kind of disrespect and intimid intimidation I felt. But hearing what's happening to Dr. Mugney
now, it's hard to ignore the pattern. The same issues, disrespect, intimidation, and bullying keep showing up. It seems to me that in this district, appearance is valued over actual impact. And to many in positions of power, it got there at the expense of
others. Terminating Dr. Muki feels like just another step in the same pattern. Nothing will change in this district when until educators are treated like human beings with understanding, empathy, respect, and grace. Especially educators like Dr. Muknney who genuinely
live in the district's motto of putting students first. Terminating Dr. Muki is not only a loss for the children and families in this district is also a window for them to see how this district is really opening. I just hope that they are willing to look through it. And on
behalf of myself, I'd like to say that you have a whole community behind you. You have young students that are coming up to speak to tell you how they feel. That should speak volumes. That should show you that your community wants him here, that he's truly effective. Thank
you. Our next speak our next speaker is Sugni. Okay, just one second. I'm just providing a copy of my speech so you could follow along. And also earlier today, I emailed everybody on the board, including interim superintendent Shore, um the the
petition signatures of our ongoing petition, just because it would be environmentally unfriendly for 30 pages to be printed out for all of you. So, I'm just me. Thank you. Good evening. Following the March 9th
meeting, we received phone calls, emails, and messages from community members on how we can keep this beloved and respected educator where he belongs, Macdonald Elementary as their principal. Since then, the petition created on February 17th has increased in signatures, now totaling to 1168. When
my father began at McDonald, his secretary of just two months told me he kills people with kindness. That defines who he is, leading by example and remaining respectful despite seven years of mistreatment. My household received a letter informing us that HR had
suggested terminating his contract. We received this on Ramadan Eve. How have we not questioned the cruelty of this action? My family spent the entirety of the month of Ramadan, the celebration of Eid, my nephew's second birthday, and
the days that follow in anguish, preoccupied with the uncertainty of our future. Please tell me how you could fathom explaining the contents of this letter to your father, as I was the one that had to open it. The letter was sent without any prior disclosure.
My father shows up for his job the way he shows up for my siblings and I. And he has done so for the entirety of his career. The 29 years he has served students in the district as a formal employee and the additional two years he was a long-term sub at Fortson and Salina. My dad views days off as
optional. Hence why he has only taken two days off in the past 25 years. It's a testament to his work ethic and commitment to the students. He plans for the week and even the school year ahead. when he was at Henry Ford and even now at McDonald's, you can see his copper colored Buick parked in his usual spot
at 9:00 am on Saturdays or nearly every day during the summer. Despite the mistreatment he has received, he has still been consistent in the way he shows up and it shows that his der determination for student success is unwavering. Growing up, quality time with my dad has always been my favorite
thing. This looked like study dates in his office on Saturdays where I was doing homework and he was budgeting or planning or creating resources to share with others. He made time for my travel soccer games and even coached practices. We bond over the love of baseball and the Tigers. Whether it be at a game or the comfort of our couch at home.
Summers were spent week to week at the library participating in the summer reading program. To date, from 2011 till now, I had visited the library with my dad 347 times. If my dad shared a certain program or extracurricular with parents, he made sure to involve me in it. About a week ago, a former teacher
by the same name as me told me when she was hired by my dad. That he jokingly told her, "You were my top candidate due to having the same name as my daughter." This quip was not only a light-hearted joke, but it showcases my father's humanity and approach to education. He makes decisions with the students best
interest in mind and makes decisions for them as he would his own children. I understand the admiration others have for my father, the excitement families have when they see us at 9:00 a.m. at Walmart, at appointments when my doctor tells me about the time he got sent to his office instead of telling me my lab results, or the similarity in the expressions of current and former
students when they know I'm his daughter. I'm proud to be his daughter and I stand as one of the many products of his selflessness and love for our community. Our community stands firmly. Our community stands strong and our community stands together for Dr. Mugni. Thank you.
ALL RIGHT. OUR NEXT SPEAKER IS GAZAL BOYCE. OH, OKAY. LIKE, >> can we move it up for Can we move the uh uh David, can you unscrew it and move it up a little closer to her mouth? >> Yeah. just >> Yep. >> Okay,
>> we'll see how it works. >> We'll see how it works. Give it a shot. >> Good evening, respected members of the board of education. My name is Razal Busi and I am a fifth grade student. I would like to speak about our principal
who has had a big impact on us since first grade. Our principal treats us with kindness and respect, encourages us to succeed and makes us feel safe and confident. He listens to us and cares
about every student. He also makes us feel special in different ways. One main thing he usually does in the honor assembly to celebrate students who meet their growth. We feel very lucky to have
him and because of him we love our school and feel excited to learn every day. Thank you. >> Just a quick point of um information. Do we when do we have to make a motion to extend the meeting? >> Not 9:30, right? >> Or 10 o'clock. 10 o'clock.
>> 10 o'clock. >> Yeah. And then we extend it for 15 minutes. And we got to do it >> every time. And we got to do it every 15 minutes. >> You want just do it now? We're going to be here after >> at 10. >> It's 9:45 right now. >> No, no. We make the >> got to wait till it's 10:00. >> You have to wait till right before 10 o'clock. Okay, great.
>> Our next speaker is Haidar Hussein. Good evening board. My name is Haidra Hassin from the creative needs project. We worked with various we work with various Michigan school districts and hospital systems for the disabled. I want to emphasize how instrumental Dr. Mier has been in our collaboration with
Debon public schools. Without his leadership, we would have not have been able to provide these essential opportunities for special needs students. Our organization was able to grow starting off to be able to be working with children's hospital and without the support of Dr. McNe and
given us the experience I feel like we wouldn't be where we at today. Dr. McNeia was the first and only administrator that worked closely with our organization to establish us and our programs and several Dearborn schools after failed attempts working with with other administration administrators who
lacked followrough. Dr. Dr. Mia has organized and taught us the protocols and proper avenues and channels to go about when scheduling events and communicating with the public schools. Dr. Mia has Dr. Moia, his ASD staff and CMP all collaborated on
enhancing the McDonald sensory room at the beginning of the year. Dr. Moia is always responsive and open to working with us. He allowed us to test run testr run an autism awareness event we eventually pulled off at a larger scale at Whitmore Bowls in Salina.
Our volunteers always report how kind he is always making them feel appreciated. His removal will affect our relationship and collaboration moving forward. And that is all. Thank you. Okay. Our next speaker is Sabrin. Is
that right? Okay. Next speaker is Sabrin Hassan. >> Good evening, members of the board. My name is Sabrine. >> I am the older sister of an autistic student in the school district who not too long ago was spoken about by another brave woman
in a past school board meeting. My brother was held inhumanely, face down to the ground, witnessed by my own parents. My parents lost trust in the school system. They lost sleep. Their mental health suffered as a result. On
behalf of my family and myself, we appreciate the principal of McDonald's Elementary School. About two years ago, he began attending. We saw a noticeable difference. Then the transition was very rough and he feared the sight of a school building. He feared the sight of
a yellow school bus. Can you fathom that? A kid being scared of bus that could send him into a spiral for days, screaming, crying, meltdowns. The principal worked closely with my family.
He worked closely. He stayed outside of the building for several days straight, just waving to our car because that's how scared my brother was of seeing a school building. It was a long process, but he had the patience and the compassion to do so.
I have never known a principle ever to do this, to go that far. Do not make the mistake. Do not make the mistake of looking past one of the truest and most compassionate leaders and advocates in this community
for children and the special education community. The handful of times I have visited his office, students would come down and I kid you not, in groups smiling just to give him treats from classroom parties just to do that.
He's the first person I see when I arrive at the building and the last person I've noted when I left. He would do some something as simple out of his job description as move traffic cones just to ensure students safely crossing.
I have never seen a more visible and humble principal than him. If you wanted a glimpse of the individual and educator he is, you have to understand it was not easy for us to trust airborne schools again after what had happened. I spent nights worried that my brother would not have the ability to learn
again or be safe in a school system. I urge you if you care about students and students like my brother, you will make the wise decision to keep Dr. where he belongs. It would be a detrimental loss not just to that building, not just the community, but to
you guys as a whole. I can safely say Dr. Money is irreplaceable. Irreplaceable. Let's reiterate those stats again. There should be accommodation for that, for his dedication, all his tenure. And again, Dr. Mooney is
irreplaceable. Thank you. Our next speaker is Dr. Angela Muini. >> Good evening. >> I'm Dr. Angela Mun and I'm here today to speak in support of my father as someone who has had a front row seat to his career for many, many years. One of my
favorite childhood memories was Take Your Daughter to Work Day. Thank you. Partly because I got to skip out on school, but mostly because I got to witness my dad and his element teaching, guiding, supporting, and enriching the lives of every student that he encountered through Salina, Woodworth,
Ununice, Henry Ford, and now McDonald. The one thing that has remained constant in an everchanging world has been my father's unwavering love for his work. My siblings and I all have countless memories of people approaching us with stories of how my dad shaped them, made
them laugh, supported them, and gave them detention. There are three things in this life that make my dad's world turn, and I'd like to touch on them briefly. First, his children, my brother, my sister, and me. Growing up, my dad's favorite gift to give us was books. We'd even make weekly trips to
Henry Ford Centennial Library for new finds. 5-year-old me might have preferred a Barbie, but those books and library trips were my dad's way of opening our minds up to lifelong learning. And I think his efforts planted a seed. Today, my brother is a pharmacist. I am a family physician and
my sister starting medical school in the fall. Second, his grandson who just turned two and calls him Baba's Baba with so much affection. My dad never shows up to see Zay without a gift. Again, usually a book despite the fact that Zayn is two and cannot read. My
dad's heart beams for that boy. And all he wants for him is what he wants for all children that have ever been under his care. Unlimited support, access to education, and people who will care for and nurture their growth. And finally, his career. The reason he gets up every
morning. He goes in early, stays late, shows up when he doesn't have to. I mean, who works on a snow day? Um, but my dad loves what he does. He believes in his work. It's not just a job to him. He's always searching for ways to better serve his school and the students because at the end of the day, it's the
kids who matter most. There has been one consistent reaction to the news of my father being called ineffective. Your dad, they must have the wrong person. I ask that you take into consideration all that you've heard tonight. And over the last several months, as my um dad has
received an overwhelming amount of support from a community he has served in good faith, this support doesn't stem from someone who is ineffective. Rather, it is born out of years of meaningful and positive impact. Removing my dad from this community will only hurt the students because students need educators
and leaders who believe in them, who will advocate for them, and who will show up for them every single day. And my father is one of those people. I hope my words resonate with you tonight, and I thank you for your time. Okay, our next speaker is Abdul Malik. Yeah. Abdul Malik, what's your last
names? Cuz we have to put it in here. >> Got it. >> Good even good evening members of the board and superintendent. My name is Abd Malik and I'm currently a sixth grader sixth grade student at middle school. I am here today because I want to share my
appreciation for my former principal at McDonald Elementary, Dr. Money. Dr. Money is a very kind leader who always supported me. He truly believes in me and constantly gave me advice and on how to do better and work harder. Now that I
am in middle school, I still remember the encouragement uh that he gave me. What I appreciate the the most is how he treats my family. Whenever my parents went to his office, he showed them so much respect and every
meeting he was always respectful especially toward my mother and that means a lot to me. Thank you Dr. Money for believing in me during my time at McDonald Elementary and and for being a great leader for our community. Our
next speaker is Zah Isa. >> Good evening, President Al Jameless. >> Can you move Can you move the microphone down? It's okay. There you go. Good. trustice and the interim superintendence rule. I'm not writing this as an
advertisement but simply to share my personal experience. As a mother of fourth grade daughter, I once decided to move her to a private school. However, after just two weeks, I choose to return her to a to McDonald school because
because the difference was clear to me, especially compared to the private school. What stood out most was the quality of education, the atmosphere of respect, and the kind fair treatment extended to teachers, staff, students,
and parents. In all my life, I have never met a school principal as deducted deducted as Dr. Mon. He genuinely for his student students works to build their character
and in instills confidence in them. I have personally seen him and the teachers ensure students safety, watching over them as they leave and making sure they cross the streets safely. This this is a man who has devoted 20
years to these schools. After such lifetime of service, he truly deserves recognition and appreciation. I'm a grateful parents who believes Dr. Mnes should remains as principal of Macdonald Elementary. He has lots to
still offer to the current student and future generation. Finally, Thank you so much. >> Yeah, we we need a motion now to extend the meeting. >> Yes. 10:00. >> I'll make a motion to extend the meeting by >> 10 o'clock. We have to extend the meeting.
>> I'll I'll make a motion to extend the meeting by 15 minutes. >> Second. >> All in favor? >> I think it needs a roll call. >> Trusty Bazy. Yes. >> Trusty Drosio. Yes. >> Trusty Mos. >> Yes. >> Trusty Pelichoff. >> Yes. Yes. >> Trusty. >> Yes. >> Trusty Zahir. Yes. President Jahi. >> Yes.
>> Our ne our next blue is the last blue card. Our last blue card is from Zanab Elamiri. >> Did I say your last name right? >> Okay. >> Good evening. My name is Ana Vela Mary, a graduate of Dearborn public schools
and a mother of two young sorry of two young boys. One who is currently enrolled in Dearborn public schools and one who will soon be next year. Uh when it comes to education, my perspective on Dearborn public schools, there's this one person who truly shaped it. When I
attended UNICE for middle school in 2008, my assistant principal was a person who made a lasting impression on my life. He was also the only assistant principal or principal who I remember seeing in any of my school year around students.
He was there for long talks, telling jokes and always made it clear how valuable an education is. I've had the opportunity of not only calling him him Dr. Mooney during my educational career, but also my uncle throughout my lifetime. For nearly three decades, he served Dearborn public schools. He has
touched lives and he has been a staple in so many ch childhoods. I felt the way he has impacted me and others in this room are a testament to that as well. It is troubling to witness the actions by HR in this school district and their pattern of mistreating employees. My
uncle has long been committed to his career and he symbolizes the Dearborn public schools I know and I love the one I envision my son's attending. It is disheartening to even imagine a school system where he is out outed as it sends a message to every educator and staff
member in this district that is this is not the first time an employee has been targeted. But tonight it could be the last. When we say students first I think of educators like my uncle. Students first should be the storefront of your decision. Your decision tonight reflects
how the school board represents the community and how much it values its employees. I urge the board to keep Dr. Mugoney where he belongs as principal of McDonald's Elementary School and exercise their efforts to investigate and hold HR and central office
administrators accountable tonight. Please keep in mind the public is watching and counting on you. Thank you. >> There's no more blue cards, Mr. President. Okay. So, next item then >> the next item is action items.
>> Uh, >> oh, sorry. Next item is agenda items for action still under citizen participation. >> No, it was board followup. >> Oh, sorry. You skip straight to C board followup. >> Yeah. >> Okay. All right. The next item is C board followup.
>> Go ahead. I'll wait. It's okay. I'll just wait till the phone. Okay. So, I I appreciate everybody coming up here and speaking tonight. Um it's uh uh it's a big testament to our community that so many people feel passionate and
they come out and um I'm very proud of that. Uh I'm going it's my understanding that um this is not an issue that needs to be resolved tonight. So, just so that rest of my colleagues are aware, I'll be moving that we um postpone this item to
a later time to see if this issue can be worked out in some other way than us just voting up or down on this thing tonight. So, I just want to let everybody know that I'll be doing that once we get there. >> Just for the board, keep in mind there's a timeline. >> Yeah, I understand the timeline is May 1st.
>> May 1st. And um >> any other input from the the board? Go ahead, trustee. >> Just I I agree. Um but just for logistic sake, May 1st is the deadline we have um to provide official notice on our decision, which means the decision has
to come before May 1st in the form of resolution, things to consider. Um so I I know you probably thought about that, but for everybody else who who might be unaware, that's >> I'm happy to discuss that. If I make a motion and it gets a second and we can actually talk about it, then we can talk about it then.
>> Okay. That's Yeah. Any other? >> Okay. >> So, any second? >> No, I'm not making a motion yet. No, I have to I have to wait till we get to the action items to do that. >> And and can you clarify that too? So, the discussion part are we if you know if anyone has uh feedback or commentary
now or there's an actual agenda item for this later on in the in the agenda, which is why we hesitated to >> Yeah. raise our hands. >> Right. >> It's it's a part of the action item. It's item 13. >> Right. Right. Just for the public. We just got to go through a couple procedural things and then it'll make
all make sense. >> Okay. >> Just for transparency. Yeah. >> So, so let's continue. >> So, the next item is special consideration of an action item. Are there any agenda items on this agenda which board members or the interim superintendent wish to discuss and vote on separately? If there are, we'll exclude these from the motion below. I'm
going to call for a single motion to approve all the action items on this agenda with the exception of any items that just been excluded from this motion by board member request. So I'll be looking excuse me for somebody to move that action items numbers in this case are
how many are there again? 1 through uh >> 14 that I will be looking for somebody to make a motion that action items numbered 1 through 14 be approved as recommended in this agenda with the exception of
well any anyone want to make the motion? >> You don't you just have to pull pull it. Let's >> I mean if I'm I can make the motion. So, okay, fine. So, I'm going to move that action items numbered 1 through 13. >> No, one through 14. >> 1 through 14. Sorry. Move that action items numbered 1 through 14 be approved
as recommended in this agenda with the exception of number 13. >> Uh trusty >> number six as well. >> Oh, sorry. Okay. Okay. I'll amend my motion that action items numbered 1 through 14 be approved as are recommended in this agenda with the
exceptions of number six and number 13. >> I'll support that motion. >> I'll second it. >> I already did. >> Oh, sorry. >> Oh, did you move or >> I moved? Yeah. >> Oh, you'll second it. Roll call then.
>> Trusty Bazzy. >> Yes. >> Trusty Drosio. >> Yes. >> Trustee Mos. Yes. >> Trusty Pedlichkov. >> Yes. >> Trusty Silva. >> Yes. >> Trusty Zaher. Yes. Cheryl Jah. >> Yes. >> Okay. At this time then we'll move to
item number agenda item number six. Agenda item number six which is orders and purchases order report 25- 119. >> Read the recommended action. >> Yes ma'am. The recommended action. Yes.
No. You exactly right. The recommended action is it is recommended that an award be made to Peopledriven Incorporated in the amount of $744,0001 $744,0124 Data Images in the amount of $182,63
and Ina Comp in the amount of $143,923. 3 for a total amount of for a total amount of $1,70,52724 for district ch for district title section 41 technology equipment
purchases per board 25119. >> Well, we need somebody to move it. >> Yeah, somebody needs to move this if they want to move it. I'll move it just for >> Okay. So, now we could discuss the item. Uh, Trusty Bazzy,
>> um, you know, I I'm looking at 2,280 Chromebooks um and the accompanying um carts uh for them. Um, my my move for this is to have those removed from this and we have a broader discussion about technology in the classroom.
>> Say that again. My my my suggestion is that these Chromebooks and the carts for them be removed from this motion and we have a further discussion about technology in the classroom. To my understanding these are title Tom correct me if I'm wrong here. These are title one funds that would be available
if at a later date we wanted to discuss that and approve it. Um but in light of you know some of the conversation that we had earlier about AI and technology in the classroom and what's appropriate and not you know I think at this point maybe pausing these Chromebooks would be a good idea. I I think from my end that was an item
that I flagged, but for totally different reasons. Not because of um like I don't want it to be a reaction to what was said and for and I'm just being candid. Uh my biggest thing for this is we have title one, title three, and
section 41. And for the audience, title one is for low-income students, title two is English learners, and section 41 is at risk students. So, we're spending a million um 70,000.
And my concern is how do we make sure that these 2,280 Chromebooks are going to the appropriate um people? Meaning if you have lowincome students, how do we know which ones are going to them? If we
have English learner, so we're using grant funding as a whole, as a summary to get 2,280 um Chromebooks, 161 laptop, and so on using grants appropriate for certain
type of uh situations. How do we determine who gets what? That's a question. And I was looking for Bob and Dave. Uh Tom. >> Yeah. Miss Bailey could not be here today, so she asked me to answer some of those questions. Most of our schools are
title one district or buildingwide. So they they don't have to be specifically spent, you know, on a certain focus because all the kids in the building qualify. Each building develops a school improvement plan as part of their annual process and then they work with the
title one office to say how they're going to use their title funds. So the question is at this point they really can't take and say they're going to use that money for something else because that it's in it's in conjunction with their school improvement plan. Now can we delay it? Yes.
>> But we can't necessarily take and say all right we want to take that money for those 2280 and use it for something else. is too late in the process for that. That would require a budget amendment that goes with the state and this late in the year it probably won't get done in time. Um but most what your question is how do we make sure the
students that need it are getting it based upon the grant funding. Uh majority of our schools are title one building wide so all the kids are eligible to use it. Some of our buildings that are lower down the list they would have to make sure there's a process in place that they go to those specific students. But given there's a
low sorry title one is for lowincome students. Correct. You're saying it's building wide. >> Yeah. Because their percentage in the building is so high. This considered a buildingwide title one building >> but we also have title three which is English learners. >> Correct. >> So how do we make sure what goes where?
Because when we get funding it's specifically for um you know a certain type of um whether it's demographic or type of learners. And then at risk students is section 41. So when we buy these Chromebooks, are they going
just to anyone or are they going to the appropriate people? >> They're going to the appropriate people. Each of the the title three have personnel that's signed to title three in those buildings and they're the ones that would oversee that use in that building. >> So those are going to go
the title sorry the title three money that >> Mr. President, could I ask for order in the room? If you could ask for order in the room, ask people to keep it down out there. >> Yeah, please. Could uh >> Yeah. Yep. Could we uh keep it um down >> as we discussed this? Go ahead. Uh
>> so with the majority of the students within each building are title one students and some are higher percentage of bilingual students. Something came about about three to five years ago after COVID or during the years of COVID
where MDE and ASA the federal government call it braiding of funds whether they were federal money title funds bilingual or EL funds and general ad funds. We can braid funding and budgets to serve all
of our students. So this is something that came about with the new law which is called ESSA. Every Student Succeeds Act. >> So, so we're saying >> as long as it's reflecting the school improvement goals. >> So, we're saying we could use, and I want to go on the record on that, we
could use grant funding specifically for a certain type of students uh for other students. >> Chromebooks, >> not necessarily, but to meet the goals of the school improvement plan. And when you're allocating funding to support specific strategies within the plan, you
can braid your funds to serve the purpose of meeting these goals. But at the end of the day, you're servicing the whole classroom. And in our case, my understanding is that all of our buildings are title one and majority of the buildings have a significant number
of EEL students. So my guess is and I'm not sure that the bilingual portion is for specific buildings and no all the district. >> It's not and I think >> No, I'm talking about the specific Chromebooks that were ordered. They're not for the entire district.
>> So So one of the challenges I have is we have almost 9,000 English learner. Um and we want to make sure that we're able to address to help those students so they could exit the programs. And if we're using funds that's allocated to
them schoolwide then and and we really have a struggle with EL students being able to exit the programs. >> Um so that's that's a challenge and I asked uh uh Lamese or interm superintendent that we need to focus on
that. So when I see funds being used for at risk students and title one is a wide um schoolwide purchase that means we're not really allowing the money to go where it should or where it was intended for. >> And how we do that is we label the
Chromebooks. Each specific Chromebooks has >> That was my question. Sorry to interrupt you. That was my question. Are we taking the money that's allocated for English learner and it's going to English learner? are we taking at risk money and it's going to at risk students because
what's the if we are not doing that then um you know we're not abiding by the federal government law. >> Yeah. So my answer to that is that we are not and we are in compliance in terms of putting these resources in classrooms
just like like this is equivalent to co-eing sometimes when a co-teer walks into the classroom and supports all students that support is going to the specific students that the funding was allocated for. So the the braiding of
fund was came as a way of flexibility for buildings because of the high needs. But again these Chromebooks are labeled according to the grant fund. >> Sorry to interrupt. Point of order. We need to extend for another 15 minutes. >> All right. Um motion to
>> I'll suspend my current motion, but make another motion to extend the meeting by 15 minutes. Second. >> Second. Roll call, please. >> Trusty Mos. >> Yes. >> Trusty Bazzy. Yes. Trusty Droio. >> Yes. >> Trusty Pelich. Yes. >> Trusty SBA. Yes. >> Trusty Zahert. Yes. Cheryl Jamie. >> Yes.
>> All right. As long as you could uh because I don't want to delay this and we could take it offline. I just want to make sure funding especially grant funding federal funding are used for the appropriate group. Going back to Trusty Bazi and um in in delaying this, I just
want I don't want it to be a reaction. I just don't want it to be we hurt the audience and we react to delay. if it's not if that's the case, I would encourage um us to not look at it that way, but I'll allow I I would ask you to kind of respond to that.
>> So, um and I mentioned I talked to Tom before I I was going to bring this up. Just coincidence that what was brought up was brought up. This is something that I've been talking about since I've come on the board. You know, how we're utilizing technology in the classrooms, how much technology we're utilizing in the classrooms. And when then this came
up, I was like, maybe it's time for our POS to have a bit of a conversation, especially if we can just delay it and have that conversation and see how we want to utilize it. >> So, so I believe in technology, sorry, technology utilization versus not preventing technology. Um, this is where
the curriculum said you supplement the what's being taught with with technology. But to say we should not have Chromebooks, we should not have I I disagree with that because that's taken away from the direction of where we're heading in technology is the future. But
utilization is a different thing. You could limit how those Chromebooks are used versus not having a Chromebooks. Uh Trusty Peplic. Well, and and to to that point, if these are replacement Chromebooks because we need them for
aging out product and the stu we're required state testing is required to be done on on Chromebooks, I believe, isn't it? Now, isn't um there's some component of the testing, Miss Farage, that's um
so all the students have to have access to a Chromebook in the classroom at in order to function uh for um a lot of the um curriculum needs. And if these are our opportunity to replace those and it
is an appropriate and compliant um use of the funds and we can't use those funds for anything else, I'm kind of confused as to what your concern is. >> Do do we do we know are all these replacements? >> I would say majority of them are, but
Bob can allude to that itself. Um go ahead Bob. In the past, Chromebooks used to have a fiveyear lifespan and then we would have to replace them. Uh then they're at end of service with those. Chromebooks have been extended to 10 years in terms of
lifespan, but what we also notice is there's wear and tear on a lot of these and everything like that, screen damage and other things. So, a lot of the Chromebooks are being cycled out so that the older ones are being um you know, salvaged and everything. We can use those parts to replace them with other
ones that are damaged and everything like that, but we do cycle them out like that so that we can replace them. >> I would hate to be putting our students at a disadvantage in some of the buildings because you're concerned
may may not be warranted at the end of the day if these are and we have the funding in order to replace them in this fashion rather than using general funds. Go ahead, trust you. >> Uh I I've always said this uh the laptop
is much better product obviously than Chromebook. Chromebook is much cheaper and obviously you could have more students use whatever they need to use whether it's testing or classroom work. But I believe what trusty Bazzy and I I
feel I mean it's it's one of my goals right is that we want to reduce technology use in the classroom and more conversational more teacher interactions um more bored as far as even I mean yeah
shocks and and boards are are kind of part of the past which is sad but perhaps we may need to go back to that um but it's Um I I I I I agree with Trusty Pelkoff. I would hate that we wouldn't want to put our students at a
disadvantage, but would it be possible if we could look at having more laptops, which I believe are better product, and could be um you know, used as a learning tool instead of
Chromebook, which you can only do browsing and and and Google Docs pretty much. I I'd be glad to look into that and in future board briefs kind of report back based on the findings there if that's okay. >> That's fine. But we're right now in
obviously in in in this motion as far as buying this much of of Chromebooks and we're also buying laptops correct on this motion. >> Laptop 161 >> So what's the ratio? >> I know putting you on the spot but
what's the ratio of a laptop to a Chromebook? It's about I'm just for purposes of information. The motion is asking for >> 2,280 Chromebooks and 161 laptops. So 16 to1.
>> Well, the the laptops, just to clear, are likely staff or specialized use. They're not for students. >> They're not for students. >> Laptops are primarily for staff. >> For staff. >> Yeah. and and yeah and there is other things carts and and so on but those are
the >> Okay. All right. Um thank you. >> All right. I I I would encourage our trustees and our administration to focus you know even to address the utilization of technology. >> Yeah.
um versus taking away technology because to me they're two different things. Uh having, >> you know, kids having a Chromebook, >> it's really at the discretion of the teacher. >> Can we talk? We have a motion on the floor now. If everybody's questions are answered, maybe we should vote on it.
>> Yeah, that's fine. But I I could speak my opinion, right? >> Yeah, I I understand. But we're going to run into that. >> Well, we're going to run in time. We're still have plenty of time. Uh, so I would appreciate you give me the courtesy. So, do we have a motion?
>> The mo the motion on the table is to pass the agenda item as it is. >> Correct. >> Is that still your motion? >> Yes. Although unfortunately I'll be voting no. >> Yeah, me too. Oh. Oh, sorry. Okay. So,
call the question then? >> Yeah. >> Is your your declaring debate is over? >> If your declaring debate is over, then we can everybody have the courtesy to speak. Go ahead. >> Okay, let me just make sure I get the right order, please. Okay, so this is the motion for agenda
item number six. Let me repeat it so that everyone knows what we're voting on because it was 20 minutes ago, I think, when we said it. Recommended action that an award be made to Peopledriven Incorporated in the amount of $744,124, Data Image Systems in the amount of
$182,63 and ANA comp in the amount of $143,923 for total amount of 1,701,70,52724 for district title section 41 technology equipment purchases per board report 251-119. Trusty Bazzy,
>> no. >> Trusty Drosio, >> yes. >> Trusty Mos, >> no. >> Trusty Pelichoff, >> yes. >> Trusty Sub, >> yes. >> Trusty Zaher, no. President Jamie, >> yes.
>> That's 43. It passes. The next item, >> uh, if I can just comment a little bit. Um, I know this passes, so we're buying the Chromebooks, which is was unfortunate, but I would hope that
we would look into um, technology use in the classroom, and find ways of reducing that. >> Thank you. >> I I agree. >> Oh, go ahead. >> Yeah, I I agree with Trusty Mosup. I'm not trying to I just want to be clear. I'm not trying to say we should not be
using technology. It's utilization uh question and and how we address that. So >> yeah and I agree on focus on utilization. >> Okay. The next item agenda item is number 13. Uh before I read this agenda item, let me explain just as a point of
order what has what procedurally has to happen. Um first somebody would have to move it if they want as it is. Um then if it were moved because a a po a motion
to postpone an item can only be made after it's been moved. So does that make sense? So either so if it doesn't get moved it doesn't get moved and if it gets moved someone can make a motion to postpone the item to a later date. Is everybody clear on that?
Uh the person making that motion will have to accept that they can notori the the the motion to postpone to move to a later date is an amendment. >> Yeah. >> And it can be debated and voted on. >> Okay. And I'm going to I'm going to use
my cheat sheet here. >> Yeah. No, I looked it up. Okay. Go ahead. >> Did you look Because you've got two ways to do this. To lay it aside. >> Correct. >> Or to postpone to a certain time. So, if you're going to post whoever makes the motion wants to postpone it, you have to say when um that correct postpone to a
specific time. Yes. >> Yeah. And what's lay it aside? Does that have to be to a specific time? >> No. Lay aside temporarily. >> Okay. >> But that I I and I'm not sure because we don't have legal here that that may be too late. We
>> We have legal. >> Oh, >> we do have legal. >> Yeah. I was going to say you showed up on your own. >> But what's the lay aside say for you, Trusty Pilichaw? >> It's it's temporary. So does that have to be revisited in the same meeting or
>> no >> the f next the following? >> So to lay it aside means that you would lay it aside to a time uncertain which means that it would be up to the will board as to when uh they would >> be brought back. Uh I I do believe I overheard and I forget who it was
mentioned that there's a statutory deadline with respect to this particular decision. >> Uh and I know that there are a number of board meetings on the agenda this week, but I expect that they are going to be dealing with other items. And so uh what I would suggest is that >> uh if there is uh if there is a motion,
I would suggest that we set a particular time to have that discussion and that vote. >> Sure. >> But obviously that is the will of the board. Um, Adam, may I >> can you introduce yourself? So, >> I'm sorry. So, uh, my name is Adam Bllelock. Uh, I'm an attorney at Miller Johnson. Uh, and I've had the
opportunity to, uh, work with the Dearborn Public Schools now for about three years, and I'm happy to be here this evening. >> Okay, Adam. So, just to be clear, uh, the, um, motion to postpone, you have to articulate a certain time. Can
you articulate uh can you do it as a motion to postpone like on or before like can you do it as a like a deadline? >> It's okay if the answer is no. I just >> I I I think the answer is no because the appropriate way to do that would be to lay aside.
>> So the the lay the lay aside does the lay aside also have I assume it also has to be after someone actually makes a motion. >> Yes. I mean also the other opport the other alternative is just nobody moves this and whatever. >> Correct. >> Okay. All right.
>> So trustees are what's what's the idea um behind delaying it? So we're >> well we're not we're not there. We have to procedurally go through uh okay >> we have to first see so I that's why I just wanted to understand the procedure. So the procedure Adam before we before
we uh use up your whole hourly rate for this evening. Um the procedure is the procedure is if it's moved um then other poss it could just be voted on normally whatever and other
possibilities are somebody could postpone uh to a certain specific date. >> Yes. >> Right. Or lay aside indefinitely. >> Correct. >> All right. Thank you. All right.
>> Do we have to extend the meeting? Oh, yeah. I'd like to make a motion to extend the meeting 15 minutes. >> I'll support >> roll call. >> Uh, Trusty Mos, yes. >> Trusty Bazy, yes. >> Trusty Deio, yes. >> Trusty Pelich, yes. >> Trusty Soba, yes. >> Trusty Zar, yes. Cheryl Jah, >> yes.
>> Okay. Can I move for the recommended action? >> Yeah, go ahead. >> Okay. Okay. The recommended action here is to be resolved that the board of education has determined that the work of the above listed administrator
>> I do I do I say is it proper to say his name Adam? >> It's I would just read it as >> it's in the it's in the thing. Okay. >> Is it >> so resolve that the board of education has deter Yeah. Because it it is in the it's in the packet in the in the agenda. Correct. resolved that the board of
education has determined that the work of Dr. Adnan Mui is unsatisfactory and therefore the board of education will not offer him an administrator contract for the 202627 school year.
>> I would like to um No, no. I'm >> I'm trying to move this into a close session to discuss >> I'm not sure that's proper >> the how. >> So from so
uh it it is possible at this point for uh a board member to move uh to request a close session uh under the attorney client privilege. It would require five votes to do so and I would consider that an intervening motion with respect to
the motion that's on the table. >> Yeah, I guess I I Okay, I guess somebody has to make that motion. But that motion is debatable, not debatable. Not debatable, right? Close session. >> You can debate close session. Although I I >> You just need 52. >> You need a 5-2 vote. >> Right. You can't really So I'm saying
some if somebody makes the motion and somebody seconds it, is it debatable for before the roll call or you go straight to the roll call? >> Uh it's debatable. Okay. >> It's uncommon to debate it. >> I'm trying to understand what what we'd be going in close session. >> Well, I think going to a close session,
you hear both sides and it gives us more information. You hear the >> But that but point of order, that's not what we're doing. We c we can't we can we can go into a close session to consider a legal opinion of which I'm not sure >> that we do have a legal opinion. >> No, I understand. I just want I just don't know what we're getting an opinion
about. Number one. Number two, we can't go into close session to discuss an employee or something like that unless the employee asks for it. >> That's what open meetings ask. >> So, and he has not. >> So, I would clarify that is that uh that is true with respect to the request
that's made by the employee, but the board can always go to close session to discuss a written legal opinion pursuant to the open meetings act. >> Is that what you have? >> And there is a prepared legal opinion. >> Oh, okay. Fine. If you have a prepared legal opinion >> and this is what was asked earlier is that's why he came in to present the
legal opinion. >> No, that's fine. But I just want to understand you're presenting us a legal opinion. We're not going into close session to discuss >> the employee >> the employee or the actions or whatever >> there. I have a prepared legal opinion. That's all that I'm willing to share in this setting
>> in public. >> Okay. >> Privilege. >> Well, there's still no motion to go into close session. Uh I will make a motion to go to close session to discuss attorney client privilege material. >> That'd be pursuant to section 81H of the open
>> pursuant to the section that the attorney just mentioned. >> All right. >> So there's a motion on the table to go into close section pursuant to uh MCL 152681H of the open meetings act to consider me material exempt from discussion or disclosure by state or federal statute.
>> Second. >> Trust. Oh, sorry. Yes. Second. Sorry. >> Okay. So we have a motion. Uh, trusty Bazzy, >> yes. >> Trusty Drosio, >> yes. >> Trusty Mos, >> yes. >> Trusty Pelichkov, >> yes. >> Trusty Soba, >> yes. >> Trusty Zaher, yes. President Aljami, >> yes.
>> Wait, can we Hi everyone. Welcome to the spaghetti dinner concert. Um, I was supposed to write something down for this, but I didn't. Um, Um you will be hearing from us a part of your musical cast and then we'll be the orchestra and then choir will be back
down here and then our band will finish off performance. I hope everyone enjoyed dinner. >> Please enjoy the show. >> Guys, we just exploded a bus. >> Yep. >> I was being attacked by a bunch of demon triplet math teachers. >> Oh yeah. Is the whole trip going to be
like this? >> I hope so. >> All our food was in there. All our clothes were in there. All our food was in there. >> Sit tight. >> Where? In your pocket. >> Oops. I got busted in the blast. >> What did it say? >> It got bust.
>> We're not on the bus. I know. >> To Los Angeles. >> He blew up the bus. >> I know. >> To Los Angeles. >> So, what are we supposed to do? >> Wait for another bus. >> What if we blow up that one, too? We're lost in the woods somewhere in New Jersey and we're never going to make it to LA.
>> We're lost >> and it won't stop raining. Let's just go. >> Not that way. >> No food, no phone, noision. We're lost in the woods and we'll never leave New Jersey. And none of us are making a decision.
>> It's not safe to stay out here in the open when monsters are hoping to eat us alive. >> How do they know where we are when we don't even know? How are we going to survive? >> I don't smell. >> Like listen, please have to monsters smell like Mickey.
>> Smell like tacos or take out Vietnamese. >> Hopefully they just >> fantastic. Well, I don't want to die in the Garden State. We're lost in the woods somewhere in New Jersey and we're never going to make it to LA. >> We're lost and it's cold and I think that something's moving and I think it's
coming this way. >> Is it a monster? >> It's a squirrel. >> Squeak squeak. >> Are you talking to a squirrel? >> Seed powers. Be nice. This squirrel knows every corner of the woods. Maybe she can help us.
>> Really? Cuz I think that seems kind of nuts. You hurt her feelings. Tell the school girl you're sorry. >> I'm not saying sorry to a squirrel. >> He's very sorry. Tell this girl you're sorry, Percy. >> Okay, I'm sorry. >> What's she saying?
>> She says she knows where we are. >> Where are we? >> She says we're lost in the woods somewhere in New Jersey and we're never going to make it to LA. Thanks, buddy. >> I think the guys are trying to tell me they hate me. You think
>> no safe places to be found any home is way too far away. >> Can't protect my only friends. >> No place to go. No place to lost in the world. And the world is freaking awful. And we're never going to make it to LA. >> We're lost. We're kids. We're alone.
This is impossible. Who would put the fate of the world in the hands of three unprepared scared half? We'll pick a direction. >> A direction. >> We trust you. >> A direction. >> A direction. Whatever you decide. >> Whatever. >> There. I have a good feeling about
there. One more. Number two. Amen. Jesus. praise. Hallelujah. Heat. Heat. Lou here.
Praise the Lord. Heat. Heat. My heart. You soldier. It's a right sword. He will tear city down. Lord, you'll tear us down. There will come
a liord. ruler. Olay Lord say Lord. All Holy. Oh, all right.
Oh, Away. being back to session. >> Yeah. >> President Alji, >> I'd like to make a motion to extend the meeting for another 15 minutes. >> Second. >> Roll call. >> Trusty uh Mos. >> Yes. >> Trusty Bazzy. >> Yes.
>> Trusty Ben Rojo. Yes. >> Trusty Pelichkov. >> Yes. >> Trusty Subah. >> Yes. >> Trusty Zaher. Yes. President Jah. >> Yes. >> So just just for our audience, we owed it to our legal council to be able to hear them and hear their recommendation.
Go ahead. Trust Zar. >> I just want to make a point just uh so that the public knows when we go into a close session, we are we can invite anybody into the close session that we want to. Um, but we can only go into the close session to discuss things that we
said we were going into close session for. So, I'd like to affirm to everybody that we only discussed legal opinion. We did not discuss any personnel matters in the close session. Just so everybody is very clear on that, that that's what happened in the close session. All right, we are still on agenda item
number 13, which is um resolved that the board of education has determined that the work of Dr. Adnan Mni is unsatisfactory and therefore the board of education will not offer them
will not offer him an administrator contract for the 2026 2027 school year. I need somebody or I don't need somebody. This is the proposed motion that would be on the table if anybody wants to move it. >> So moved.
>> Second it. >> Go ahead. >> So I'm going I'm going to I'm going to vote no on this motion if it actually goes if it actually goes to a vote. So what I'd like to do now is to uh make a motion to lay this aside indefinitely. We do have a statutory deadline of
course that we have to deal with. uh to make a full decision on this in the next two to three before May 1st. Um and we need to do other things before May 1st, not just make the decision. But uh in lie of coming up with an exact date now because our our calendar is full of
meetings so we can find a time to do it. Um but I'm making a motion to lay aside this motion indefinitely. >> What what's indefinitely mean? >> Temporarily. >> Temporarily. >> Temporarily. Indefinitely. >> Temporarily. Okay. I make a motion to
lay aside th this motion temporarily and under the rules I need a second and it is debatable and then it just can be in a majority vote. >> Okay, I'll support for discussion. Okay.
So, I'm I'm making this motion to lay aside the superseding motion um because I'm hoping uh that this issue can be resolved without
us voting on a motion like this. Um uh for a number of reasons I wish that we never got to this point and uh I'm confident that hopefully um we can bring
together the uh differing parties to come up with some sort of resolution especially since statutoily we still have time to try to come up with that. If we were really up against a deadline today that would be one thing we're not. Uh I'm of the opinion that we should
take all the time we can to come up with a resolution here that doesn't include this. That's my position. >> Go ahead. Um it is my understanding that
the employee has been offered resol or other u alternatives to this uh action but has refused them. Is that true superintendent? >> I believe that is correct. >> Yeah, >> trustes are
>> that may that may be true. Um, and I I take everyone's word that it's true and hopefully we can hopefully even hopefully that can be resolved with more time. I would urge all parties to negotiate
and make this hopefully go away. We should have never gotten to this point in my opinion. And I'm not putting that on anybody particularly. Sorry, I'm putting it on everybody. I'm not putting on anybody in particular, but um I'm hoping that that can be resolved. Maybe
there can be a um some sort of settlement or offer that uh is acceptable to uh to Dr. Mi. Maybe if it wasn't acceptable today, it'll be acceptable tomorrow. I don't know. But
we have more time and there's no reason that we have to vote on this tonight. And I think that we can do our best to try to get people to that's our job hopefully. Um not our job. I mean our purpose hopefully is to try to get people together to solve that's what I
view as my purpose here. So I I understand Trusty Mos. Yes. I understand offers have been made and rejected. Maybe the same offer will be accepted in a few days from now. I don't know. But um we have time and there's uh I don't want to vote on this tonight. So that's my motion to uh set aside indefinite or
sorry set aside temporarily. >> Any any comments? I think Go ahead Trusty M. >> I I just just like just putting things in indefinitely or temporarily until something else happens. I would hope that we would schedule another then
meeting if we want to go about this action if we want to allow for more time. But I believe councel can can help us as far as there is has to be also a notice period after we make our decision that the employee has to receive that result
of the decision. >> Okay. How about I'll amend my motion to uh set aside um to a set aside to a meeting that must happen so that I'm saying that we must vote on it if no settlement is brought. Okay.
So, set aside to a meeting that um must happen on or before. >> Okay. So, you're going to postpone this then? Sorry. Definitely. >> Well, can I I'm in my only to lay it on the table means we can bring it back anytime.
>> Can I postpone it with a deadline? That's why I was asking. Okay. >> Well, you can post >> Can it be specific? I mean specifically. >> No, it has to it has to be >> like or before. >> Pardon? >> Can it be honor before? Can I say honor before? Is that okay with you? >> Before May 1st >> something or I was going to say a couple
weeks before that, but >> yeah, he would have to do before. >> I mean, we can ask. >> Well, then what's the date? I mean, because you'd have to know that everybody could >> Well, because we have we have >> I think the week of the 27th is the only thing that >> we have uh we have I know I know some of our meetings coming up are for other
purposes, but we have a number of meetings coming up. We have three meetings coming up this week, which are I know they're interviews, but they're still meetings. We have a meeting on Saturday the 18th. We have a meeting at HFC on Monday the 20th. >> We would not do this at uh HFC meeting.
>> Sure. I mean, I'm just Yeah, it it might not be normal, but I'm just saying. And then, of course, you know, we have all that other time. So my I I would if it's a proper motion, I would make a motion to um postpone
uh until on or before April 29th. How's that >> that possible to >> Is that a proper motion, Mr. Bllelock? I think he's starting to >> uh in my view with respect to postponement, you've got an obligation
to set a a time certain. >> Okay. But you could do it before that time, right? >> The the the board could call a meeting before that time. >> Okay, fine. Then I'll make I'll make a motion to postpone um this action item um until April 29th. Is that a proper
>> April 29th is um >> we have a teacher um >> that's from 4 to 6 p.m. >> I just want to I just want to make sure we're all aware of that. >> That's fine. >> It's over at 6 p.m. So can I say until or do I have to say on like a meeting has to be set on or can I just say
until? >> I think you got to set the time. So what what I would say >> and then we do it before if we want. What I would I mean the board can always make the decision that it wants to take something up at a later date, but what I would suggest in terms of your proposed motion is that you set it for >> 6 p.m. or 6:15 on that particular time 7
p.m. >> Of course, we could change it at any time. Right. Okay. I'll make a motion to I'm going to make a motion to postpone this action, which is agenda item number 13, until April 29th, 2026 at 7 p.m. Is that a proper motion?
>> That'll do. >> Yes. I'll support it. >> Um that so >> so then okay >> so I basically sorry I basically just changed my other motion which is fine patrosio supported it under the rules there can
either be more discussion or we can vote on >> Is there any more discussions? >> All right so the roll call. >> Okay so this would be a majority vote. >> Trusty Bazzy. >> Yes. >> Trusty Drosio. >> Yes. >> Trusty Mos. Yes. >> Trusty Pelichoff. >> Yes.
>> Trusty Subah. >> Yes. >> Trusty Zaher. Yes. Cheryl Ji. >> Yes. >> Okay. 70, which means uh agenda item number 13 will not be voted on tonight and voted on April 29th at 7 p.m.
>> All right. >> All right. >> What's our next item? >> To read the summary of agenda. >> Oh, sorry. We need to extend the meeting. I'd like to make a motion to extend the meeting 15 minutes. >> I'll support. >> Trusty Bazzy. >> Yes. >> Trusty Drojo. >> Yes. >> Trusty Mos. >> Yes. >> Trusty Pov.
>> Trusty Sub. >> Yes. >> Trusty Zaher. >> Uh, yes. President Al Ji. >> Yes. >> All right. The action items, the summary of the agenda action items are as follows. Number one, if you're leaving, can you please keep your voices down if you're leaving? We still have to finish our meeting.
>> The summary of the agenda action items are as follows. Number one, approval of warrants per board report. 25115. Number two, approval of an award to Amplify per board report 25116. Number three, approval of an award to Common Lit Incorporated per board report
25117. >> HFC. >> Mr. President, could I ask for order in the room? >> All right. Please, uh, as you're leaving the room, uh, keep in mind that we're still having the meeting. >> I have to leave.
ask them to please leave >> there. >> Did we do so >> to continue the agenda action items that we approved? Number four, approval of an award to Burlington English Incorporated. >> Please have the discussions outside. >> Number four, approval of an award to
Burlington English Incorporated per board report 25118. Number five, approval of change orders. Number number six, we passed approval of an award to Peopledriven Incorporated Data Image Systems and Ina Comper board report 25119. Number seven, approval of
an award to first student per board report 25120. Numbers 8 through 11, approval of non-instructional and instructional personnel items for P through 12. Number 12, approval of financial statement. And number 14, approval of donations.
The next item on the agenda is discussions and it's first look at 2026 2027 budget by Mr. Thomas Wall. >> Good evening board members, President Aljami, Superintendent Roer, and members of the board. Uh we'll go through this
quickly. Um there's not anything drastic at this point as we kind of look forward. our budget calendar. As you can see, we're on the AP April 13th board meeting about the middle of the page, right by the second. This is our first look for next year's budget.
Um, as you can see in this picture, which is the cycle, um, we're still waiting for the House and Senate to give us their state aid bills for next year. So, all right. Right now, we have is the governor's bill. And that's kind of what we're basing this, you know, budget, you
know, projection on. This also just kind of gives you the process from start to finish. Um, we had our revenue consensus meeting in January. It happens twice a year, once in May and once in January. And it kind of goes through the process. So most of the time when the board when
the state actually adopts a budget, it'll be July or later. There's usually a period of time where MDE interprets the law as how they see it. and we'll basically get our our basic first final look at what the budget actually means
sometime in the fall. So just you know that no matter what we do at this point is going to be an estimate based upon what we have information available. So when we look at the economic forecast, this was the challenges that the state were addressing. Um declining
revenues on a national economic softening of our economy, rising health care costs, uh impact from the federal side on the HR bills, HR1 bills, uh persistent inflation, ongoing pressures
obviously with the war going on and other investment needs like the infrastructure that are going on. So that's what the state is facing at their level. Um, as we look at our budget and the school aid fund, there's three main factors. The sales tax, which we get 2%
dedicated school aid fund, the income tax, we get a portion of the income tax for our school aid fund, and the state education tax, which is six mills on all property in Michigan. That makes up, as you can see, probably about 70% of our funding cycle. Those are usually pretty stable.
So when we look at where the school aid fund is compared to the general fund, the school aid fund is the dotted blue line. We're doing very well where the state is struggling. They've had a very flat, you know, economy since roughly the pandemic. So they're struggling at
the state level. So what does that mean for us is obviously legislators control our process. So the state says we're going to look at reductions, you know, efficiencies and redirect revenue. and the redirect revenue is what's going to impact us considerably because the
school aid fund is doing very well. Um, as you can see as one of their issues for reassignment is they're going to take more of the higher education portion out of our school aid fund. So that has an impact to us. You can see as
that they what they have proposed the equates to roughly about $1,400 per student. So, it's considerable amount of money. If we look at it over time, you can see that the amount that they've taken out of the school aid fund for post-secary education has consistently
rised and this next year is going to be significantly higher. Does that mean that we don't have revenues in our budget to do increases in the foundation allowance? we do, but just know that long-term is what we're concerned about is are we able to maintain what we have
without further impact. So looking also another factor is the state is projecting to lose students for the next three years roughly about 10,000 students per year. So the student enrollment in the state of Michigan is declining. So obviously that's going to
impact schools differently depending on their neighborhoods, but that's something the state is also looking at that you know that the state in total is losing students. I'm going through this fast. As you can see from what they they estimated back
in May in the green line and you know the preliminary now the numbers aren't too bad. Just know that the personal income growth is going up, payroll is going up, Detroit CPI has dropped a little bit, which is a inverse relationship. So that's good for us. And
the employment rate dropped. So that means we're having more staff. So overall, the Michigan economy isn't really impacting us as a school district and that's why our revenues are rising. Just looking at the school funding history, you can see that the federal money had a big impact during the
pandemic times, but now we're back to or has a very small part. And most of our money comes from the state of Michigan economy. Baseline revenues, as you can see, they're projecting increases going forward. So that's good to see that we
are expecting slight increases going forward. So we're not looking at any kind of recession where we have to worry about tightening our belts. So going forward, that's good. Looking at the ongoing general fund and special purpose, the old idea is this. When you look at that blue dotted line, when you
impact or have the impact of inflation on it, even though we're getting more money, the actual value of that money is not rising. It's actually declining a little bit, just know that even though we're getting more money, inflation is impacting us where we have to worry about that on the expenditure side.
Budget stabilization fund. uh this is something that is out there is roughly about $2 billion in the stabilization funded state of Michigan. So if a recession does hit, that would trigger that. So we wouldn't have to worry about large scale cuts like we did in 20089. If you're in education, we lost a lot of
money back then. How would how the state spends money? You can see almost half of their money comes back to us through the foundation allowance. And then you have other portions of federal grants that come through mysterious funding, special education, just showing how the state
spends their money in public education. All right, moving on to our assumptions for next school year's budget. The school aid fund, all we have right now as a governor plan is a $250 per pupil increase. However, through a lot of the funding models that they've uh had
people research that districts that have a higher free reduce count, have an E count, they're going to get a more of a portion of FTE more than they have in the past. And there's a bandwidth uh a band land of one to six. Six being the
most highly at risk students. We're in band five. So we get a larger portion of that partial FTE. So that's helping out our foundation lounge for next year. Uh grants, that's the only thing we're really unsure of. They really don't get too far into the grants of whether
what's going to stay, what's going to go. So that's always a worry for us. So that's something we have to watch very carefully going forward. and preliminary estimates is the taxable values in Dearbornne are roughly going up 4.6%. Which is good for our taxinga
capability. Staffing costs again these are the big three state aid staffing costs and student counts. Our staffing counts obviously they're in negotiations right now. Right now we're budgeting 1%. So that's an easy number to scale if we have to go up or down. Uh step increases
are going to be paid. Health care costs are increasing roughly by 3%. uh no more year of retirements and so we expect no really significant changes in staffing levels for next year with the exception of grants that we have staff on grants. If that grant goes away
obviously we're going to have to manage that aspect on his student count uh Mr. Mure and his excellent job is looking at an increase in students next year roughly about 300. Uh he's still going through his final, you know, work through the process. We don't get that till about midappril. So we're just
missing that deadline right now. how we are, you know, using his preliminary number. So, this is just kind of explaining how the student counts work. Obviously, we have a fall count, which is 90%, our winter count is 10%. So, we're actually
last winter we just did in February is our 10% for next year and our fall count in 26 will be our other 90%. So, that's how that number gets calculated. On the foundation level, just know that there are laws that come into play that even though we will get 250 per student, a
state law only allows us to get up to the inflation rate of 1.7% rest comes through a categorical. Why does that matter? Well, that categorical can disappear in a swipe of a pen. So, that's always we have to be careful of. Uh when we look at student counts, um
you can see here that over time, this goes all the way back to 2010. These are students that live in Dearbornne that goes somewhere else. So you can see the bottom chart, our blue line is students that are staying in our school district. The red line are students that go
elsewhere. That these are only students that live in Dearbornne. We have been consistently around 90% of the students in Dearborn come to Dearborn public schools. The rest might go to a charter school. They might How much percent? >> 90%. >> 90. >> So that's a good number. And I'll show you this next chart. This is just a
graph of all the districts in Wayne County where the big red dot on the far right hand side. See a lot of school districts do, but you see some schools that majority of their kids only 40% go to their school district. So you can see Dearborn does a good job. We're on the upper end of that that kids feel the
value or parents feel the value of our students and they send them to our school. This is something Abe looks at all the time and we have strategies to do that back in the pandemic. That's why we opened up our cyber school because we saw a trend happening. That's why we open up our cyber school to keep kids in our school.
>> Sorry, Tom. That says of the 81 districts in the greater Detroit area. So we rank three in terms of greater Detroit and 22 in terms of the state. Is that what that is that what that means? >> No, this is only for Wayne County. >> Greater Detroit area. >> The average is the state average. Yes. So that red line is the state average.
But the blue dots are our districts that are in >> the text at the top says of the 81 districts within the greater Detroit area, we place three in terms of attending enrollment. >> Right. So we're third. Yes. So we're third for school districts in the greater Detroit area that attend their home district.
>> Yeah. What's the second sentence mean? That 89.7% of students attending school ranks 22 in terms of percent of resident students. So how's that different? Why does it say 22? I took this off a graph off of our Munitrix. I can get into I'll just find that off.
>> But I just wanted just looking at the overall picture. You're >> doing a great job. I just didn't know what that means. Rank. >> Yeah, I'll I'll I'll have to go back and look at the data just to make sure I explain it correctly. >> Well, could it be that there's a statewide there's a lot of smaller districts? Well, they probably have 100%
of the students going there because they don't have any other option. That's all. >> So, I'll I'll verify that. >> Yeah, maybe that. >> Yeah. looking at our staffing costs. So, right now we're estimating our salary base with hourly and staff people
to be $181 million. So, that's a big number. So, just be aware that's our salary base. Obviously, there's FIC and retirement we pay on top of that along with benefits, but roughly about 70% of that 181 million is in the general fund. The other ones are in the food service
budget, our center programs, our funded projects. Just so you kind of get an idea of how large our salary is for Dearborn Public School. This is just the trend. Uh the foundation allowance is in blue. The salary for the DFT is in red. And we
pretty much follow that for most union groups. Uh the retirement is in yellow. You can see in the last several years with the funding cuts and where the state a fund has more money than others, they've been playing with that rate a lot. you would expect more of a trend, but they give us some money, then they
take it away. They give us some money, they take it away. So, that number gets pretty crazy. And the green line is our student count. As you can see, we were kind of at the lower level and we're starting to go back up again, which is a good sign. And I think that ties in with our birth rates are also increasing in
Dearborn. This is just a quick picture of our model. This is the most likely scenario that looking at all the parameters I just explained, we have a surplus of roughly about a half a million dollars. So again, we're not looking at any any
kind of staffing cuts with the potential impact of grants. Um we always want to make sure we're right sized. We don't want to be late to the party of trying to rightsize ours. But obviously another big issue we have is the capital infrastructure side that depending on
how we go forward that we'll have to continue to put more and more money in that area if we don't get a a a solve to that process. >> Mr. President, we need to I need to make a motion to extend the meeting 15 minutes. >> I'll I'll move to extend the meeting by 15 minutes.
>> Second. >> Trusty Mos. >> Yes. >> Trusty Bazy. Yes. >> Trusty Drosio. >> Yes. >> Trusty Pelichkov. Yes. >> Trusty Soba. >> Yes. Zaher. Yes. Cheryl Jimmy. >> Yes. >> How much did we contribute uh this year to that fund of the capital
improvement from the general fund? >> Roughly about 5 million. >> $5 million. Okay. >> What's the trend been of that over over the years? >> Uh we have been high as 14 million during the pandemic years because we were able to utilize some of the you know federal funds in that way. But it
could be anywhere from three to seven depending on what projects we have planned. This screen just shows you our millage rate of our, you know, what we actually do out from our debt retirement, our homestead, which is our homestead operating millage, and our supplemental,
which is the 18. Uh, just kind of show you the trend. So, if people ask us, have we been trying to reduce taxes? The answer is yes. So, we're trying to make sure that we those taxes go lower. >> Did we get our holdless number for next year or not yet? Um, I've estimated that
it's slightly going to decrease for next year only because of our 4.6% increase in taxable value. >> Yeah. >> And this is just showing where our tax rates are comparable to Wayne County. Um, I put that little arrow in there so
it would be easier uh show that our mills are lower. The military is on the left hand side and the uh tax base is on the bottom side. You can see we're in the lower cond. So our mill rate is lower but our tax base is
higher. So it just kind of gives you a a preference based on a school district where their tax rates are compar and their taxable value where they kind of crisscross. Just kind of a good data point that shows that we're not overt taxing. Dear board is overt taxing compared to other districts.
And that's it. So, this kind of shows you that our first look is done. We're obviously going to keep working on this. Some things are ongoing. Uh we won't get our final property tax numbers until the end of May, early June. And then obviously, we have to have our budget hearing in the May meeting to meet our
timeline. So, we'll be going through this with a little more detail of what we're probably going to propose to start with for next year. And the June meeting is basically just authorizing the resolution as we're required to do before July 1. Any questions?
>> Thank you so much. Just one quick question. You don't have to give me the answer now, is one of them I'm looking at to see how much we're spending per student. I know we get the foundation allowance and and there's other ones. Um so I've always wanted to know how much we're spending per student and is it
different for each school? >> Yes. >> And there's actually a nice report of bulletin 1014 the state does. >> Uh they're always about a year behind. So just now they just recently released 24 25 and I'll share that report that >> because it ranks it all the way through
all 800 districts in Michigan where you rank at >> and it would be by school as well. >> Uh not by school but by district. >> No I mean for um our district the the allowance spend sorry the student spend
could be different from one school to another. Correct. >> Correct. Correct. >> Right. Right. The report shows every school and how much >> That's what I was. >> Yeah. >> All right. Yep. We can do that for last year because obviously this year isn't finished, but we should go look at it last year. >> Yep. Because we're required to have a
building code with every expenditure that we have. >> Okay. >> Any questions from anyone else? Trusty. >> The likely scenario, did you base that did you take the consideration that we may have some cuts in federal funds?
>> Uh not yet because we don't know yet. the allocations haven't come out. They obviously with their delay in their process, it happened in January. So, we're kind of waiting for the state to kind of give us more guidelines, right? >> They're just now starting to release the alloc estimate allocations and then we can look at that and see
>> and I'll include more of that in the May discussion when we have our public hearing. >> Okay. >> All right. >> No question. Thank you so much. Good job. >> Oh, we still have an audience. >> I love that guy in the back.
>> All right. Next item is facilities master plan by Superintendent Sor. >> You guys ready? >> Yeah. >> Yes. >> You have it in you. >> All right. >> Let's do it. >> Oh, you're for real going to do it? >> Oh, it's up to you.
>> Has it been Have you agreed to move it? This poor man has been sitting here. >> But we have the option to do it now if you guys want to move to HFC. >> It sizable. >> We said >> we we can move we can we can
>> Would you want to move it to HFC's meeting on Monday? >> 20 minutes. >> 20 minutes. >> 20 minutes is good. >> 20 minutes. Okay. >> 20 minutes. >> 25. Yeah, >> we could do we can we can make it in 20 minutes. I mean, you know, I mean, obviously, if the board had further
questions and questions, we could meet with you in smaller groups to go over it in more detail. Um, we could also, um, our team here could go over the presentation in a video format later so
that it would be available for public viewing, um, at at another time as well, but we could at least lay the groundwork here tonight in a shorter format so that we could at least begin this discussion >> like 10 minutes.
>> I I would I will defer to the boards. Yeah, I would prefer that route only, you know, for the sake of we can condense it. We I think we're familiar with a lot of the info. This was more so for the public >> to get their first look and I don't want their first look to be a 10-minute sped up thing where we don't really ask
questions. >> So, if we could do some compromise, that would be awesome. >> And and and the option of >> as long as you want. >> That was that was >> the uh >> one record a year is enough. >> And and Presenting at another meeting
is, you know, that's an option, too. You guys, you know, whatever. It's your your call. It's your call. We're here to serve. >> Sure. >> I I think it's important the public see this. >> I concur. >> I agree. But again, to see it in what in what capac I don't want them to see. >> I concur that the public needs to see
this presentation and we have time. >> Okay, we can Yeah, >> go for it. >> Let's go. >> All right, let's go for it. >> You know, >> she seems excited. Let's do it. swiftly, you know, like uh feel we're all smart. You can go as fast as you want. >> Most of the public is not watching,
>> but it still be it still be available. >> They're not watching >> and they're not going to understand if we do an >> too late for them. >> Make sure we hit the >> the important notes. >> Hit the important. >> There you go. So, hit them all.
>> Fine. >> We we can skip page one. >> Okay. Okay. Then for the record because I didn't say all the names, this is a facilities master plan discussion with superintendent Sor, Mr. David Mustinin, Mr. Thomas Wall, and Mr. Paul Wills.
>> Thank you. Good evening, board. >> Good evening. >> Thank you for having us today. We are excited to share with you this plan. We'll do quick introductions. I'll let you know the flow and then we're going to get right into it. How does that sound? >> I'm Lis for interrum superintendent.
David Mustin and director of communications >> and Paul Wills with Plann Point >> and Tom Wolf. >> I'll quickly go over the efforts to date and these are the most recent efforts. Um, as you know, the team plantaran and
the board met uh on March 2nd, 2026 to review the process of pre-bond planning. Uh after that we met again on March 9 in small groups and after that PMR reviewed all the data that we've uh collected over the years from Fielding
International, Quinn Evans, Byum Fisk and other reports for consideration and you can see the bullets from there that got us to today. I will begin the presentation and we will all have turns today and we are all available for questions
whenever you need. So if you turn to the next slide, >> do you want to expand that? >> Yeah, it's actually the second screen. So >> is that good? Do do they have to see? >> No, >> you were in the presenter.
>> Well, that works >> good. Thank you >> board. I will be going over with you the why behind the reason we need a bond, why this plan is necessary, options on
what it can conclude, and then the mill information. We will conclude with key takeaways and next steps. I think we all agree that most of our buildings are in dire need of improvement. This proposal is set upon innovative learning
environments for our students and our teachers. It's set to maximize safety and space and to maximize equitable options for our students. This facility proposal was created with innovation and equity in mind. What our
teachers and students need and what they deserve. Whatever path you choose tonight or in the next month or two, we are confident that it will be transformational for our students. This will alter and open opportunities for our students in the classroom, on
the stage, on the field, and ultimately wherever their future takes them. So, let's get into it. Where are learning environments trending? As you can see here, the bottom five bullets, recent trends in
education that we see and what we we read about and what um we are living in some capacity are active learning environments, personalization and learning, student focused classrooms and instruction, a collaborative approach to instruction, and teachers as
facilitators. Fundamentally, all of our brain functions are highly leveraged when we provide these following three considerations. Natural light and access to nature, indoor and outdoor learning options, and movement in flexible environments.
How do our students learn? I think our teachers would concur and our parents and our students would concur that they learn in different ways. Large group collaboration and team teaching. small groupoup project-based flexible spaces and multifunctional environments for
learning, creating and presenting. So what does this look like? It ends up looking like collaborative zones in our schools, small aloves and quiet spaces, maker and project labs, interdisciplinary learning areas, and
CTE and real world learning spaces. We have all types of learners in our buildings. We want to make sure our designs are for every learning and adaptable classrooms, space for for staff within learning environments and
small group support without removing students out of the class. What does this ultimately ultimately lead to? Increased student engagement, stronger academic outcomes, expanded college and career pathways, equitable
access for all learners, and strong community partnerships. See this screen, we're always concerned about equitable availability for all students. You can see here where the breakdown where 4,000 school 4,000 students in the 20 to
35 years 8,100 and 66 to 82 year old buildings and 7200 and 97 to 105. Are they having the same opportunities? Yes. But do they have the best capability of a learning environment compared to other schools? That that's where we want to
make sure that we have an even playscape for everybody in that kind of a scenario. Looking at early childhood, this is a growing area in any school district. Um, obviously we're hardpressed because most of our schools are being utilized fully.
We're continuing to scramble to where we can put a new GSRP classroom. One might have an increased enrollment so that GSRP is moving to another. is very disruptive for parents that if we had a a one site or individual sites at all our schools, it would help value the
parents, you know, how they just go to their home school or do they have to get bus. So, that's something we want to consider in this CTE. It's obviously this is a cycle you go up and down whether it's college or now CTE. We're at a point now where CTE is in higher
demand. Even our surveys that we did last year showed that CTE was one of the top five that needed to be addressed. A lot of our CTE programs still have original equipment back from the 70s. And obviously what you see when you go into an auto shop is totally different than what we have and we're trying to
teach our kids with. Don't get me wrong, the staff does a great job. the teachers, the sports staff do a great job, but is it the most opportune that are we missing that opportunity for them to work on newer type equipment on the STEM program? Same thing. You know, we've have converted our own
classrooms, but as you can see in the bottom right, this is a neighbor to our south who has a a room developly purposely for steam. So, that's where we want to make sure that it's equitable what we can offer.
special education. Um, that's a an area that Dearbornne is growing on. We have more autistic programs that we've had in the past. So, we want to make sure that the facilities are built for that purpose versus just converting classrooms. Obviously, we have our current house school that was done back
when we were in very tight where we closed a building and renovated how to fit their needs. But is the most ideal landscape for special ed? No. Because obviously we have a lot of staff that's assigned to them. They have to travel a lot to deal with these programs as they all over the place. As you all see the
last one, our three-year-old program is currently in wind dot. We love to bring that program back home in our district. Current trends showing or we talked about the ASD, but you can see a program classroom on our left and this is kind of a special ed pilab. You see a lot
more room, a lot more space, a lot more staff inside the classroom so they can rotate much easier to deal with students on a rotational basis. safety and security. Our schools are safe. We've had to implement many programs to put that into place. But you
can see in the picture on the right, there's a facility you can build to have less staff have to be assigned to it. We have security guards at all our doors, especially at the secondary level at the high school level. We wouldn't necessarily need that if we had a secured vestable. We can use that staff elsewhere. >> Mr. Chair, I need to make a motion to
extend the meeting. >> I'll make a motion to extend the meeting by another 15 minutes. Second >> Mos. >> Yes. >> Bazzy. >> Yes. >> De Rojo. >> Yes. >> Yes. >> Zaher. Yes. Tra. >> Yes. >> All right. Continuing on the technology
side. Obviously, we'd updated a lot of our facilities back in 2013 with that bond, but as you're well aware of, the life cycle of technology is is about, you know, 10 years on a lot of this equipment. So, we're at the point where we need to look at that again. And obviously, if we don't have another
funding source, it has to come out of the general fund. nature playgrounds. Uh we did a lot of work when we had the enhancement village of putting new playgrounds, just one each building, but multiple schools have more than just one playground. And you know, the naturecapes, if you've seen
what we've done at Salena Elementary and Sina Intermediate, those nature playscapes, they had a lot more value, a lot more activity- based activities for the students. Auditoriums, this is personal to me. I had a son that went through the auditorial program and boy did they have
to really work hard to get the lights, you know, the rigging, the sound systems. They had to work with what they had. But you can imagine some of these newer stadiums, you know, you have a lot more capabilities, the black boxes that we want to make sure we can still offer those type of programs to our students
also that are interested in it. Art and music. You saw a nice presentation today. Obviously, you know, some of our schools have art on a cart, which isn't the most ideal. The idea is to have a dedicated space to art or music that that can actually grow the program in
their schools. Athletics, that is something that we're also struggling on, you know, because obviously there's a lot of improvements that need to be made. We've been adding new programs. So, now we're going to be have demand for space. How do we handle that? you know, middle boys volleyball. I just saw an article in the Heritage
paper this week how they just had their first actual exhibition game this year and it's like why, you know, there's such a demand for gym space and all that all the time. It's just hard to get those things in there. So, that's something else that we need to look at. Food services, you had a presentation
today. We have still a lot of those old serving lines, the old type ovens. We need to get to more of these combon bins, you know, to make the food taste better and crispier. If you have your own air fryer at home, you know, warming up French fries in a microwave versus an air fryer, totally different. Not that
we could serve French fries like we used to, but you get the concept. Buses and transportation, um, you know, that's something that in the 2013 bond, we did 20 buses and we've been obviously doing like one or two or maybe three or four a year, depending on our budget.
eventually you're going to fall behind the times. So, it's something we have to look at going forward. And who knows where the future is? We have the new electric buses. Um, you know, we've had some good things and bad things about that, but where do we want to go in the future? You got to have funding. You know, regular bus these days, when I
first started back in the 90s, it was 30ome thousands of us. Now it's 200. Special ed 250,000. It just shows you where the prices are going. And the financial. So, if you'll see here, this is a graph that, you know, we've I've showed this one before. It's
just a little different and more simplified. We're in the orange. This is on what other districts have spent per capita based on their number of students for bond issues, for infrastructures. You can see some are way much higher on our per capita. We're way behind
everybody else in the in the larger districts when they look at how they're spending their money and where they're getting it from, bond issues to help improve their facilities. And with that, I will turn over to I believe David. All right. So when we look at the why of
everything, the why is not only um the it's it's the physical things that we need, the buses, the technology, but also it's tied to the academics and the spaces and creating those learning environments that are best suited for students. Um so that's the why part of
it. So showing that it's not just um um related just to one thing, just it's just not physical things, but it's actually creating the space as well. So now we want to look at well we we know why we want to do it but what what the heck are we going to do here. So
starting off with the what you want to look at a uh we want to start with a facilities master plan and and this is something that we've had all along and we've actually enhanced that over the years our uh work with Fielding International and then more recently
with Quinn Evans have helped us to build that 20year facilities uh plan. It addresses the district's most critical needs um across the district and at the same time it establishes a process for future
uh phases of projects. So we know that a facilities master plan that's going to go 20 years is not you know you can't do everything all in the first year. So you need a plan to phase things in over that 20-year period. And that's what this that's what a facilities master plan
does. It addresses those immediate needs, those infrastructure needs to secure our buildings, to keep them safe, to keep them functional, but then it also looks at the long term. Where do we want our district to go? Where do we want our district to be? And what do we
want our district to look like? So, one of the things that we're considering in this facility's master plan is increasing the number of K8 buildings that we have. We currently have two in the district, increasing that number to five. And then also we're going to have to have some considerations about what
we're going to do uh with our three high schools. First, let me talk a little bit about the um considerations for some K8 buildings. Um we want to uh like I said, we currently have two right now. Lori is a
K8 building and McCulla Ununas is a is the other K8 building that we have. They're about, you know, almost a hundred years apart in in the a in the in their age, more like 80 years apart when they were built. And so they were built very differently. And you can see,
especially if you go through a school uh like McCulla Ununice, you can see how the school is divided where you have uh middle school on one side, elementary on the other, and then that middle section where those common areas are much more efficient use of space uh in that
building. So creating more create K8s in our district uh is is a way for us to invest in new and transformational spaces. So we talked about in the why part we talked about those transformational
spaces the more lighting uh spaces for students to collaborate in spaces for teachers. Um and that's what we're looking at in these K8 buildings as well. also spaces for for programs like STEM and CTE uh exploration as well as
uh to address critical security and infrastructure needs both at the elementary and middle school level. These kinds of things can help us also in attracting new families and new students to our schools. And you can see some some pictures here of what those
spaces may look like. And like I said, uh we we list McCulla Ununice as an example of a K8 building that is designed uh more for more modern needs as opposed to a school like Lori that was built as beautiful as it is the
school was built in uh you know almost a hundred years ago now. So when we look at the what of you know considerations for a K8 right um more exposure to consolidated programs. So,
consistency of staff and more extracurricular activities by consolidating those programs into one space. Um, you know, we see a lot uh at the elementary level, lots of family involvement, lots of parental involvement at the elementary level and
that naturally just kind of wanes a little bit as you get into the middle and high school. Uh, it's it's common in all districts. That's not unique to Dearborn, but that K8 structure helps build that sense of community and it keeps it going longer because families
are more connected. I may have siblings in two, three, and four in grades 2, three, and four or I may have or and and at the same time I I have other children who are in grades seven and eight. So, I'm going to stay more connected to that school as a K8 building. and that keeps
that trust and builds those relationships uh that is so important to the school environment and the school culture as well. And it still maintains K5 elementary and K8 middle school options for students. As I said, you're not mixing them all together. You can
build these schools to keep the students uh in their in their uh own, you know, uh um areas that are relevant to their age range as well. Um, investing in new construction through bond uh funds reduces the stress
on the general fund to longer durations of increased useful life for new buildings and components. So, uh, also improved traffic flow, parking for staff and visitors due to larger sites being considered. So, just think about that. Now, our schools, we're pride ourselves on the neighborhood school concept. We
love that. We can still do that, but we can do it in a with modern schools, K8 buildings, uh, and design in the parking, the drop off, the pickup, all of those things that we need in a K8 building, uh, in in a more modern
facility to accommodate the current needs uh, of our families and our students. So, that's what what uh, looking at changing the model to moving to more K8s throughout the district. That's kind of some of the reasons uh uh for for what a
K8 building would be and what we would do with that in our district. So now we um um uh just as an example just just so that you know people are saying well what the heck are you talking about K where are we going to do that? Well just one example this is not
what we're going to do but this is an example of how it could work. We have O Smith. It was built in 1954. Nalin in 45. And we talked about increasing that specialed uh program and and facilities right now. We've had those facilities in
our district for a long time, but it was built uh it was modified to accommodate those programs. Wouldn't it be great to build a a a new facility attached to a general ed building that actually was built for special ed for our most at
risk at need special ed students? These are students that we currently have in the district. They are our most um um intellectually and physically at need students. And wouldn't it be great to to be able to build something that that was
specifically made for them and also at the same time kept them connected to the general ed students just like we have over at how right now. And an example of a place where we could do that would be maybe O Smith and N. That would be a great place maybe where we could do
something like that. So just some examples again of how that space might look when you when you actually put that together. just some concepts of the more open light, a lot of light. We heard that in the Fielding International reports when we collected
data from the community. That's what a lot of the community, the parents, the students, that's what they were saying. They wanted schools that had an environment that was friendly, that was that that that brought in more natural light uh for them and created those open
spaces for collaborative learning. So the other part of this plan, the other what that we would do, uh we have to take a look at our at our high schools. We currently three high schools. We are all very loyal to those high schools. We love our high schools. Uh Dearborn High built in 55, Zel Ford
in 57, and Fortzson obviously the jewel of uh crown jewel in our district built in 1927. Not quite yet 100 years old, but closely approaching that. $222 million of already identified needs for those buildings. So that's why, you
know, there's that consideration. Do we do we invest in each of those buildings? Is that the direction that we go? Or uh should we start to look at what other districts have done here locally in our own area, but also across the country? And that is consolidating high schools
on one campus. three separate high schools, three separate identities, but you still but but by putting them on one campus, you can really um >> Sorry, we a motion to extend the meeting. >> Yep. >> I'll move to extend the meeting by 15 minutes.
>> Second. >> Trusty Mosik. >> Yes. >> Trusty Bazzy. >> Yes. >> Trust. >> Yes. >> Silah. Yes. Cheryl Jeffney. >> Yes. >> Okay. So, by putting those high schools on one campus, you bring that equity into play again, right? Because now
you're able to offer programs that all your high school students in the entire district can take part of, not just students at one school or another school. They're all right there. You can build facilities that all of our high school students can take advantage of that we may not be able to build if we
had to do one at every high school. So um so that so that that campus that standardized campus that consolidated campus could really build some some equity some open up some better programming options and I'm and also bring uh build together community. I
will tell you right now I have been at the Barry Career Center the DCMST program which is a magnet program right students from all three of our high schools go there for a half day and they they spend time together. I've walked into classrooms where varsity jackets from Ford, Dearborn High, and Fortzson
are sitting together at a table collaborating on a project. Listen, we all love rivalries and we all love healthy rivalries and that's fun and we can't and we'll always have those and we always need those because that's what makes school fun, right? We have it at all levels. But to have kids understand
that there's a difference between a rivalry but also be working together collaboratively as a community is is really really important. And that makes a district attractive to not only the people living here but people outside the community who want to come here when
they see that kind of collaboration going on, that kind of learning going on and those kinds of spaces that create that for our students again. So, what are some uh ways of doing this? Um, well, we could look at there is some some building space
available. There could be some building space available within our community that could be renovated uh and and that space then could be uh turned into that that that high school kind of area. Um, just some examples. These are real life
examples from across the country. If you look at that one up in the top, the existing space uh in Austin, Texas, that was actually a mall that was converted into some a high school learning space. Uh the other ones are also learning spaces that have been uh converted in
different parts of the country. So, it's not a a new concept, but it's something new that maybe we could do here. >> Uh again, what is it? It creates efficiencies. efficiencies in the operations area, food service, transportation. Um, and
then what do you do with the other existing buildings? Well, there's there's things you could do with them. You know, we could have discussions on that and there's there's things you could do. You could, you know, turn them in. Maybe they could become the K8 building. Uh, repurpose them uh as as
a a an athletic complex. Um, and Fortzson, of course, Fortzson High School, uh, that beautiful building, that historic building. We would never want to do anything to to damage that building. We would want to cherish and keep that. But maybe there's a different
use for that actual space. That makes more sense. And with that, I'm going to turn it over and we're going to talk a little bit about the how. >> Thank you, Mr. Mustin. And so again with a facility master plan it's always okay we saw some green images of educational
improvements technology um collaborative spaces etc. One of the district's major benefits right now is strong taxable values and you're actually a really unique opportunity to really to partner with the city of Dearbornne and take a look at the current millillage rate and so with the Byron Fisk uh surveys one of
the things we found is that the district's residents said well our our facilities are you know generally good. So, I think that's a huge testament to Mark Anders and his staff to really maintain your facilities. But again, one of the things are what would that those residents support and so what you have is a 71% would um look at a lowest
funding option upwards of $300 a year or $25,000 a month. Really with that focus again is infrastructure. Uh CTE, special education, security, steam, and traffic is kind of ranked the top uh priorities and again fostering environments through classrooms and schools. So, I think we
heard from Mr. must and there's some opportunities uh to really take a look at things holistically from that perspective. So again on the how um right now in 2025 the millage rate for city of Dearborn households is 26.3 mills and what's that
comprised of? You'll see the next slide is is really three major factors for that. So right now the city of Dearborn has a 2013 combined sewer overflow uh debt service. Because of those strong taxable valves it's going to be paid off early. As Mr. Mr. Weld did his financial presentation. He talked a little bit
about your debt mill it itself. And so the approach here would be to maintain that 26.3 mills and actually generate $ 1.51 billion over the next 20-year period. On the next slide, working with the district's financial adviser. What you can see in yellow again is that debt
service from the city that's falling off and again allowing the district to take an opportunity to really capture that uh mill rate going forward. So as Mr. Mustin said the district does not get 1.51 billion all at one time. It actually comes in a series of issuance.
So again, if successful uh in 2027, the first $183 million would then be issued. And every three years, you can kind of see the outlay of those dollar amounts again progressively adding up to the 1.51 billion. Construction wise, roughly of that,
about 1.39 billion is construction. And within that, there's approximately $640 million of new construction. So you're talking about transformational. I go back to that time or that pie chart that Mr. Walsh showed that you know whenever those time periods of all the schools built the 1920s, you know, coming out of
the roaring 20s right before uh you know uh actually post World War I, as crazy as it sounds, you look at the 40s, the 50s, and the 60s, World War II, um the Korean War. You look at the 92 2005, you had Y2K. So again, that was an opportunity that the district's residents and the
community and the district as a whole said now it's time for generational transformation. Again, this kind of is in that same vein of that going forward. So the benefits of this again are maintaining that 26.3 for the city of Dearborn households. Most importantly, it gives you a 20-year funding mechanism
which is going to help you relief on the general fund for a lot of those uh aspects that Mr. Wall mentioned in his financial update. But most importantly, you're investing new and transformational facilities. You can actually take a look at the neighborhood approach and actually take a look at his historical aspects within your current
facilities that are not going to be replaced and how do you invest those dollars to make sure you're attracting and retaining students. Uh lastly, again it's going to give you the 20-year flexibility planning. We'll talk a little bit about that here shortly. So, kind of rolling off of the Quinn Evans report, uh what you have in orange is
the first $366 million. That would be your critical needs. uh again taking a look at a new K8, a new middle school and then starting the design of the K8 with potentially the how special education. The other thing I want to point out in this slide is you also have a lot of pentup infrastructure, those
secured vestibules. You have 24 schools that do not currently have that reception office. Eight which have the office actually tucked into the building. Toilet rooms, athletic improvements, CT improvements, traffic improvements, roofing technology. Those infrastructural things are part of that first, you know, I'll call it year one
programming from that perspective. And then again, high priority kind of in year five. Again, you kind of see it working its way through. Um, again, I just want to be very um candid like a lot of district buildings will be touched in that first five years from that perspective. to look at this graph
a little differently. So you have your first uh 366 million, 394 in the yellow, 426 million, and 314 in blue. This actually looks at the timing of it. So I think it's important that if successful in November, you have a community input
with those first several projects. You enter into design and then you obviously go into construction. For those projects that were in the high priority, you're actually starting that planning probably in year two or three. So again, looking at do I renovate? Do I look at new facilities going forward? In green, I think as Mr. Mustin said, that's kind of
when you look at the major capital improvements for the three high schools. So again, we've got some time to really take a look at some options going forward. And again, most importantly, community input and programming is in all four of these phases. On the lower right, what you see is kind of those district-wide improvements as I
mentioned. So phase one will touch literally every school in the first three to five years. And then obviously, you'll have ongoing from that perspective on the how approach for potential facilities. Um obviously in the orange which is your criticals you kind of see in the quadrants. So again a Lowry a salina intermediate uh we talked
a little bit about just as an example the O Smith and Nolan with 26 acres of potentially incorporating how from that perspective. Most of our clients they have that uh stakeholder input when what that looks like is again you have this facility master plan you get your confirmation of
funding and at the end of the day you have that stakeholder input you update your assessments. you look at new new facilities potentially or renovating and again this is a process that takes place on a very repetitive basis going forward with community input and obviously board updates. So from tonight's presentation, the key
takeaways again the approach is to maintain the lowest cost option and in this option again partnering with the city uh you're looking at 26.3 mil continuation again that gives you 1.51 billion over the next 20 years. Taking a look at new and transformational spaces
for both existing and new facilities. Um respecting the historical components looking at the neighborhood approaches going forward. Um also as Minister Mustin talked about is just the equity across the district. um from that perspective and obviously commitment of transparency. I do appreciate the board
allowing an opportunity tonight to present the first update for fisc master plan and again today's an update going forward. So what are some of those next steps? Again after tonight's board meeting uh take a look uh talk with the administration team, teachers and support staff again about potentially
the K8s and then again potentially uh you know down the road a three high school renovation or potentially one campus but also garner community insight. So I think it's been important to kind of reach out and reconfirm what we heard from the Byron Fisk and we'll be back at the board update in May. Again, kind of a refining of this
presentation and a little more specificity for that. And ultimately, if so desired in June at your meeting there, um if appropriate, you'd then consider and place it on the ballot for November 2026. And of course, that's when the ballot information campaign would start. Um again, answering a lot
of those questions. So with that, I'm going to turn it back over to uh Superintendent Roar and the board for any insight. >> Go ahead, Mary. >> Yeah. So we can move this along, but I just want to make it clear to the community that may be watching this
whenever they get an opportunity. Um I'm still concerned about the fact that when in this presentation um we give the impression that we've made decisions already and the full board has had none of that discussion as
of yet. Number one. Number two, the way this presentation was rolled out and I had expressed some concerns about it. We've got one slide talking about the three existing high school campuses with very little detail and four slides
explaining how a a mass campus for all of the high schools and and and a and a very picturesque explanation of how it would look gives the impression that we're leaning in a direction to the community that I am uncomfortable with.
I asked explicitly that we um hired Quinn Evans in order to give the community an option of neighborhood schools. And I insisted upon it over and over again after Fielding study did not go that way. And yet we seem to be
drifting back into that um exploring um the bright new shiny thing in the room when we were told that we could also accomplish a lot of this. And I don't want anybody in the community to think we're abandoning that option because we
have not discussed it as a full board yet. So I don't want the rumor mills to start in the community that we've already decided we're we're doing this instead of that. So I just wanted to make that clear. >> Can I allow me to respond to that?
>> Yes, you want to. No, >> you're right. There is more slide. There are more slides about the the one campus for example uh compared to the three existing high schools and I think because it needs more and it's new. We already know what Dearborn High looks
like. We know what looks like. We know what Fortson looks like. We already know what what the capabilities are and what the limitations are. Um and so when you when you are talking about a new concept, um I think we're respecting the community by explaining it into more
detail. That by no means is to lean the community members in one direction or another. I think naturally they'll have more questions about a newer concept than existing buildings. So, um I would say that's the rationale for that.
>> Trusty sir, >> um I echo what Trusty Pelich says. I mean, I'll start off by saying openly I don't like the idea of of a main big old campus. I don't know. I would like to even understand more how that
conversation started because it didn't start here. Um as far as I can remember. Uh, I think the thing that makes us such a unique place is that yes, we're suburban, but we're kind of urban and our schools are all in our neighborhoods. And I'm not interested in
some mega campus. And I also think that uh politically we need a lot more time to educate people and sell that to people than we need to renovate our existing schools. And I'm not sure we could get everybody on board for something that massive by November.
That's my point of view. I I also just don't like it. But I I' I'd want to understand more about how how it not tonight, but how how this um idea made it into this uh presentation. >> Well, I can I can respond a little bit
tonight if that's okay. So, it's all in one presentation. when we're looking at innovative learning environments and we're looking at models that are trending to an extent um you can't help but to look at uh a central campus um as
an option not as the the choice but as an option when we look at Dearbornne and you look at renovations by the three high schools where where how far we need to get regarding equity in CTE programs equity in in in drama and art and music
and classrooms rooms um providing these opportunities for all of our students. I guess it was an idea of are we daring to build three state-of-the-art campuses? Is there money for that? Or do we
provide the option to you of one state-of-the-art campus that all of our students can benefit from? By no means do I even have a preference or should I have a preference. It's your decision to make. When we're looking at equity across boundaries in our city and the
state of our buildings as they are, all three high schools need so much work and renovation to get up to par to what our students and teachers deserve and need. I don't think you can help but to but to consider an option where one central location will give you state of the art.
>> Sorry, we need to extend the meeting another 15 minutes. >> I'll uh make a motion to extend the meeting by another 15 minutes and hopefully it's the last Second. >> Trusty Mos, Trusty Bazzy, Trusty Damrosio, Trusty Pelich, Trusty Silva, Trusty Zahi. Yes. Cheryl Jam. Yes.
>> All right. Go ahead. >> That that was I was concluding my statement. >> I have questions. >> Go ahead. >> Uh first of all, uh K8 buildings. Um do we have any could be preliminary data as far as student achievement? Did did it increase
student achievement with KA buildings? I understand the whole concept of of savings um from a cost point of view as far as and the whole idea of keeping the momentum and the continuity. Yeah. In in
for eight years or nine uh for that matter >> or for how longever the students stay in that school. But do we have any any data on as far as does it improve student achievement? I have um I have soft data that we've collected through other
departments um and I'm excited to share with you more more concrete data just need a little bit of time. >> Okay. And then the other thing is I was surprised not to see you presented the one campus and probably not to add another slide but not to see Plymouth uh
case because it's a it's a very local comparable district that actually moved into that model of having three high schools within one campus. And if we are exploring that, I would say we need to pay them a visit and just check it out
like how we did with Norville and >> I know that they're currently what a few staff members during our community input um sessions are casual ones were saying that they're revamping actually their model and their vision to make sure that their identities of the different
>> sports teams and are are are still >> um I guess relevant. >> Yeah. And so that's definitely we're they're they're kind of doing the work that we we hopefully will avoid. >> Okay. >> If we move in this direction, there's also other national campuses as well.
>> Okay. >> Plymouth Canton the only one in the state right now. I believe there may you be me to it. >> Yeah, >> that is one campus. Yeah. Okay. Uh question about the 26.3 mills. That is only school and city. Is that is that
what I'm reading right? So that doesn't include Wayne County, parks and other mills and library and okay. So it's only 26.3 and so for those who are watching the city is
with the sewer and the C what was it was cso project a separation of waters project that's going away or going out of our tax books and that's where kind of our potential bond would kind of
slide in and keep no increase it would kind of the taxes would be a No. Uh, no mill increase. >> Just to clarify that, it's our whole harmless millage. >> Yeah. >> That we currently levy on household, our
debt millage, and the city millage that's going away. That what makes up that >> all three together package to make it to the new bond for another 20 years. >> Correct. And we have to be very clear and transparent that this is no increase for the homeowner. >> Yes.
>> For businesses, for second may may have an impact. Yes. >> Uh one problem with that, we're banking on the fact that the city >> stays true to that and there isn't some emergency that they end up having to.
were we're assuming that that 20 years they are not going to have to return to the voters for something else that they might have to taxes. So the assumption that it would remain um stable for 20 years is not a given.
>> Correct. And to to safeguard that is every year as part of our budget amendment process our budget proposal process the board confirms what we're going to levy for each year. So underneath that scenario, we have a 20-year plan. If some emergency
happened, the board can make a determination on annual basis to maybe we delay it a year, you know, so it doesn't we may delay it go to a 20 year to 21 so we don't impact. So there's different >> control gates along the way. >> Be clear that people understand what
they're um being asked to um vote on. >> All right, Trusty Batty. Um, you know, I know that there have been ideas that have been put out there and I really like how we had the three phases and I'll just use the example like the
one central high school campus or the three and as it's planned right now that's in phase three. We could go either way. Community feedback on the way. It's not it's not something that next year we're going to have shovels in the ground and we're going to be doing one or the other. So, I I like how it's phased and we have community feedback as
we're building out to that. Um, so it's it's not, you know, November, here it is. Here's the whole thing for 20 years. You're saying yes or no. It's here's what we're doing in the beginning. Here's what we're starting out with. And then community feedback, community feedback, community feedback. >> Thanks for noting that. I think phase
one is the one that's the most specific as it should be, and we've all said, and I think David said it when he was up here, we can't predict in 5, 10, or 15 years where we're going to go. We do not have to make every decision today. Nor can we, nor is it responsible to. Um, so
all paths lead to innovation no matter what you choose. All paths lead to transformation which is what we deserve, our students deserve. And so not every decision can be made today. I think if you're settled in phase one and we can
clear clarify any any questions you may have, um, we will. But after that I think I would assume it's a board community central office kind of work that's going to be done under the guidance of PMR who's the constant through all of this. Then another
question. I think this is a question for Tom. When we were looking at kind of like that net zero mil increase, there's assumption built in there. Correct me if I'm wrong here. Assumption built in there on taxable values. >> Correct. >> Right. And so if taxable values increase faster that would that would what reduce
>> pay off the >> correct. Right now obviously there's a large increase or what we know for next year already from the preliminary information from the city of Dearbornne. Also, the new Ford complex is not in that number yet. So, that's something else that's going to be considerable.
But again, after that, it's roughly 2% and depending on how the economy goes, if that raise faster, that mill rate would go down. >> So, the estimates that >> or the converse, if the board says, "All right, now that the tax rates will appear, instead of waiting 20 years, maybe we get it finished in 18 years." So, that's a that's going to be a
year-by-year decision by the board how they want to move forward with the data they have. And the assumption in that is a 2% increase, but I mean I think over the past few years four four five and historically up to this point. >> Correct. >> I like I like that you choose conservative numbers when we're going through that and still get us set in
that zero. >> I I think uh I'll make a comment and then trustee. So I think the only um obviously we all still need to digest this and look at it. I mean, reviewing
it at 12 o'clock at night has not really um helped much. So, we're going to go back and review it. The only thing is and and Trusty Petraov mentioned that as far as making it seem like we are going to go through the three high school, you
know, one campus. Um, as trustes are mentioned too, I I'm not for it and I and I think it's a great it's a it's a good uh concept to think about, but when you look at it uh in the state and somebody mentioned it's only in one place.
>> So, you know, just because it's in one place and it started a while back. I I don't think it's just started maybe. >> No, it's been there for quite a while and they've had some issues. >> Yeah. So in saying that, you know, you
would think other cities, you know, if it was so successful, would have um moved to that path. >> The other point though is that there's not many other school districts that have uh three high schools, >> right? I mean, so we are kind of unique
in the fact that we are the third largest district in the state and we have three high schools. Now, I know it's very common for cities to have maybe two high schools. So, that may play a factor. I'm not discounting what you're saying. I'm just providing another reason why maybe some other
school districts have it. >> I I agree. I mean, but there's places like Udica or Ann Arbor and other places that have multiple high schools. Uh but it just it just seemed like it's a concept and I think Trusty Moz mentioned >> it would be good to know, you know, what people think about it that
>> because at the end of the day the distinction uh and I remember talking to a kid that went over there like >> they feel like they're in um a university >> versus a high school. It's like a campus or a college versus um that that alumni
or that pride is not there as much. So it's something for all of us need to digest and also do a little more research on on those type of this one uh campus. >> Oh um yep sorry my brain is
down. >> Wonder why >> um Trusty Bazzy stole my my thought but now you brought it back up so I'll reiterate but I I really thank you first of all for doing all this. Uh we've come a long way in a short period of time. Um I I really appreciate it. I know how much work has gone into it. Um I think
to to tie these together is uh yes the the idea is to get the community feedback. Uh I for one, you know, started as I don't like this and I like that and now here I am. I'm like well I don't know what I like and what I don't like because I don't know what what is available. I don't know what the options are. And I think that's going to be the
same for our community. Um so I appreciate this. I think that the question is you know presenting everything on the table with you know the feasibility of it the benefits etc etc with the numbers the data you're doing so just let's let's do that even further and then clarify where we need
to if we need to that these are your options although these two this specific decision is not coming for 10 more years or 15 years um these are the options on the table because passing this bond it's not about deciding what we're doing with the money tomorrow uh not even tomorrow
I mean November next January. This is about these are all the options we we we have with this money. So please you know our job is to show everyone that we've done our homework that we have options on the table that this is what a reality could look like. Um we're inviting them for further discussion especially beyond
phase one. Um so I think we also need to remember that and do a better job of of saying those things instead of just also acting like we are making a decision. We are not making that decision right now. Let me can I respond before? >> Yeah. >> First, thank you for thanking us.
>> It was a labor of love. >> Um, let me just clarify this. This one campus model is an option. >> You wanted options. We're giving options. That's number one.
>> Number two, there there is appeal to it. There are community members who find it very appealing. They may not be here. the majority. Some of you may like it, some of you may not. Uh this is not a central office idea if I may. Okay. Uh we were tasked with providing options.
It's an option. Uh when we've casually spoken with community members, there is some appeal to it and there's fear. There's both. Um and there's lots of questions that hopefully in the future we can answer either way. I just wanted to clarify that. Um no one is trying to
persuade you. We are not. I I would just be if you want to know my opinion, you're not asking, but I'll give it anyways. Whatever we do for these kids, I don't care what it looks like, as long as we're investing in in these infrastructure uh plans for them. >> Absolutely.
>> We'll I think we'll all be happy. >> Absolutely. >> Whatever you choose is fine, honestly. As long as we're doing something for these kids. Y >> and can I say I've been through a lot of ballot proposals in the decades I've been involved in the school district and
I will tell you this if we put out a ballot proposal at with that dollar figure because that's the only way it can be worded and we are telling them well we're going to we got phase one ready for you. We're not sure what
you're going to get in phase two or three. It could change because we don't know. That's going to cause more difficulty in getting buy in from a lot of voters who are saying you don't even know what
you're you're telling me um you want me to do with the um the plans to. So, there will be some distrust that we've only made phase one the >> And on the flip side, if we give them a 20-year plan, they're going to say,
"Well, how come how come you didn't?" I understand. I'm just saying, >> you are right here. You um >> So, if if I could just interject, it's uh almost 12:20 and we continue. Uh >> yeah, >> I'd like to make another motion to extend the meeting by another 15
minutes. Second. >> Mos. >> Yes. >> Mezzy, yes. Debrosio. Yes. >> Sabah. >> Yes. >> Sar Jammy. >> Yes. >> So, so in saying that, I I think it's a good idea for us to digest information and maybe have a follow-up discussion
because right now we're going to go back and forth. And I don't think we're all, you know, we we probably need more time to to to look at this. So, if everyone is okay, I think this has been a long night. >> Yes. Thank you. >> And uh >> I think it's been the longest night.
Longest board meeting? >> No. No. I've been at a Oh, no. >> Longer. >> No. So, >> not much longer. >> So, in saying that, >> in saying that, do we have any other business? >> Yeah, we do. >> Board of Education business.
>> Oh, yes. Yes. >> Um, acknowledgement of correspondence. >> President President already responded to the >> Okay, great. board member committee and organization reports. >> Can I just really quick say that we did
have a uh a committee for the um expect respect um to do a presentation before the board and came up with a game plan. I think we'll be ready. He's not paying attention to me. Um >> it's okay. >> I'm sorry.
>> I'll ask for it to be on the agenda maybe in July. >> In July. Yeah. Uh next item. board member interim superintendent commentary. >> Uh go ahead. >> It'll be very brief, but there hasn't been a chance to do it yet. Uh lemise or
sorry, superintendent said it earlier today uh to yesterday. Um that April is ArabAmerican Heritage Month and we are in Dearborn, the capital of Arab America. We are in a school district that has 20 more than 20,000 students and even though we don't know the exact
numbers, the vast vast majority of them ArabAmerican. So, uh uh I'm very proud um to live in this place and serve in this place. And even though it says um interim in her title, it still says superintendent in her title. So, which
makes uh Miss Sur our first Arab-American superintendent in the history of Dearbornne public schools. and the first woman >> and the first I was going to say that David and the first woman >> and not only that we are we are lucky
and of course everyone that is our we love everyone that's in our school district but it is April and it's Arab American heritage month we are also um lucky to be led by a lot of uh great wonderful proud Arabameans and uh sorry Mike mostly Arab-American women uh who
uh work uh at the high levels of our district. So, happy ArabAmerican Heritage Month to everybody. >> Oh, go ahead. >> Uh since you guys you wanted to keep me here, I will share some updates as well. Um just kidding. I keep them brief. Uh
first one is uh kind of committee, but um I attended the Dearborn Education Foundation meeting, my first one of the year as I'm assigned to that um this for this calendar year. um and they have you know several new board members that were brought on and so it was interesting to
see the dynamic as people are learning. I'm really excited to be part of that and um you know hopefully better reports to come as they get situated as well. Um secondly I did um also I think as mentioned last month um join the early learning coalition and so I had my first meeting for that on the same day um and
it was a busy day um but that was awesome. I'm really excited to to be working with them and all the different groups um in the community as well. Um, next update is, uh, last month, we haven't talked about it, but last month was March's reading month. And so, um, we had the pleasure, most of us, I
think, to go around and read to the elementary schools, um, in the district. And I had a great time, and I know you all did, too, um, >> together. >> Some of us went together. I know we teamed up a bunch. So, um, thank you to all the principles and staff who welcomed us in. I tried to take a tour
of as many schools as I could. Um, those ones, you know, the the principles that wanted me there made me feel welcome. Um, and the ones who were busy, you know, had students or other staff help me out. So, it was it was a great time. Um, and then lastly, I we haven't discussed, but um, this the next three
days we do have superintendent interviews um, going on from 6:00 to 9:00 p.m. every day. Um, and I'll, you know, >> Tuesday, Wednesday, Thursday, the next three days. Um, I'll let the chair comment on that briefly. >> Yeah. And I think that was uh that was
going to be a part of my update is um the status of where we are and um it's being led by trustee Mazip. We selected six candidate as people are aware and the interview process will um commence
soon and and and I know I repeat the same thing the the process the goal is for the process to be fair for everyone for all six candidates. Um, we will do our best as trustees to make sure that we choose the best candidate
possible for the district. Um, and and that's what the process for is to be able to interview people to assess and then allow the community to be a part of it. There's certain events, meet and greet and so on. Trusty Maz, do you want to add anything to it? >> Yeah, Mr. Sheri uh said the questions
will be randomized as far as who reads them. Um, and he also uh did mention that um it's 12:15 but anyway um yeah uh there
will be two each night so we will have two tomorrow two the day after and two on Thursday >> and then on Saturday we will >> yeah the script will be provided by Mr. Chev. So, >> so we start tomorrow. >> Yeah, we start tomorrow. >> Yeah, >> I'll be announcing those meetings in
just on our next >> Yeah. Yeah. >> more commentary. >> Oh, go ahead. >> Um, I'll try to keep it brief. Um, now I know none of the second, third, and fourth graders that I read if I built the school are awake right now. They probably all should be sleeping, but I
promised them that this would be on YouTube. So, they all were assigned to draw what they think their future school could look like. And so I have a nice stack here from Henry Ford Elementary, from how and from Maples. And you guys are welcome to look through all these, but nice pictures of what they think
their schools should look like the future. I just want to highlight a few. I think they'll come up on the screen. Um the first one you'll see here uh on the they had two ideas on the left hand side being uh um all lunch tools will be recyclable and eco-friendly. And it is
actually something that we are thinking about. Um, how can we, you know, when we talk about our new infrastructure, how can we be more eco-friendly? How can we have less waste? Um, but that does require sometimes bigger cafeterias, bigger uh prep areas, and then there's
something chemistry happening on the right hand side there, but you know, more more complex science is what they're asking for. And that I think is great. Um, the next one here, uh, you'll see now the book did talk a lot about slides and trampolines and things like that. So, they were very excited about
that. But here you'll see playing more outside, more slides, a pool, uh more recreation, >> just no monkey bars, please. >> Okay, that's you're the boss. Um so, looking here again, if you look at the the next one, a pool, basketball court,
football court, soccer field, um you know, more things to do outside. And then the next one, you'll see um they want iPads and pools and places to play. Um and so you know I think you know when I explained to the kids that
you know what our roles were as the board that this is their this is their government at work and this is their government at work when they provide us feedback. We listen and so we have lots of feedback here and you know you're welcome to look through this but I want
all of the kids who who shared uh their pictures to know that they're here. We listen to them just like we listen to everybody else. And this is this is your I actually got a lot of government questions. this is your government uh at work. So, thank you to the kiddos that that shared it. If you're watching this on YouTube later, good job. Um and then
one other thing I would like to bring up and thank um fat and mic and interim superintendent swore for joining us on Saturday morning for the Martian marathon here in Dearborn. Uh we partnered with Zmen International and the Zmen run team and ANZ's Angels uh
the special ed department um the POHI group and then some students from how came out. Uh ANZ's Angels is a group that brings what they call chariots or specialized strollers for adults and children that wouldn't be able to typically participate in these race events. Um these individuals are able to
go uh into these uh chariots and you have volunteer runners that will push them for a 5k, 10k, half marathon marathon. We chose the 5k. We didn't go. We weren't that ambitious, but our group of volunteer runners uh took six students out to have um a great morning
and participate with everybody else. Three of the students actually with about 100 years 100 uh yards out, came out of their chariot and finished on their own ability in front of everybody just like everybody else. And that's inclusivity. So, thank you Fat, thank you Mike, thank you Lamese for joining
us, for doing this. It was a wonderful morning. We've done it for four years and I look forward to continuing to do it. All right. Thank you so much. Appreciate it. Just trying not to motion for another one. >> Uh I'll I'll make it brief. >> All right. >> Okay. So, uh yeah, I just now remembered
what I needed to say as far as the questions. Uh Mr. Sier said that he was not able to combine the two questions that we mentioned. So, there will be that in that category there will be four questions. >> Three, >> but four in that category because we could have combined
>> four. We did three and four. Sorry. Yeah, >> we couldn't combine those two questions into one. But in the later category, we were he he was able to combine two questions. So, >> so it'll be 22 questions. >> Yeah, 22 questions total as far as and I just share them all with you.
>> Um, so you should all have them. >> Um, >> as far as going back to the bond presentation, thank you, Superintendent Sure, and everybody who has contributed to it. I just wanted to mention and admire the equity lens that was put into
it because unfortunately w with looking our capital outlay our district because of the number of years that these buildings have been built they're they're not equitable. Some students go to the state of the art like UNUNICE and
some students go to Lori. So uh definitely this bond will hopefully correct that issue and and make our buildings equitable. Uh yeah, I I just shared also with you the letter that we want to share with our uh key
legislatures as far as the virtual schooling or accelerated virtual schooling. Uh we to the people watching. We wrote a letter to uh both representatives and senators at the
state house and state senate to urge them to reg regulate um virtual schooling or accelerated programs uh regular uh for uh virtual schooling as far I'll keep it at that. And then the last thing that I I enjoyed
doing last week or the week before was with the League of Women Voters registered more than uh 40 students at Dearboard High School. >> Awesome to vote. >> Go ahead. >> I just want to say one last thing. Me I think only me. >> I know I'm This is really fast. I think
only me and Trusty Sova. I don't know if any other trustees will be attending the MESB spring conference uh May 1 and two. >> Yeah. Okay. >> Um so looking forward to that. >> Yes. Thank you. >> Next item is request for information on our future agenda items.
>> No. >> Next item is future meeting dates. Tuesday, April 14th, 2026. P12 superintendent interviews. First round 6 p.m. at the administrative service center in the Frankie boardroom. Wednesday, April 15th. Wednesday, April 15th, 2026. P12 superintendent interviews. First round, 6 p.m. at the
Administrative Service Center in the Frankie boardroom. Thursday, April 16th, 2026. P12 superintendent interviews. First round, 6 p.m. at the Administrative Service Center in the Frank Fanchi boardroom. Saturday, April 18th, 2026. P12 Superintendent finalist selection, 11:00 a.m. at the
Administrative Service Center in the Frankie boardroom. Monday, April 20th, 2026, HFC policy meeting. 6 p.m. at the Administrative Services Conference Center in the Cabinet Conference Room. Monday, April 20th, 2026, HFC board of trustees meeting, 7 p.m. at the Administrative Services in the Conference Center in the Rosenall
Boardroom. Friday, April 24th, 2026, P12 Superintendent finalist interviews, 6 PM at the Administrative Service Center. I don't think that's I don't think that's right. >> That one is incorrect. >> That one's incorrect. It's actually Thursday, April 23rd, 2026, P12
Superintendent Finalist Interviews, 6 p.m. at the Administrative Service Center in the Frank Branchie border. >> Yes. >> All right. If there's no other business, meeting is ajourned. >> Are you sure?