February 10th, a regular meeting of the board of education. This meeting is now called to order. May we please have a roll call. Miss Secretary? >> Yes. Miss Smith? >> Here. >> Mr. Rasinto >> here. >> Miss Hinrich >> here. >> Mr. Walker >> here. >> Mr. Hall >> here.
>> I myself am here. President Williams. >> I am here. >> Here. Thank you. Uh we will now stand for the pledge of allegiance. >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under
God, indivisible, with liberty and justice for all. >> Thank you. May we now have um a motion to approve the agenda? Mr. So I move to approve the agenda for the regular meeting of the board of
education Tuesday February 10th 2026 as presented. >> Motion made by Mrs. Heinrich, supported by Mr. Walker to approve the agenda. Is there any discussion? Seeing none, all in favor? >> I. >> Any opposed? That motion passes. All right, we will now move to
announcements. Uh the first thing I want to do is congratulate the board of education. We received notification from the Michigan Association of School Boards that we are officially an honor board. Um that is great news. Congratulations. Um this is a signal of
governing excellence. I wanted to uh take a moment to acknowledge the board's commitment to ongoing professional development uh a shared understanding of governance best practice and a growing culture of accountability and continuous improvement. It is clear that our board
takes our role very seriously and uh also very clear for me that a well functioning board operates from a place of discipline. Uh being recognized as an honor board reflects our collective commitment uh to ethical governance and
student se student centered leadership making our decisions informed responsible and focused on the outcomes of students. So thank you very much for that. To that end, a few of us had an opportunity recently to attend some trainings. Uh I personally attended the
MASBY winter institute and took a few courses to learn more about ISDS and overview or overseeing of the superintendent and uh I plan to share more about my learning at our next retreat. I know that other board members also had an opportunity to attend an
advocacy conference in DC and I want to offer up the opportunity uh to those members to uh share a brief summary if they so choose. Mrs. Hinrich. >> Yes. Um uh Dr. Blau and myself attended the
advocacy institute in Washington DC February 1st, 2nd and 3rd. Um and I just want to give a little background. Um yeah, there's something flying around me. Okay. But what we're advocating for, okay, so we were part of the Michigan
delegation. All right. And um Michigan Association of School Boards has um they have adoptions of continuing resolutions, things that we support or we're allowed to support. And every year at the annual conference, we send a
delegate and vote on that. As a matter of fact, um, back in December, we actually had to vote, um, when there was a issue of partisan elections. Um, that wasn't part of the the resolutions or the things that we we approved. And so,
in order for Oakland County Schoolboard Association to advocate for that, then we had to um be approved by the the school districts. So all of the the things that we advocated for um were part of the framework and approved by
the Michigan Association of School Boards. Michigan actually had the biggest delegation there. I think we were what 20% of the people. Yes. >> And so the conference was preparing on how to advocate and then we actually met with um I had a list of the
representatives that we met with. We met with um Haley Stevens. We met with um Shri Tannedar. Well, they was really they were they were in session and voting. So, we actually met with their
um aids and assistants, but we also met with um Debbie Dingle and we met with um Rashida Tib. And so, those are the Michigan representatives. And so, Dr. Blau and I are just going to share some of the things that we advocated for because um our community is advocates
also. And so we went as a delegate to advocate, but um we want to encourage parents to take an interest on on issues that that are affecting our school district. Um so one of the things um we advocated for was the Individual with
Disabilities Education Act, IDEIDA, and this is the 51-year anniversary. um Farmington, our school district, um gets um $2.9 million in IDEID funds per year, but we supplement um special
education by 4.9 million from the general general fund dollars. So, this is something that we're asking to um urge Congress to um have steps to increase to the um the 40% share that um
it was supposed to be funded at and it never has been. Um you're up next, Dr. >> Uh yes, we also spoke to the importance of public funds for public schools. 90%
of American children attend public schools. So, we were advocating for um uh for uh measures to ensure that um that our representatives vote against
any legislation that diverts public funds, including through tax code changes, to private or religious schools. and also that uh any entity receiving public tax dollars directly or indirectly uh must be held to the same civil rights, financial transparency,
and student achievement standards as public schools. Um another thing was talking about educator workforces and shortages. Um we all know that there's a shortage of teachers um just in unprecedented levels. And so we really um
um talked about um solutions. I know in our district, we have a we have a class for um teacher cadet program and we also have an opportunity that we're partnering with through um Dr. Coffan remembers the name of it. I don't for next year they're going to have
scholarships for teachers like teacher program >> the center for black educator. >> Yeah. Okay. Okay. So that so um the some of the things we're asking for is to um continue to invest in title 2A which is
um maintaining increasing funding for the um funds title 2A which provides primary federal support for teacher and professional development and retention. Uh yes, we also spoke to the importance of CTE
and making sure that um that we are given opportunities to advance the work that we're doing at the K12 K12 level um toward uh providing additional an
additional um uh variety for uh uh greater variety as as well as easier accessibility to those opportunities for our students as they move through and plan for their careers uh particularly
during their high school experiences. >> Yeah. Another thing we advocated for was digital equity, cyber security and -ate. Um you know this is this is cyber threats are a real threat. um one of our neighboring school districts, South Lion Schools, were shut down for two or three
days because of a a cyber security. Um they were targets. So um and you know across Michigan um there's a homework gap too. I mean students not every not every student in Michigan and rural areas have access to internet and and
not every school district has access to um one-on-one devices. And so some of the asks were to protect the -ate um and to support cyber security funding urging the FCC and Congress to expand
the cyber security pilot program into a permanent fully funding initiative and also um ensure access to hi-fi wifi hotspots and devices for students.
>> Thank you. I appreciate that report. Uh, I just wanted to add that we also met with Senators Gary Peter and uh, Alyssa Slotkin. >> Yeah, >> thank you. >> We had school safety and mental health. >> Oh, I'm sorry. Uh, yes. We also um that was the sixth and final
>> seven. There was seven. >> There were seven alto together. >> Yeah, >> sorry. I I don't have my my list in front of me. Um, we also spoke to the senators and representatives about the importance of ongoing funding for both safety and mental health. Uh,
we have some struggles uh currently around um those priorities, not specifically us here in Farmington uh more generally speaking um nationally. And uh it's important that we continue to have support and funding for those um
services. >> Yeah. Okay. And the last thing was school nutrition guidelines. >> There's a make America healthy again. And so with the new nutrition guidelines um there's some mandates to have um whole milk instead of reduced fat milk
which it takes up like all the the guidelines. So there's need to be adjusted in that. um they want um cook from scratch food rather than reheated food. Whereas most school districts in our school district do, we have kitchens, central kitchens where we warm
prepared food. And so, um, some of the asks were to, um, to have a, um, three-year, um, period where schools can, um, come up to code. Even even if we
started tomorrow, it would take like over a year just to get the approval in in process, you know. And then um we asked for um emergency um uh three or safe harbor implementation
period in order to do that. We also asked for an emergency infrastructure appropriations bill. Um so a mandate without funding is just it's it's not possible. Um and also they asked to increase the reimbursement rate um for
the real food index. I just went grocery shopping today and it's just you know what people with young families it it's really a burden. So um they asked for immediate increase of 75 cents to a dollar per mill in the federal reimbursement rate. There was also the
the opportunity to engage in dialogue with members of school boards from around the nation who are also advocating for similar priorities for K12 public education. As I said, 90% of America's children attend public
schools. So, it's really important that we who are the closest legislators or elected representatives to the children whom we serve to have the opportunity to be the voice of our students and
teachers in Washington DC. It's a very important way to advocate for for our young people and uh to be there together with other like-minded individuals from throughout the country and also to be able to share the successes that we've
had, what's worked for us and to hear ideas from other boards is really really so valuable. >> Yeah. and we went there as nonpartisan and so you know we we meet with whoever our representatives are and the ask is for everybody to put their politics aside and to focus on what is best for
children. So if there's any community members that want more information if there's any of these topics that are near and dear to your heart. Um the legislators do listen to you and um they do listen to the people that vote for them and so um you know your voice
matters and um we were able to use our collected voice um as a group from Michigan. >> So I'm going to pause you guys. Very good. Uh uh thank you. Uh update if you want to send that to us cuz it looks like you've got some prepare remarks and we'll figure out what we might want to
talk about more in depth at a um future retreat. >> Okay. >> Okay. >> Okay. Perfect. >> Um thank you. Members of the board um also had an opportunity to visit some schools. Uh Farmington Early Childhood, Gil, Warner, and North Farmington. I
think most recently uh myself, trustees Hull, Reninto, and Smith were in attendance for some of these. Uh, anyone want to briefly share any remarks based off of what you saw? Want to lift up? I don't want to catch you off guard. I know for me, um, I was pretty impressed with, uh, the high schoolers that I met
with. Um, they have a lot of really great ideas. I didn't agree with everything, particularly on, um, not having, uh, consequences associated with being late to school. But I, um, did understand their perspective a bit in
some areas. But I love um that they made me more aware of the need to be more intentional about helping them understand career pathways. Um they talked to us about um wanting more flexibility in their schedules uh to be
able to explore more things. Um wanting to get credit um wherever possible for some of the required work so that they could free up a bit more to do things that are more interesting to them. Uh and so all of that was really really great uh information and we did hear
again and I'm actually supportive of I just don't know how to operationalize it later start times for um our high schoolers who have to get up really really early. Um I know young people even adults are staying up way later than they should and um having a good night's sleep is really important. So I
want to continue to think about that. um also uh had an opportunity to sit into the student roundt uh conversation. I believe it was last week or this week. They're kind of running together. >> Uh Friday. Thank you. That was it. And
um Vice President Walker also took the time to accompany me to that. Um kids were really interested in policy, which is why I mentioned it to uh uh the chair of our policy committee so that we can have a further conversation. I don't know if you want to mention anything
from that meeting, what you took away. >> Just that our students are incredibly mature and intelligent, well-versed um with respect to their wants and how their wants and needs connect back to the school district uh and very excited about being involved in the process,
which in my mind increases engagement in the classroom. So, I was just very excited and very very proud of our students to see all of that. >> Very good. any more uh feedback from um student conversations before we move on? >> Yeah.
>> So, my favorite child I' like do I get to say what my favorite >> You do so far. So far. >> All right. Favorite so far was going to uh Farmington Early Childhood Center. That to me is, you know, if we just can
just like I can just like >> bottle that up >> or just do my be here but there >> that that's what's so inspirational for the young folks because their minds are so fresh >> and they're so perspective on a lot of things and and you know they kind of
like make you feel like celebrities when you're going through. No. Yeah. You going on there, you know, a kid, they coming down from outside, they're, you know, got the little nose juice going down and and they high fives to me. I was like, "Oo, this is gross, but okay, you got to turn." So,
uh, you know, and I really do I I really do just love the uh programs that's um >> I really do love the programs that they have >> with the um with the with the the the
bright future and and what they want to do. and and they impressed me with so so many words that were over three syllables long, you know, and I was like, "Wow, illustrator. Instead of drawing pictures, I want to be an illustrator." Like, okay, that's that's awesome. And it it just makes me feel so
so good. And over there too, they they do a lot of uh and I don't know if I'm getting too much in the weeds, but they they do a lot of early intervention over there from like zero um zero to three that they actually go to the house and help out, you know, with with the needed
services there. So, I thought that was awesome right there that is actually actively seeking out instead of you always have to come to the school. So, I enjoy my time over there. Um, and I think I'm probably going to start going over there a lot. >> Yeah, it it's not it's hard not to smile
coming from >> um the Farmington Early Childhood. I can say that for sure. Uh I know that we have a great program at our early education center. Really, really great. And I also know that there are studies
that show when you have an early uh program that um that really uh supports growth for our young people and there are studies that that can prove that out when you have an early childhood program versus children who didn't have that
opportunity. Um there is a difference when it gets to third grade, fourth grade, and fifth grade. And so I think that's why um folks are, you know, really advocating for, you know, more universal preschool options so that we can get more of our young people early
exposure uh to education. So um thank you for sharing that. Uh I also had an opportunity along with one of my fellow board members to hear from uh students uh just as late as yesterday and some of our parents um in
their communications to us regarding concerns related to the presence of ICE in and around our uh schools. Uh I had a really good conversation with some students last night as they prepared for a studentled uh protest today to better understand how they're organized and
what they're looking to accomplish. Uh the board of education supports our students first amendment rights and their right to protest. We understand that a peaceful demonstration was conducted safely today and we appreciate the district's prompt and proactive
communications to the broad community around our policies and procedures in this area. Uh so thank to you to all of the adults um who were helping the kids out there. Um, I want to congratulate the superintendent for being recognized as
an outstanding music administrator by the school district. Uh, I agree that we have a wonderful music department. I continue to be impressed by our young people and I feel really really fortunate to have a district uh with such a great program. I've seen our
students thriving. I've seen significant growth in uh the program in terms of numbers of students who are taking advantage of the opportunity and uh the level of performance. If you have not been to a choir concert, a strings concert, a jazz concert, a play, a
musical, I truly believe you are missing out. Uh they are just outstanding. Uh want to make an announcement. Uh there's a community coffee being hosted uh by our board members on February 28th uh at Blue Hat at 9:00 a.m. Uh so please put
that on your calendar. I also wanted to mention and not to steal uh Trustee Resinto's thunder. Uh but as a as an update from a state perspective, the governor's proposing a $625 million literacy booth uh to address widening
reading gaps. More to come on that. I'm sure this is pretty early, so I'm sure that will come in a later report as that gets hopefully uh operationalized. Uh I think that uh folks are really appreciating the need to focus on literacy looking at states like
Mississippi who's uh demonstrated that improvements are a proof of proof that uh growth is possible. Um it's clear in Michigan we've had sort of this flip-flopping of procedures and protocols and standards and accountability and uh it's uh I would
urge everyone to uh encourage our leaders at the state level to uh adopt something that is researchbased and uh consistent for our school districts. Um I am uh speaking of kind of data happy to see preliminarily our board is
reviewing NWA growth performance and we're seeing growth gains with the majority of our students meeting or exceeding their growth targets. So I look forward to continuing that review and a deeper dive uh during our next um
um retreat. Excuse me. I want to uh wish everybody a happy Black History Month. Uh personally, my family is reading Cast, the origins of our discontent, uh which won a number of awards uh by Isabelle
Wilkerson. I'm reminded that Black History Month calls us not only to celebrate achievement, but also to confront truths, including uh when those truths are uncomfortable. Last year, I recognized John Newton Templeton, who was the first black
person uh to graduate from Ohio University, which is my alma mater, and is among the earliest graduates in US history. And I was also fortunate to uh receive his scholarship and become the first African-American to graduate from the honors college in 19 something.
What I didn't share uh publicly last year was um I had a really tough time in college experiencing within the honors college uh significant racism. Uh, I recalled an accounting professor who regularly used his teaching platform to
call my Kenyan classmate a Masai warrior who drinks milk and blood all day or to inform me and the rest of my class of the myths of slavery or to share stereotypes about black people having children out of wedlock and committing welfare fraud. Uh, those are just the
top three. Uh, I remember being so upset that I confronted him about it and he did nothing. I shared those experiences with the dean who required him to apologize and just this week I found that pseudo whack apology and uh this also happens to be the same week that
the country uh doesn't acknowledge a mistake uh for depicting um dehumanization and ironically it's the same week this week that my family's covering chapter six of our book uh which is on dehumanization and stigma.
uh I sat long and hard uh thinking about whether to say something at all and in speaking with each of my colleagues that are across this table, I felt encouraged and I want to thank each of you uh for that. We all believe that racial dehumanization
uh appearing in our public discourse. When that happens, there is a moment when our values are tested. Critical thinking, ethical citizenship, empathy, and accountability are not abstract concepts. They are expectations we model
for our students in real time through our profile of a lifelong learner. And that's why I feel that it's necessary to take a moment to remind our school community to be careful about what you say and what you post. Dehumanization
does not happen by accident. It is a process of programming to ensure that horrible actions taken against marginalized people are seen as normal or rational. It has a history. It's happened to Jewish people in Nazic
controlled Europe, African-Americans and antibellum in a Jim Crow South and Dallas in India who are at the mercy of people who have been fed a diet of contempt and hate. racist dehumanization, specifically
images that liken black people to apes, as a wellocumented history of harm, and it directly contradicts the values we are responsible for upholding as an educational institution. That imagery has been used for generations to justify violence,
exclusion, and the denial of humanity. Our students know that history. Some of them still experience the effects of it in very real ways. to continue this type of desensit desensitization. All we have to do is to sit back and do
nothing. Say nothing. That's how you protect a cast system. But I'm my opinion that is wrong. Desensitizing children to racial injustice is wrong. We must ensure our children understand history,
recognize harm, and grow into adults who lead with empathy, respect, and courage. In closing, leadership matters not just in policy, but in what we name and what we refuse to normalize.
Silence and moments like this can be interpreted as tolerance, and that is not who we are. I speak today to affirm a simple principle. In this district, we reject dehumanization in all forms and we hold ourselves to a standard of
dignity, accountability, and care for every student we serve. And with that, we will move on to the rest of our agenda. >> Thank you. >> Thank you. Uh we will now move to public comments. Uh if there is anyone who wants to make a public comment, you can
fill out a card and leave it in that ceramic bowl. Uh just as a matter of rules, uh we allow three minutes for public comment. There will be a timer so that you know when your time is ending. We ask that you if you have a public comment that names someone, especially a
member of staff or a student, that you refrain from naming a person when um anonymity would be more uh appropriate. Uh I will name uh the folks who are um I have one, two, three, four, five public comment cards right now. If anyone wants
to uh make public comment again, you have an opportunity to do so do so either now or uh there's another public comment period later on in the agenda. You may make public comment once. You have two different opportunities to do it, but you can only do it one of those times. First, I have Mark Fory and then
that's followed by Henrietta Fory. Thank you. Good evening. >> Good evening. >> Uh I have serious concerns about the direction of instruction related to DEI and sex education and particularly the
introduction of sex concepts starting in kindergarten. At very young ages, children are still developing basic cognitive, emotional, and social understanding, including complex and abstract ideas about gender identity at these stages, is not
developmentally neutral. It can be confusing, overwhelming, and distracting from core learning. Parents do not believe these topics, many parents, I would say, do not believe these topics belong in elementary schools, especially kindergarten, first, second, and third
grade. This is not a rejection of respect or kindness. All children should be res treated with dignity. But respect does not require exposing kindergarteners to concept they are not ready to process. Nor does it require
sidelining parents and decisions that directly affect their children's development. Parents are the primary moral educators of their children. Schools might partner with parents, not override them. When sensitive cont content is introduced
without clear notice, meaningful opt-in options or genuual genuine parental input, trust is broken. So, I'd like to ask the board to please uh address these uh questions uh directly.
Who decides what is developmentally appropriate and based on what standards? State board of education for everyone in the state could be. Why are these top topics introduced so early? Kindergarten, first grade, third grade, second grade. Wow. And why are parents
often learning about the content after the fact instead of before? I'm asking the board to take concrete steps. slow down the introduction of gender related instruction in early grades. Return sensitive topics to later
age appropriate years and ensure full transparency in parental concept uh consent when values based material is involved. Finally, parents are not obstacles, they are stakeholders, taxpayers. Respecting family values,
developmental readiness and parental authority is essential to maintaining trust in this district. And on another topic, I'm just stunned that there would be a walk out and the two high schools are are just training activists. Is that
what we're doing? What if they uh all the these students walked out uh in support they were against ICE? What if they were doing it in support of MAGA? Would you be saying all the same kind of things? Thank you. Uh, next we have Henrietta
Fory. Sorry, I got a broken toe. But, uh, my name's Henrietta Forche. I'm from Farmington Hills and I'm a day late and a dollar short. some parents had come and were concerned about um hearing
about recent encouragement of students to protest and this is this is like after the fact. So I'm just bringing up uh some information that they were concerned about. Uh like many families, we want our children to learn civic
engagement while also understanding that school has clear expectation around attendance, instruction, and safety. In Michigan, there is no single statewide rule on this issue. So, families rely heavily on district level policy and
communication. This comment is not about the contact content of any protest. It is about clarity, predictability, and informed decisionmaking when consequences are involved. In many Michigan districts, when students leave class or miss instructional time to
participate in a protest, which I didn't know had occurred already, uh schools may uh treat that behavior as skipping class or an unexcused absence. Consequences can include being marked unexcused absent for the class of day or
uh the class or the day, detention or loss of privileges, inschool suspension, academic penalties tied to missed instruction or participation, and in some cases escalating disciplines if
students refuse staff directions or leave campus. These consequences often apply when a protest is peaceful because they are based on attendance and behavior requirements, not viewpoint. When expectations are not clearly commun
communicated in advance, parents may be surprised by disciplinary outcomes and students may make choices without fully understanding the academic or disciplinary impact. I also want to acknowledge that there are other ways
students can raise concerns such as student councils, meetings with administrators, organized forums, or afterchool activities that may allow expression without instruct without instructional
consequences. So, I respectfully ask the board to consider how district defines protests or walkouts during instructional time, how absences are recorded and discipline is applied, what consequences may
result, and how consistency is ensured, and how families are clearly informed ahead of time. Clear guidance helps parents have honest conversations with their children and strengthens trust between families and the district. Thank
you for your time and for your service to Farmington Public Schools. >> Thank you very much. I'm I'm going to uh just take a quick minute to address these two topics. I I want to um let parents know again uh that our sex education uh curriculum is available uh
before uh folks um get into sexual education content messages are sent to parents. Uh we are not teaching kids inappropriate uh uh information in kindergarten. Uh and then with respect to protests, uh if you are a parent in
the district and you subscribe to district communications, you received no less than five communications regarding this uh matter uh and students were uh communicated with uh regularly over the
course of the past uh several weeks. So, uh, if you're interested in obtaining information from our district, please subscribe to list serve and then you will get all of the communications that parents get. Um, next we have Charlie Gernik.
Did I get it right? >> Gorellnik. Sorry about that. Thank you. And then we have Bill Loveway. >> Hello everyone. My name is Charlie Guerellnik. I'm here as a representative of the local high school robotics team, the Hackbots here in Farmington. Just
here to share some updates with the team. We are moving quickly into our build season almost five weeks in at this point as we continue to work towards our competitions on March 24 or March 21st in Jackson and April 4th in
Leavonia on the or sorry we would love to see all of you there and we know every hackbot is very excited to compete as well as to create a robot. Speaking of the robot, on the actual robotic side of things, we
continue to design, fabricate, wire, and program our robot as the weeks go on, as well as now we are putting a larger emphasis on our strategy for this season. In addition to looking for ways we can excel in making a competitive robot,
as well as creating a robot, we are also importantly getting ready to move out of our storage room in preparation for the new STEM addition to our school. We are very excited for this addition and every Hackbot is extremely grateful for your decision to create this outside of
Farmington High. Thank you. >> Thank you very much. Um we are aware of your dates. Someone has sent them to us and uh we inc um we appreciate knowing those because we're all very supportive of the Hackbox. Thank you, Bill Loveway
and then Jessica George. I'm going to have a number of uh questions asks of you and basically you do a crappy job of communicating with the community. Even though you have a newsletter that goes out to parents, it
doesn't go to the rest of the community. Um here are the the questions. Are we going to have community meetings regarding next year's budget, particularly student achievement? We are an F district. That's not satisfactory
to anybody. So, we talk about we're going to talk about student achievement and what we're doing to fix it. Uh on the January 10th retreat, you talked about the DEI and an update on that. That should be at this meeting. Student
achievement. You talked about it there at the joint meeting with the cities. You talked about student achievement and school safety and told us that you were going to get another safety officer. Do we have a safety problem in this
district? And uh it's about time we got back together with the city, which you say you did. uh on the safety uh at the regular meeting. I know you have an update today in the state of the district. Are you going to talk about student achievement other than what your
comment was at the opening here? And uh I also notice that we have a discussion item on the regional enhancement mill. I hope turn you just turn the thing down.
Don't even bother with it. Now, uh you had comments about uh keeping federal funds for public schools an F rating where in the state which is
the 44th 43rd uh highest uh in the country, pardon me, the lowest at the bottom end of the scale. bill. Uh,
our money isn't money isn't being spent well. So, I what I would like to do is I uh have a little prayer here. St. Michael the Archangel, defend us in battle. Be our defense against the wickedness and snares of the
devil. May God rebuke him, we humbly pray. And do you, O prince of the heavenly host, by the power of God, thrust into hell Satan and the other evil spirits who prowl about the ruin the world for the ruin of souls.
Uh I pray for this school district to uh straighten out. I haven't seen that happen. You don't talk about stuff. You don't communicate with us. I just communicated with somebody who can do something about it.
All right. Next, we have Jessica George and then Sunday Taylor. You have two names, first names. I used to be that before I got married. So, >> I actually appreciate that. >> Three first names. My name is Jessica, Nicole, George.
>> Mine was Terry and Lester. So, it's like putting them together. Terry and Lester. Terry and Lester. Um, I just want to say I'm also on uh on behalf of the Hackbots here, representative with Charlie. But I want to say as a student at Farmington High School who's in the CTE program, thank
you guys for representing the CTE program at our school because as someone who's been in engineering for three years, it's really important to me that we get as many opportunities as we can and I always love to see growth in that department. Um, I'd also like to give you an update on what we've been doing in our community as of late. Um,
especially for outreach. I'm outreach lead. So, um, last week we were able to set up an activity on behalf of Hackbots with the 1832 classroom, which is students with special needs at Farmington High. Uh, we had that activity. We had a lot of fun. We did a,
uh, tower building contest. It was pretty great. Um, I was there. We also have had the opportunity to reach out in both freshman orientations at North Farmington and Farmington High School um to look into student involvement for
next year, next season. Um and those were also pretty productive. Um and just as our build season gets more chaotic, we're still um trying to get as much of a impact in our community and make as much of a change as we can. Um, and
yeah, also as a a student, I like to see the um continued not on behalf of the hackbots, but the continued support of our rights as students and our independent
decisions. Thank you. Thank you. Uh, and then the last public comment card that I have is from Sunday Taylor. If there's anyone else who wishes to make public comment for this for this period, please let us know. Otherwise, this will be the last card.
Welcome. >> Thank you. Uh I always feel so weird behind this monitor. It's like hiding me. I'm not hiding. I promise. Um, I did not come here to address the sex education, but I I felt I would be
remiss if I didn't. As a uh former foster parent, foster parent of the year, uh, child rights advocates, which you guys all know me, uh, advocating for children's rights to point out that the only people who really have a problem with fifth or 5-year-olds or
kindergarteners or preschoolers learning about good touch, bad touch are people who benefit from them not knowing. uh what is being done to them is inappropriate. And so the only people that would I think really have a hard
time with children not knowing what you're doing to them is actually molestation would be somebody who like liked that. So, I just want to commend you for addressing good touch, bad touch with our kindergarteners because it's
very important that kids know. And I can tell you as a foster parent of several children who had been molested, five and below, they didn't know what was happening to them. They didn't have the words or the concepts or the
understanding that it was not okay that a caregiver or a foster parent or an uncle would take them into the bathroom and do this to them or touch them here or touch them there. And I really really appreciate that you do let kids know.
And when you see somebody meeting after meeting after meeting, being really focused on those five-year-olds, not knowing what good touch is and bad touches, you got to really wonder what that's about. Um, it's just disturbing. Honestly, the thing I came here about
was I received at least five communications about the protest. um over and over and over again it said anything that when they lo left school property what they were doing was not in the school's hands. So I would know that I've seen a lot of uh conversation
online about school punishment for what happened off of school property and what I can say is that as a parent I got those emails and and you guys said once they left they were gone. So I just want to reiterate that in my humble opinion
always humble um that I don't think any punishment for what happened say language uh there were complaints that the kids were saying ice um and that the kids not be punished for using
such language saying ice um and and that that not happen. I also wanted to bring up, not everybody may know, but on the way to Orchard Lake, there was an elderly woman according to the kids, um, stuck in the snow and the kids actually
stopped to push that person out of the snow and I thought that that was really cool. >> Thank you. You're welcome. >> Thank you for your comments. >> See you next time. >> Um, next we will go to Oh, let me uh Is there any further public comment? Any
further public comment? All right. Then we will move to items from the secretary. >> Yes. Uh the board received communications regarding the office of head start uh notifications, emails regarding district protocols related to
ice presence of school farm high school IB castle newsletter the February 2026 edition and the IB international baloria testimonials request. The board acknowledges all communications and responds as appropriate. A list of correspondence is included in the board
packet which is available on the pharmacy public schools website. Thank you. Thank you very much, Mrs. Secretary. Now for the legislative update. >> Uh yes. Um Governor Whitmer yesterday signed House Bill 4141, which requires Michigan school districts to develop a
policy that prohibits K- through2 students from using wireless communication devices during instructional time. This does um obviously impact our district. Um it was uh it's scheduled to take effect in the fall of 2026. Uh it does create some
exceptions including medically necessary devices that are used for uh and those used for special education programming or for a specific lesson. Um it is not a bell-to-bell uh ban as um would have been uh some folks had proposed. um she
mentioned it in her last state of the state and I think she will mention in this year's be highlighted in this year's state of the state. It was one of the things that she wanted to um get through uh before um before her her speech. Uh obviously the policy committee will be ready and get
communication out and work on that on how we will handle uh to ensure that we are following the law. Uh, also as mentioned, Governor uh Whitmer uh is proposing a $625 million Every Child Reads plan as you mentioned and we'll hear more about that. Uh, but it does uh
expand before school, after school, and summer programs, an effort to give uh children extra learning support. It also continues Michigan's free uh prek uh for all program and also uh expands teacher training programs which um focuses on
how the brain learns to read. Uh the the plan also includes a temporary sales tax exemption for families to buy school supplies uh including clothing, classroom items, and computers when person uh when purchased in person or online. Um that's it from the state. And then on the federal side, uh while
Congress did finish funding uh most of the government, there is still uh in question about the Department of Homeland Security, which I believe they have till the end of this week to sort out uh funding. And um that's it for us. >> Thank you for keeping us informed over
the past few weeks and months on the cell phone uh matter. So uh it looks like we have some work to do to update our policy >> and um we'll see how that takes effect. >> Thank you. >> Thank you. We'll move now to district updates. Dr. Coffin. >> All right. So I'm going to move over
there to do the state of the district as part of my superintendent update. All right. Board of Education. I'm really excited. Uh this is I think the first time at least since I've been here that we've kind of developed a state of the district. Uh this is in looking at
it. I'm not there's a lot of slides. There's a lot of information. It will be shared with our community. That's part of why there's a lot of information. I will not be writing reading through every slide. uh but just wanted a high level uh some high level information for us to really have a well-rounded picture
of the state of our district. Who are we and who are who we serve? Uh we are very proud at Farmington Public Schools to be the fifth most diverse school district in the state of Michigan. When we think
about uh who we are, it is about our north star. Our vision, our mission, and our profile of a lifelong learner guides everything we do. This was developed with our community and is coming to life in our school system. The board uh
adopted a blueprint for every learner success and you can see student experiences is at the center of that. It's focused on our vision, our mission, our profile and then our guiding principles under under around strong uh instructional practices. There also is
the school systems and elements that we work through and then of course the community context is very important. What do we want for our learners? We want them to come to school every day. They're met at their specific learning level. They're challenged. They're
successful. and most importantly they cannot wait to return till tomorrow. So who are we? Uh we are uh a school district made up of three middle schools, three high schools, eight elementary buildings and one steam
academy. We're a community where 55 languages are spoken in our homes where we serve 1.3 million meals and have invested so far 23,000 hours of teacher professional development. And for those we have special programs that includes
online learning options as well as we talked about Farmington Early Childhood and Visions Unlimited. And some might know that we are now up to seven therapy dogs. So very excited about that. We think about success for our learners.
We we uh reach over 9,500 students. That's both in-person and online programming. We serve 1,860 students in our special education pro program and we uh have students are at risk learners. We have uh just over 2600
of those that we serve each and every day. So how do we serve? We serve through our amazing staff. And there you can see there's 1,367 staff that each and every day touch the lives of the children that we serve.
that includes our uh our our teachers who are in the classroom and then everyone else outside of the classroom that ensures we have quality learning experiences. We have a very highly skilled and highly trained educational staff. You can see where 76%
of our professional staff have their master's degree. We are committed to talent development, attracting, recruiting, and keeping. So when we think about what are ways that we attract staff, what are ways that we
help others see the benefits of working here at Farmington Public Schools and then most importantly once they get here, what do we do to keep them here? We have a talent development committee that is ran by our HR and talent uh development uh uh part of our
organization. And you can see they've created a Farmington staff portrait. It was based on the profile of a lifelong learner. who is it that we want to see? This is something that is shared as people are uh looking at Farmington Public Schools and deciding if they want to uh join our team. We have a
subcommittee that focuses on wellness, recruitment, and recognition. And we've implemented the ARC talent model that is prioritized through staff input and developing initiatives such as our most recent Y Farmington campaign.
We believe in developing our leaders. Our core beliefs are what drive our action and we where we can realize our vision. And we are not just talking the talk. We are walking the walk literally with regular classroom walkthroughs with our building principles and our
directors really keeping uh monitoring what has happened daytoday in our classroom. We think about leadership and action. We are thrilled to have schools we call level up schools. They are investing in additional professional development, addition uh on-site
training with our building principles, our assistant principles as well as our educators to really make sure that our work around acquisition, meaning making and transfer is embedded in our classrooms. We have our AP visioning and we have an AP book study where we our
APS get support in being instructional leaders. And we also review teacher practice and feedback on a monthly basis with our leaders. We think about staff development. The first number is 218. That's the number of teachers to date
who have participated in our authentic learning professional development. When we started this just over four years ago, we had 20. So that tells you our investment in ensuring our teachers have what they deserve to do the best work
for our our students. 72.2% of our staff is that they pro they approach the professional learning. They feel the professional learning is connected to our profile of a lifelong learner. Um you can imagine when we first started this, we weren't that
high. So we're really proud of that. And then almost 80% of our staff say they feel confident when they're designing learning experiences tied to positioning, authenticity, and noticing. Our commitment is clear. We have high
expectations for all. We're committed to equitable instruction. We're committed to aligning evidence-based resources, uh, as seen by the board's commitment to approve over 30 resources over the last four years. And then certainly professional development and
collaboration. We have a plan. We have had a plan right when we uh came out of COVID to say from starting in 2021 through 2023. You can see there our focus on K5 and 612 and
how that's continued to move now to where we are at 2526. We are continuing the initiatives and we are seeing the impact of those initiatives on our student achievement. You can see here same a similar uh path for math. One of
the things we knew uh is that in 2425 we needed to look differently at the math support and resources for our secondary students. The board supported that and we are now moving into that second year really launching our secondary math program at the middle school and high
school with great success. Let's talk about our general fund. We get about 60% of our funds from the state that comes in our foundation allowance, our categoricals and our grants. About 30% is collected locally
through property tax as well as interest, Medicaid, and parish preschool tuition. We have about 8% that supports special education. And we have another final 3% that's some of our federal programs including Head Start and additional
special education funds. So when we think about it, where does the board prioritize this spending? You can see here that the main priority has been about 25% of our instructional budget has been focused on literacy with 19%
being focused on math. So the majority of our budget is focused on those core academic areas. In addition, 22% of the funding is supported professional learning for the adults who work with our students. So let's talk academic
growth and achievement. What we're seeing that is student our student performance on assessment is a critical focus that we monitor. President Williams talked about that about how we're constantly looking at data as we get it. The types of data we
look at are of course our state assessments. We we are seeing specific impacts at the building level and we're starting to see on our state assessments multi-year achievement growth gains for the first time postco
when we look at our NWA uh growth scores. We are our performance as you can see there is mitigating the impact of the pandemic which has been uh our main focus. Our students are showing greater resilience compared to the
national average resulting in higher percentile ranks. We look at the state targets are all secondary buildings have reached the 90 90% of those targets set for 203031 and the same for our elementary when we
look at literacy we spend time monitoring what works. We monitor our student outcomes at every level to try to learn from where we're seeing the the best impact. We look at our teacher practices and we invest in that professional learning and we're
able to make intentional moves that clarify expectation design supports and of course informs our decision when we look at our title one buildings. So, our title one buildings are where 40% or more of our students qualify for
free and reduced lunch. You can see there since the spring of 2023, our fifth grade has increased in literacy proficiency by 18% and in math by 34% as measured by our state assessment. You
can see since 2324 looking at 3rd through fifth grade increased 10 to 30 growth percentile ranks in literacy. So that that's a significant jump in their growth. And then you can see 30 to 50 growth percentile ranks in math. So where we
are focusing is showing increase in not only academic achievement but also student growth. So what are we noticing when it comes to our literacy investment? You can see there first and second grader second
graders currently when we talk about the data right now from fall to winter they have a stronger change in their achievement based on their prior year performance. Our K through five have high average to high in both their growth and achievement and our
African-American student groups as average to high average with gains in grades three through through five as compared to last year as measured by NWA. When we look at early literacy, what are our teachers saying? They're saying that
our first and second graders are coming with greater foundational skills. Again, this has been a primary focus of this board to adopt not only our uh our K2 literacy but also witten wisdom to supplement that. Our teachers are seeing
that writing skills are much improved and our building leaders are saying that the participation structures and making sure students have a place and a space to get connected are making a difference. Our teachers are becoming more comfortable with that type
of discourse in the classroom. and the structured time or team-based staffing models are supporting buildingwide intervention. When we look at math, we have deepening practices for our K5. I think the board will remember we had just adopted that
elementary resource right before the pandemic. So, we're starting to see now the use of that is is improving outcomes. Again, we're being being very strategic in our professional development for our educators and we're integrating supplemental tools that are
not an add-on but are a something that accelerates that support. Um, K8 grade levels are meeting or exceeding our district targets for achievement for math. And again, our African-American student groups this fall to winter as
measured on NWA have larger gains compared to last year. Our secondary math, so that's illustrative math. We just started that. We're seeing shifts to a student centered practice by units two and three. teachers are are reporting that
students show stronger understanding of routines and struct structures and they're seeing a greater level of rigor which is requiring students to have a true struggle in the learning process around mathematics. You can see there
kind of the comments from our teachers and they're saying that how I'm incorporating students working together. It's helping to emphasize student thinking a lot more acceleration. Now, this is a goal uh of ours. The team-based staffing ma model,
the math guidance, the embedding algebra 1 and eighth grade mathematics, and rethinking small groups have all been very intentional, not just to support our students, but to ensure that we're accelerating their learning opportunities and experience.
Farmington Public Schools has a lot to be proud of. One of those is of course the investment as we talked about in literacy and math professional learning. You can see by the numbers there almost 3,000 hours of teachers have spent in Witt and Wisdom that we've had that
program a couple years. We're already up to 12 over 1,200 hours of professional learning for our teachers in illustrative math. And you can see there the 618 hours of secondary literacy. um again as they look at thinking
differently about how students interact at literacy at that level. We are thrilled to have hired uh Miss Halley Snider as our first director of career pathways and workforce innovation. You can see there uh by the
numbers we had 587 CTE state approved credentials that were earned last school year. uh we offer 30 there's 37 CTE courses with 11 programs and we support six CTE organizations. So we are very
excited and and proud of our commitment in ensuring every learner is prepared for success. Here you can see some additional information. 490 students earned industry related credentials and 46% of our high school students are
enrolled in a CTE program. That's a 7% increase from last year. We also have dual enrollment. Um 5% of our our students in first semester were duly enrolled. So that was 12 28 student that includes uh ACE. And then 2% of the
students or 52 were just individually in ACE. 46% of our students are enrolled in an AP course. That's a 2% increase. And 217 students are enrolled in IB. That was another focus of this board that
made a a a d um an intentional decision to ensure that we had that opportunity in our in uh Farmington public schools. I I had shared this at the state of the or uh sorry the joint cities meeting uh and most recent data from my school data
shows that 60% of our students enroll in a college uh during their first year and this is a Michigan college or university. So we know that number is a lot higher. This is just in our Michigan schools. Post co or precoid we were 21.8% of our grads had to enroll in
remedial reading. We are now at 2%. Postcoid. We know that there is work that we need to do. We know that there are opportunity gaps and we know that the structure of school needs to shift fundamentally to ensure that all means
all. We know performance gaps still exist and it's going to take this same system level change to make sure all of our students have opportunities for highle learning experiences. And those of you who may uh know or read Will
Richardson's work, I love this quote. We don't need need schools to be better. We need schools to be really really different. And that's what we're working on. I want to share a couple of examples. Uh, one of those you've heard about our our work with MUI and Mitten
uh, on team-based staffing models and we're doing this at all levels where we are reimagining how we use time and space. Our elementary teachers are working collaboratively in groups. Our middle school teaming model and we're going to look at that a little bit. And
then our high school, we're working on looking differently at our master schedule to support pathways for high academic success. We know project-based learning with interdisciplinary planning and projects is a key uh function of what is
happening in our middle school. We worked with new tech network. We continue to work with learning works and we've seen great success. The board had the chance to visit East Middle School and be able to see this work in action. I'm just sharing this so you don't have to worry about all the things in it. But
when you look at those colors, what this shows is really a different way of thinking about how time is organized at our middle schools. So where you see the blue, that's our sixth graders. And they have teachers have that whole chunk of time to work with their students. They
have shared educators and shared time. So if students need a little bit more of time in one thing and a little bit less, they have that flexibility to do that. That's been a shift that we've made over the last several years and it's really uh helping our students achieve. Another
thing that we heard is the college readiness and our students getting the opportunity to practice on PSAT SAT. Are they ready for that assessment? So, we have partnered with varsity tutors at both uh Farmington and North Farmington. This had already been in place at
Farmington Central, so they already have it running. So, it's during the school day so that our students don't have to ha uh not have this opportunity because of conflicts outside of the school day. We started this in January. It runs for eight weeks and we have 50 students at
each school participating. The other thing that we're really proud of is our music and our fine arts education. Uh and uh President Williams talked a little bit about this, but we've increased our numbers uh participating to at or above our pre our
precoid levels, which is simply amazing. We have amazing staff that we work with. Uh I know we've talked about the plays, the musical. I I use culture shock because that was just incredible as examples. Uh but the the talent in our district is just amazing. and we had
eight of our uh FPS music teachers present at the Michigan Music Conference, which was attended by over 9,000 educators. Uh speaking of the arts, also thinking about this, these are our amazing IB students in Kimmy
Duke's class. Uh again, continuing to increase offerings for arts at all levels. And of course, we have an amazing athletic program. Uh you can see there in the middle the Griffins. Those are our Farmington United teams now come
together under the Griffin logo, but 27 high school sports available. Uh and and we're really proud of that. Of course, this was mentioned too. Another uh point of pride is uh the board's approval of
the upcoming uh FHS edition. Uh we are on time and on track so far, so uh Mr. Dr. Kdau keeps us up to date uh on where we're at. School doesn't stop or learning doesn't stop during this during the summer. You can see here are we have
enrichment and innovation programs for all levels and we also have interv in intervention sorry and acceleration programs. So our parents and families have opportunities for their students to learn.
One of the things we are committed to and are accountable is ensuring that success starts here. One of the things the board put in place was our strategic planning dashboard and this is uh visible to the community and
they can see where this is updated can see our strategic planning goals. We internally have a cadence of accountability. Each week our cabinet members meet and we uh identify a a portion or a part of the goal indicators
that we are responsible for and we make that very public in that meeting so that we have a collective responsibility to move this work forward. Uh this is just a high-level overview of our strategic communication plans and key indicators.
So we are focusing on noticing making sure that every student feels safe, valued and connected. making sure students have real opportunities and real chances to discover and shape their own path and really saying success does
start here. And we are meeting with people, meeting with our families, meeting with our students to better understand how that's working. Again, we are measuring the impact of our communication across all stakeholders.
The board of education has five goals that they have set. The first one strengthening student achievement oversight and accountability and so you can see the focus on the finances the board governance community trust and then uh alignment with superintendent.
So here are the superintendent goals and these are things that we are currently working on and the board is provided and updated on on a quarterly basis. So really thinking about uh how are we engaging with national partners to not only learn from what's happening here in
Michigan but across uh the United States. Um we've created a parent ambassador network that's been very helpful in connecting our parents to the work that we're doing. One of the things they mentioned is we don't we need we need to learn a lot more about the work
that you're doing and so we're listening to that and providing that information. Um a space and facilities plan. Uh the board has been very clear. They want an all-in plan like how do we plan for the next 10 years to ensure that we have the
programming needs, the facilities needs, how does this all impact our students and student achievement and then dashboards uh in the process of developing those so that there's more accessibility to district-wide data. We are also committed to ensuring a safe
learning environment. So we think about what we have in the building. We now have consistent, highly trained, highly skilled hall monitors in all of our secondary buildings. Uh school resource officer. Uh we are in the process of adding an additional school resource
officer uh through Farmington Hills. That way we know that all of our secondary schools are covered and that provides additional support for all of our elementary buildings in the case of of of a need. And then when we think about support, the board uh made the
decision to continue to get the mental health and safety funds and that shows our continued support and commitment to the social emotional needs um with a restorative focus. So I talked a little bit about this connecting with the community. You hear board members
talking about they join me in the lunch and learns. I do walk-in talks with our building principles. You heard President Williams talk about our student roundt and the amazing things that they provide as feedback for us. Um, we are going to have upcoming community conversations to
to ensure everybody has an opportunity to share their hopes and dreams and what they want to see uh for Farmington Public Schools in the future. And we uh meet with the PTAs, been meeting with them and then also community presentations. So really trying to ensure that we're getting information
out. Uh for those of you, you know, not all of you have been able to go to all of the lunch and learns, but I wanted to just pull a little bit of the data uh of what we're we're seeing. So in our lunch and learns, what we have found is that
to our students, being noticed is important. from the littles to the uh graduating seniors. Belonging and safety are foundational. Engagement comes from interaction. They want real life learning. Success is
about ownership and opportunity. Students want choice and personalization and the logistics outside of the academics can sometimes affect their school day. We just met with student roundt and talked about when is school when you think about your school day
when is learning the constant and when is time the variable and our students said we want more projectbased learning we want dual enrollment and we want to have self-paced courses. They love their flex time. They want to have more of that collaborative projects with their
with their peers work-based learning and they said don't forget we still like field trips. So appreciated that we cannot do this alone. Here are just some of the partners that we work with to ensure our students success.
We recently met uh with TMP and plant Moran Realoint in looking at kind of planning for the next 10 years and what they came in and they just looked at all of the documents that we have and we shared with them and they said when you think about the four drivers for
alignment we have the vision. We have the profile of a lifelong learner or the skills. We are moving towards a competencybased instruction model and we are also considering the learning environment. And they were they were
very very impressed at the work of this district in really being strategic on how we focus on supporting our students. We think about competency based education. These are the things we are hearing for our students. They want
deeper learning. not just faster learning. They want to be active in their learning. They want to make decisions on how they're learning, how they apply the knowledge, and they want to demonstrate their learning. And it competency based education is really is
a replacement of system structures and pedagogies of the traditional system. It's not a replication. Uh there was a uh work uh today's workforce according to the work economic forum. I thought it was important to share with our community that the core
skills in 2025, you can see the top uh the six or seven there. Analytical thinking, resilience, flexibility, agility, leadership, creative thinking, motivation and self-awareness, and technological literacy. Those are the
things that our employers are looking for for from our graduates. When we look farther down the road to 2030, these are the things that we are focusing on. We know AI and big data is going to be part of our our students
future. Again, technology, technological literacy is there, resilience, flexibility, curiosity. These are part of what our profile of a lifelong learner is preparing our students for. Leadership, analytical thinking, systems thinking, motivation,
and self-awareness. So, moving forward, our 10-year planning efforts are underway. Not going to read through all of these, but all of these things are happening right now uh concurrently. And so, we will have this pres presented to the board uh probably
in late April, early May. Education is for improving the lives of others and for leaving your community a better world than you found it. That is our work. The state of Farmington Public Schools, uh, we're moving in the right
direction. And that's not just me saying it. It's other people across the state. It's our partners recognizing and helping us see what maybe we can't see. So, huge thank you to the board of education, staff, family, students, and
our community. We don't do this alone. Um, but I'm so excited about the future of FPS. Thank you. >> Thank you very much. Uh, I see um Trusty Smith has a question. >> Um, it's not more of a it's not a
question. It's basically, um, just conversation. Thank you for this presentation. Um, it means a lot to know that we have and we are as well as your team are working
together to work with community members. >> Um, we often hear that we're not being they're not being heard and it's just the same group that's being heard. But
now you have formed a parent ambassador network. >> Um, kudos to you and President Williams for >> getting this together >> and working with parents in this community instead of just having those
same parents. >> We serve 9,000 students in this community, >> not nine. Mhm. >> Those nine parents or 10 parents are always the ones that want to be heard and seen and have a place, but the other
parents in this district want the same thing. Um, I love the fact that we are still working on putting that building together over at Farmington High. But I want to stress because I heard this when I went to a
basketball game a couple of weeks ago. We right now have Farmington High where our students are playing basketball over at Leavonia or at Madonna and we need a gym. >> That's true. >> Mhm. But I'd like for Hackbox to
understand and steam to understand if we can't do a gym, we can't give you a building. That is not the STEM steam building. >> And I cannot stress that enough. We have
other programs that we need to um identify with as well because what will happen is if we just focus on hackbox or steam or stem then what about our students that are doing other things. Our gym
is actually a curriculum. >> So we also have to think of others that want things. So, as I stated a couple of meetings ago, >> we're not building schools where this is monopoly, where we've got CTE here,
>> STEM steam here, >> culinary arts here. That's OC. So, I want to thank you so much for putting this together, your team, this board, working collaboratively and
having others have a voice in this community. >> Thank you. I will just add to that. Um I continue to be um impressed and
really happy with the direction that we're moving in. It feels very um centered around students. >> There's a lot of student voice in there. There's a lot of innovation in there and I know we continue to be recognized for
for that. To that end, I am very interested in the competencybased >> movement if you will and so not now but at some point I would like to understand more about our progress towards compet
competency based instruction and assessment. >> Yes. You know, too often I I talk to hundreds if not thousands, excuse me, of employers and they're not telling me I need kids to learn more about social studies.
>> Yes. Correct. >> They they're more interested in critical thinking skills and soft skills and and and and I love the fact that not only are you thinking about what skills are needed today, but what skills are needed, you know, four, five, 10 years
from now. So, um, I I I really want to make sure that that's where we're all focused. I love that that's the direction that we're moving in. I want to see more of that. And I think that's what our young people need is, you know, more um attention towards um, you know,
the future and how we've changed in in how we learn and what's important. So, kudos to you for that. Uh, and I'm also really looking forward to digging deeper into uh, some of the areas that you mentioned where we're seeing some success and demonstrating that the work
that we put in and and that this board has adopted, you know, a few years ago are starting to to take fruit. And what I would also just add without beating a dead horse here or talking too long is it takes time for us to see results.
It's not we implement something in one year and boom, we see, you know, a change in the next year. And that has been the problem in Michigan, frankly, is this constant pivoting. We're going to do this and then we're do it for the next few years until somebody else gets elected and then we're going to scrap
everything that they did and we're going to move into something different. That has what that is what has contributed to the decline in Michigan and it has contributed to the decline in Farmington Hills. And now that we've adopted researchbased
>> um uh curriculum and instruction and innovations that we know are working based off of the conversations that we're having with our staff, with our students, and as we're looking and combing through the data and understanding what's working, what's not working, what's being implemented with
fidelity, what needs more professional learning and so forth and so on. I'm just really happy to see that we're starting to see those changes and improvements. Um, yeah. So, congratulations to you and the team and
to the board for your um, >> continued focus and support cuz I know it's not easy >> sometimes. So, >> thank you. Um for those of us who are not in the field of education, the
things that we are doing as a district are the topnotch best practices supported by what is now hard science >> in um you know in in cognitive
neuroscience. And it's so exciting >> that our district is providing this level of learning opportunities and experiences for all of our all of our students. It's it's really such an honor
to be part of this community and bringing this to our students. Thank you, Dr. Coffin, for leading the way. >> Um, Mrs. Hinrich. >> Yeah. Yeah. I just want to agree with everything my colleague says and and I want to thank Dr. Coffin. I mean, this this work that you're doing, this is not
a this is not a quick fix. I mean, you I've been on this is year six for me on the board and you've been here and you you've been putting the pieces in place and um the thing that I notice is it's all it's all interconnected and it's it's all, you know, it starts
with our our biggest um >> is our staff. I mean, it starts with our staff, but um just all the all the pieces that >> you have this big vision, but how you've been how you've been able to um put all the pieces and tie the staff together
and get everybody invested in this. Um it's I I just want to know you to know that you're appreciated for the work that you're doing and it it's really nice. I mean, this is the first time that we've seen everything all tied together and to see how the pieces are are fitting together. So, a lot of times
school districts will go through a cycle of a a threeyear or fouryear cycle of school improvement and then it's all out the window and they start something new. Whereas, this is something that's been ongoing and we're we're laying the foundation and building on it and moving
forward. We're not starting over every every three years or every five years. And so, it's a long term. You have you have to really see improvement, you have to be in for the long term. And I've always said, I just love saying this, if you focus on if you focus on um the
learning, then the test scores are going to follow. And that's what we're starting to see in our district. So, we're starting to see that success. And um I think it it's just from the work that our entire district is doing, but how how you know from the top down and
the bottom up, everything's interconnected and supportive of each other. >> Yeah. Thank you. Thank you for for that. uh be when I think about our staff understanding the mission and vision and
direction to get that in a district this size is amazing and I think there's any educator would just be thrilled to have that and it happens because of our staff. It it it doesn't happen because of me. I mean, we got a great team, but
it happens because of our staff. Because our staff is willing to jump in and because our staff is at the center of all of this, any of those all those innovations, our staff were part right from the beginning part of this. And so that's how you you you develop this
culture because people are they're proud of their work. I mean, I we have amazing talented staff at every level in this district. And I I recognize that especially coming from the other districts. And so how do we put them at the center of this? I trust them.
They're going to run and that's what's happening. So thank you very much. >> All right. I'll let you get to your seat. >> All right. Next, I'd like to uh welcome Miss Rhonda Henry, uh assistant superintendent of innovation and
strategic initiatives, and Miss Margaret Hendrickson, our director of curriculum, instruction, and assessment. Are you not presenting? >> Oh, sorry. Just just Rhonda to uh talk about our investing, you can see that there in innovative teaching and
learning structures. >> Good evening, President Williams, members of the board, Dr. Coffin. I'm really excited to share in more detail with you the work that's been happening around the district in terms of redesigning our learning spaces
as we work to reimagine reimagine the student experience. Our blueprint is the foundation and the framework that we use to make our decisions. So as we focus on innovation in teaching and learning, today's presentation will focus on the
following elements of our blueprint. The adult roles, scheduling and use of time, space and facilities, curriculum, instruction and assessment, and continuous learning and improvement. We are shifting from a model very
traditional one teacher one room model to a model of distributed expertise and building educators um expertise around a a shared roster of students. And this model moves from my
students to our students allowing teams of educators to group students in real time and meet the needs of all students. Our goal is to leverage team-based staffing to deliver deeper learning experiences. And when teachers
collaborate in these new structures, they can provide high quality experiences for our students that no one single teacher, no matter how talented they are, could possibly provide in isolation.
So the teaming structure is allowing staff to live in to the FPF staff profile as they no longer work in isolation. They're leveraging their shared strengths to meet the needs of our students. As the quote on this page
from a Kenbrook teacher points out, when teachers are supported and collaborative, the students are the ones who benefit and experience a more personalized learning environment. and our team-based pilots. We have we have five schools who are piloting. Um we
have Forest, Longacre, Kenbrook, Hillside, and Farmington High School. We are building the the organizational structures that make this collaboration possible every day. So, as we think about our staff portrait
and the central ideas of team-based staffing, there's alignment. We're shifting from that traditional model to a more personalized experience from our students. And here are some of the central ideas. I I talked about the one teacher to one room uh model to
distributed expertise where teachers are relying on each other's strengths from fixed ratios to flexible groupings. So um instead of that 1:25 ratio of students and teachers in the classroom, teachers collaborating and and utilizing
flexible groups, that mindset shift from my students to our students and and having all the professionals, multiple perspectives problem solve when it comes to meeting the needs of our students. And then also when we think about talent
development and staff retention, many of our teachers are not aspiring to leave the classroom and become administrators. And so this model allows them to use their master expertise to become those mentors to each other and lead in ways
that are not possible in a single classroom model. So time and space are truly the additional teachers. When we think about how we're redefining the teaching profession, the staff who are supporting
our students and and redesigning spaces, uh it's truly increasing our student connection. And here's a quote from one of our students talking about how having more than one teacher allows for uh more
assistance in the classroom and connections at a higher level with the teachers. The work our district has been engaged in over the last several years provides a strong foundation for the redesign to happen. As Dr. Coffins's presentation
just alluded to our board of education and community support, our um building strong building administrative leadership and uh implementation of highquality instructional materials are to name a few in addition to the
partnerships that we have. Arizona State University, MUI, Michigan Education Workforce Initiative, and then Mitten, which stands for Michigan Inspired Team Teaching Educational Network. We have a grant that we have been working with um
in five of our schools that are allowing us to implement team-based staffing models. And again, a quote from a a fifth grade teacher talking about how the partnership with MUI has truly changed her teaching experience and allowing her to dedicate time on areas
of her strengths. Um, and that's given her balance in her in her job. Teaching and learning is driving the design of the new spaces. As we move to a competencybased model of learning, our
focus has been on acquisition, meaning making and transfer. And that's where we've started with the learning. Learning works started with teaching and learning with the intention of knowing that we would move in other areas of our
blueprints. And that is what this presentation is focusing on today. the flexibility, time, space, and reimagining the space. In addition to the five current pilot schools, you saw firsthand the middle school teameing
model in January when you visited East Middle School. We are positioned as a system through our collaborative partnerships, highly committed building administrative leaders and then our excited teachers
who have the energy to move the work forward and really thinking forward thinking as they are our biggest assets. And now I want to highlight the work that we're current that's currently happening. As I mentioned, we're utilizing grant funding through Michigan
Education Workforce Initiative to redesign our learning spaces. When the building started to see the walls turn into doors, it immediately impacted how students and teachers feel about the space and the level of
collaboration that teachers can do and flexibility. A special thank you to our facilities department for all the work that they've been doing to work to move the work forward. This is grant funding, but our facilities department is making it happen. And this happened in a short
amount of time this summer and then just over winter break they put in some new um classroom doors. This initiative have has also been supported by our HR department and they have been a great thought partner as we work through the
nuances of team-based staffing. This slide shows examples of the work we're doing to redesign spaces which again allows for deeper collaboration amongst our teachers and students having uh access to multiple educators. As a third grade student from Forested,
we are a third grade family where we have two teachers helping us learn. Small changes have made a significant impact on how students and staff move about their day. Here's an example of students using flexible learning spaces
in different ways. And as one of our teachers said, we have two learning spaces to better meet the needs of students. one area where um designed to differentiate instruction, the other to really level up the skills um of the
students. Students have also shared the impact on team teaching and there's two themes that uh students have shared and that's flexibility with seating and having access to more teacher support. And
here's some um quotes directly from our our students and you can see some of those seating uh different seating options. Part of the part of the grant that we received
includes professional learning for our leaders and our educator teams and that's with coaching supports um that comes from Michiganbased coaches center for black educator development and leading educators.
Also uh the teacher the teacher teams can attend convenings where they learn together. Um, and then there's a learning series, virtual learning series. And here is what our teachers and leaders are saying. Lots of themes on
collaboration, changing from traditional classroom structure, focus on student centeredness, and there's a lot of energy and excitement, which helps to retain our teachers. Lots of teacher and leader quotes in
this presentation. And in closing, I just wanted to end with saying that team-based staffing brings us to the core of why we're doing this work. Our mission and our vision, ensuring that every single student, regardless of their background background, receives exactly what they
need. And as a Chembrook teacher said, teaming this year has helped me and my team by feeling we are truly meeting the individual needs of each student. Thank you. >> Thank you so very much. Um, first of all, I want to apologize. I want you to
know that some of the activity that was taking place is obviously not reflective of the report. There's a bit of a situation taking place in the parking lot. nothing dangerous or anything along those lines, but I just wanted you to know that's where President Williams stepped out to and
>> Trustee Hall stepped out to address that particular matter. So, thank you >> again. Thank you so much for that information. Do we have any questions from any of our >> uh trustee members? >> No, I I this is just exciting work and and I think the biggest thing is it's
student centered and it's teacher driven. um nobody came in and told teachers they had to do things. Um these are things that the teachers want to do and just the feedback that teachers are excited and teachers, you know, this this is the way teaching is supposed to
work. >> Um and it's just, you know, it's a shame that it's taken so many years to figure it out, but um we're doing it in Farmington. So yeah, thank you. Thank you for the work and the leadership and and you know and this doesn't happen
without the leadership support. I mean um the the people in the trenches know how to get kids to learn. It's just setting everybody up for success. Um you know I one of my students used to say
Miss Hinrich you're not setting us up for success. So, I said that out loud, but I I listened to her and we had a good relationship and she was successful. But, I mean, it's just it's listening to students and setting them up for success
and providing the resources and support and and just the little things like putting a door in. I mean, who would have thought, right? Um, and a lot of times things circle around in education and, you know, things go back and they go back to the traditional. But I I think some of the things that we're
doing is not something that's going to be a flavor of the month and circle in and then circle out just be because of the way it's being implemented. It's not forcefed and it's not try this. It's it's and we're seeing results from it.
So when when you're when you see results then things kind of snowball and and they get bigger. >> Thank you. >> I just want to comment um about the innovation that's taking place, the buy in with the innovation that's taking
place, the creativity that is happening with the innovation. I think it's so wonderful. Uh, I've just finished reading a book called The Saber-Tooth Curriculum, which is a satirical look at the educational system written back somewhere around 1939ish,
if I'm not mistaken. And a lot of the things that that book was talking about that was bad with education is still taking place here in 2026. And so to be in a place and space where difference is different thinking,
different ideas is encouraged in a space where when you do this, you know, you're going to have a mistake or two, but that's okay. It's not looked at as a failure. It's looked at as an opportunity to learn and to grow. That's that's something really special to be considered for a school district. done
and I hope our community can continue to wrap its mind and its hearts around that and support the teachers, the students, all of this coming together to create um a much better learning environment across the board. So, congratulations. Continue the work. Uh just keep it up,
please. >> Thank you. >> Great. >> Um thank you for that report. We will now move on to reports from board committees. Oh, yeah. Okay. Uh, Trusty Hinrich. >> Um, yes. The finance and facilities
committee met um myself and um trustee Hall um on February 4th and um the things we talked about was the regional enhancement mill and that's a discussion
item but just to um give a little preview um our neighboring um counties that we border on Wayne County and Mcome county have enhancement enhancement villages.
um Oakland County Schools is bringing it to Oakland County and so um the presentation and the things that the board will be discussing is not um promoting the millillage but
promoting the opportunity to bring the the millillage to the voters in Oakland County and giving the voters a chance to learn about the benefits of the millillage. um with school funding the way it is. Um in the discussion item,
we'll hear about the benefits of it. And so it's so we're not voting on the millage, we're just voting on the opportunity to put it on the ballot. Um the other thing was um on custodial
bid results. Um, back in the I when I looked at my notes, the December 1st finance and facilities committee meeting um was brought up that the district was looking at options um for um our
our um custodians services. Um currently we're in a hybrid model. Um several years ago we went to a um fully outsourced model and that didn't work out and so we um made some changes and
we have a hybrid model where we have um daytime employees and then we have um outsourced on the um evening employees. Um one of the concerns that we expressed back in December was about the hourly wages for the current Farmington um public school
employees. So, when this comes up for discussion and we look at the model, um it's nice to know that when the um request for proposals went out, um our our employees were put first and the concerns about our employees. And so, um there's some good information on that
that will come to the board for discussion. And that was all of the um things that we talked about at the finance and facilities committee meeting. Thank you very much. We will now move to
discussion items to discuss both of those items. The first is the regional enhancement millillage. >> I'm going to switch back over here. >> Okay. >> Hopefully. There we thank you. All right. Uh thank you uh Trusty Hinrich. You did a very nice job
summarizing that. So uh just wanted to talk uh about the uh potential to have the voters of Oakland County uh vote the opportunity to approve an enhancement uh regional enhancement millillage uh in
August of 2026. Uh this has been a conversation I know with this board for several years and um it is now time uh for Oakland schools. They are ready now to move forward with the ballot proposal for this. If this is
passed, it would provide additional general fund dollars to all of the districts in Oakland County. And so what is this regional enhancement mill? So since uh 1994 for proposal A we know that the funding
is controlled for schools by the state. One exception however is the is a regional enhancement millillage. So um con constituent school districts so like all of the 28 districts in Oakland
County can request that an enhancement mill proposal be put before the voters. It has to be proposed on a countywide basis and it passes or fails as a county. If approved, this money is then
collected by Oakland schools and distributed to all public school districts equally as well as publicmmies on a per student basis. Each of the districts however have local control on how those dollars are spent.
So why uh Trusty Heinrich talked a little bit about both Wayne and Mcome counties having approved and recently uh reapproved or or renewed regional enhancement millages. Uh but but our costs are just outpacing the funding
that we receive. Um the instructional needs we just talked a lot about our investment. It's a significant investment to ensure that our students have what they need postcoid not only academically but also our social and emotional supports. Uh just the overall
rising cost of goods and services and then staff recruitment and retention. When we are competing for staff to come here to Farmington, we are competing against two other counties that do get additional dollars that they can use to support not only their instruction and
their health and mental health and uh wellness initiatives, but also to pay their teachers accordingly. Uh there's just some statistics around how many students are served in Oakland County um with 160 over 169,000 who would be impacted.
So, uh, we do have counties that have, like I said, Wayne County and Mcome County. You can see there, Wayne County generates at 1.98 mills, approximately $350 per student. And you can see the timeline there. They've had this in place since 2016.
Mcome County also uh is 1.9 mil. They get approximately 418. They have had theirs since March 2020 uh for and it's been in place uh it'll it's a 10-year enhancement millage. You can see other counties across the state of
Michigan and the mills. So the proposal that Oakland schools has land on is a 1.5 mil and this was based on uh some information that they gathered through community surveys around once they had information where
was there a comfort level of support and it landed at the 1.5 mills. It would be levied over six years. It would generate additional per pupil for six years for Oakland County public students. And then the proposal would cost, so for a
homeowner, $150 per year on a home valued at $200,000. So if your home is valued at 400,000, it would be $300 a year. If the if it was successful in August, the millillage collection would
begin then in December of 2026. What is the impact? It's $728 per pupil for each district. I'm sorry. I It was 660. I changed it in one spot. So, prior to the today, I just found out this number that they had. So, it was
660. That's what we thought. It now is up to 728. So this is different than like bonds or syncing funds because those have a very limited scope. This would be part of our general fund dollars for the board and the district to allocate accordingly
based on our district priorities. Uh as trustee Heinrich said, this is not an endorsement of the millillage. What the board will be asked to do at our next meeting is to approve a resolution placing this on Oakland schools. uh as a
as a ballot proposal for them. Um and again, we have talked about this a lot as superintendants, we do believe in empowering our community to make these decisions. So, the timeline, uh, all the
superintendent agreed that we would begin in the month of February 2026 to have conversations with our boards of education. Um, and the resolutions have been shared with uh the Oakland School Board of Education as well as all of the
28 schools. Uh, the board of education then would adopt a resolution certifying the text of the ballot. So, in order for this to be placed on the ballot, it's an interesting it'ss formula. You have to have 50% plus one student uh represented
in the county. So, um the so there may be districts again the the the support of this would be that it would go to the voters not that we are saying yes we agree with this. Um Oakland then suit
certifies sorry the ballot the text of the ballot and then it would be on the August 4th 2026 uh election. >> Any questions? >> Um yes. >> Well, one thing I want to point out is
um all of the all the the 1.5 mills is based on the property values in the district. And so, um, whatever the district raises as far as the taxes, we don't get that money. It all goes into
the county and then it's, um, distributed on a per pupil basis. And so, all of the all of the counties get the same amount of money per pupil. >> All the all the districts. >> All the districts. Yes. So, it's per pupil. So, it depends on our per pupil. >> Correct.
>> Um, costs. So, just so that um that needs to be known. And I I did some research on the school finance initiative or whatever. And this this was back like oh gosh I think it was like eight or 10 years ago now. It was like the cost to educate one child and
all of the things that it came up to. And um we haven't even reached that in our p per pupil funding um once once they change the funding to the per pupil funding. And that that's such a that number um with declining enrollments and
the possibilities of um you know the federal government taking some federal dollars to go to privates with vouchers and things but really precarious and and it it really makes a difference just a few hundred dollars per student on on
our funding. it it allows um I think at the um finance committee meeting um Superintendent Coffin just pointed out that um by bringing the additional funding in um like there's some schools that get title funds, they get literacy
support, but our our buildings that don't have have title funds um they don't really have access to the literacy support that we have through the federal title funds. And so that's additional money that we can bring in to support support um learning initiatives. And it
it kind of pairs nicely with the presentation that um uh Mrs. Henry talked about as far as the things we're doing as far as um our um you know our innovations for teaching and learning and the state of the district. So, we
have a lot of things going on in the district. But again, all of these things are really dependent and and the way funding is um it can change in a heartbeat from year to year, whereas this is a county thing. And so, this is something that would be guaranteed and
we would be um this year, I mean, look at how long it took for the state of Michigan to pass their budget that was supposed to be passed in July and I think we didn't get until October. Yeah. >> Yeah. I I my memory isn't as sharp as it used to be, but it just seems like, you
know, we were in a flux as far as not knowing the funding that we were going to have. >> So, we're we're not voting on the enhancement millage, but we just want our voters to be informed. Correct. >> When they make the decision, and our board is just going to vote on whether or not it goes on the ballot.
>> Yes. And I appreciate uh you bringing your perspective on the the funding. I did see a presentation last week that if we adjust uh for rate of inflation, our school funding formula right now is about equivalent to what we got in 1995.
>> So we are yeah definitely not keeping up with the rate of inflation. And I think the other piece too is this is the only way is going out for a county mil enhancement mill that we would have access. It's not something we could do separately on our own. So,
>> um, thank you. All of that withstanding, I think, um, generally, um, I don't want to talk speak for members of the board, but we appreciate additional funding. I'm sure >> that said, that's not what this conversation is about. The conversation
is about whether it goes on the ballot for the voters to decide. And so, for that reason, I I just wanted to make sure that that was clear. And usually I'm I personally am in a am proponent for letting the voters decide and putting it on the ballot. So that is
what will be in front of us at our next meeting is a vote on whether this should be added to the ballot for the voters to decide not whether we're in support of or not in support of uh this millillage. >> Yep. Thank you.
>> Okay. Thank you. Um we are now ready to move on to our next discussion topic which is review of custodial bid recommendations. >> Yes. >> Thank you. So uh I would like to welcome uh uh attorney Jeremy Mottz from Clark
Hill as well as Mr. Luke Kdau and our uh who is our assistant director of facilities as well as Miss Jennifer Kaminsky, assistant superintendent of business service to the podium to present the custodial bid recommendations.
>> So hit the arrow here. Okay. Good evening board. Um thank you for having me. uh Jeremy Moes with Clark Hill and uh I've been uh working with the district for many years now with its custodial services uh operation. And so we're here to give an overview and before I turn it over to Luke with a lot
of the detailed information, I have about five or six slides to go over sort of why we did an RFP, how we did it, and what the outcomes we were looking at. Um so again um as uh Trusty Hinrich uh did a nice job summarizing during the committee update uh the school district
currently operates under a hybrid custodial services model where approximately 70 a little less than 70% of the custodial staff is secured through an outside custodial services contracted service provider. Um and that contract expires on June 30th of this
year. So that gave the district the opportunity to see uh what options it had available. uh what could it do? Could it continue its current um hybrid model? Is there other uh service delivery models out there for uh best uh best in practice and cost effectiveness?
Um so as part of first developing that RFP, the key issues is looking at on the left side of the screen there. obviously the key things that Farmington Public Schools and how it currently operates, understanding that the unique characteristics of the needs of the district um not just you know of what the services that could be provided,
what you guys currently do and unique things and then obviously wanting to look at different options continue with this the hybrid model or maybe a transition to a full service model if that was something that would be beneficial. Um obviously at the other side on the left on the right side of the screen there um obviously we want to
make sure we're in compliance with all the laws as we go through this whole process and the service um that are delivered. And then really why we're doing this is really we're giving the opportunity for the district to see uh you know proposals and look at multiple different delivery service delivery options and to make sure that um you
know you're getting uh information uh that's going to be able to the board and the school district to make an informed decision. Um so switching over here is what really what you know how we went about developing the RFP uh really those key components and the outcomes that we're looking for. So on the right here we'll
start um obviously we wanted to utilize those specific parameters for comprehensive proposals. Again, going back to every school district, and I work with many districts in this area, but every school district's unique, and obviously, we wanted to make sure Farmington's issues were at the forefront um of things that really were
concerning to the district, and how could we uh you know, elevate those in the RFP process to ensure the proposals were addressing the key issues that were, you know, at the key components for the school district. Um establishing the legal framework with in both the RFP and the contract, making sure those were
addressed. Sliding over to the left side, obviously the whole structure, there's several bidding requirements that we'll talk about here later um that that needed to be followed. Um having requiring proposals to be in specific format so the information that was submitted was easily digestible and
analyzed by the school district. having the proper legal documents uh in the RFP to protect the school district. There's a form of contract that was included and that really levels the playing field and making sure everybody submitting proposal uh on the same legal terms. Um
however, we did allow people to uh submit exceptions if they did have any exceptions so that we could do that. But at the base, really the cornerstone of the RFP process is to ensure that we're providing a a platform for individuals
and companies to submit the proposals that the school district is able to compare on an applesto apples basis from company A to company B for the different companies and then also comparing any one of the companies back to what the school district currently does in its cost structures. So it can be a full
analysis, you know, 360. Um so just a brief highlight of where after we developed the RFP and how this process went about. Um the development you know started before January 5th but then the RFP was released on January 5th. The solicitation period was between when the
RFP was released until the due date and you can see there's several dates there but just to highlight a couple. Um there was a pre-proposal meeting that was mandatory for if you wanted to submit a proposal companies had to come to that. Um there was an RFP overview, but Key um Luke took se all the the vendors and
they went and toured uh several of the school buildings so they could understand what the school buildings are like and what the the issues are. And they did that. Um there was a question answer in sess question and answer uh segment that they could submit questions. Those were due by the 14th and the school district turned around um
close to a hundred questions and inquiries with with very detailed answers within probably a day and those were issued back out after that deadline the 14th. I think it was on the 15th or the 16th and then finally proposals were due on the 23rd. Um from that date until
going through the uh board action uh is the contract and all the proposals were uh thoroughly analyzed. Um there was interviews of some finalists on January 29th and obviously we're here today on the 10th and then the 24th with again the end goal is having a contract in
place uh on July 1 to start uh the new contract. Um just some highlighted numbers here. U there was a lot of interest in this RFP. Uh the RFP was was made available on several platforms. I don't know the exact number of companies
that it reached but it was it was many of them. 28 companies attended the pre-proposal conference which again like I said was mandatory which is a significant number um of of of interest and companies that were there. Of those 17 submitted proposals and then as we'll
talk about uh later on in the presentation that was uh willowed down to four uh companies that were interviewed um on the 29th of January. And wrapping up here, um really the ongoing analysis and the information that Luke's going to share is really
focused on these these components and really just we'll focus on uh for for time is is the right side is really understanding and under and uh analyzing proposals for the contractor fit for the school district. Making sure that the contractor has stability. um looking at
references and the ability to perform, making sure that understanding the capabilities and have the they have the capability to perform the services at the level the school district expect. And then obviously uh one of the cornerstones is the analysis is always the cost. >> So um before I turn over to Luka, are
there any questions on the RFP process before we turn over to some detailed numbers? >> Miss Smith. So I know what the RFP means. Oh >> acronyms. Acronyms acronyms. Lou, we got you to smile. I I'm happy
that you're smiling. Usually, you just look so morticianist, but thank you for the smile. RFP. Would you explain that to someone that does not know what an RFP is in the
community? Because then you'll have community members reaching out because you got to remember, you're not just talking to us, you talking to them, too. So, let them know, I appreciate your presentation. It's it's spot on, but let
the community know what an RFP is and what you're really talking about because you're gonna have people doing this and then come back with, well, so let them know what you're talking about. >> RFP is it's an acronym for request for proposals and it is a procurement
document or platform where the district put together all the information and we put give uh we release all the information in a compiled manner that's very uh streamlined to that companies can then
review this the district's current operations and the desired outcomes that they want from a proposal and then the companies submit a proposal to be considered by the school district for potential further interviews and potential contract.
>> Thank you so much and the presentation spot on. I thank you so much. The work that you guys do is always amazing. So, I wanted to thank you, but I w trying to put you on the spot cuz then you look up and somebody be wanting to fo you >> and said, "Well, you know, they had
something quietly they was doing, so I just want you to, you know, >> CA, that's an acronym, too." >> Okay, I Okay, thank you. So, we'll go. >> All right. Um, I have the bid findings
from the RFP and I'll go over it. Um, if there's any questions during it, just stop me and I'll try to answer them. Um, just the purpose of the RFP was our custodial contract, like Jeremy said, is up at the end of June. It's also to
address staffing and coverage challenges to improve predictability and ensure consistent custodial services across the district. and then also to look at additional cost savings for the district. Um current overview, just so everybody
knows, we have a combination of in-house and contracted employees. We call it our hybrid model. Um our current contract company is ABM. Our district currently houses 22 dayshift custodians, two night
foremen who oversee the contracted company and then the district pays for um parts equipments for the repairs on our equipment. ABM covers the labor fees and then currently the district pays for all consumables
which are your toilet paper, paper towel and your cleaning supplies. proposed options. Option A1 is to stick with our current hybrid model where dayshift is inhouse,
afternoon is contracted out and FPS pays for all equipment and all consumables. Option 2 A is same model hybrid us days contracted company afternoons but the
outsource company would pay for all equipment and all consumables. Option B1 is full outsource AM and PM uh custodial with the exception of one high school lead would stay inhouse and then
FPS would pay for equipment and consumables. Option B2 is full outsource AM. We keep the one lead custodian inhouse and then the outsource company would pay for all
equipment and all consumables. Jeremy already went over this so I'll skip this slide. So we narrowed it down after interviews to two companies, ABM, who we currently have, and Sedexo. So, we're going to get into some
numbers. Option A, and this is just so everybody knows, it's a three-year comparison. Option A, remember, option A is what we currently have. Us during the day, outsource company at night, we're paying for equipment and consumables.
ABM, if we went with them, we would save around $40,555. Sedexo, we would actually lose around $138,000. Option A2, same thing we're doing now. Difference is um contracted company would take over
supplies and equipment, consumables. If we stuck with ABM, we'd lose about 1.2 million. If we went with Sedexo, we'd lose around $975,000. Option B1. B1 is outsourced fully AM and PM with
the exception of one high school lead. We would state still pay for consumables and equipment. If we went with ABM, we'd save around $3.2 million. If we went with Sedexo, we'd save around 2.3. Yes. Just a quick question here because I
went through all four of the options >> and I noticed in option A one and two we could see each of the rows of the difference. So in those two options we have um uh have the staff >> y
>> uh and the only difference was the consumables >> y >> here why don't we see the consumables here because isn't the difference between B1 and B2 in uh that in B1 we would pay the consumables >> correct we would pay the consumables
>> so I'm getting ahead of myself but in B1 and B2 I don't see that breakout of the consumables >> I don't know why it didn't make it into this slide. >> That's okay. I just want to confirm what line is it in. >> So, the line that isn't in here is
showing what we currently are paying for the consumables and the equipment where for A for B1, sorry. So, B2 they're going to pay for it, >> right? So, in B1 we're paying for the consumables. But where does that cost
show up in which of these rows? That's what I'm trying to get at. >> Should >> go ahead. >> I think I can answer that. So, this is really just comparing the staffing cost. It's not taking into account the
consumables at all or the equipment cost. We would still have that cost going forward. So it does not it's just comparing the actual staff cost. >> I understand that. I guess what I'm
trying to understand is in option A we did include the consumables cost in the savings. So in this example that's the better example the the uh A2. In A2, you
can see that um the consumables are in the top cost. They're in that 9.6 million and 9.4 million. And so, as a result, we can see that the savings here consider the fact that we're still
paying that cost. When I get to B1, I'm trying to figure out should I back out consumables because that's a cost so that I can compare apples to apples. Do you get what I'm saying? >> Does do you guys get what I'm saying?
>> The way I look at it looks like it's just missing because if you go to B2, you see it there. >> I can I can tell you the numbers. I have them right here. >> So, it wouldn't be in there. >> Yeah, the numbers right there. >> Okay. it it's really that cost would just carry forward. So it remains but we
would save from fully outsourcing the staff piece. >> That's what we're trying to showing >> in this slide >> and then when we we get to the fourth slide >> I'm going to get to it here. you'll see the difference of the additional savings by then
allowing the vendor. >> I may have it wrong, but the way I'm reading it, I'm I'm thinking that I need to take B1 and I need to back out $974,000 in order to compare.
>> No, go back a slide. Go back to A1. A1 you have Farmington paid equipment is >> 1,34,675. >> Oh, and consumables though, right? >> And consumables. So it's 1 1 million
plus 974,000. >> So you don't have that >> because again, so this is the the option A1 is >> the threeyear cost,
>> right? And so we're currently paying 975,000 for consumables. We're paying what we would expect to pay about a million dollars over the next three years for equipment. Same for consumables for a total cost
>> of 2 million. Right. That's feeding into the 16. So, yep. Got it. >> Correct. So now option A2 is saying they pay it correct >> which is why it's not on here. >> So their cost
>> included in the equipment in the first line. >> Right. And so here my question is option B1 is we transfer over the the staff. >> Correct. >> And we keep the consumables.
>> Correct. >> And equipment. >> Correct. So that cost, where is that cost represented? Is it in the 10.927? >> It's not factored in because again, it's just continuing forward. We're going to have that cost. We're trying to show you
by going fully outsourced away from the hybrid model. We would save this amount of money. >> We're still going to have that cost. >> Okay. Except then why did we put it in A1? Yeah,
>> A1 and A and B1 are should be the same, right? >> Because we're still maintaining our staffing cost >> and everything that goes along with it. That's why >> I'm trying really hard. I still I still don't get it
>> either. See, >> you guys get what I'm saying? >> Yeah. >> So, what we're trying to show you is that >> and equipment go away. We're still have to pay those. >> Correct. It's that that's fine. So then in this example, I could just take that 2 million out, the 974 and the 1.34 out
of both columns and I'd get the same I get the same savings essentially. >> Which option are you talking about? I'm sorry. >> So B1 B1 you have to add in the 2 point
>> I think I think Jennifer's point is >> you have to add in the 2 million. >> Yes. for and so that would subtract from the savings >> I believe I believe you should except that it would be on both sides I think >> correct >> so you'd be adding 2 million 2 million
and so the total would be you know now 12.9 and 13.9 and you still have the same savings >> correct >> it would still be the same savings but I think in apples to apples we should have another numbers at the bottom would still be the same
>> yes >> oh Okay. So, it's just not reflected in the chair. >> Yeah, >> I get it. >> Okay. Okay. Sorry. Sorry we didn't catch that at the committee. >> No, no, no. It's okay. I It ends up being a mute point because I get it. The
the savings would be the same, but I got caught up in, you know, I'm could not compute. Could not compute. You know, >> this savings is over three >> order. >> So, the 3.2 million over three years is 1 million a year. >> Yes. >> Correct. >> Yes. Yep.
>> Mr. Rain, >> can I ask why we're uh keeping the one custodian at the high at a high school? >> Um, we're keeping the one custodian at the high school due to she has a year before she's eligible to retire where everyone else started when we did the
hybrid. >> Got it. >> Yep. Um, option B2, um, this is full outsource, full equipment, full consumables and everything. ABM 3.4 roughly savings,
Sedexo, they're very close. >> And so here the wages plus consumables and equipment that 12 millionish is probably the same on the previous slide, 12 millionish, but we still get to the same savings amount. So I get it now.
Thank you. >> Yep. Um, so ABM's uh staffing model, they presented it to us option A1 and A2 cuz now we're just talking about staffing, nothing with equipment or consumables. They would provide 49 12
FTEES. FTEES stand for uh full-time employees um with a total of 53 12 FTEEs. And then if they went with option B1 B2, they would give us 70 and a half
FTEES. Um, just a little bit of background, ABM currently is uh contracted with these districts. If you can see some large ones, Kazoo, Plymouth, Canton, um Lancing's on there. Um some Oakland
County districts, you have Oxford, Rochester, Royal Oak, um Sedexo, um their uh staffing option. So option A1 A2 they'd give us uh 50 12
53 12 um FTEES for option A1 and A2. Option B1 and B2 they give us uh 69 12 uh FTEES. Um Sedexo just to give you a little bit of background I don't have it on here but um they aren't currently in
any school districts in Michigan. They're in 34 different districts in the United States. In Michigan, they're with industrial, so like General Motors, things like that. And then in a lot of hospitals around here.
Um, so current, this is where this comes into play. So current um custodial rates, this is what we pay our F FPS employees. So I'll just use head custodian at the high school. They get 2326 an hour.
So ABM option A1 A2, it's our hybrid model. They are only going to pay their night custodians $18 an hour, $1870. That's a pay bump than what they're currently getting at night. If we went
full outsource, ABM said they would pay their are daytime custodians the same rates that they're currently getting through FPS and then their night custodians would get that pay bump like they were if they went with A1 or A2.
Sedexo A1 A2 their nighttime custodians um be at $16 an hour. their head lead custodians at night would be 2373. Option B1 and B2 full outsource they are
going to honor our AM and PM leads uh same pay rate 2373 and then the other nighttime custodians would be $16 an hour and then they also have an equipment tech at $20 an hour. Um just some background uh cuz we
currently have ABM. Uh teachers, building staff all took a survey in April. Um we got a ABM got a A to a B grade um with the survey. 98% of the people felt like uh ABM custodians were
professional and wellprepared. 98.5% thought ABM custodians were courteous and respectful. transfer. Um both companies said that they would interview our current staff and if they're in good standings, offer
them a job. Um we're estimating approximately, this is just approximately 10 of our employees would transfer to the uh private company. Um some key points to take away. We're familiar with ABM. We have a good
working relationship with them. ABM has also offered two autonomous floor scrubbers for both our high schools valued at $120,000. Uh both companies have uh geo tracking clocking in and out system, mobile apps
for complaints, kudos inspections. Also um they have translators so if there's something a custodian can't understand, directions on how to do certain things. Um, and then in the long run, um, the cost would be less for the district. And
if we went with B1 or B2 or B2, sorry, um, A2 or B2, the companies would take care of the equipment and consumables and save the district money. There any questions? >> Yes. >> Yes.
>> Go ahead. How many I may have missed this, but how many and all um >> employees? >> 22 plus >> 22 We have 22 custodians and then two foremen are the district employees.
>> Okay. Yeah. How much how many are the nondist? >> So like right now at night So at night we have 53 >> 53 at night. >> Yep. That are through ABM. So total we're I think we said without the
supervisors we're at total of 70 77 FTEES. >> Okay. >> Um I wanted to provide a little bit of context. Um this is an uncomfortable conversation. I'm just going to say that
no one wants to have a conversation about um you know impacting people's jobs and their livelihoods and uh adjusting pay. But what I will say is that unfortunately this is a natural
part of the process. Anytime we get to an end of a contract, we are required to be fiscally responsible and go out for bid. And that is what we're doing. As part of this bid though, uh we are
considering whether there are economic um advantages to contracting out more fully than we are right now. To provide some history, um in about I believe 2019,
we did this for the first time. And um at that time all of the custodians were FPS employees both day and night. We didn't have any contracted um employees. Uh for the first time we
considered contracting out and the board at the time voted to do that. Um and I I believe at that time there was about $3 million in savings. And just by the way, I personally dislike labeling it as $3 million. It's $3 million over three
years. So, it's a million dollar a year. So, I don't want anybody to go away thinking, "Oh, that's $3 million a year." It's $1 million a year or said differently, it's over the three-year contract. And these contracts are generally for three years. We entered into an agreement with I'm not going to name the name of the company, although I
remember them vividly. Um, and we had bad um experience. Uh, buildings were not clean. uh we had a very different experience and we noticed that there was a difference between having our own employees and having contractors. It was
so bad that I remember uh it was a factor in my decision making around whether we could open up school during CO. So I was pretty um vocal at the time. I believe that we need school to
be in person for young people. I I don't um I don't think anybody was in favor of especially K through 12 learning from home. That that didn't work out too well. Um but I didn't feel responsible opening up the school building knowing that we did not have uh the um we did
not have contractors in place that could keep our buildings clean. We couldn't find workers that our contractor could not staff up enough to ensure that our our classrooms would be clean. And so that was part of the reason why we were
not able to open up school. Um so when this conversation started, one of my first questions was how is the current contractor doing? So let me actually step back for a second. When the contract came up for renegotiation, we decided that we would do this hybrid
model because we wanted to go back to our previous experience of having better quality. And so that's the the U model that we're currently operating under. and it seems to be working well. Um, before we entertain going the other way
again, complete contractor, I wanted to make sure that the current service provider is actually performing good service and it sounds like they are right. Um, so now I just wanted to give that background to my board members and also to members of the public like this
has been a journey and that's one of the things that at least I've been concerned about over the the past. Mrs. I agree with Miss Williams. Um I too was on the board and um it was disheartening that we were paying people and our
teachers were cleaning the rooms. >> Mhm. >> Um getting the paycheck and you're not cleaning the classrooms. We actually had a um custodian that was
careless and left some cleaning materials out and a teacher was injured with lifelong injuries. Um Miss Williams is covering everything. Um I applaud you for bringing that
information up and out. I don't want to do a contract with someone that because we had some great custodians prior to >> um and those custodians felt dumped on. >> Yep.
>> Really dumped on, no pun intended. Um but right now I hear great things. Mhm. >> with what I'm hearing in the buildings. But I don't want to see another teacher that has to bring in his or her personal
products or has to vacuum a room or clean a bathroom or do whatever because we are not making the right choices because when our classrooms are not clean, we have students that have low
immune systems or have some sort of allergies or just flatout nastiness. And if they don't live like that at home, I don't expect them to do our
staff and our students that way. Our students should not have to come in and the floor has not been vacuumed. Our littles sit on the carpet. >> Mhm. >> And I going in in March reading to classrooms.
I wouldn't want that. I wouldn't want it in my home. So, why would I want it in our schools? These are our precious children. And so, this is why we had a lot of illnesses, too, because of not being clean. >> Mhm.
>> You know, this is Farmington, Farmington Hills. This ain't somewhere else that can't afford a toilet brush or some wipes. >> So, let's make about nose juice, too. >> Yeah, we know about nose juice and slob.
You know, cuz there's slime on desktops, too, cuz I witnessed that at Gil. I rocked the baby to sleep the other day and she >> Yeah. >> So, I want that drool and that, you know, I want all that cleaned up. >> What I appreciate about what I've heard
is that uh there is a consideration for making sure that we keep high standards of cleanliness. And uh I appreciate the consideration of staff including the fact that your question was answered around making sure that our longerterm
employees especially are not negatively impacted. Um, I like the fact that you're giving some thought to and consideration for and requiring the contractor to consider um um employing our current employees at the wage rates
that they currently are. So, they're not experiencing a significant decrease in their pay. So, I appreciate the thoughtfulness that has happened here. I feel a lot more comfortable than I did whatever nine years ago in, you know, um
in in having this conversation. That said, it's not a comfortable conversation to have and this is a big decision to make. Um Mrs. Heinrich. >> Yeah. Just just a couple things. So, I want to just confirm um the ABM company
that we're currently contracting with. >> Yep. >> We brought them in when we went to the hybrid model. >> No. Was that was that the company that we were unhappy with? No. >> No. No. They came in after the company. >> Okay. So, they came in after. So, we're currently happy with the ABM company.
And this other one, >> Teddexo, >> does is just break it into Michigan. >> It's breaking into Michigan for schools. They've been here in the hospital systems and commercial cleaning for many years. they're breaking into the school
sector in Michigan currently. >> So, we we have the opportunity to continue working with a company that we had good experience with. Correct. >> Um we value our employees um in Farmington and so I was pleased to see that the model recognized that there was
an employee um >> ready for retirement and we are treating our employees with dignity and respect. Um just you know again reaffirming um wages were important. We're not asking our employees to do the same work for a
lesser wage. Um so we're we're holding that integrity. We were concerned with um the people on the daytime shifts being in contact with students. So, can you just review for the board um how the
background checks are done and the checks and balances to make sure that um the employees that we have are vetted and just, you know, go over how how that is um >> so done. >> Currently, even right now with ABM
working in the afternoons, they go through ABM's background check, but then they also go through Farmington Public Schools background check. They get fingerprinted. They get um their fingerprints ran through the state of Michigan's database.
Can't remember off the top of my head. I think it's I chat. Thank you. I chat. So, they are vetted just like I am or Jennifer or anyone else who works in our district. So, >> okay. So, there's two layers of that.
And then can you address um how how the company is going to address um when our buildings are being used on the weekends as far as the staffing and coverage for that? >> So they said there is two ways they could handle it. One way would be they
could offer overtime but then it would be at no chart additional charge to the district or they would do a split shift. They'd have some custodians work Tuesday through Saturdays. So no matter what, there would always be someone here for because we have how many Saturday
basketball games or events that go on in our district. >> Okay. All right. And then um I I just went through because it they were talking about the number of staff and everything. So I just counted up all the buildings in the district. So I mean um
>> I I get the the schools, the high schools and the middle schools, but then we have this building. We have the um the central office building. We have the maintenance building, the transportation building. So how is this company
staffing and and cleaning and maintaining these facilities? >> So right now their proposed model I believe is they're going to have same like what we have a day person here. They're adding a day person at central
office. Right now at facilities and transportation, we only have ABM doing it in the evenings and that's how it's going to stay. >> Okay. All right. So, all of our buildings are covered. >> Yep. >> All right. And then um the advantage of having the
just review the advantage of the having the company supply the materials and consumables as opposed to >> Yep. Due to ABM being a national company, they have contracts with I use example like tenant. So they can get
clean floor scrubbers, vacuums at a lower cost than what we could even get. Same with the consumable items. They can get everything at a lower cost. So ultimately, it's saving the district. And then it's saving the district money with like equipment where all of our
equipment's on their last leg. They're going to bring new equipment in. they're going to maintain it. If something goes wrong, then they're going to be responsible of bringing in fill-in equipment or replacing the equipment. Um, I'm not sure if it was ABM, but
during the interviews, a lot of the companies said they like to have a turnover rate of every 5 years they bring in new equipment. A, it's good for the employees, but also B, it's good for the buildings. So, >> so, um, you know, I was at a dance recital in another school district and
then the bathroom, it's like you go in and one of the toilet paper holders was like >> open or whatever the toilet paper. So, if something gets damaged or broken, >> like who's responsible for repairing it? >> So, repairing it would be on facilities. >> Okay.
>> But purchasing like the toilet paper and everything that would be on the private company. >> Okay. And then the custodians do more than just cleaning. Like sometimes like this room has different setups and >> um you know the they set up the cafeterias or special things in the
buildings or bring things in. >> Um so who who's responsible for supervising the custodians in the building during the day like who do they answer to or who do they get their work orders from? So >> during the day. >> So ABM So ABM is supplying a district
manager, an assistant manager just dedicated to Farmington, and that's who the custodians report to, but they're also going to be reporting to their building principles. Work order system facilities will get them set up, how to put a work order in, or they'll report
to their building administrator, and they'll put work orders in. Um they also just when you said about setting up like during the RFP we put floor plans in of all of our buildings with highlights of all the sidewalks cuz in the winter they
will be responsible for clearing the sidewalks why facilities is doing the parking lots. >> Okay. And then I I had one other question and it just sort of floated out of my body. >> We can come back to you. >> Okay. >> Um Mr. Walker and then Mrs. Smith and then we'll come back to you
>> regarding transfers. uh the transfer side. Both companies said that they would interview uh and offer jobs. Forgive me, I don't quite understand that if we have um I'm sorry, a a ABM, we currently have them now. Yep.
>> And for the sake of this this question, if we were to keep them, >> do they have to still rein their employees or >> not? They're just our FPS employees. So, like if we kept doing option A, the hybrid,
>> nothing would change with that. If we went option B, full outsource, >> the night crews would still keep doing what they're doing. If we stuck with ABM, they would just have to interview our FPS employees for the day spots. So, they would have to fill 22 spots.
>> Okay. So, our people would be going over to them. That's where Okay. That's where that's the disconnect. >> 10 employees. >> Okay. Okay. >> Transfer to private company. >> Mrs. Smith. And then >> I I found my question. >> So again, I can't stress enough um how I
want our children to be safe. Um you talk about custodians coming from like Ford Motor Company or hospitals. I've been dealing with two hospitals since December 2nd and I've gone in bathrooms where I've had to come out
>> because of the devil's donuts floating. I don't want to walk into one of our schools with issues like that here. >> Correct. because we have had situations where principles and myself have had combative arguments with custodians
while they're standing around drinking coffee >> when the principal has cleaned the school. >> Right. >> And I'm not ashamed to say who the principal was. She did a phenomenal job. It was Allison Robinson when she was at power. So my thing is I don't want
someone coming in from somewhere else >> not only not cleaning a bathroom but not knowing how to have relationships with students >> and principles. So my or even this the students if you're going to work in these schools and you have gone and
worked in a hospital or Ford Motor Company most of those don't have relationships these are condensed areas we just don't want those kind of situations so I can't stress that enough. >> I totally understand.
just um can you talk about um if if the employees absent like over at Hillside that's a big school and the day custodian doesn't come in and >> lunch needs to be cleaned up. So how did how are they going to address that? >> So um ABM is going to provide five FTEEs
at no extra cost to the district if they're not being used as a sub. They'll be put on special projects like organizing custodial closets throughout the district. Uh checking the battery levels in the machines. Sedexo, they
would use a pool of custodians which they would come from either their hospital division or their um industrial division. >> So they'll guarantee that every building will be staffed every day. >> Correct. >> Okay. And if there's more than five absences, they'll still staff it.
>> Correct. Okay. >> Do either of these companies use um green material? >> Say that again. >> Do either of these companies use green material? >> So they said so the nice part is with the consumables they we have to approve it.
>> Okay. >> So if they say hey we want to use pine sal but as a district we say we don't want them to use pine sal they can't use it. So yes. >> Yes. Um, what about during the summer when school's not in session? What are these employees doing?
>> So, it's summer cleaning. So, it would be taking all the furniture out, dusting from ceiling to floor, um, deep cleaning everything, um, changing filters and the unit vents. So, what they normally do right now, >> so then would the day and night staff be
combined? >> Yeah. So at the high schools they keep it separate because of all the sports and functions but all the other districts or the buildings they would combine. >> Okay. And then when the schools the buildings are closed for winter break, spring break, things like that.
>> Yeah. So right now we allow it depends on how long the break is, we do allow them to adjust. Hey, instead of working nights, if ABM wants to come in during the day and help our day shift custodians, they can. Mr. Walker, you >> mentioned that AB&M um offers two
autonomous floor scrubbers, >> correct? >> Could you um kind of describe that and the benefit that it would provide? >> So, the autonomous floor scrubbers would be one at each high school. I don't know if you guys have been to Menard's. Menard's has one has a big teddy bear on it. My son always wants to run to it.
Literally, if you walk in front of it, it stops, honks a horn to make you get out of the way. If you don't, it just sits there. Um, it will there's a program of a map. It can either do the hallways or big areas that take a long
time for an employee like the gyms and everything. And once it's done its task, it goes to its charging area, parks itself, and charges. And then when it's time for the next cycle, it goes out and does its next cycle. >> My assumption would be that this would
be these would be used predominantly in the evening when there's less foot traffic in the building. Yep. Okay, >> thank you. >> Y >> um I think we got all of our questions answered. This matter will come back to
the board for um uh as a recommendation for approval. So if you have any questions between now and then, please get them to uh administration. Thank you. Uh we appreciate that report. Now we will move to public comment.
Is there any further public comment? This is the second and final opportunity to provide public comment. Calling once, calling twice. All right. No uh public comment. The public comment period is now closed. We'll move to action items.
Um is there a motion? I have it up here if anybody needs it to move the first. >> Yes. >> Okay, I got you. >> Oh, I can. I move that the board of education approve the revised general appropriations resolution for 2025
um first budget amendment as presented at the January 20, 2026 regular meeting and wave the reading of the resolution. >> Support motion made by Trustee Walker, supported by Trustee Smith to approve
the revised general appropriations resolution 202525. I'm assuming that's 2526 first budget amendment as presented at the January 20th 26 regular meeting and wave the reading of the resolution. Is there any discussion? >> Question. Yes. Because of the 2025
2020 25. Do we need >> to do it again? >> Do we need to do it again with a correct dates involved? >> I wouldn't mind doing it again. Okay. >> If you'd like to move it again. >> So I need to uh resend the motion. >> Mhm. >> Okay. Rescending. >> Okay.
>> Okay. And then uh my apologies I closed it up. All right, here we go. I move that the board of education approve the revised general appropriations resolution 2025 2026 first budget amendment as presented
at the January 20th, 2026 regular meeting and wave the reading of the resolution. >> I second. >> Okay. Uh motion made by Trustee Walker, seconded by uh Trustee Rousento to approve the revised general
appropriation resolutions 2526 first budget amendment as presented at the regular meeting on January 20th and wave the reading of the resolution. Is there any discussion? Seeing none, may we have a roll call vote on this, please? >> Yes. Mr. Hall? >> Yes. >> Mr. Walker?
>> Yes. >> Miss Hinrich? >> Yes. >> Mr. RJO? Yes, >> Miss Smith. >> Yes. >> And a yes, Miss W. >> I a yes. So, that motion passes. Thank you very much. Is there a motion for the consent agenda?
>> I move to approve the consent agenda as follows. A, approval of minutes. January 20th, 2026 special meeting. Number two, January 20th, 2026 close session. Number three, January 20th, 2026 regular
meeting. Number four, February 4th, 2026 finance facilities committee meeting. Number five, February 4th, 2026 special meeting. Number six, February 4th,
2026 close session meeting reports. That's it. >> Support. >> Motion made by Trustee Hinrich, supported by Trustee Walker to approve the consent agenda. Is there any discussion? Seeing none, all in favor? >> I. Any opposed? Any abstensions? That
motion passes. Are there any reports from board representatives? >> Yes, >> I have one. I attended the PTA council meeting um last night and um thank you to all the PTA officers um for all the
work that they do for our district. Um the PTA founders dinner is on March 9th and they are going to be sending distinguished service awards, council member of the year awards, ACORN award for student members. Um the new board
officers positions, their cycle is up and so they're going to have um new positions are going to be open and they'll take place in July. So our community members that are active in the PTA, please consider running for PTA
council. Um and then they had a presentation. Uh Dr. Coffin gave a nice um superintendence report. She talked about our lunch and learn peer and ambassador groups and shared she was going to give a state of district report
at the board meeting which was very nice. Um they had a playworks presentation. I really enjoyed that. Um I knew that we had it in the district but they really talked about how they're working with our students. um and they have leader groups and it's a three-year
grant and um kind of looking for additional funding there. Year two of the three-year grant, staffing gave an update. They're um having ACT SAT workshops in March, the boot camp for that. Um there was an advocacy update. The National PTA organization is an
advocacy organization. It's not just cookies and bake sales. Um, I gave a board of education update and then there were updates from um, elementary and middle school and high school principles just talking about what's going on in the district. So, um, yeah. So, that was
great. And I also want to talk about the Oakland County School Board Association dinner meeting. Um, the invitation is out for March 18th. Um, it's uh, on AI, bring your own device. So, it'll be an hands-on thing. And when you RSVP, you
have to look at the flyer and let Colleen know. You have to pick your your entree choice for that. So, um, all board members are encouraged and you get, um, education credits um, as far as our MASD certification, which we're a
highly qualified board, so we like to learn >> fantasticly. And we get to eat while we're learning. Really? >> Uh, any other board reports from board representatives? Seeing none, I'm going to add an agenda item. No, I'm just kidding.
>> Well, you're not meeting a journ. I was going to say that