here. >> Mr. Rent >> here, >> Miss Hinrich >> here, >> Mr. Walker >> here, >> Mr. Hall >> here. >> I myself am here. President Williams >> I am also here. >> Uh we will now stand for the pledge of allegiance.
I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all.
>> Thank you. Can we get a motion to Oh, no. First, we're going to do recognitions. Um, yes. >> Good evening. At this time, I would like to welcome Dr. Lydia Moore, our executive director of special education,
and welcome Miss Dorene Forester, principal of Visions Unlimited, to the podium to introduce our 2026 support person of the year. Good evening, everyone. We're It's our great pleasure to introduce our support
person of the year this year. Oh, okay. Mrs. Dara Weber, could you join us? >> Okay. So, I understand there's a video that's going to be shown, so I'm going to pause.
We are here because you have been selected as the 202526 Farmington Public School support person of the year. >> Sarah is an exceptional pair of professional. Sorry I can't see everybody. whose dedication, creativity,
and commitment to students makes her truly deserving of the support person of the year recognition here at Farmington Public Schools. As a valued member of the visions unlimited team unlimited team for eight years and an educator supporting students for nearly 30 years
in the district, she consistently goes above and beyond to create meaningful learning experiences for students with diverse needs. I appreciate all of you. I appreciate you saying me,
but it's not. It's all of us. All of us together. So, thank you all. So, I just want to take a moment and tell you a little bit about Dara. Many of you may recognize her. She is the face of visions out about in our
community. She represents us. so well. Um, she's been with us for nearly 30 years. For the past eight years, she is an indispensable member of the vision's adult transition program. She treats the motto of success starts here as a p as a
personal mission. Her impact is felt long before the school day begins. She's often divisions by 7 a.m. Um, she meticulously orchestrates the production shop. She manages many of the microenterprise projects at any given
time. But what sets her apart is her genius for accessibility. She has a unique talent for deconstructing complex industrial projects from furniture refinishing to card production into instructional steps that
empower our every learner. Just here today, she was telling me about a lesson that she was uh working with some students on. they had taken looking at the cost of what it would take to produce um something. And she was able to help them see that not only do we
have to consider the cost of the production materials, but also the cost of those um like electricity and water and the other things that we don't often think about. And these are our students um with our most significant disabilities
in our adult transition program. She's a dynamo of resourcefulness. She does not simply fill a role. She creates a culture of possibility and earns the universal love of students, staff, and administrators and families um
throughout the district. So, we are incredibly proud to have her represent Visions Unlimited in Farmington Public Schools. So, Dara, I do want you to I want to present you
with this plaque and then your name will be added to this list of our distinguished support service employees. Um, and this will this hangs in central office. So, you're going to be added to this plaque. So, you're
>> Thank you. Thank you. I really I'm I'm honored. Um the recognition does mean a lot to me, especially because I'm part of an amazing team of people. Um, we are a
very hardworking group. And when you say there's not an I in team, it there isn't. Cuz it's not just me. It is every single one of us who show up for our students
and really push them to succeed. They already know what they can't do. We're there to help them learn not only what they can do, but be extremely successful. And I brought my sign tonight because I
asked every staff member in my building to sign it because they all deserve to be recognized. It's a we. It's not a me. So, thank you all. Thank you so much, Mrs. Smith. Um,
Darra, before you leave, can you stay at the podium? Um, what people don't know, Dar's being very humble. Um, Dara and that staff uh run a phenomenal talent show. Um, you might as well call her the
Stephanie Spielberg of the talent show. talent show is not me. >> Hi, Herb. >> That's a lot of it. Well, just take, you know, take a It's a team. Um I've been able to see um if you haven't been to Visions and seen the furniture. Um she
got some furniture over there that would look better than um Value City and some other places. the these students under her leadership and the rest of visions have done a phenomenal job um with the
incense and the you know pottery stuff. Thank you for your service. You are not just there as a teacher. You're there because you love the students. So I appreciate you. So learn to take a compliment, honey. >> All right. Well, I'll take the compliment.
>> Hey, but you know what? >> May 5th >> Uhhuh. Farmington Downtown Public Library. Come and visit our students. See what they've got to show you. >> What time? >> May 5th. 10 to 1. >> 10 to 1. >> Thank you.
>> 10 to 1. Mark it down on your calendar. >> Just thank you. >> Okay. Thank you for all that you do. We greatly appreciate you and the entire team. >> Thank you. Thank you. And now I am pleased to announce the Judy White Aura Teaching with Heart and
Soul Award recipients. And at this time I would like to ask Miss Cheryl Newcomer to please join me at the podium video. We're going to see a video first. >> Hi Miss Newcomer. >> How are you? >> I'm doing well. How are you?
I have a few friends with me. I hope that's okay. >> I'm going to sneak by you, honey. Okay. We are here today to present the Judy White Aura Award. >> Hi, Miss Newcomer.
>> How are you? I'm doing well. How are you? >> I have a few friends with me. I hope that's okay. >> I'm going to sneak by you, honey. Okay. We are here today to present the Judy
White Aura Award. >> To Miss Cheryl. >> I'm still gonna talk about myself. >> Hi, Mom. So this honor is reserved for an educator who exemplifies an unwavering
pursuit of excellence and most importantly someone who reaches out to their students in unique, creative and heart centered ways. So Miss Newcomer is particularly special because she is a true product of the Farmington
Farmington Hills community. Having grown up right here in the district, she understands the heart of the school better than anyone. So for her dedication to her students here at Power and for the incredible way
that she makes each and every student feel, she is the 2026 Judy White Ara uh award winner this year. Thank you so much. Every year we look for an educator who doesn't just teach, but someone who
transforms the way students see the world. It is my absolute honor to present the 2026 Judy White Aura Award to someone who truly exemplifies an un unwavering pursuit of excellence, Cheryl Newcomer.
Cheryl, as you heard in the video, is a true product of our district. Having grown up right here in our community for 24 years, she has dedicated herself to Farmington Public Schools. Currently serving as a sixth grade social studies teacher at Power Middle School. This
award was created to honor the teaching with heart and soul pledge established by Judy White Aura. Like Judy, Cheryl reaches out to her students in unique, creative, and heart-c centered ways that stay with them long after they leave her
classroom. Why Cheryl exemplifies heart and soul? Respecting uniqueness. Cheryl recognizes that every child is on a different developmental path. She has a remarkable ability to see what motivates each student and build from their unique
strengths. Igniting the joy of learning. Whether it's a water unit or gummy bear government, Cheryl creates authentic experiences that foster a lifelong love of learning. Human connective
connections. Her impact reaches far beyond the classroom walls. From leading the web student leaders and serving as athletic coordinator to organizing the eighth grade DC field trip, Cheryl ensures every student feels they belong.
A caring environment. Her classroom is safe, welcoming, where students feel known, valued, and capable. Cheryl, thank you for your tireless energy, your brilliant mind, and for being the heart of Power Middle School. You are proof
that when we teach with heart and soul, we change lives. Please join me in congratulating our 202526 award winner, Miss Cheryl Newcomer. >> Do you want to say anything, Mrs. Newcomeumber? >> Do I have a speech? >> Yeah,
I came prepared. Thank you so much for this incredible honor. I'm going to try not to cry. Um, I'm incredibly honored to accept the 20th annual Judy Wora Teaching with Heart and Soul Award. To be recognized in the spirit of someone who dedicated
her life to excellence in education and to the belief that teaching is as much about the heart as it is the mind is truly humbling. What makes this moment even more meaningful is that my journey with Power Middle School didn't begin as a teacher. From 1991 to 1994, I walked
the halls of Power as a gladiator. Those years helped shape who I am today, and it feels incredibly full circle now to call Power, my teaching home for over 15 years. When I think about Judy White or's pledge, respecting the uniqueness of each child, igniting the joy of
learning, listening to students voices, putting human connections first, and creating a caring environment. I'm reminded that these are not just ideals, but daily commitments. They live in the quiet moments of encouragement, the patience to truly listen, and the
intention and effort to see each student not just for who they are, but for who they can become. Teaching with heart and soul means showing up every day not just to deliver content, but to build relationships. It means celebrating growth, embracing challenges, and making
space for every child to feel seen. It means believing that connection comes before content and that when students feel known and cared for, learning naturally follows. I would also like to share this honor with my parents um who raised me with heart, compassion, and a
deep love for others. Those values are the foundation of who I am, not just as a teacher, but as a person. I lost my dad this past year and wish more than anything that he could be here tonight to see this and to share in it. I know he would be so proud.
My mom, having you here tonight means everything to me. This honor begins and belongs to you, too. Thank you for being my constant, my strength, and the reason I know what it truly means to lead with heart. In every student, I encourage, and in every moment, I choose connection
first. It stems from you. I share this recognition also with my amazing colleagues at power who share with me um their daily dedication and compassion and to Kelly Knight and Jodie Middleton who also nominated me. They see me. I also share with my students both past
and present who have taught me just as much as I taught them. They are the reason that this work matters so deeply. So to stand here tonight in the very place that once shaped me as a student and continues to shape me as an educator is something that I will never take for
granted. So thank you for this amazing honor and I will continue to strive every day to teach with my heart and soul. Thank you. Um hearing from Mrs. Rhonda Henry, I know why you were chosen.
Hearing your speech, I know why you were chosen. Watching your mom watch you. I know why you were chosen. I I I could tell just deeply in in the way you
conveyed your message, how you teach. It's it's clear why you're a recipient of this award. And I know there are so many teachers who do what you do every day. I want to congratulate you and all of our teachers, but this moment really
belongs to to you. And and I know you're I believe that your dad is watching you and he's very proud of you. Very proud of you as we are as well. >> Thank you. That's new. I just wanted to say um having had the
opportunity to be a recipient of your heart and soul when my daughter was going to power that I can say fully and I think I can speak for every parent who encountered you that not only did you make students feel welcomed but you made parents feel very welcomed when they came into power 100%. And the tribute
that you gave your mother was again evidence of the kind of person that you are. I don't know that I've ever seen well I have one other person who when you walk into a building radiates with joy and energy and excitement before the
first bell. Okay, which is utterly amazing to me and didn't probably didn't even have coffee at the time either. But you you are just you're absolutely stellar. Um, with all due respect to other recipients, this is long overdue for you in my opinion, but this is your
time and I can tell you daddies never forget, never disconnect from their little girls. So, he is looking down and he is smiling and he's proud. >> Thank you for everything you've done. >> Thank you. Thank you, >> Cheryl. Cheryl. Cheryl.
Um, my children were adults. uh now um never had the opportunity to have you as a teacher, but I've had the opportunity to have you as a friend and a colleague as the former um PTA council and be on
several committees with you. I agree with Trustees Williams and Walker. This is long overdue as a longtime membrance of and I'm the historian on here, but I ain't the old one. But um at the end of the day, the
bottom line is um I'm pretty much sure Judy and your father are dancing and saying long overdue. Thank you for bringing your mother here. Um Judy would be proud. You have a lot of ways like Judy. So, I thank you and I
thank um Superintendent Henry and all the others that have um nominated you for this because if I wasn't sitting here, I would have nominated you myself. So, congratulations my friend and well long overdue. >> Thank you.
>> Thank you so much. >> Thank you. All right. Um, we will now move to items from the president. The first thing we need to do is approve the agenda. Is there a motion? I move. Yep. I move that the board of
education approve the April 21st, 2026 special meeting agenda as presented. >> Uh, it's a regular meeting. >> Oh, did I go into special? Yeah. Oh, I'm sorry. Should have went back into my um
Please forgive me. I didn't wear my glasses tonight. Um let me see. >> How about that? If someone else would like to make the motion. >> Go ahead. >> Uh I move to approve the regular meeting
of the board of education Tuesday, April 21st, 2026 as presented. support >> motion to approve the agenda for the April 21st agenda. Uh made by Mrs. Heinrich, supported by Mr. Walker. Is there any discussion?
>> Seeing none. Um all in favor? >> I. Any opposed? Any abstensions? That motion passes. We will now move to announcements. It's April, y'all. And while for some of you whiners, it
may be cold. I see it as bright and sunshine and soon it's going to be warm. It's already been warm. We can stand on a few more cold days. I'm not going to complain. Uh I'm going to keep this. Uh oh, you don't like the cold. I I see it.
I see. It's okay. It's It's brighter. It's brighter. It's sunshine. It is right around the corner. All right. Um, we're going to cut right now and do something a little bit different because I know you just want to hear from me and you want a long monologue. I'm not going
to give it to you. Not going to give it to you today. Today, we're going to watch a clip from North Farmington's um, uh, theater department. Uh, they've got a show coming up and we're going to do a little infomercial for the for
them. I'm going to use the president's report to share uh what's going on at one of our schools. North Farmington's spring musical Joseph and the Amazing Technicolor Dream Coat is coming to town. Um it will be on stage this
Thursday, Friday, and Saturday at 7. And there's also a matinea at 1:00. So that's Thursday, Friday, and Saturday at 7:00. And there's a matinea uh at 1:00 on um on Saturday. If you have not been
to a play, a musical, a show, a jazz concert, any of the things, our arts department is just phenomenal at Farmington, North Farmington, Warner Power, all of them. East, uh go and uh see a show. All right. So, for right
now, I don't know if we can hear, but we I think might be able to see. I'm going to be quiet and see if we can get this going. Thank you to the technical team for allowing us to to tap in to see what's going on right now at North Farmington High School.
>> So this is live. >> This is live. >> So we may not be able to hear it, but I think they can hear it on TV 10. I'll also add President Williams that this is a um a community production. There are students in the uh youth choir
from many of the middle schools and elementary schools. I think over a hundred uh younger students. So while it is at North Farmington and uh the North Farmington kids are um are are involved, but it also does involve much of the community. So
>> that's great. I think we may have seen the conclusion of something. Oh, that you're right. No audio sadly. They just ended act one. All right. All right. Great. Let's give a round of applause. >> That was very colorful.
I'm I'm excited to thank you for that. All right. We will now move to public comment. If you are interested in making public comment, you can fill out a card at the back of the room. You can bring it up to the ceramic bowl and we will call your name. uh public there are two opportunities for public comment. One is
now and one is a little later on in our agenda right after discussion items and before action items. There are two opportunities to make public comment to allow for a variety for times for some folks who like to come in and quickly
get out. They're not interested in the riveting board conversation. I don't know why. And there are some people who can't make it. Uh and so we've got another public comment opportunity later on in the in the afternoon. Um you can only make public comment once though and
so uh we appreciate those who do. Uh the first public commenter is Mr. Loveway and you have three minutes to make your public comment. Please direct your comment to the board. Generally the board does not respond to public comment. >> Welcome.
>> Good afternoon. Uh, I just wanted to start off with a little flyer. I've been a resident of Farmington in Farmington Hills for 50 years. I have three daughters who went to North Farmington and uh, in 2016.
I ran for the board unsuccessfully. Uh, and I just wanted to take a second to say, uh, I've been in this. I've been watching the district for years. I said back then uh we expect the best for our
children in education discipline replace fiscal lining. Uh costs are still high. We have plenty of reserves and the drip drip drip loss of students endangers our neighborhood schools.
It's time to begin building enrollment. And the picture in there is um my seven grandchildren including the two who are currently at North Farmington. I wanted to also update you a little bit
on the green book. I've been distributing the green book that I gave to this board a few weeks back. And in the uh in the meantime, I also gave you my elevator speech and a brief summary in case you
want to go out and uh push the con the ideas in the book. Uh this green book is fix Michigan literacy now, not in 10 years. So far, uh, I've distributed to the, uh,
Michigan State Board of Education, did three minutes of public comment, 42 members of the Michigan Legislature, Education and Appropriation Committees, distributed it to 536
Michigan school district superintendent, Oakland County Commissioners, and uh, Republican governatorial candidates. Uh so I'm making sure that my message gets out and uh that's kind of where uh
what I wanted to do. I've worked it slow. I know it's going to be a significant issue in this year's gubernatorial election. It's number three in terms of issues. I can't believe there's anything that's more important than educating our children,
but somehow uh it's number three in the list of issues that are important to the voters in the state. Thank you. Thank you. Next, we have Ian Gibbons. And after that, I have no more public comment forms. So, if anyone wishes to
make public comment, uh you should fill out a comment card. Otherwise, you can wait until the next opportunity. Welcome. Thank you. Um Charlie would have loved to be here tonight. Admittedly, we didn't know there was a board meeting tonight until I saw the stream go live on YouTube, but happy to
be here. Um we have just come back from our state's competition, ending our season within Michigan, and I'm proud to say that this is our best year ever, and it's not very close. We are ranked ninth in the state overall out of 531 teams.
Um, we became finalists on our field. So far, the worst that we have done this year is finals, which I have a small visual of how we've done this year in our four medals. So with the end of our season in
Michigan, next week we will be attending our world's competition in Houston, which is our fifth or sixth year consecutively going to this highest level of competition and this is our best standing ever to do so. So we're very very excited for this and it's
something that we definitely couldn't have done without your support. Um, this is something that the whole district has come together on a little bit where we're pulling from many different high schools. Your funding, we're getting that new STEM facility that we are so
excited for. It's something that we all work together for and I'm so glad that we could do this and I can't wait to see what we can do in future years. Thank you. >> Congratulations to the Hackbox and to you too, Ian. Congratulations. We're so happy for you. >> Thank you.
>> Thank you. Uh seeing no more public comment, going once. Going twice. All right. Public comment period is closed. We will now hear from uh our secretary. >> Oh, sorry. I'm just still so excited
about the hack. >> Yes. The board received communications regarding the uh Farmington High School IB Castle newsletter, the May 2026 edition. uh response to the Miss Mississippi Miracle Machino Center study, a response to the coffee and
conversation followup, an invitation to the North Farmington High School production of Joseph and the Amazing Technicolor Dream Coat, a proposal to start a theater program at North Farmington High School, uh correspondence regarding class sizes and student achievement, and correspondence regarding grade three classrooms at
Forest Elementary. The board acknowledges all communications and responds as appropriate. A list of correspondents is included in the board packet which is available on the farming public schools website. That is all. >> Thank you. Uh we will now move to legislative update.
>> Uh thank you so much. Just a few things uh coming in uh as the um the the state house and senate are back in session. Uh the department of education appropriation subcommittee uh should have released re budget recommendations
for school a m budgets today. Um, I'll follow up when I hear uh what they are and um MASB's take on those. Um, also um the Michigan Court of Appeals released its ruling on the uh 31A language. Uh
unfortunately the uh the court ruled against school districts and that language does remain in there regarding the waiver of privilege. Um and any changes would probably um have to go in effect until the next grant cycle which would be October 1st, 2027. So um on the
federal side, um the uh President Trump and had released a budget which is $2.3 billion below fiscal year 2026 levels. Uh while it is $76.5 billion, it does um include
significant cuts of K- through2 higher education programs and eliminating some federal programs. Um the National School Board Association will have a um have a take on that which I could share if needed. And then um
also May 20th is behind the scenes at the legislature um and um everyone's invited uh on the board. So that's it. >> Thank you very much. Uh we will now move to our district updates and Miss Rhonda Henry is going to fill in for our
superintendent who is out today. Thank you. >> Thank you, President Williams. Since we met last, a group of district and building leaders had the opportunity to attend the ASU GSV conference uh last week. This conference is a place uh
where educators and technology professionals come together to discuss solutions that support innovative practices with the focus on increasing access and opportunity for all learners. This year the focus of the conference was all about AI, how it's being used,
the impact on access and opportunity and the understanding that human connection will never replace will never be replaced by AI technology. That was that was the main theme. It's here and we're still grappling and managing the incredible benefits while ensuring our
school communities are supported and safe while navigating this not so new technology. Next, we have a few district updates to share beginning with an update on our teacher cadet program. And at this time, I would like to introduce
and welcome to the podium our wonderful teacher cadet teachers, Miss Lisa Shenton from North Farmington High School and Miss Jennifer Michaels from Farmington High School to the podium to give an update on and several students
>> who we met at central office a few weeks ago when they came by to visit. >> Thank you. I can see you are watching our video already. Um, we wanted to be able to I'm Lisa Shannon, by the way. Sorry. I'm Lisa Shannon. >> I'm Jen Michaels, Jennifer Michaels from Farmington.
>> And I'm from North Farmington. Um, and we started the teacher cadet program three semesters ago. Um, and we wanted to be able to share with you some of the mentor teachers perspectives on the program, some pictures from the kids.
Uh, but our students, uh, come to us, basically a quick synopsis. as they come to us for about a week, we prep them for going out into the community and into our elementary schools and middle schools, >> couple middle schools as well. >> Um, and they spend their days there. So,
they leave us, they leave the high school, they go over to the elementary school and they spend um an hour or more in the classrooms teaching lessons, um just whatever the teacher may need. And uh but we thought better than hearing
from us and any questions you had would be >> better answered by our cadets. So here are four of our cadets from this semester. Go ahead. Stop up. >> Yep. Go ahead. Hi, my name is Ellie Capers and I'm a junior at North Farmington High School. And this
semester I've had the privilege of serving as a teacher cadet in the third grade classroom at Forest Elementary. And the best part about being there by far is the small group work. I love being there for the students who are struggling with a lesson and having helping them work through it and seeing
them until it finally clicks and seeing their just like their faces light up when they can finally understand it. And it's incredibly rewarding to see their confidence grow when they realize they can actually do the work. Beyond the academics, what has meant the most to me are the connections I built with the
students. There's nothing quite like the feeling of walking into the classroom and seeing their faces light up just because I'm there. What surprised me most is how much I've learned from them in return. I wasn't thinking I was just there to teach, but the cur their curiosity and the way they approach
challenges have taught me so much about being a leader. This program has strengthened my patience and without a doubt confirmed my dream of becoming a teacher. Thank you so much for your time. >> Good evening. I appreciate all of you for taking your time to support our
teacher cadet program both at Farmington and North Farmington. My name is Lincoln. I'm a junior at North Farmington. And at the end of my day every day, I head to Steam Academy to be Miss Lee's teacher cadet in kindergarten. I'd agree with Ella on the
one-on-one work with the students is by far my favorite. As an aspiring teacher, it's great just to be one-on-one with the students after a long day. I think it's great experience for the Farmington District for future
careers. As someone who wants to get into teaching, this is definitely a resource that not every district and not every school has. Um, I think it's beautiful. I think it's a one-of-one experience and I'm grateful for every day and I and I appreciate you guys for
supporting it. >> Good evening. My name is Tiana Clemens. I'm currently a senior at Farmington High School. I've been working with Miss Laram's eighth grade class at El East Elementary. No, East Middle School, I'm sorry. Um, I can also agree with my
fellow cadetses. The building of relationships with the students is like definitely the best part. They greet me every time I walk into the classroom. Like they're always jumping like to tell me about their days, you know, what's going on, this assignment that they had, this teacher they don't like, all that stuff. And it it really is like it just
feels it just makes me feel so warm like how quickly they accepted me into their classroom. They kind of just see me as like another person in their life now rather than just referring to me as like oh like that's just the one girl from the high school. Like they always they tell even like new people that come into the classroom like oh that's our teacher
cadet. That's Tiana. Like she's great. And I've also recently been accepted into the Golden Apple Scholar program which is a program for aspiring educators here in Michigan. I'm very excited. they not only, you know, give academic support but also emotional um financial and they do help with job
placement in the future. So, I'm very excited to be doing that every summer for the next five years. Um, but I also really want to thank Miss Michaels and >> Miss Shing for giving us the opportunity
to do a program like this. I think that starting as early as possible like in to being prepared for education education career I think is really the best thing that we could have right now. >> Good evening. My name is Jenna Brown and
I am currently placed at Beach View. Um I have done this class for three semesters now cuz it's so super awesome. Um my first semester I worked in Miss Jackson's first grade class and for this year I've worked in Mr. Coocher's second grade class. So hearing that I have been with some of my students for about a
year and a half which is so awesome. My favorite part about this class is building relationships with all the students and even getting to continue some of those relationships. I couldn't leave them. Um I also love seeing how much they grow throughout the year. Me and my teacher were just reflecting back
the other day on how truly how much they do grow over just the course of a year. It's so amazing. Um yeah, I think that's it. And I would like to thank Miss Michaels and Miss Shenten for this opportunity. It has been so awesome and so impactful. These students have made
such an impact on my life personally. They've taught me so much about myself. Awesome. Thank you. >> I I just wanted to add um that I I've been in this district this is 30 years. I mean, I'm getting I'm getting up there. that um this has been a really
exciting opportunity to um take the the lighter ends of my career and start to to pass down the torch. Um I was really excited to be able to be a part of this. So, thank you for supporting that. Um but one thing I am noticing is is how
much this work-based learning is really affecting the whole big picture. there is so much growth, responsibility, communication, leadership, maturity, um all the things that you can't always get in just a
four-door four-walled classroom and things like that. So, um I applaud you all for supporting things like this. Um I hope we can see more things happening and growing. Um again, these some of these cadetses are continuing and they want to do it again and they want to do it again and it's not just to get off
campus. Um I know I know that that is kind of fun but um their just experiences have been incredible. Um at the end of the at the end of the class the cadetses do share like a portfolio slideshow type of a thing with us. And I
mean I get teareyed just listening to their growth and their experiences. And some of them have had their eyes wide open like I had no idea what this would be like and how hard teaching was and how much I love it. and I for sure want to become a teacher. And then there's
some that are like, well, I love this experience, but this is a lot. This is maybe not it. So, um having these small opportunities for them to see that um bravo board for for getting this going really. It's it's it's really great. So, thank you. >> Yes.
>> Um this question is to any of the cadetses. What drew you to the program to begin with? what what was your interest in I guess in teaching or interest enough to make you want to get into the program and then find out more?
Um, well, my friends did it first semester and they put me on to it and I was like, "That sounds really fun." And I've always wanted to be a teacher and I love working with kids. And so, my friends who did it really told me to come do it and come try it cuz they knew what I liked. And I thought it was an
amazing opportunity to come into an actual classroom and just see what it is really like instead of somebody just kind of telling me how it's like. >> Um, how many students have this experience? Well, every semester is a little
different. Um, when we did our pilot, our first semester, we kind of had to handpick some students to say, "Will you drop your electives to try piloting this?" Um, and I can only speak for we started off with six and then it turned into 10 and I am currently at uh 15. Um,
we just got our numbers and we have 27 signed up for next next year. Yeah, >> that's wonderful. >> It's about the same. We started the first semester with 12. We moved to sorry we started the first semester with 12. We moved to um
19. No, we went 12 I'm sorry 12 15 19 um and I have 48 asking to take it for next year. >> Wow. Great. >> How do how do students find out about this opportunity?
>> Uh a lot of word of mouth for sure. A lot of word of mouth. Um, I know we were letting our counselors know that this this is available and we when we do like a big electives type of a commercial during our flex time. Um, so we showed
that. Um, there is a couple of stipulations. You do have to have transportation. You have to have a car and you have to get there and that is the tricky part for some students um is transportation. Um, so that that's kind of the big message we send. >> And we do have a lot of students who are
retaking. So I also have students who are on their third semester with me. Um, and we have worked a little bit with the car issue. You know, I have some students that I was able to put them in a car going to the school with um, another cadet and then they lived in
that subdivision. So they were able to walk home after. But transportation is kind of tricky. So um we really look at transportation. We also look at their attendance to be honest. We want to make sure that if they are signing up for this that they are going to be those
little people are are counting on them every day to be there. So we want to make sure that that is something >> miss uh Mrs. Smith and then uh Mrs. Heinrich. >> Um so do you have students? Well, I
wouldn't imagine you would have any because of the students you have here. You don't have any students that sign up and say that they're there. How and then they're not there. Is there some way where you can track? And by the way,
great job um this weekend at in The Little Mermaid. >> Thank you. We were pretty proud of him. Thank you. Um we do track them. So, uh, I have a group me that the kids when they arrive, um, they immediately like
will group me, message me that they've arrived. That's how I take attendance. Um, and then I leave North Farmington and I will drive out to the schools and do quick popins. And a lot of times they don't even know I'm there. I'm just like peeking through the little holes in the >> in the window, but I'm just doing a
quick um check that they are there. And and we also have um attendance sheets, >> the mentor Okay, >> there's a verification form. >> Every week they turn in a form that's signed by their mentor teacher that says when they were there, what how many hours and all that.
>> They can also get some community service hours, too. Um, when the school day ends at 2:40 at the high school, if they extend their day till the end of the elementary day, um, they're gaining community service hours, which is which is awesome, too. Yeah. But yeah, that's
that's how that that works. Hey, Mrs. Hinrich. >> Yeah, I I just want to thank you for developing this program. I I know there's not a college class that you took how to, uh, you know, run a teacher cadet program. So, just the innovation and the, you know, the dedication to
actually develop this program. Um, I just want to commend you on this. Every time I see Mrs. Michaels, it's my daughter Rachel's a Spanish teacher because of Mrs. Michaels, not because her mom was a teacher, but because of Mrs. Michaels. um you know and she she was amazing.
>> It was early in your career and you know inspired my daughter and you're you're continuing to be amazing. And how fitting you know to have Shell Newcomer here um with the Judy White aura, you know, teaching with heart and soul.
Um yeah, my my daughter Kristen graduated with the Cheryl. So yeah, so I mean I have connections here, but yeah, I just want to commend the the the students. I mean, what what better profession where you can go to work every day and make a difference in the life of young people and so to be
modeling that. Um I you know I really commend you because there's a shortage of teachers and and what a great way to um introduce this. Um one thing you said about transportation um are there high school placements like do they have can your can your teacher cadets work within
the high school classrooms? I you know we are a work in progress and we are lifelong learners and we are always willing to grow and change. Um I would say that um I I don't I don't know that that would I don't know um it's always a
possibility but they see the high school day right now as students. So we used to have teacher aids way back when we had teacher aids. Um, I don't know that the high school has come into a discussion
point. Not to say we couldn't consider something like that. Um, but I would say most of our students are are at that elementary. We are um pushing into the middle school which is awesome too, but their school day ends short. It's a shorter experience and we only have this
one period at sixth hour when we have flex involved. it might, you know, just driving to north or driving to that travel time cuts into that. So, um, elementary seems to be the sweet spot at the moment. Um, but it doesn't mean we
can't find ways to make it happen. Um, I know we've got some requests at the early childhood center, too. Um, they would really like the word's getting out and they want our they want our cadetses. They want them. So, >> we're always willing to think. Definitely.
>> Um, These students will never forget you. They will never forget the time that you took. Sorry. They'll never forget the time that you took to listen to their stories to help them understand.
And most importantly, they won't forget how you made them feel about themselves. And whether you go on to a career in teaching or not, you have already made a difference in the lives of these children in a permanent and wonderful
way. And so thank you. Thank you. I just want to Oh, go ahead. >> Go ahead. >> No, no, please. special. >> So being a mentor uh to to teaching I I believe that I believe that all anybody
students, parents, friends should be mentors and have a and have a mentor. And by doing that, from what I noticed from me running a tutoring uh program that it seems like
the mentors get more out of it than actual students because now they understand why they're making that connection. They're they're seeing the difference in that kid and it and it gives them the motivation to continue. I
applaud you for recognizing this skill. because anybody can be a uh a a teacher to someone even if it's a small difference. And I implore you to try to recruit as many of your friends as possible because it's a twofold. It
helps out the teacher that you're helping out because it's helping them re learn the the skill set that they're going to actually need and it's coming from not a authorative type of person
but a buddy. And so by having those that dynamics with that particular students, you're so far ahead far far ahead than any of your colleagues and continue to teach what you learn. So I applaud you guys to actually recognize this this as
a as a as a great way of getting to a teacher anything that you do. Thank you so much. >> I think and um as Trusty Hinrich mentioned I I don't know if it was intentional or not to have uh the you know the uh the award winners and then the the cadets at the same time. But I
think it's great. I do want to applaud uh you I think hearing both uh from um Miss Newcomer and the students. It's the ability to show up every day and I think um as uh Trusty Bloud mentioned um I think that's important and I hope that
one day uh all of your names are on that plaque at some point. So >> I yeah I I I couldn't agree more. I'm most excited about the fact that Jenna and um Ella Lincoln and Tiana that you
will be future Mrs. newcomers at at at a minimum, you know, the ability to come back. Somebody said something about job placement right here is where it's at. Um, so I'm I'm really pleased by that. I'm I'm also
impressed by the district in this moment because um I think we've all been talking about um innovations in this space, particularly at the high school, and giving more of our our high school students an opportunity to get outside of the classroom and get into uh career
exploration. And that's exactly what this is. learning about what you like to do, what you want to pursue, and maybe even what you don't. Um, now in in in the as part of your high school experience with some of this work-based learning um opportunities outside of the
classroom. I'm so glad to hear so many people are taking that up. I want to see more of that in in other um uh areas, creating more pathways into, you know, great careers. This is a beautiful step
in that direction. And uh I couldn't be more excited for you and more excited for those that are going to come after you. Thank you for what you're doing. >> Thank you. >> Yeah. >> Thank you again to our teacher cassette cadet program. >> Yes. Next, we have an instructional
programming capital planning update to give you. As mentioned at our last board of education meeting, you'll be receiving information over the next few weeks regarding our 10-year planning efforts. Prior to the last meeting, the board heard from Plant Moran Real Point
on the work that they've been doing regarding the 10-year facilities study from the infrastructure view of the plan. This evening you will hear from TMP architecture on the work they have been doing in partnership with plant Moran Real point as it relates to
programming needs. The board has requested an allin plan for the next 10 years now that we are at the end of our last 10-year planning cycle. This information is based on feedback from stakeholders across the district and
connected to our work in reimagining learning environments. Another reason that this information is important is that the district will have the opportunity to place a request to our voters for a zero mill increase bond
request on November on the November 2026 ballot. This means there would be no increase in the current debt millage rate currently collected to support our district bond payments. As the board is already aware, the resolution for this
request would need to be approved at the second June board meeting, which is June 19th. This evening, the board will hear from members of the TMP architecture team. They will share a presentation with the board and ask that you hold
your questions until the end. I would now like to welcome Miss Gail Alivado, President Chief Mark Marketing Officer with TMP Architecture and Miss Carrie Cini, vice president of
interiors, also with TMP Architecture to the podium to provide a brief update on the instructional programming work as part of our capital planning process. >> Thank you. Um, just gonna
See how I was do we >> I'm not sure. Do we need to >> Yeah, it doesn't look like it's >> Here we go. Oh, perfect. >> I want to say share maybe. >> Nope.
Why is it doing it? There we go. >> Come on, Jacob. all shared as a PDF rather than slide deck which is why it shows. >> Okay, thank you so much for uh inviting us to give you an update tonight. Um we
are going to this we are still in the process so we're going to uh just we're going to try to answer all the questions but as I said uh right now we are connecting ourselves very closely with plant manpoint so that we're kind of
marrying both the program needs with the I call it the bricks and mortar uh facilities condition assessment needs. Uh so tonight we're going to focus on the program needs uh the creation of a master plan that really uh prepares your
facilities to meet the unbelievable things you're doing here. I you know I was in tears too standing here or sitting here listening to all of these great programs and people and uh and we're here to make sure those facilities support that because you're doing
dynamic innovative things here and we have to make sure those buildings keep up with that. So we're going to provide uh a little bit of the feedback. Uh there's just hours of feedback, but a real succinct view of what we've seen, some summary ideas about the themes. And
we've got some nice images that actually reflect on some innovative spaces that we see could be captured in the future to support some of that realworld uh training that's going on and the uh collaborative uh training that's going
on in the buildings that supporting this the whole model that that you're embarking on and then we'll talk about next steps. So to begin, Carrie shared this with you a couple months back when we started this process. The the blue star indicates kind of where we are
today. Uh we've been very busy uh walking all the buildings, talking to administrators, talking to district leadership, and and really pulling all of those findings together. Uh Carrie shared some of that with you, and we've
uh we've shared information with the parent ambassador network. We're using them as a feedback mechanism as well. And you know based on what we've been learning, we've come up with some common needs really among all building levels.
And we've we've also in starting our investigation of how do we meet that? We actually start with the idea of developing guiding principles. They're the tenants that guide our team as we do envision how do we change the walls and
floors and ceilings and support spaces for your programs. So with that, Carrie's going to go through some of those guiding principles and just kind of set the stage. >> Yes. Thank you, Gail. So when we look at the guiding principles,
when I met with the board back in March last month, I showed these five drivers of alignment. And they might have been in process at that point, but these are drivers that we worked collaboratively with district leadership to help co-author what these five drivers are.
And these five drivers led us to they drove us to these these 12 guiding principles and I will go through them quickly here but what you see them you see them 1 through 12 and these were prioritized by the parent
ambassador group. So it was really wonderful to see where their priorities are and what they feel should be prioritized as we looked as we look through this master plan. So number one, create spaces for exploration to support hands-on learning. So steam, CTE,
robotics. Two, improve the functionality of our facilities, comfort, acoustics, lighting. Three, create student centered spaces that support collaboration. Four, develop collaborative professional learning spaces.
Five, improve performing and fine arts experiences. Six, provide equitable shared spaces adjacent to classrooms for individual and group learning. Seven, create accessible outdoor spaces. Eight, transform classrooms into flexible,
adaptable learning studios. Nine, transform indoor and outdoor athletic facilities and amenities. 10, improve visitor management, wayfinding, and building zoning at all schools. 11, expand early childhood facilities. and 12 create a strong
cohesive visual identity at each school. And these 12 principles were given to first district leadership and then the parent and parent ambassador network based on everything we learned through the program assessment from talking to district leadership, talking to building administrators and some teachers while
we were on site and and seeing really every inch of your buildings. So then we go into conceptual vision and feedback. So these conceptual vision, these are um master plan concepts. We're going to just show you a snapshot
because they're still in process, but we presented the conceptual vision to the parent parent ambassador network and we presented them in these color-coded plans. We ran through them, ran through the vision and really got
their um got their feedback through an interactive process. So we asked them a bunch of questions. We did it in a small group setting. So there was collaboration amongst the group and we obtained feedback from these parent
ambassadors and we had quantitative feedback where we actually through the numbers we got some really good data. So we took those 12 guiding principles and then we asked the parent ambassadors rank them against the guiding principles rank each concept. So for example they
ranked the concept of Gil Elementary against each of the guiding principles they gave it if they marked it positively impacts we gave it a two slightly impacts means one does not impact means zero. So it was a really great way to look at the data
quantitatively and then also qualitative feedback is so important. So you can see some of these actual raw data sheets that we have scanned in. We have so much of this data but these are the questions that we asked them and you're going to be able
to preview some of the responses. But we asked them did we miss anything? We want to know what are we missing from the concepts? How might these new learning environments enrich students lives? and do these environments support future ready skills and especially sitting
through the presentations of how important those future ready skills are and they are already well on their way to being developed at Farmington public schools. So these are some shared themes across the tables the parent ambassadors
um with answering the question how might these new learning environments enrich students lives um stronger sense of community and belonging at the beginning of the presentation um I think Rhonda was talking about how AI will never replicate stu human connection so that
is so important um motivation and engagement um moving away from desks and rows to support better interaction and group learning and collaboration spaces prepare students for the professional world, building soft skills and focusing on the whole student
experience and do these environments support future ready skills? Strong strong agreement on that. Um there was an emphasis on collaboration, creativity, the four C's, citizenship, community, student choice and agency. Um, teacher collaboration
space is seen as essential for both academic and trade-based learning. Another thing we have learned throughout our work with the district is how valued and amazing each of the teachers are. That has come through in every single building we've walked in every conversation we've had and hands-on
learning opportunities are valued and supported by the proposed environments. And then across um the tables and all the concepts and all of the feedback, it can be organized into five major themes. So this is a really good takeaway. Um program fit and adjacency issues,
especially for steam, need refinement. Um safety and security, particularly around glazing, remains a priority. Wayfinding, zoning, and office classroom relationships may need further study. strong support for collaborative, flexible community building learning
environments and outdoor spaces in site circulation need more attention and so valuable for us especially drawing us to hey these are the matters that need more attention which is in in turn going to help us um provide better master plan concepts.
So, themes that have kept bubbling up through all of the conversations we've had, especially with the parent ambassadors, and I'm going to go through some images. I'm going to go a little bit quickly, but if you need me to slow down, I can definitely do that. Um, but
fitness and athletics has consistently come up and I connected them to um some of the skills in your portrait of a learner. um natitorium and spectators, how important the community is in all of
these athletics programs. Looking at a complex again, the community, parent, student, spectator experience, maker spaces, STEM and steam. So very important. You can see how an environment supports that just by the flooring finish, um the ceiling and the
architecture and the lighting and even the duct work being painted a different color. CTE, fabrication and robotics. Really looking at what that space communicates on on what you can do there and what it supports. Commons and collaboration space doesn't
need to be anything fancy, just some really good furniture and visual display. Reimagining media center and common. So really looking at the utilization of those large spaces and how can we think of them a little bit differently.
More reimagining of media center and common spaces reimagining classrooms. Another image here. And also learning support. So spaces for learning support and intervention. being able to pull out small groups, even
looking at how um learning support can push into a general classroom as well. And extended learning environments, so spaces to break out of the classroom with passive supervision in mind to maximize that safety and security.
and more small groupoup gathering spaces and really spaces that support groups of all sizes whether it's small group, large group, full classroom and then Gail is going to talk about next steps. >> Okay.
So we're we are in the process of uh kind of wrapping up some of our thoughts and plans as it relates to uh the optimum environment the the long-term master plan but as we know and and Rhonda mentioned in the beginning there
is this opportunity for zero increase the mill rate which is a certain caps at a certain amount. a master plan is is likely going to be much broader and bigger than that. So, we are not uh
sitting back and going, "Oh, well, here's the master plan." We are working very hard uh to recognize this. Uh this this uh image just shows where uh Farmington schools is at uh slightly above the three mills. Oakland County
average is 6.44 mills. Another statistic that I wanted to share that I think is is uh for me I always like am shocked by a couple things on this but when there is a zero mill opportunity and it's put
on the ballot passes 79% of the time. Um obviously increases uh are not as successful. Uh up to a mill 54% of those pass up to two mills 45. But even more interesting is when there's a decrease,
it even is not as high as zero. And kind of the, you know, the idea that unfortunately not of all of our voters are as um they don't dive into all the details, but when there's something strange or not simple to understand,
they start questioning it. So when there's a simple opportunity that they can just, you know, wrap their arms around and wrap their head around it, it's it's really a great window of opportunity to take advantage of. So what are we doing?
Well, right now, uh, TMP and Plantaran and, uh, Farmington Public Schools leadership, we're working together to explore how do we take this master plan and how do we phase it so that you're always moving forward to meeting the
optimum uh, while taking the priorities right now and addressing those. So, that is happening right now. Uh the district is intending to go in May for a survey through Epic MRA to actually test some
of the scope um you know what do you feel about this that and and get a feel for what is going to excite voters excite community members um and what they might need to have education you know good communication tools created
around uh we are meeting again on May 7th with the parent ambassador group to uh unveil the secondary school master plan ideas and then through miday and early June we're going to be analyzing all that feedback um looking at that
phased approach uh wrapping up the deliverable of the actual master plan. So there's almost like two reports going on here. The master plan document which is a long uh kind of road map and then the the shorter version taking us to November and obviously the June 16th
date. than the potential recommendation and resolution on that. Um with that are there any questions talk about >> uh so the the three I mean the the mills
having the zero mill increase >> is that the same thing as the bond proposal or is the 2026 bond proposal in addition >> no that's the November 2026 opportunity for the zero. Yes. >> Got it. Okay. So, it's the same >> same. >> Awesome. Thank you.
>> You're welcome. >> Any other questions or thoughts? Yes. >> Yeah. If if you go back, I noted on slide nine. Okay. >> You had a you had a rendering. Is this one of our buildings or is this just
something that you've done with other buildings? This is a sampling of some of the elementary buildings, but yes, these are Farmington schools. >> So, these are like when you Where's the one where you wanted to um
build a new pool and add a gym to it? >> The high schools. These are elementaryaries. I think they're these are all elementaryaries. Uh we're still investigating some options there because the site is limiting us as to some of
the earlier locations you saw. So we're actually had a big meeting today on that because we're looking at two or three different options for that. >> I actually I actually just realized and I'm sorry I misspoke. Upper upper leftand corner. >> Okay. Oh, it is.
>> Yes, that is Farmington High. >> Which one? >> It says demolish pool and the demolish the existing classrooms and put in a new gym and a new pool >> and the third floor. >> These are just concepts that have not
been vetted with the parent ambassadors either. So I I will add uh I attended uh one of the parent ambassador meetings and we did not get a chance to look at the high schools but we did have a look at several of the elementaryaries and most
of the thoughts were around better or more optimizing space putting um uh groups together where it made sense. Leveraging the current uh lighting better within the um organization.
creating more zones, if you will, around the school to make this a distinct sort of gathering and play area and this a more distinct uh learning environment. Um, I thought it was pretty interesting. Uh, there are some of our spaces like
Warner, I think, that have already done a lot of that work as part of our bond work and have some really great um, collaborative spaces. and there are other school buildings that kind of don't. Um, and so try trying to create more par across our elementary schools
and middle schools at least is what I noticed was part of the plan. I think there's a lot more vetting that needs to be done. Uh, because we got some good parent feedback particularly at Beach View where they were like, "No, I kind of like what we're doing." >> Yes. >> Uh, yeah.
Um, but there are some areas where, and I think we've had this conversation when we've toured other schools that, you know, there there's a there's a lot to be desired in in terms of um uh the difference between some of the newer
spaces and ours. Uh, and I what I really appreciated and liked was the introduction of natural light into schools that didn't have it. Um, and also, you know, something I've been a really big proponent of, uh, often, you
know, the the library is a wonderful space. We're not getting rid of libraries, but, uh, they're underutilized in some areas. Some of our schools use our libraries a lot and some of them don't. When I think about our high schools, as an example, the lunchrooms are used like a couple hours
out of the day and then what? Like that. that could could be a lot more done with those areas. And and I imagine at a high school where you're not going to the library as much as you are when you were in elementary school, combining those two spaces and maybe creating in, you
know, one of those other spaces, the STEM facilities that we're looking for or the maker spaces that we're looking for. But that's the point I think of some of this discussion is how can we better utilize our buildings? How can we maximize the space that we have um and
really identify those pockets that aren't being utilized to their fullest? >> Any more thought? Yes. >> Yeah. Um and I do appreciate that you also looking at uh some of the uh outdoor space. I did like the natural lighting theme uh for sure. And um also
I think I saw one of the cards about you know safety as being priority. The the pickup and drop off lines. I know as a parent who's been doing it for, you know, 10 plus years now, those are always a little bit um scary. >> Yeah. >> And I think you you have considerations
in there, I think, from from a better access point for that. So, thank you so much. >> Yeah. Yeah. It it just seems more fiscally responsible to use the bones of our buildings and, >> you know, re reorganize the spaces within the the things. I mean the the
new central office is a good example of taking an older building and >> repurposing it. Um yeah and some of the things we've done on on slide 15 you talked about safety glazing and I just didn't understand what safety glazing was.
>> Glazing is transparency. It's glass and and there are two schools of thought. More transparency isn't safe and more transparency is safe. So, it's, you know, we're investigating what that the reaction that Farmington schools has to
that. And it's it's very different in every district that we we work with. So, but that is definitely an important aspect that that we're getting our arms around in terms of moving forward with the um you know, the vision and the
potential changes to the facilities. the the introduction of collaboration and adjacent breakout spaces, >> you know, they're they're more they're safer and easily supervised when there is transparency. And so, you know, it's
things like that, but you know, someone would say, "Oh, but that's, you know, somebody could see into that that's not safe." But the way we're anticipating um the vision for these creating these smaller learning communities that actually are all are kind of locked down
if something should happen you know elsewhere. So they they become much safer than just an open school that's you know they call it kind of cells and bells you know rows of classrooms where you can't really see or understand
what's coming at you. So we're, you know, we're working through that with uh district leadership to understand where their you know u comfort and and their uh vision is for that that aspect. >> Yeah, that that that makes sense. If
you've got kids working in small groups, you want to be able to >> see what they're doing. >> Passive supervision. Yes, >> Mrs. Smith. >> Passive supervision. >> Yes. >> Yeah. >> So, thank you for your presentation. All of this makes sense. Um, but me being
out there in the community, I do hear rumblings. Um, I do agree with President Williams. We do have, especially in our high schools. Your, um, lunchrooms are not used other than first thing in the
morning when students are running in and getting something. They're not in there eating. They're grabbing and they're going. Um in the afternoon you have three lunch hours. Um and most of those students don't use that lunchtime to use
those facilities. Um and our lunchrooms are huge. Um in our high schools um they're eating in the hallway. They're going to restorative practice or even to our media text. So we can make something kind of friendly for them to want to
come and stay and take part. But I've also heard in the community um we constantly hear thank you for building a steam room. Not a sauna but steam
stem. >> I did not vote for that to be a STEM steam. I voted for that to be a multi-purpose room. Yeah. >> And I feel um that I was put in a bad situation because I voted for that and
now I'm constantly hearing, "Thank you for building steam STEM room for us at another building." And now what I'm hearing in the community is parents don't want that. They have kids that are in other uh vocational uh programs. They
have things other than STEM or STEAM. So, if we can build things um solely for it not to be and and I know I'm going to get some kickback and some feedback. Well, my kid loves STEM steam, whatever.
I'm not knocking that program by no means, but there are other programs here in this community that would love to be looked into. We just had um Miss Williams try to have us watch um the
plays. Our performances in our schools in our fine arts program is amazing. So I don't want to slight any other student because of another program. Thank you. >> Absolutely.
>> Yes. So piggybacking off of Trustee Smith a bit and I apologize if this was talked about when I stepped away, but as you're conceptualizing, how is at what point are the conversations about innovation and the thoughts about academically and
educationally where we want to go? How are these two very desperately separately pieces beginning to come together so that um that it matches up with what you're talking about? so that we have buildings that represent
programs that are thinking and receiving the fullness of what we're trying to do. How are those conversations coming together? >> That that's a great question and first of all we want to I mean props to you for going in eyes wide open because when we talk about this master plan that's we
think far out and we think more in an ideal context. So that's important to know your master plan vision. That way, anything that we do first in this potential November 2026 bond, we know that it's moving towards that master
plan. It's starting to chop off a little bit of that scope, but that master plan is so important that we know that you're not spending dollars that you might have to undo in the future. So, we know what we know what letter Z would be. So, now
we know what letter F or G is, if that makes sense. Okay. Um I I I think what I would like to hear, and I'm just speaking for myself, as we continue this process, is increased conversation uh around, okay,
>> we're we're starting to lock in on what we want these designs within the buildings to be. This then aligns with the educational vision that our leaders are putting together. These are the kinds of things that we think we would like to see happening in those places
and spaces so that everything gets a touch and in the best possible way. Obviously, as mentioned, we don't have with the with the with the enhancement, we don't have all the dollars to hit everything that we would like to have, but to try and get as close to that
bullseye as possible. I'd like to me personally, I would like to be able to hear some more conversation about how these things are starting to come together. >> Yes. Yeah. And as we continue down the road to uh you know to that final kind of master plan vision as well as the
November 2026 scope um all of the deliverables the program assessment synthesized data all that are those are major reports that you will be able to you know read through and and literally they're hundreds of pages of of what we
have learned you know starting with digesting your strategic plan all the way through to how it's being implemented and and how teachers and administrators are trying to support that plan within their buildings and
sometimes those buildings are barriers to an activity or you know what they want to do. So all of that is going to be presented to you. Um it's just a real quick timeline and now that plant manoran has uh you know identified that
where's a window where's a roof you know you want to put money even into your infrastructure that makes sense >> because if we suddenly say as you know the the district leaders say oh we definitely want to do xyz and it means tearing a wall down the last thing you
want to do is to have painted that wall and put a you know new window in there so that marriage of those two major studies is coming together right now. >> Um Mrs. Mr. Paul and then uh Trusty Blau
>> for the reimagining the particular uh classrooms and the learning environment. Mhm. >> Do we have any type of um data to show that what are we we're doing uh is increasing the
the the learning environment that kids are able to uh show show some kind of uh quantitative data instead of uh just move around furniture because there are skeptics out there that's saying hey
this you know what you're just doing you know, some interior designer person just say, "Hey, you know, let's throw a couch here and throw a chair there because, you know, blah." You know, so we need some, you know, some examples in which that by changing up this
configuration actually increased the teacher, you know, the the grades and and social emotional as well. >> Absolutely. And and we also want to emphasize that you are the district is already doing all of these amazing and
cool things with the hands-on learning, the project-based learning. And we are I think I used the example when I presented to you all last month is you're already running towards these new experiences for students and we want the facilities to catch up. So yes, we can
provide that data, but also I I think having facilities that are truly supporting what the teachers are trying to do. And I say a really a really well-designed learning environment, it almost goes unnoticed right now. You might ask the teachers, you know, what are the hindrances? What
what have you always tried to do in your learning environment that you cannot do? And they might label off a laundry list. So it's it would just better support all of the cool things you're already doing. Um I I would just want to add on to
that. Uh I'm often involved in the development of communication tools and and that does data really exist to say that students have better behavior, they have better test scores, they have all there is tons of data. So I'm often asked to pull that out to you know to
talk about the how daylighting simple things like daylight I shouldn't say simple heating daylighting the scores are it's tremendous when you see what changes when some of the I call them those Maslo low hierarchy of needs when
those are met and then it only gets better when you're meeting social emotional you know and learning needs so yes we have tons of data that we can share so that You know, it's a confidence builder in making decisions whether you're making a decision on the
program scope or making a decision to say yes to a bond proposal. Uh, okay. >> I'm I'm really impressed by the guiding principles that you teased out or that have been teased out as a result of this
process and I'm thrilled to see that they've been prioritized by the parent ambassadors and then >> the uh sent back for feedback from the each of the buildings. That's I mean and very specific feedback not like oh this
is nice or you know very very specific detailed feedback. So that's uh wonderful that that kind of back and forth is already happening. Um and then I had one quick question. You mentioned the four C's. What are the four the particular four C's that you're talking about and where do they come from?
>> Yes. So um the four C's are creativity, collaboration, communication and I can't remember what the fourth one is. >> Student choice. >> No. Uh, curiosity, I think. I forgot if I said that one, but yeah, creativity, collaboration, >> curiosity,
>> communication, >> communication. Yes, thank you, whoever whoever filled in that blank for me. Um, these are very widely known when we're talking about deep learning and collaborative learning. So, um I don't want to say they're they're buzzwords, but there are words that we hear a lot
when we're talking about student skills like those soft skills as opposed to reading and writing and mathematics that we are really looking for students to develop and in turn how spaces can support collaboration and can support curiosity and citizenship.
>> Okay. So, they come sort of from your field of work. You hear them a lot. They're they're very present in our um in our portrait of a lifelong learners. >> Yeah. Um I'm have some concerns about time constraints as far as we're talking
about major renovations and everything. We can't shut down a school while we renovate it. the um the new collaborative space facility that has um large meeting rooms in addition to um room for the robotics. It's taking 10
months um to build uh you know and that's an addition and so we don't disrupt any spaces. All the bond work that we do is over the summer which is 10 to 12 weeks. um you know any major
renovation problem projects we can't just shut down a school for 10 months because we have students and we have to run it. So are are those kind of time constraints taken into consideration in
the types of renovations that we can do since we still have to operate our buildings while the renovations are being if if you demolish a wing then you know you've got there's no place to put your students well when it's demolished
if the new one's not done. So how does that affect um the types of things that we can do >> that deeply affects you know when our architectural team is conceptualizing and planning out that is always in our heads. I mean we do all educational work
so this is these are realities that are very familiar to our team. So anything that you see put on plan might take into consideration well we can't shut a whole wing down so we're going to renovate this portion first and then this portion. So it does affect how the bond is planned. It affects how our concepts
are rolled out. And there's also such a deep team, you know, us and plant manpoint and um any construction manager that's brought on board and also district leadership. It's a big team to understand how that's actually going to going to play out. But it is always in
our minds in our thoughts. >> Okay. Um, for me, uh, I've been on the board for over a decade now, and I've seen us sort of chip away
at improvements over time and honestly never really uh, do anything to um, in in my opinion, address learning needs when it comes to facilities. We've fixed some roofs and, you know, fixed a
parking lot and uh that costs a lot of money. But what I'd rather do is what we're doing right now >> and and that is putting together a vision and a plan. We we've tried to uh generate some funds to do something with facilities before, but we didn't have a
plan to share with with our community to help them understand the direction that we were moving in because we hadn't done this plan yet. We were basically saying, "Trust us, we'll do a plan." And guess what? It's been 10 years. We're finally doing um a plan. Uh but this is really
important because I think you mentioned it. You don't want to get ahead of um uh needs. I wouldn't want to plan something today and then we we we get to our vision later and we decide, hey, we want to be a K8 configured district and now
we've got to do a whole bunch of stuff all over again. So I think our work around the innovations and teaching and instructional practices being first and our facilities being informed by that I
think is really really important and I think that this is the right time to start uh having these kinds of conversations. So I'm really excited about it. I want to thank you for the work that you're doing. I know we've got a lot more to do to get some feedback, but uh to uh Trusty Hinrich's point, we
don't have a whole lot of time because we we kind of want to get moving. So, thank you for your presentation. We're going to keep talking about this and likely have some conversation at an upcoming retreat on it as well. >> Excellent. Thank you so much. >> Thank you very much. >> Excited.
>> All right. Next, we're going to go to the bond update. >> Yes. And this is the last this is the last district update of the evening. So I would like to welcome Mr. Scott Smith, senior vice president with plantaran realpoint to present the quarterly bond update.
Thank you and good evening. Good to see everyone again. I promise to be brief. Um this is a quick update. We were last here in January uh giving a similar report. So we'll just uh kind of update everyone um where we've been.
Again, quick snapshot at the bond. Uh again, bond encompasses many more things than just construction projects. We've got lots of technology, furniture, buses that are all part of the uh 20 uh 20 bond. Uh quick update, our our budget again is
unchanged since last uh since January, just over 110,000. Um, our commitments are up approximately 7.5 million and our expenditures are up about 4.5 million since that time. Diving just a little deeper, uh, looking
at it from a construction, furniture, buses, and technology aspect. Uh again, most of those commitments have been related to construction rel uh the award of the bidpack 18 multi-purpose room edition as well as uh some technology expenditures are the big
changes in the projected uh commitments. Um actual costs are again up about 4.5 million since then. I do want to just kind of quickly cover if you look under forecasted commitments there's a negative number there that seems counterintuitive. The reality is um
we're at near the end end of the bond and when we you guys award us construction contingency projects uh with each bid package we monitor those and so the negative is actually as we look back we we forecast those as commitments but as we get to the end of the project that money is now coming
back. So those are all positive adjustments to the bottom line. Currently, we sit at about $840,000 of projected unallocated money uh in this bond. And that's our owner's contingency plus some savings on various other line items. Um that remains mostly unchanged
since January. But as you can see from the pie charts, just quickly, we're at the end with the construction. Uh furniture is about spent, got a little bit left in buses, and technology is starting to make some larger purchases here. they usually um that will usually trail u some of the
construction work. Just a quick update on the multi-purpose edition. Again, this is some renderings we've shared previously just kind of with the end in mind um prepared by TMP interior wise
looking at it from the balcony. And now I'm going to share since since last time you guys thankfully helped us uh get the work awarded. We've been steadfast in getting it started. So, I'm going to share some construction related updates. So, the first thing we did in the upper left is we had to separate the existing
building from um where we're proposing to work. So, um on the upper right is an aerial of the area that was intended to be uh impacted. You can see in the lower left we started to make a little bit of a mess and then on the lower right we've really made a
mess. Uh but these are dated photos. This is all now changed, but that's the demolition of the existing toilet room area off the back of Farmington High School. Again, this was a very good collaboration with the district. A lot of things at play here. We had to work with the existing high school uh to
separate this area off. Uh facilities was monumental and trying to get some of those areas cleaned out to make way for this work. We worked with athletics as well. Um, even though it's in the back of the building, this was a path that was impacted by spring sports with baseball and softball and access to the fields. So, in the upper left, you can
see a gravel pathway uh to allow people to get safely to those areas while we are making a mess. Uh, upper right, we've got some underground utilities that go in. We're creating new openings into the U existing building. Uh on the
lower right, we're creating the building pad um to which we'll start building the new work. Where we're at today, these are a couple weeks old now. So, we've got excavations uh starting later this week and into next week, we're going to start foundations for that addition. And
then from there, we'll we'll um go right into the masonry and work on getting the enclosure done. Um so, that's kind of where we sit. We're still on schedule. uh despite all the rain uh we've worked around all that and the project I'm pleased to say is going well.
That's all I had for tonight and I'll take any questions. >> Thank you. >> If you go back to your second slide >> money >> this one. >> Yeah. Where you've got 5 million
700 budget remaining. >> Mhm. So, do we have projects that that's going to um be applied and used for? >> Yeah, a lot of that is uh future technology work. So, of that 5.7, we're
saying we're projected to to spend about 4.9 of it. And that's what leaves that $800,000 difference of projected unallocated. >> Okay. >> Does does So, of the 5.7, we're projected to spend roughly five of it. that has a a a um a planned use at this
time. >> So five million of it is allocated or you have plans for it. >> Yeah, this slide might better do it. But if you look under the forecasted commitments column, >> that's really of that 5.7 we are forecasting, you know, eventually
spending all the furniture, all the buses, um the technology over time, we'll we'll do the same. >> Okay, >> any more questions? Seeing none, thank you for your presentation. >> Thank you for having me. >> All right, we will now move into our
next agenda item, which is reports from board committees. >> Trusty Walker. >> So, the uh policy and board governance committee. Uh we met uh recently and we had a review of Miller Johnson's March
9th uh memo on policy updates and recommendations. So, we reviewed the following policies as listed. Policy 203, education records, 20004, extracurricular activities, 205,
behavior, 30003 on instruction, 5003 on purchasing, uh 6014 facility dog, and uh policy 7001 goal, 7007 advertising, and 8003 web, website, and digital content
accessibility. Uh, as we went through and looked at a number of the recommendations given to us by Miller Johnson, we have brought forth those recommendations tonight for discussion and I believe it's the third item on our discussion item list on the agenda. And so at that time, we'll take a little
deeper dive into what we talked about and uh have any questions answered hopefully by the committee. No future agenda items and that's it. >> Thank you very much. We will now move into discussion items. There is a review of the world language textbook.
>> Yes. I'd like to um invite Miss Margaret Hendendrickson, director of curriculum instruction and assessment to share information on a requested world language textbook purchase. >> Thank you very much. Let me just Good evening, Board of Education. If you
recall over the last few years, you've made significant investment in instructional resources and professional learning um in order to move teaching and learning forward K12 in a lot of different subject areas. A few years ago
um you approved the adoption of two specific world language series, one for French and one for Spanish. Spanish. We adapted for course one and two or C in Spanish and course one, two, and three
in French. We wanted to make sure we got to know the resource before expanding it into the upper courses. So, this isn't a new textbook adoption. What I'm coming forward to is can we extend those current series into the upper level
classrooms. We did Spanish first. We liked the series. Then we did uh French one, two, and three. Felt good about that. So we would like to make sure that we can extend into French 4 as well as Spanish 3. So what we're coming to you
for is really an extension of a current adoption that you've done. But because the um our motions were to purchase it for very specific classes when we first came to you, we want to make sure we give you um opportunity to s um approve
extending it into um the other courses. So um it's Wayside Publishing the textbook you already reviewed all the workbooks and all the textbooks for those earlier um courses, younger earlier courses. And so it'd be the same for the upper courses. We'd have digital
subscriptions, hard copy text, student workbooks just like we've had before. Um, we did Entra Culturas for Spanish. I know I said that wrong. Um, and we want to extend that to Spanish 3.
Uh, Alta Turz maybe uh for French. I practice but I can't remember because my mouth does not do other languages. Um and so that's for French 4 and um the world language proposal would
um increase our cost for that total adoption for both Farmington and North Farmington with the follow following values with a total of about $28,000 including shipping and handling. This would come out of the next coming school year budget. We're working with the business office as I build build the
instructional services budget to make sure there is money made available for that for the coming school year. And that's it. I know it's probably the shortest presentation I've ever done uh because it is extending approval that you've already done for the earlier
courses. So wondering what questions you might have >> do. What about Spanish 4? >> So Spanish 4 um at Farmington High most people will take the IB Spanish for which we already have um and we don't have and so we don't have much of a need
for the Spanish 4. um there. So, we're only taking it to Spanish three. >> Okay. >> Seeing no further questions, I think we can move on to our next discussion topic, which is um Board of Education
2026 Oakland School Board of Education 2026 election. >> I've got the information on that. >> You do? >> Yeah. >> Okay. Go ahead, please. Thank you. >> Okay. So the Oakland schools board of
education is different than local school districts. Whereas their board of education is elected by member school districts. It's not a general election. So at this time I think there's one seat
up for election. Um and um they have a a timeline. May 1st is a deadline for candidates to file nominating um petitions. And then our school district needs two meetings, one for discussion
and one for passing a resolution as far as who we would support if there's more than one candidate. And then um our Colleen has to send the resolution we adopt in. and then we have to send
somebody on June 1st to actually cast our vote. So even though we submit our resolution, um that doesn't count. You have to cast the vote. And so that's the timeline. And so the two meetings in May, the first one will be discussing
the candidates. And so we should have information on the candidates for our first meeting in May. And then the second meeting in May, we'll decide which candidate our district wants to support. And then we need somebody
to go on June 1st to actually cast our vote. >> Yep. So, um, why don't we do this for our next meeting? We should have a list of all of the candidates since they are required to file by May 1st. uh we will
make sure that that is in your board packet and we can have a discussion at our next meeting and at that meeting we can also identify who will attend the June 1st meeting. >> But isn't trusty Hinrich? Aren't you on the board up there? >> She's our
>> that's um >> No, that's um the ISD. This is the Oakland schools. >> I'm aware but for someone to go I think >> I'm assuming it would be you right. I'm I know that, but I'm saying I thought it
would be >> I don't have to be the person. >> Okay. Okay. Yeah, but we could >> Okay. >> Tell you my personal reasons. >> Okay. Well, don't do it on camera. >> That's what I just said.
>> Okay. So, um I think we got a plan there. >> Yeah, we have a plan. >> Yep. So, we'll look for that information to be put in our board packets for our next meeting. Thank you for that report. Uh, next we have the policy updates. >> Okay. Are we still going to be able to
show them on the screen? Okay. So, what we'll do to try and expedite this is we'll be able to show on your screen the um policies as they currently stand in our in our policy uh policy book and the recommendations that are coming forth
from the committee. So beginning with uh policy 203 around education records as you can see the only real um change is the adopted language of consistent with applicable law. Everything else remains the same but I want to give you a moment
just to take a look at that absorb it. >> Yes. So this is the proposed help to look at what you currently have. >> And then with that, if we can go to the
next one, which is policy 203 around education records. We're looking at this additional language being added to the policy. Um I'll let you we should have you should have had that in your board packet. I will not read all of that information.
I'll give you a moment to digest and again we're recommending that this language is added to our policy. Moving to the next policy 204 under extracurricular activities, one that generated a little bit of
discussion around the amazement that NIL has reached our high schools. And so this talks about regulations and limitations around name, image and likeness and our policies reflective of that.
>> Can can I ask about it's like branding activities and name and likeness >> not occur during school hours like a lot of athletes wear like things with advertisements on them. So, you're saying that our students if they
if they're if somebody's sponsoring them, they can't wear their shirt with their sponsored logo on school events. >> I think we may have to leave some of those nuances to um Miss Allison, do do
you want to comment on that right now or is that a conversation that we can have a little later? >> Uh, it's probably convers. >> Yeah. It's like if um >> if like Subway sponsors are star basketball player um they can't wear
like their uniform with their Subway patch on it and property. >> Yes, I think you got there's a couple different issues I I think in your question. So they can't wear sponsorship on their uniforms regardless. That's an MHSAA rule. There are certain
exceptions. I think Bowling allows, you know, certain things on their shirts, but most sports don't. Um, this is more like and we have a couple of NIL students already in our district. Um, but the rules are in a nutshell. They are not allowed to represent which
school they are from and anything that they are part of. They can't wear their jerseys. They can't be on any school property. They can't talk about what team they play for. Um, so you may have a company that wants to sponsor a student for $500 to do some things um
some advertisements, but they cannot represent where they are from. So that's that's the main part of it. >> So it's it's a little more a little more handsoff on our end. There are some rules that they have to follow and we're going to start building those out on our
website. But the the the student I we did have one that I worked with a little bit um that you know there was someone that was giving her some money and she's a club player for a sport um but she can't let it be known which school she is a part of if that makes sense. So
it's it's takes it a little bit more off of the schools. So, so if um uh Serio wants to put Breakfast of Champions for our star basketball player, they can't say I play at Farmington High School.
>> Correct. >> They just say I play high school basketball. >> Yes. They I mean they would have the students name and sometimes it's if they play for a club or maybe they play for a different organization or it's just you know like Yeah. more of a generic type of um recognition. Yeah. So there's more
to it, but that's basically it. So, >> and this this also like prohibits them from doing like social media advertisements on school grounds, too. Right. >> Correct. Nothing on school grounds. So, they can't be like in the middle of the basketball court, even if they're just in a generic shirt or something. They can't be anywhere on our school
property. Correct. >> So, they can't like if they have like a website, they can't like Snapchat or or um I want to say Twitter, you know. Here I am at my basketball game. You know, if if they have like a following or something.
>> No, on their own personal they can. That's disconnected from NIL. I mean, if they if they have their own personal because a lot of our students now do have their own personal kind of brand social media through social media and that's fine. You know, they put their highlight reels on there, they put, you know, themselves playing. That's fine as
long as there's no sponsorship or NIL deals associated with it. >> Okay. >> Yeah, that has to be separate. >> Anything else? So, do we need a lot of policies for this or >> the MHSA has those policies already in place and and it really is a lot. It
takes a lot off of the school. We just, you know, we ask them if they can include us, but they actually they don't have to make us aware that they have an NIL. Um, we hope that they do just so we're aware. Um, but beyond that, there's not a ton of responsibility on the school. It's more the onus is on the
student and their families. Any other questions regarding this policy? Thank you so much. You're welcome. Appreciate it. No problem. >> Policy 205 uh regarding uh behavior. This lends itself to wireless communication devices. Um this is around
the um legislation put forth by the governor stating specifically no cell phone usage in school, which is to go into effect uh this fall. And so a lot of what you see as you scroll down here is just information detailing. Whoopsy
daisy. Okay, there we are. It's never a presentation until technology goes ary. I say that as a technology person. Um but talks about uh it it specifically lays out what they're talking about in terms of what is a wireless
communication device. Gives you particulars around that. Uh talks gives some exemptions. for example, uh medical necessity, district-owned or issued devices under building staff discretion, things of that nature. Um just giving us
some language upon which to work. And then as a part of our conversation, uh we uh unearthed that we already have provisions basically in place in specifically the high schools where wireless devices would be when I say wireless devices, I'm going to
specifically talk about cell phones. They are used more frequently. Cubbies I believe is the term that's that teachers will use for attendance and the students have to place them in there. So we have a means already in place to remove that. So there shouldn't have to be a lot of work around supporting this particular
policy. But this is the language that they've recommended and that we are putting forth regarding that. And our next one policy 205 regarding behavior. This is just information around uh additional information around accommodation, excuse
me, the American Disability um Americans with Disability Act devices with respect to that and continued uh language around recording and broadcasting. Again, may not use wireless communication devices, creating a little bit more of an
umbrella term. If you're all right with me moving forward, we're almost there. Policy two, excuse me, 30003 around instruction. The adopted language that we're looking to add is that the school district will
notify parents if the district uses a curriculum that is not on the state's evidence-based list and uh for grades K through 5 uh by September 2026. So, just a notification. Policy 5003,
very small additions as you can see there under purchasing. Just some clarification and a misspelling being addressed. Let's see here. Here we are. Policy
6014. Um, just clarifying what facility dogs are, school district owned dogs and uh, we're looking at policy 7001. New section is being added to that. If
you look down under the proposed adopted language, again, more clarification than anything else that the school district will retain all public records in accordance to the Michigan Department of Technology Management and Budget Retention schedule
unless the receipt of that uh hold or similar notice. Uh the records may be disposed of at the appropriate time. And then almost there. Policy 7007.
If you look at the adopted language, again just an inclusion of again a clarifying statement, the inclusion but not limiting to commercial advertisements as it relates to our advertising policy currently listed.
And then lastly, policy 8003 under website and digital content. Again, just really clarifying what we're talking about in terms of um the content where the platform what the platforms
are accessible to who employees is the addition here. that they all conform to the appropriate accessibility guidelines and that the district will evaluate and test all of
these platforms at the appropriate time and conduct audits as well. quite a bit made for some good conversation. But these are the recommendations that we're putting forth
uh for an action item if all are okay with it at our next meeting. Any questions, comments, rude remarks, anything like that? >> All right. >> All right. >> Thank you very much. We are now moving
on to our second public comment period. Is there anyone who wishes to make public comment? Going once, going twice. All right. Well, then we will move on to action items. Our first action item is related to the technology
purchase. Uh it's a firewall upgrade. We heard about this at our last meeting. Is there a motion? >> This time a motion. Um yeah, that that was um presented at the regular board of meeting for discussion. I move that the
board of education approve the purchase and installation of a new firewall from Delta Networking Systems in the amount of $125,333.74 as presented. This project will be funded by the 2020 bond. Installation of
the new firewall is scheduled for summer 2026. >> Support Motion made by Trustee Heinrich, supported by Trustee Walker, to approve the purchase and installation of a new firewall from Delta Networking Services in the amount of $125,333.74
uh with funds to come from the 2020 bond. Is there discussion? Seeing none, may we have a roll call vote, please? >> Yes. Mr. Hall? >> Yes. >> Mr. Walker? >> Yes. Excuse >> Sorry. Miss Heinrich? >> Yes. >> Mr. Vento? >> Yes.
>> Miss Smith? Yes. >> I myself a yes. President, >> I am a yes as well. That motion passes. Thank you. Next, we'll move to expenditures. >> I move that the board of education approve the expenditures as outlined in the expenditure printout dated April
21st, 2026 as follows. General fund 21,569,962. General fund athletics $128,396. Debt fund $1,261. Capital projects 2023 bond fund 4,851,937.
Nutrition services fund $877,95. Benefits stabilization fund 2,873,286. Total 30,32,777. Support motion made by Trustee Hinrich, supported by Trustee Smith to approve the expenditure report as outlined in our board packet. Is there any
discussion? Seeing none, all in favor? >> I. Any opposed? Any abstensions? That motion passes. Do we have a motion for the consent agenda? >> Y. I move that the board of education approve the April 21st, 2026 consent agenda as follows. Item A, approval of
minutes uh for April 7th, committee of the whole meeting. April 7th, 2026 regular meeting. April 9th, 2026 policy board governance committee meeting. And item B, any personnel items? >> Support. Motion made by Trust Trusty Walker
supported by Trusty Smith 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? >> Seeing none, I've got about a half an
hour more of discussion topics. >> I knew it. I knew it. I knew we could count on you, President. >> I want the live look in meeting adjourned.