Nice. That's true. We're going to keep I'm still talking. the best. Good afternoon everyone. >> I would like to call the board of education record board meeting to order
at 6:30 p.m. Board members as I call your name for the record. Trusty Perkins >> present two. I would now call upon secretary to read
the district mission statement. District mission statement. It is the mission of the Flint School District to develop community of learners who are prepared to live, work, and contribute in an everchanging society. The Flint
Board of Education standards of practice. In order to provide outstanding leadership and better serve the Flint Community Schools, we the members of the Flint Board of Education commit to the following standards of practice. Number one, we will be
consistent in our dealings with each other as well as students, staff, and community. Number two, will support and honesty in our relationship with each other with our superintendent and our
we will focus on a common goal of providing the best education possible for the students that each of us as well as education
We will be open and authentic with authentic with each other, our staff. >> As we work to make decisions, we will focus on issues, not personalities. >> We will listen to better understandable
I'm seeking approval for the minutes from the annual budget hearing record board meeting and the special board meeting. Are there any corrections? The motion to approve the minutes from the June 2026 board meeting will be
conducted by >> yes Yes. >> Trustee. >> Yes. >> President comments from the public. We ask that you state your reason for addressing the board and
remarks to matter by the presiding office right on the same subject. Please state your name before you begin to speak like So I did a comment.
Okay. Say good evening. I want to say thank you for my name is Omar. consultant with me is being reporter and we're here today to give you update and what I want to do I call it we call it a bipartisan journey
$8.8 million so I want you to give yourself a round of applause [applause] your leadership together as one school board and the superintendent so for that we want to say thank you um trusty mire she's really tell me about some things
and what I did. You have a handout and we gave you a timeline of what occurred back in October 2025. Representative Kelly said he's going to come to Flint. He gave Aaron a sub. He said, "I want to come see Flint." November 3rd, he came
here. He tooured this facility and then trusting Kingnapped him. took him over to Northern Rider went by Anderson and went by Central High School and Trusty King.
Trusty McIntyre laid the foundation for Trusty King when he kidnapped him represent. So from December 25 to February, Aaron, we worked closely with the legislator.
We tried to get from one thing they kept How's that board? I said, "What do you mean how's that board?" I said, "They're not fighting." I said, "You don't care about them in the newspaper." So again, kudos. That helped. March 10th, we had
Nancy Day, Dr. and the superintendent came up there and they met with represent Kelly represent represent Matt Hall office chief of staff senator cherry um senator
and his staff um Senator Veronica Kleinfield Senator Cavana her staff and represent Jenkins and her staff and other legislator what was so key about that this And this superintendent,
you guys told a story. Did they tell a story there? They told a story on March 10th. We left couple of Austin. They said, "We don't think they're going to get the support." Well, guess what? A week later, the superintendent was called
back to Lancing and he testified and with Dr. before the educational subcommittee, we had bipartisan support from the house. Now, let me state the represent Kelly is a Republican from
Sagno. I don't know about you guys. I didn't say he was a Democrat. We're not This is not partisan, but a Republican from Sagenov took the lead and for that we say thank you. March 19th,
Representative Nilly, we called her and she said, "Hey, let's try to get this in the budget." Well, Aaron was like, "We're going to go two path." I said, "No, you're a really one path." And I said, "We're going down multiple paths."
And what we did with Representative Ny, she put in a request and representative Kelly, he put in a request in the K through 12 school a budget. Well, March 24th, we called our own Senator Cherry, and we said, "We need your support in
the Senate side." April through May. We worked with the various legislators talking about May 12th, House Bill 5630 was approved
by the House. Republican House school budget. Now, the Senate didn't put it in their budget. The Senate didn't have it in their budget. Aaron like we need to make calls. I don't know how many calls you
made for last meeting would call me at night said I need you to call. I said I already called him. He was like we need you to do that for change. Now people say networking don't make a difference. Well again
May 26 to the 27th is an investment. your superintendent and trusty came to Men and guess what? They showed out again. They met with the Democratic leadership on the Senate side and the House side, Republican leadership on the
Senate side and the House side and other people asking for their support. Superintendent couple of times when you came, people already said we know what you want. Am I right or wrong? They got June through July
budget time. Representative Kelly's office told him, they said, "We're working on it." And I said, "What do you mean we're working on it?" Aaron said, "Trust or verify." I said, "Well, he gave us the works." Aaron said, "Nope, we got to keep
calling them." Fast forward July 3rd. The budget didn't get passed in 1 of July. You know, we I was concerned. July 3rd, about 3:00 in the morning, I get a call. Mine's I was in my room. I left at
1:30, but 3:00 I get a call. They said, "We need to get over." Fast forward soon as we get over to the house side, a couple of representatives came to us, congratulating me. >> All right. >> And they said Blend is in it. But they
said when you look at the budget, it won't say Blake Community School. It'll say something else. Since that information 6:00 in the morning, House voted on it. >> I was at it closer to 8. They were in session for 21 straight hours that
>> he was I left for an hour and a half and I was like, they're going to do it at 6. >> But we were there because of the work that you So I want to say thank you. Now let's go forward. The House and the Senate conference approved. Our next
step is we're waiting on the governor. Today is July 14th, correct? >> We're waiting on the governor to sign this the builder. So, procedurally, the bill has to be ordered and rolled
and then presented to the governor. A bunch of procedural steps that are laid out in our constitution. The budget bill was officially presented to the governor this morning. So, she now has 14 days to take action on the bill. Um, fully
expect her to not obviously touch this piece at all. Uh, she may veto, you might be hearing rumors that she's going to veto other parts of a either the school a budget or the general government budget, but uh uh I 100% do
not expect her to touch this. So, um, we're 99% of the way there. We're just waiting on the governor's signature, but she could use all 14 days, too. So, just so you are aware, that's the timeline we're kind of looking at right now. >> So, our next step from here, all
transparency, from August to September, we'll be meeting with you so we can fill out any paperwork next year cuz come October, just like you had yesterday, demolition, come October, those jobs are released. we would like to have,
[snorts] you know, demolition and we like to bring Representative Kelly and Representative Neily back here to formally thank them for their support. And again, I have this document for you to look at. Any questions or comments, you know, from the board? So, the one
thing about October, just to quickly add, October 1st, as you're aware, superintendent and board members, that's the start of the state's fiscal year. So, the budget that was just passed applies to the upcoming fiscal year. So obviously the dollars won't be available
until at the minimum October. >> And again I would be remiss if I didn't say thank you to Representative Kelly for completing this board and for this board being unified. Any questions or comments board members?
>> No. Thank you very much. >> All right. >> Thank you. Thank you. Great job. Thank you. At this time we will move into our presentation. We begin at this time we will move into our presentation.
We will begin with presentation on the board handbook presented by our board consultant Miss Tracy Davies and our executive assistant to the board Miss Pierce. Following that we received a new high school update from plantar and
after that presentation we were Mr. Dr. Janelle Jameson of the Flint Center Education will present. MS proceed. >> Good evening, President Trustees and Superintendent Jones. We are happy to come back to give an update on the work
we've started with the board handbook. Um we kind of had a few breaks around date due to um there not being a cow meeting in July and August. So the first step is for us to draft something and work with the committee and then bring
it back to the entire board to read um and then have conversation and then bring it back again for a final approval so that the board each member has time to dissolve information talk about what they would like to see and then the board has the discussion about what they
would like in the handbook. So what you have today is a copy of the first round of drafts and what should happen over the course of the next two three weeks is that you read them and at the next board meeting which is not a cow and a right
hand and charge dates but at the next board meeting we'll have a robust discussion about those sections of the handbook and as we continue this process it is the pleasure of the board to try to have the handbook will complete it by the end of October. So it is very
important that as we do this process you read we come back we you agree to it and we bring the next day so that we can have that work done in the time it's action any questions for us any questions
yeah miss Davis I want to make sure I read you right so from colleagues, we are meeting on the 25th still, right? >> For the board's interpretation, correct? Yes. >> Yes. Um, we talked about how we would strategize and presenting the current
packet that we have in front of us. >> Correct. Okay. It's a lot. >> Yeah. So, I think it's important like to talk about what strategy look like for meetings. Uh so my colleagues when we had the conversation the packet that you have here is the introduction of the um
handbook that we started in that handbook if we could have that you know have read or annotated to have a discussion on the 25th that's still possible. Yes, >> during our it's possible to have it during our um certification course work, right?
>> It depends on how long we go. >> Depend on how long we go, but it's possible for us. Let's see. >> Absolutely. >> And so we presented this in sections. And so this first section, if there's no in question or any significant changes, we potentially could um put it up for approval or denial at that meeting.
>> Absolutely. And send us back to like rewrite or make condition. And then at that same meeting there will be another section presented for us to review again to be u reviewed to discuss it again on the following. Right. >> Actually I already built those sections
already in so I added them since we were already printing them. So >> okay so all the sections that you >> Yeah. There's like five additional sections >> in here. >> Okay. So yeah. So the goal is to go back to October get this done by October. So cal my colleagues um will read them over
ask the questions see if there's any change or addition so when we meet for our NSBA certifications in tandem with our schoolboard meetings regular ones u we can have a discussion do some amendment changes and those things and either approve or send it back so we can't get that time get that timeline to
be asked for right >> yes and additionally as part of your work for your certification um a survey went out and NSB and I will look at that what comes in that survey and pull some of that information. I know some of you worked on the survey already which is
part of your eight hours that we're because we know it takes time to sit down and >> yeah it it takes some time but that's built into your eight hours. So what happens in the schedule is and I know we talked about variations but there's four days in person and then the other day is
part of the work that you'll have to do whether it's homework or surveys or etc to count toward your hours because that takes a lot of time out of your day. So the homework is part of the $40 or >> it depends on like >> or is it 40 contact hours plus?
>> Yeah. Some of the contact hours are like surveys, right? Like this. It wasn't definitely a contact hour, but you spent the hour and a half. If you actually did it to provide information about what you truly built, it should have been about an hour and a half. So we allocated that into that. So yes
to you. We're going to take some of that information. There is a question about something you would like to see from everybody. Um, we'll just make a list, not such and such. Say, here's the list. Did we address that? Yes. Yes. Yes. Yes. No. No. No. The ones that we haven't addressed, we'll bring back to the
committee and say, is this something? And you all will have to have a very rich and robust discussion about what you believe in because you all might not agree to something. At the end of the day, we will do the work that the board votes on and move forward. >> Sounds great. >> Yeah, let's do it. >> Um, yeah. And just to reiterate to the
board, it's really these aren't very difficult pages to to get through. And just to remind you that it's something that these are things that have been written and accumulated over the past decade or so. And so, um, there might be some stuff that is superfluous or even
obsolete. So, just, you know, feel free to cross out whatever isn't necessary because the shorter it is, more truncated it is, the better it is for us. And then the one that I added straight from saw that
question doesn't go All right. Good evening. How are you doing? >> It's been a couple of months and the last update we had was the middle of May. There's been some exciting opportunities. We had a wonderful
groundbreaking um session open. We had I hope you had good I mean despite the rain, but it didn't stop. >> Yeah. When it needed to. Um we also had uh that um the demolition um activities superintendent had a big role in that
and um as we move forward tonight's a good milestone that we want to provide an update to the team on um and it'll be myself um Stan Val here and Dan providing that update together. [clears throat] Uh tonight we'll go
through um design update. Uh we'll talk about budget alignment. Um quick construction update, where we're at. Um and then move on to um should I get back the commissioning agent recommendation um we'll talk about the next steps with
construction documentation and um procurement matrix review. Um, next steps. So, I'll turn it over to back this way. >> Quick, just real quick. This is a a a slide I think many of you have seen
multiple times. [clears throat] So we're at a big design development milestone. Um and after today go to move through construction documentation and be back to the board with uh real construction bidding documents and server to the
first. >> [clears throat] >> So again, uh there are no changes to what was shown at our last meeting here. So again, you still have the sports field to the right there, main entrance,
uh grand staircase, and the parking lot to the south with the athletic entrance with the gym area. Let's take a look there. um floor plans, gym, classrooms, all the
same. What we've been working with uh with the team over the last month as we were getting the crisis here was to work out the floor plan uh direction for your cabinet. So, we feel like we're about 90% there. Crystal overs with superintendent administration staff on
finalizing uh the actual floor plan to entrance area and how very well there. Um, also in this uh in this plan which we'll see actually we have the smaller plan to
the left there. We heard last time uh about concessions and how that was all going to work together uh the crossover and the absence the little off. So, we're working with the district uh and administration team to look at bringing that concession stand up to the
uh main level next to the stair off to the uh off to the right there that uh near the bleacher. So, that way um we have direct access to concessions from the outside and also looking at a double function to the inside of the area. So, we're still working with the
superintendent and the administration team to see how it's going to function. Other than that again everything's the same auditorium pass and still 400 college uh district administration and the uh administration the high school administration.
Next slide which is level two. Uh again we have our indoor track our uh weights room and our multi-purpose room. Again, no change there along with their classrooms and labs and resource groups
as well. Again, this is not changed. Level three, same thing which is in here of uh the exact copy of level two for classrooms and the uh class.
And same thing, the grand view from Crapo Street showing the main entrance uh to the right along with the classroom spaces with the current wall similar to what we have here at the view and the uh preserved uh tower installation that uh
has now been cleaned up. This is another view again showing the main entrance from the south parking lot. the brands there on the left in the main entrance along with the gym and athletics in the background and
the and the sports field to the right. So this is the the view from the field. Again, we're working where the Jaguars head is is just below that. We're looking at putting concessions. We're working with superintendent to get that all squared away functionally and once it's good we can provide that update.
But again here nothing's changed. We have the press box to the right along with the main bleachers and the aesthetic of the field still the sameish plaza. Again we have all five statues there. We made the competitive brick
cravers wire like we like we heard last uh board meeting again with the murals off to the right and ticketing uh at the management. And then this is uh a view of the north elevation of the gym where we uh
showcase all of the district's uh previous school logos along with the north entry to the right. Nothing exchanged. And this is the uh the north entry where we're looking at reinstalling the uh
existing Gothic arch beyond the existing uh the new doors portal of the north entry along with the stone facade in the back. So that that's the back of the uh two to three story classroom space. the beautiful flying ants there.
>> So over the last month um there's been a lot of effort um between the collaboration of these three uh parties as um Stantech had issued their design development documentation the end of May and immediately following Clark's team u
began the estimating process. So, I'll let Dan speak to a bit of their process for putting this next round of budgeting together. Um, but on this overall budget slide, um, what has changed since our last meeting is the last column. So, we've added the last column, um, with
our budget being in alignment. >> So, uh, this time I'll speak about it. Um so this time during DD uh now we engaged our trade partners. So we went through got got a lot of uh information put together and
then we went out through different trades like plumbers and the electricians, masons and steel people reached out to all of the trades to help validate our numbers. So we had confidence that okay we know what we've got from our historical databases and
now we're using them as a resource to help look at it. um it also gives them um a look at it so they get kind of get an idea. So um help generate excitement for the project. So that is a lot of what we did this time and and we reached
out to many many contractors which helped to validate the numbers. Now the numbers still fluctuate a little bit here and there between different products and different things as we're working through with with standing um and help some ideas. Hey, what about this? hope we tried this instead of
that. So no that changes numbers. It doesn't change the the side of the building. It doesn't change the the look. It doesn't change the purpose of everything that we're doing, but just looking different things. So we're working through those those um things now uh as we're moving into into uh
construction documents. Um but at the end of the day, yeah, we are very confident the numbers that we got. We've worked really close with all of our local trades um to help generate these numbers. So we're very confident in in where we're at right now budget. So
next slide schedule construction update. So um as Val was indicating so the tower the tower has now been fully updated. It's been cleaned out. We were in it last Friday um with the structural engineering team to look at what that
looks like and and help document further help along with the preservation of that. That's going to be a complicated process as we open up some things. We've seen more how that building's been built. So, we're working through those details now. Um, so right now the design
is going with that demo wise. We're underway. We started yesterday with the demolition at the fieldhouse and what a great ceremony the folks there. I learned a lot about Flint from from the family of the boy. It's just quite a little experience. I
really enjoyed that. Um coming up soon, middle of August, we will begin uh our bid pack two, which is going to be foundations, footings, foundations, then we're going to go all site work. So all that will be received the middle of August, we'll be putting that out to bid
uh within the end of September, 1 of October, starting foundations in the ground. So starting with the where we're taking out the fieldhouse, that's where the gym's going. That's where we're going to start. So it's some deep excavations in that if we need to get going on. So we'll be doing that and and
moving through that. So from now until for two years the neighbors are going to ask it's there's going to be noise um different levels and at some days others but there'll be there'll be um
you know noise will be happening for the next two years. Yeah, >> but it's two years of little bit discomfort for for 50 years of of you know enjoyment and educating the the scholars. >> So um and then come um
the end of October time frame is when we uh will be receiving our documents. At that point we'll be really into putting a lot of things together um to help prepare for that final bid document. I I do want to go back real quick. Once we get the the bids for the construction of
these foundations and site work, we'll be validating our budget number. Now that those numbers no longer are are superficial, we got real numbers. That's what we're going to do. So that'll help give us another checkpoint in our budget ahead of um start documents and and bing
that will happen November, December, January. Um and then the project will continue and right now we plan to be done the the by fall 28 there'll be some you look at the slide you'll see some carryover that carryover beyond that completion date is
more or less close out and we're just trying to make sure we have all the documentation and we're validating the commissioning of the uh heating cooling systems. That's what some of that carryover is and schedule doesn't impact use of the building. It doesn't impact occupancy. It's just testing that needs
to happen um to validate the zone. So, uh one of the items that you have in your um board packet is uh a commissioning agent letter of recommendation um that we had touched on. This
commissioning agent um if you recall is is an as a third party uh required resource that will cross check and verify that systems that dance team puts in mechanical and envelope and actually
the envelope is a new code requirement um so that it tests to ensure that your building envelope the wall system the windows and the exterior walls are functioning to the code required u energy. um requirements. Additionally, um the
MEP um commissioning which will cross check and make sure like Dan mentioned that the the building systems are functioning as designed by the um engineering team. So, uh we are coming forth with a recommendation um for JMK
engineering. um we conducted an RFP process um for interviewing and um received um multiple bids. Um and so that recommendation is lastly um we will be in front of this
team again as you heard we have bid pack 2 being issued in mid August um that will go out for public bidding um which is the foundations um and other site items that Dan mentioned um immediately following the bid results will be back
um to this group to propose um the recommendations for those contractors um and likely a high level update of the budget cross check um and then from there we'll we will await the final construction document which package which we are referring to as bid pack 3
um in October which then will result in us coming back to the board in December January [snorts] for um the last of the um contractors needed did for the project. As far as professional services, um we have a
material testing consultant um that is another third-party uh required in um group that is responsible for testing um things like compaction, soil compaction, uh concrete strength um
any other major those are the major >> welding of structural members. Um and those individuals are required um to make sure that you're getting a strong building that is built the way that um Val's team has designed it. Um after
that um we will have likely some management later on in the year um pending further review of the project. >> Yes. to see if I trusted. First of all, great job. Now going back to those windows windows are
>> the window. >> So the window the windows are curved wall but they do have so it's like this what you see but it does have a tint to it. >> Okay. >> They will have a tint and and uh shape as well. the shade go up for them. My
thought was just to see because you definitely don't want the kids to get the vitamin D but you don't want to day trip out. That was my only thing about that. >> If you if you close any way you go up to where they just get the sunlight, you
know, without seeing the streets and people walk into the car. So I the way >> you can say no I'm fine >> the way the way the installation would be will be very similar to what we have here. >> Okay. So it's going to go down >> down. Yeah. >> So that kind of defeat the purpose of
getting good vitamin D for the student. So >> so if you have it down I don't think we get too much quick but I just have some concerns about that. But other than that um I'm good. But I like the numbers of Dan. Of course they didn't seem too far
off. I know everything is a guest, but at least it's in a ballpark. Um, I missed the demolition, but I saw it on TV. It was nice. Great job. >> You're more than welcome to call. >> I want to get into the >> I can't guarantee you that. >> Okay. At least let me touch it. Let me
let me stop. >> But no, I first of all, great job. But what is the cut off daily where the residents will know that all work will stop? >> Work 75. >> 75. >> Okay. There could be some nuances of time and we'll try to make sure we
communicate that as we moving from the 75. >> Is that posted where they just see it just in case? >> It's not posted. It's I communicated. So when it goes out our pack, it just works specifically stated in the contract.
So and then so if they're going beyond product, they have to tell me first before they >> Okay. Okay. I will like I said I will communicate with Kim and team. >> Okay. So uh when say it communicated
we're not saying communicate to us they communicate to the community and the answer to that is >> yes it's being communicated yes >> and so there is a a consistent newsletter that goes out communicating what's coming up like at the library you
know you know the fence but some people walk and you know word of mouth is best you know nothing like someone say don't walk by and show the 7 to five, you know, but just that area, you know, they're in particular. >> I I I I hear you. Okay. And I will have
a sign made to put at the gate along the library. Some of that we can do that. >> Thank you. >> Yeah. Well, I can do that. I >> I have one more thing for president. There was also cons some concerns u about some trees that probably older
than uh there was a particular tree and then there was other trees. We got information back from some of the community that they had concerns that we were taking down trees. I know you and I think uh Miss Templeton went to the community. How did that go?
>> That went well. why we talked about it. We explained what trees have come down, why they why they need to come down. Um, and then we talked about trees that we saved. We went through the the little list of what
she Sarah her last name, but at the end of the day, she was they were fine. They they we moved into a more robust conversational demo and time and communicating that. So, um, yeah, at the end of the day, I felt when we walked
down, they were pretty pretty appreciative of appreciation. So, thank you. >> I just have I have one question on that campus. How many parking lots were there? I know I saw two.
>> There's three. >> There's three. Something in the back. >> That's so There's one on the back side. was currently there where where we where we had the the demo celebration and there's one the south one
>> oh I can see all three there. >> Yeah, there you go. Yep. And then there's one to the right. >> Okay. And also thanks for uh re uh viewing and reooking at how the uh players leave the field and go between
the concession stand because their locker room was right there next to the concession stand. That can be a little concern. >> Yeah, I think we found a better solution to that that function inside you question.
Thank you. >> Anyone else? Trusty McIntyre. >> Yeah, thank you so much for your presentation. It was nice to just It's nice to get these consistent very detailed updates and thank you for reiterating information that
[clears throat] you have to answer over and over and over again. We appreciate it even though you're asked multiple times. Thank you. >> I'll close this discussion. Thank you for the presentation. Thank you. >> Thank you. Dr. Jav
Amy, was there something that that we're needed to do or we're good. Am I missing something? >> Approve. >> I think you have to vote to approve the uh the commissioning agent. >> Yeah, we have that. Okay.
Yes. Chissy would like to have a nice >> All right. Uh, thank you for having me and appreciate this follow-up conversation. uh you know during our last discussion we had a bit of a generative discussion about the opportunity uh at the DTM campus about
expanding this critical career model that we've developed here at Brown Homes and so want to walk through some of the specifics of the strategy um but really uh delving in deep into what the opportunity is. So give me a moment to get oriented with the technology here.
Okay, there we go. Sorry, there's a little bit of this lag on my Got it. So, uh, the Flint Center proposes the acquisition of what is the currently vacant family resource center on the Durant, uh, campus. So, this, uh,
resource center is about a 5,000 square foot facility, uh, that sits just at the rear of DTM, uh, and just north of Edgeare Flint. Uh this facility has been vacant for a little bit more than 10 years, but we see a real opportunity with the right mix of partnerships which
we've developed with the administration and with the board, but also funding uh from the legislature to transform this element of the campus. This new 7,500 foot facility, again, we will be adding 2500 ft to the existing facility would
make more room on the campus for afterchool programming, for family engagement, for community education. um and community partnerships. Uh overall, this increases the number of spaces that are available for these programs. And as you know, DTM is one of the largest
enrolled schools um in the district. And there are space constraints uh in the building. And so this creates additional spaces. It gives families from both educator and PTM a more connected and seamless experience on the campus. But for the district, it means more
consistent participation from families, more engagement from students, and ultimately uh better outcomes. And when we talk about uh better outcomes, I understand there's a flash here. >> I can do it.
>> Thank you. If you go to the next slide. >> Wonderful. And so when we talk about outcomes, just giving a a quick highlight of the deratory bond uh campus within the context of the broader Flint Center program structure. And so as you see uh there are about 1,600 students who participate in our afterchool
programming across our partner uh network, but PTM is our largest enrolled elementary site at 207 students who are who are enrolled with about 164 of them participating. What we also know from looking at our NWA data from 2023 to
2024 is that the more that students participate in after school programming, the better they do on district assessments. And so on the screen here, the purple line represents students who are participating in after school programs. The gray line represents students who are not. And as you see, students who don't participate in after
school programs actually start ahead of students who do. But as the year goes on, students who stay in after school programs end up not just catching up with their peers uh who did not participate, they end up exceeding their uh development on math and reading by the end of the school year. And so this
opportunity around expanding this campus and creating more seats for after school programs is much bigger than a facility acquisition. It's about creating more space for the things that we know matter for kids and families. We could go to the next slide. And so delving into the
campus, if you look at this campus when I was growing up, where Educare Flint is would have been the soccer field. So I went to Lawndale and I was on the Blue Dragons soccer team. And everybody practice down here um on the soccer field. And during the water crisis, this
board and made the the phenomenal decision to partner with the GISD and the community foundation to develop a purpose-built early childhood center. And so 220 students between the ages of 6 weeks and 5 years old go to school every day at educator fun and that
calendar is aligned with the community schools. You have also approved the uh new playgrounds initiative and so brand new playgrounds will be built on this campus but there was real intentionality between the school teams that schoolbased advisory and the teams that educate creating these playgrounds in a
way that connects this campus and something really seamless for families. You also have Easter Seals on the campus as well uh who who provides really specialized services and we're proposing this new community center. Again, the facility is there but this would be an
adaptive uh reuse uh project for the Flint Center. This is a really unique opportunity because of our six initiatives, five of them converge right here on this campus. The Flint Early Childhood Collaborative uh through Educare Flynn, the network for school excellence with DTM being one of our key
schools and the network for school excellence. Our parent collaborative is based in both school of parent ambassadors as well as our afterchool and community education initiatives. And so really being able to demonstrate what it looks like when these initiatives are aligned, linked and stacked is one of
the major opportunities we see um as an organization. If you go to the next slide, please. So there was a lot of conversation about during our initial discussion about operations and how we ensure that if this facility is sold to the Flint Center that the benefit remains centered
on Flint Community Schools and students attending Flint Community Schools. We've been working together now for a few years and there are a number of agreements that govern the way that we work together particularly at DT. Uh the first is the memorandum of understanding that this board approved back in 2023
that governs how we work together in community education and after school. We also have the network for school excellence grant and operations plans that we support with the M foundation and the American Institutes for Research and supporting the implementation.
We also have the early Flint early childhood collaborative partnership agreement that talks about how we partner between the Educare Flint facility and DTM. And then we also have the 21st century community learning cent's uh memorandum of understanding that specifically names how we leverage
federal funds at DTO. And so all of those things really work together to describe how we work together. And we're not proposing a new program structure. We're proposing a new facility that allows for us to continue um our existing program structure which is named under these different agreements.
The community education agreement requires that we co-lead the district's uh community education initiative strategy through shared governance. That means that there are no decisions that the Flint Center is able to make in isolation related to program operations without collaboration with the district.
And that's in the uh community education. Uh the 21st century says that we are providing services to Flint Community Schools in a name specific sites DTM being one by implementing our school time programming for students at DTM that's in the 21st century and the
educator uh partnership agreement. It specifies that our work is to support the creation of a pipeline of students to FCS. And so again, very specific on the focus on the community school students. And then we also have a model through the facilities operation plan
for the cube. As part of our co-design process, we developed an operations plan that was informed by community on how we work together between school between community organizations and between neighborhoods to work together. And we want to develop something very similar
through our co-design uh process on this facility. We can go to the next slide. And final slide here. I provided this slide during our uh during our initial conversation, but this is um a budget for the facility. As you see, the
renovation of the existing 5,000 ft is about $2.4 million. Um there'll be about another 1.3 million added to that to add the second floor, which will add about 2500 square feet to the facility. and that there'll be uh just under about a half a million dollars in site work uh
that will go to enhance playgrounds and to connect the campus uh more intentionally. Our timeline is is flexible. Our hard end date is uh September 2028. That's when our funding uh which is currently being administered by the Department of Treasury is
required to be expended. Uh but we do have a sample timeline here um that we would shift out a month to ensure that uh we've uh that we're acquiring the property at the right time and then actually having enough time for uh community code design, but we'll really
get into the specifics of what the facility will look like and and all of those aspects very similar to what we did here uh at Broadell Homes. So we can go to the next slide. I believe this was my last one so I can take uh any questions from the board but thank you
again uh for this opportunity to discuss this >> very much um board members is there any trust >> would you explain about your parenting process >> so the parent collaborative is a part of the Flint Center's core strategy where
we're focusing on parents as experts equal partners first and forever teachers and so at the school level every community school director is engaging a group of parent ambassadors. And those ambassadors at the school level are working to identify problems that are shared across parents at schools, but also within their school
and neighborhood themselves and working to develop solutions for those. An example of this is parent ambassadors at Educare Flynn um did a survey and about 40% of parents said that they had concerns about not having enough food to make it to the end of the month. And parents said, "We need a food pantry at
our school." They designed it and developed it with support from the community school director. That's happening at the school level. At the community level, we know that there are front parents at many schools that we're not in. And so, we can't have a community school director, the parent ambassadors at every school. So we're
reaching out and mapping the entire ecosystem and recruiting parents including those who have children in the juvenile justice system, those in parent in private schools, those in parochial schools to ensure that we have communitywide parent voice um and what matters for for kids. And so we work at
the community level through things like our special education support forum, but also at the school level through really nuance parent ambassador focused ideas and strategies to help people for kids and families. So, do you find that it's really growing? >> We do. We are. We're seeing a lot of
interest not just from parents directly, but from parent serving organizations who are saying the problems that you guys are focusing on are the problems that we're focusing on as well. What we're being very clear about is that the the admission ticket is being able to see and engage parents as experts, as
equal partners, and as first and forever teachers in the education of their children. And we're seeing that people are willing to make that commitment for our parents. Sure. Any more comments or questions? I'm sorry. >> Yeah, I do. Um,
a question for you. So, presentate. You going to send this presentation to us an email? >> Yes, I can. I have it to you right after. >> Awesome. So, can we go back to the slide where the renderings were if we can? >> Yeah. Am I controlling this, Stephen?
A >> little bit of you. A little bit. >> Okay. All right. [laughter] All right. Yeah. Help. Catch me. I want to understand you saying this is a facility on DTM campus. You got a rendering for it. When did you did you present this to the
board of education like like this was the intent before? >> No. So I presented it to the board of education two weeks ago as an opportunity and so really lifted that this is a highly conceptual rendering. Yeah. When we first began exploring it, we did reach out to uh the administration and the facilities team
just to see if we could get a look at the facility to determine um if it was feasible. So we did walk the uh facility uh with uh our uh architect team which is Cedric and Fida. Uh they also retained uh uh row um to do the initial
uh facility assessment to understand if we were going to uh if we were going to parse the property what where the prop parcel lines could exist and then brought all of that uh back as a feas essentially a feasibility assessment. Once we determined that it was feasible
to actually add a second floor and to expand on this campus, uh we started working with the superintendent and the board president to see if we could bring this to the board as an opportunity. Last the two weeks ago as a generative discussion. Is this something that we would be interested in continuing a
discussion on and today now as a proposal uh for a project that we can move forward. >> You said this is a proposal tonight. >> Yes. >> I see a presentation. Did you have any agreement that you wanted? >> No. So on last on the during the last
meeting uh TR was here and lifted a number of items that they would need to formalize a purchase agreement. Those were provided to them including the uh work done by RO which includes where the parcel lines would need to be drawn. Um my I did offer at that time uh to
connect with our uh corporate council at Daikosid. Uh the recommendation at that time was to get the assets from the board or the approval from the board that the board's approval would then follow or the uh the purchase agreement will follow the board's approval as a
part of that cascade >> from tonight. >> Correct. Oh, I wasn't Oh, I wasn't prepared for that tonight. But another question. You said you received funding from the legislature. >> We did. Yes. in 2024 >> for this project >> for a project. And so the project is
specifically to uh repurpose and renovate a former school, government or commercial facility for the purposes of early childhood education or after school programming. >> Can you Okay. So did you So when we applied for 2024, was this building
already included in that plan? >> It wasn't. At that time we were focusing on another uh building which was on the ghs uh campus on off flushing uh road and the focus at that time was much more focused on early childhood education. Uh since then a number of things shifted in
the landscape. Somefield was renovated, Brownell was expanded and the need really became focused more on the afterchool aspect of the grant um from our opinion uh than the early childhood education aspect of the of the grant. >> Okay. So you saying you presented this information at the last board meeting.
Yes, >> I remember seeing seeing that. >> Okay. And so your request are you asking us to renovate this building or what are you seeking? >> So I'm seeking the acquisition of of the building. That is a requirement of our funding that we acquire the former government the vacant government school
or commercial facility uh for those purposes and so I am seeking an acquisition of this uh facility uh that is aligned with the assessment uh provided by row uh too. So in your acquisition request, how much were you
asking for us to get? I mean to uh acquire >> the recommendation from the board president was $1. You know, that really allows for us to uh to invest the full $2.4 million in the existing facility. We're committed in our budget to $2.4
million on the existing facility. Um and so you know any any reduction from that number would or any addition to that number that was proposed would really just come off of the facility cost. >> Okay. >> And that's why we're doing the code design process and not bringing you all
the finalized rendering because a number of factors could impact well finally. >> So you so in the state budget you received what was your allocation? >> 3.5 million. >> 3.5 million >> over five years. >> Over five years. So didn't get there was already an allocation in the budget to
acquire a building to pay for it. >> Correct. To to to acquire a building. So that allocation is to acquire renovated. >> It it doesn't specify what the acquisition cost has [clears throat] to be. It doesn't have acquisition cost. >> Okay. Thank you. No problem.
>> I see I I wasn't going to say but that dollar We can't do that. [clears throat] We can't do that. We can't do that. I I don't even know how that how that was. I don't know how that came out. One, I'm going stay on this. DTM is one
of our largest um schools for our schools and that building is in very good condition. And with the capacity, the limited capacity of DTM, that building sounds
okay. Sounds like to me that building could be used for overflow. Um, I just don't see the benefit. And I shared with you today when you called me, I don't see the benefit of us releasing that school. Flint Schools has
to benefit and providing a building in that location for a dollar. That's a favor and we're out of the favor favor business. Um, we have to do better with what we have. We have to be good stewards. That building will help us to
meet the needs of our of our of our students and their family. We have those students there have a high need and that building could be used for that to support that building with the overflow that the principal has stayed in of students
just to be able to walk right across the walkway to more space. I'm sorry. I got a lot of energy today, I guess. Okay. Um, I just I I [clears throat]
no further questions. No, no further comments on my end. >> Um, [clears throat] first of all, I I really enjoyed your presentation. You were very detailed and it just seems like it's going to benefit, but is it going to focus on the
community kids? >> Absolutely. So, as I outlined in our current agreements, our agreements require us to give Flint Community School students the first right of refusal. Okay? >> So, what that means is that any student in the community can apply to come to the program. The students who have to get that first slot are students who are
enrolled at the home school. >> Right now, we have about 200 slots at DTM and there are about 80 kids on the wait list. >> And so, if we got 200 if we got 80 more slots to add to DTM, all 80 of those kids will come from DTM. There was one student on that weight list who wasn't a
DTM student and we got an 81st slot. We could fill that slot with a student who lives in the neighborhood who's not from DTM. Unfortunately, we've never seen that happen uh just because of funding constraints that there's generally weight list and after school programs. Uh but again, students from DTM have the
priority in the program today. This uh acquisition doesn't change the program model in any way. It just adds additional space for that program uh to happen. And so that will continue in the way that we've been operating. >> Well, I just think it's a good thing. And the other thing is I've been over to
educate. I used to read to the kids over there. Um I've been all through DTM, you know, and if our children are going to benefit, you know, I think is a a worthy cause. The fact that it's a dollar, I don't really care. Let me tell you why.
Because uh that school has been empty for over 10 years. So it's just sitting there. Let's do something concrete with it. That's where I'm at. Thank you. >> Um, yeah. So, I I have a lot to say, but I'm going to try to keep it brief. So,
um, just full disclosure, I did have a discussion with uh, Dr. Jamerson today. Um, it's not like this is something that we do on a regular and we have closed door meetings or anything. That's why I wanted full disclosure. Um because I normally don't talk [clears throat] to
people outside of the board meeting. Um in my mind, we're in a interesting position in the world, especially when it comes to public education. Um we have to be creative. We
have to think outside of the box. This is a whole new brave world that we're living in with public education being under attack. Theoretically in a classroom setting, I would be like public education is public and you know
the public schools needs to retain all of our assets and keep ownership of this or that. But we have a new political landscape. we have a new political consciousness and you know I won't go into that but there's interesting ways
that public private partnerships have been developing in the period of late capitalism and we have to change with the times we have to move where we can for the opportunities because we have to do it now we can't
wait until it's ideologically the right time until it's theoretically this or bad. We can't have these grandiose ideas because kids need help. Now, um I am encouraged because the center for educational
excellence in my mind a cliffnotes version is it was crim and youthquest messed up. The community didn't like it. There were lots of complaints about how it was interacting with the with the community, with the students, with the
parents. There was a little bit of a a kurfuffle and you know a little bit of a battle. Out of it came the Flint Center for Excellence. This is how I'm seeing it. Someone else could have a different opinion. It's not perfect. It's not a perfect
model, but we don't live in a perfect world. Um I have confidence in Dr. Jamerson because he's a good man. He's a good person. Now I we are trying to establish
structural conditions in which we have longevity, sustainability, we can replicate and expand these programs without individual personalities and without personas.
Right? So if Dr. Jameson were to leave, these things would still move forward, you know, systematically. Um because we have to overcome the [sighs] the the systemic racial segregation that we've
had to live with um you know for decades if not a century now that there's been a century of education. So I'm interested in theou you mentioned theou um it's I I understand it it's a work in
progress. It's not it's not fixed, right? We're still going to be developing that >> the Flint Early Childhood Collaborative. So, we're currently uh negotiating that with superintendent uh and Dr. Coleman. Uh so, well, we're planning on finalizing that this year uh on the
educator partnership agreement. Our current partnership agreement, which is of five years, is due to expire in 2028 on community ed and after school. Okay. So, we'll be restarting those conversations with the district on the 2028 through 32 [clears throat] uh agreement starting next year as well.
So, as soon as we're finished with educator, we'll open up community and after school. So I would suggest that you know for the purposes moving forward with the board whoever is on it that you just keep coming to the board, keep that communication open, keep the dialogue,
keep the community updated on what's happening with theou and the partnership so that we're all equal partners. I don't envy your position because I know that there's a master plan. We all know there's a master plan from 2013 and it's
gonna get done to us unless we participate with us and we're at the table. It's going to happen. Now whether we are going to be partners or whether we're going to be subjected to it is, you know, up to us. We have to take action on this. So I am for this because
again theoretically I want Flint schools to be Flint schools. I want the Flint community, you know, coordinators to be our employees, but that's not the way of the world anymore. And we are trying to do the best we can with what we have
right now. um um parent ambassadors. The last thing, like I said, I don't want to keep going on because I've I have a lot to say about this and I think it's important and I think if anybody in the community wants to come and and have a conversation about this, this is my jam
and I'm really invested and excited and it's it's a passion of mine. Um keeping public education going. The data that you had was very interesting to me. Um, I would like to see that data in a more
robust form because I saw the trajectory. It looked like maybe there was a time period when kids weren't in school. Maybe there was a vacation or like something and that there was still after school programming which is why the the line kept going continuously.
And I want to know just data geekwise. Is it, you know, maybe you do a regression analysis, what are the exact touch points that help that child succeed? Is it the fact that they just have somebody there that they
have super not supervision but activities to do uh engagement um with with peers with with you know adults that kind of like what is the thing that makes the success? Um, so
the it's not the I just think that that moving forward we could have better communication. You weren't given the information. We weren't given the it's it's not anybody's fault. We're put in a deficit
so that that we fail as a community. And I think that we're just all trying to catch up. So, um, I would be in favor of you having stewardship of this because this is how we're going to get extra money. Um,
we're not going to get it from the federal government. We're not going to get it from the state government. If we're waiting on Governor Whitmer to sign something, good luck with that. Uh, given her track record in the last couple of days. Um,
you've got 3.5 million. I understand the dollar amount seems like it's a kick in the teeth. It has been in the past. It definitely has been in the past. So maybe to tell that story in a different way. Um
uh but you have to have site ownership because that's how it is, right? That's how we had to do with um with communities first and that's just how public private partnerships are going with money and grant and things like this these days. Um, you've been very
specific about the the the the specific building. It's not DTM. It's not DTM. It is a small portion portion that is that is not being used right now. It hasn't been used for some time. And what
you're proposing is value added to DTM. It's not taking away that property. It's it's an exciting community expansion. So again, I'll stop and that's that's where I'm at with that. And I really hope
board members see this as an opportunity to to really do something now. >> Trusty. >> Yes. Did I Did I understand you say that would cost the school system anything? >> That's correct. This is grant funded.
>> That's correct. >> Um the renovation and the addition. >> That That's correct. So the renovation and the addition are will be grant funded. The program itself will continue to be funded by the Charles Don Foundation. And so um in total the the facility and the program will continue
to be provided at no cost to the district. >> Thank you. >> Thank you. I will have final words. Um I appreciate your presentation and I want my board to listen to me. DTM students
has kept us as it relates to test scores. They have done the job. Teachers have done the job. The principle when you look at that new facility, we owe that to that community. It's time for us
to start to give. This board has over 600 some acres of land. And what I'm asking this board a dollar is all it worth for what he's given back. DTM students in that community deserve this just like this community serve this. We
can't do one for one community and leave that community when we have the opportunity to do it. A dollar investment for a child in a community is nothing when you have it to give.
when you have it to give. This is going to be great to add on what we're doing. We had two great school kids [snorts] had proven successful when it come to the state
and Eisenhower. We got to get past voting and kicking our kids out of the district and not willing to give them $1 to make their right. We'd rather close the school and closing schools has shown
to be a disaster especially when the children met the goals of doing what they're supposed to do. I'm asking this board when you present to us the MU or whatever is needed presented to Mr.
Jones. We have a special meeting and we have a board prior that five votes is all it takes to move this forward and from the hearing my voice of the div the voices on this board I think we have a good chance you have done great work
being a partnership m could have said I'm not going to give you $1 to build that school but it gave us 100 million governor Whitmer could have said I'm not going to give him dollar. Help your folks out. They gave
us 30 some million. Representative Kelly could have said, "I'm not going to give up dying." Cent your million. John cherry. They didn't say that. They saw a need and they got together and brought a
community together. Now, the board is in debt and you telling me you can't give the kids in the community $1, I'm a flaw. I appreciate what you have done. Send that proposal that you bring it for the board
and we're going to make sure it happen. Thank you for your presentation. >> Thank you. If I could just clarify, should we begin working with uh with Yeah, I will reach out. We'll reach out to TR because if we have thought with him, your contact will be superintendent
Jones and Mr. Trump and him and I will work together. Wonderful. Thank you. >> Thank you. Have a great day. >> Great presentation. I now call upon Superintendent Jones to present action items to the board. President
I seek a motion and a second from the board to approve resolution 1.1. If I may, I make a motion to batch action on items 1.1, 1.2, 1.3, and 1.4.
There's a motion on the floor to batch. >> The motion died for a second. >> Oh, you support. I'm sorry. He supported open up for discussion, madam chair. Yes, my reason for batching is we all had a very in-depth discussion with this
and um Miss McGomery did an excellent job with her presentation and uh I just think all the questions that needed to be asked were asked and I just think this should just be one that we batched. Um
I'm opposing even though we did said you was absent you did not get a part to participate and I would like for when we making decision all board members have an opportunity to um participate so I'm not u voting to batch
um so to the majority of the board uh trustee McIntyre. Yeah, I I don't think batch batching is good practice uh in general anyway. Um and I I would like to separate these or
to keep them remain them separate because I will be I'm in favor of one and not uh the other three. So I can't split my vote. being said what would
trust Perkins I'm sorry >> yeah I had a question I was looking at the recommendations and I asked you before about >> Perkins we're making decision to batch or no >> no I mean
>> you can ask the question but um so now we need to take a vote on the floor those that want to batch as I call your name say yes Those that wants to hear each item clearly and make
the advise the sense of decision here said no. Trusty King. >> No. >> Yes. >> Yes. The best. Trusty Rifford. >> Yes. >> Trusty McIntyre. >> No. >> Trusty Perkins. >> No. Trusty Booth.
>> No. >> And myself? A no. Oh, no. Two. Yes. Proceed. Uh, Mr. Jones. >> Chair. >> Yes. I move to approve item 1.1. >> There's some support.
>> I already have a motion for 1.4. >> Okay. >> Yeah. So, >> it been promptly moved in and second. Is there any discussion for item 1.1 personnel recommendation? >> Yes. >> Yes.
Sister Kha, Miss Kesha, I asked you before about uh English, the English teacher, and you said you had interviewed someone. Did you hire? Because I don't see it on the recommendations. >> I will have to go back and do research
and follow up with you on my email. We brought in so many teachers. >> Yes, you did. >> I've [laughter] But you You you didn't fill any English positions. >> No, I can't. I'd have to follow up with you to let you know because we fill so
many throughout the district. So, let me look into it and I'll follow up with you. >> Well, I was specific to the high school. >> Okay. Okay. Okay. >> Trusty Mag. >> Yeah. And look at all the teachers. There is a teacher shortage. And yet
here we are. >> Spanish teacher. >> Oh, Spanish and Monasuri. I know that the the community had come forward in the last couple years really asking for that. So, we're really trying to listen to the needs and meet those needs um of
our of our families. Um, and just I don't know maybe if you can re reiterate how great it is to work here because of all the bonuses and we're really trying to make salaries competitive to the best of our ability even when we're operating
within a deficit and that we we love our teachers and they are the backbone of this of this district. So, thank you. >> Yes. um under resignation. Um I noticed that some of them had like
one or two ears. I did Excuse me. We're doing the uh personnel recommendation. You're kind of dropped. >> Oh no, I'm jumping in. >> Okay, thanks. >> Anyone else have any question regarding personnel [clears throat]
recommendation? What are you saying? >> Uh just point of information to the chair know that that was what trustee was addressing and this is turning to the topic >> point.
Uh 2.1 to my understanding board president's a question. 2.1 is retired for resation 1.1. >> Okay. Seeing no father question regarding the recommendation of person conducted by roll call vote. Secretary
Perkins. >> Yes. >> Trusty Booth. Yes. >> Vice President McIntyre. >> Yes. Trusty Rford. >> Yes. >> Trustee King. >> Yes. >> Treasure is absent. It's a yes. Six. Yes. One absent. >> I seek a motion and a second from the
board to approve resolution 1.2 approving the creation of the grant. Support analyst to >> Madam Chair. >> Yes. >> I move to approve support. It been proper move and support. [cough and clears throat] Is there any discussion?
>> Yes, madam chair. I'm good to go. Chiefly, um, Miss Montgomery, in respect to my colleague, Miss Perkins wasn't here and I wasn't here, but but I received the information. Could you give us like a um quick note of why we need this position
and what this position will help us do in the future? >> Um, so with the creation of this position, it was actually in response to a audit finding meth that uh board had received a while back for time and effort reporting. And [clears throat] so, um, it really would be a reclassification of the grant secretary
position, but we've actually expanded the role. And so, with this position, this individual, um, would be actually, uh, providing training to secretaries and department staff as it relates to, um, I would say time, effort, reporting,
um, purchase the purchase order process. And then this person would also be responsible for creating manuals. Um, so that way we have uh processes in place um to make sure that we're being fiscally responsible um with the funds that we have. So that's the [clears throat] reason why we're
recommending the position. >> Thank you. >> You're welcome. >> Um Miss Montgomery. >> Yes. >> Are you eliminating that secretary position? >> So yes, it would be a restructuring where >> are you eliminating it completely?
>> Yeah. Um, and we just going to replace >> that [snorts] with this. >> Is that position going to that person or where that person going? >> Uh, the individual would need to apply uh for the role um with in this position >> and if they don't get the role then
that's another >> if they don't if they don't get the role there's other positions in the district. I you know I did address to you about this uh HR audit >> and it's so essential a job analysis for
the board because we are so topheavy and in a deficit and we continue and get in a deficit. You have something to say I hear someone talking. So we continue uh to be in a deficit. So my concern is
that and I think it with some of my colleagues is that you guys kind of making it difficult for me as a board when I have data to support the necessary need. I understand very well what the auditor is saying but
the audit is not saying hire. It might be a a thing of restructure. We cannot keep going on doing the business the way that we are doing business and not we got a zero balance budget need to come. We got to know
where we at and stop adding on. We did agree as a board the door was open for your teachers with pero because that affect the education. But now we getting down to our administration and we got to be a little bit more conservative.
I hear what you're saying now that you're going to eliminate this position administration and that uh but then that pay increase is going to increase a little higher. Is this the position that does not require
a because I'm not reading my documents as I speak to you a bachelor disposition? >> Yeah, this one doesn't require a bachelor's degree. >> So, so board president, thank you for your comments. What what I want to make sure that we are distinguishing is that
the zero balance but uh zero balance uh budget work we're doing is with the general fund. >> This is not general fund. >> Well also with your HR audit and your job that affects that position.
>> Understood. Can I finish? Sure. Can I finish? And and that doesn't mean we we we just spend money. However, uh this is grant a grant funded positions um that
we are answering uh a question of the work and then when we speak of this position >> I I maybe if when we say topheavy are we talking administration building >> because this if we're talking about central office building those are not
all uh positions that are uh directors or uh superintendent or or an executive. Those positions help us do the work in the schools as well that supports the principles and and the teachers. So, not
every position in central office is a a position of leadership. Uh many of those positions we have is supporting the work in uh the schools that we have just like this one is supposed to do is support the work in the schools. So I I just
want to distinguish the difference in the way we are speaking of positions as it pertains to the help and support we need to do the work every day. Um rather than thinking of it in a space because we hire someone in central office. We're
we're we're topheavy because we hire someone at central office. We still need to do the work in the schools and manage those funds and the work that's going into those buildings every day. Uh, so I I just wanted to add that comment because I I don't want us to to think
because we hire someone in central office then we're we're we're gaining something in central office that is causing more money for the district to pay in the general fund. That's that's not the goal here. That's not what's
happening with this position. >> President, >> um, okay, I'm I just get a little frustrated with this because we know this superintendent. This isn't
actually what we're talking about. We're talking about apples and oranges here at this point. And I feel frustrated because I feel like either you don't understand that or or you're purposely obiscating the issue. The issue that we
have stated as a board and myself individually is that until we get a job analysis that is concurrent with a zero budget balance also with an academic audit which we need for the district, we are not moving
forward with and you can parse language if you want. central office administration topheavy. Administration means anybody who's not in the classroom. If you're administrative, it
means you're pushing paper. You're not dealing with children in the classroom. That's an administrative job. And that's what most of the community understands and talks about when they say that a school is topheavy. We are topheavy. [clears throat] We need more people in
the classroom with the actual children doing that work because that is the important work. The grant shuffling, the paper pushing, the stapling, the Believe me, I know all too well exactly
what that kind of work looks like because I've been in the education industry for 30 years and it's the awful part of the industry and it's the part that really needs to be cut down. I have said repeatedly that until we get
that job analysis, I am not going to vote to hire any more um directors, coordinators, deans, um oh my god, just whatever these these
these titles are. We have individuals who are working in the central office who need to have job descriptions that describe the work that's that's needed that's getting done and how it's getting
applied. Changing a job description, adding more money to it, shuffling it around without a clear, comprehensive structural overview to me is wasteful
and not good practice at this time. So, I mean, I've said this before, I'm just reiterating my position. We should have somebody the the finding wasn't the audit finding wasn't to hire
more administrators. The the audit finding was to have the people in the central office do what they're supposed to be doing right now with the jobs that they have. Just because something isn't coming out of general fund,
and this is one of my pet peeves, is that well, it's grant funded. It's not coming out of the general fund. It's grant money. It's free money. Woo. We're just gonna, you know, not look too closely at how we're spending it. And there we go. [snorts] And I'm not in
agreement with that. So, that's all I'm going to say about these these support positions because I've already said I want to see the job analysis. It's not that I'm against the way that this is being restructured, but we haven't done the work. We haven't
seen the data and I'm getting tired of it getting put off and put off and put off year after year, meeting after meeting. So, no. >> Is there any more comments from the board trustee? >> Madam Chair, um Miss Montgomery, I'mma
have you walk just for a moment. I want to make sure I'm clear. Um because I I think >> Sorry, Chie. as we as we talk about this, you know, since the three and a half years I've been on the board, [clears throat] uh we talked about um admin positions,
top heavy and these things, but Miss Montgomery presented u HR overall hierarchy chart to us. I think was it last year? She presented it to us. She went over each department. We had a robust conversation about it. Um when we
talk about this grant grant analysis position is staying on topic here and and trying to bring us in context. You said this is a the current person in this position now is called a general secretary. >> A grant secretary. >> A grant secretary. So this person this position itself I'm not going to talk
about the person because the person is not not not prop um the position says a grant secretary you're asking to reclassify it as a grant analyst position. Correct. Because if I transition, if I'm a secretary, if I'm going to train other people, Yeah.
>> I'm not doing secretary duties. >> Correct. >> And so if I'm working for you and you're telling me to go do go training, >> right? >> And I'm labeled as a secretary. >> Yeah. >> My response would be I'm not a trainer. >> I'm a secretary.
>> Right. You're training people classification. >> Okay. And so and to my understanding with with this current position, it it includes training. >> Yeah. general secretary work but includes more training and and call more over little oversight and kind of helping the team >> pretty much. So we've expanded the role
and the responsibilities beyond what a normal secretary would do. >> Gotcha. And we talk about the audit finding um I I understand what my colleague is saying about you know we didn't ask for just because we have a finding we didn't say create a new I mean you make a new position. So when I hear you say reclassify or position, I
hear you uh you specifying, hey, well, this person duties need to expand a little bit more. So this can encompass, hey, covering that work um necessarily where it is an increase because you have more duties. I think about it from an employee perspective. You're asking me to do something that's
not in a job description I have, but I'm considered I have to do it because there's a line of the duties. Um I I also think about the impacts where if we keep this approach of top heavy or this this new thing called a job analysis we
my colleague to my my understanding it's the first time I'm hearing of that I would love to see a job analysis we hired a HR consultant actually with Dr. Wanda Cook Robinson to conduct that job analysis already. Um I haven't said the words that I would not approve any director or anything like that because I
believe uh the work still goes on. Um I I didn't put the intent behind this specific position and the other ones. I I've looked at the presentation. You clearly show what the job of the general I mean the secretary does and what it will transition into as a support
analyst. You do that for every position. Um and I appreciate that. I I also want to you know um I don't want to minimize administrative officials to my colleagues. I say this all the time. the words we say carries weight. It sends weight to a district.
Um because every person that works in the admin building is not pushing paper. I don't think pushing I don't want to minimize that you got to push the paper. there are real conversations through partnerships being made good good work that's happening and through support of each school building um to to make sure
that does not reflect my perspective um as we talk about admin admin work because administrative work is needed because if we didn't have administrative work we have more findings in an audit if we didn't have administrative work I think where my colleagues are talking about how do we tailor and do more
measurable get some [clears throat] good outcomes administrative work I think we could talk about that but as to my colleagues I think um reclassifying position to encompass training and then and providing that person opportunity to apply for the role but necessarily I
think this is a no-brainer for me because one to the topic of grant funds superintendent Jones uh what is our grant um allocate I mean allocation usage rate for at the moment >> we're we're right around 60% we need to be at 80% it is an issue
>> it's a it need to be at 80% said based on who said that >> state >> state of Michigan said hey we have >> our grandpa >> underutilizing our grandfathers I want to make sure I'm clear I'm not saying just because we underutilize our grandfathers we frivolously create new positions to utilize our grandfathers
and maximize 80% what I also am saying though is where we already have academic audit going on our curriculum see what we have and what we're doing with it there's also room to maximize the space and use our grandpa particular in a way that's more effective to uh children
learning but we know grant funds are limited and to my understanding the these positions that you list here are grant were approved by the state >> yes >> approved by the state didn't have an issue with it they didn't say top they didn't say these things they said this
is approved position this was helpful >> and who oversees the grant department right now >> Dr. Coleman >> Hey Dr. >> is here right >> hey Dr. department. Um, so since you've been overseeing the grand department and this role, how does this role support you in your work? >> Good evening. Um, as Miss Montgomery
stated, the grant specialist position um is going to provide an opportunities to have a laser focus on our time and effort reporting. Um our time and effort reporting is something that we received an audit finding for. It is documentation that is required of each
person who was funded by grants to be able to provide documentation to the state on uh the work that they're doing and and the alignment that the work that they're doing is with the grant requirements. And we have nine schools with over $53 million worth of grant
funds. So we that that requires the signific significant amount of paperwork. So that is one of the principal things that the grant specialist will be doing is uh helping us with ensuring that we have the proper documentation. In addition to that uh
our secretaries and our school improvement coordinators help us with facilitating the work of the grants and ensuring that we're in alignment and these personnel they're uh when there's turnover these personnel will require training. So this person will ensure and
be on top of the personnel training that is taking place to ensure that we don't have a lapse if there's a change in personnel um so that everyone is aware of the processes as they change and sometimes processes change from the state level as well. So as these shifts
occur, this individual will be our support in ensuring that our secretaries, school improvement coordinators, and our grant funded personnel are following the proper protocols in terms of paperwork and uh compliance. >> Thank you. So even with that being said, I think about it um nine school
buildings to my colleagueu's point where schools, you know, our teachers are our people our employees that's inside the school should be focused on educating our kids um making sure that they're being the best they can be. Uh and then this administrative work is u really guiding
like oversight, putting the glue together and making sure we are u being aligned with our grants. there is no other person to do to do that at the moment and and to my my opinion my colleagues I don't want to uh people labor in this point but I would be supporting this because uh it's
needed for one uh it's also where reclassification is not more so of a new position even though the position that's listed helps streamline this I think we've already talked about the structure of each department especially specifically the grand department at the moment u but I'm always welcome to go
through another HR conversation around how do we do that but I don't want to you know um create this uh cadence that every time a position comes uh that we have to do this u push and pull between admin and school employees. I I would
love to see us uh go beyond that but thank you. Thank you. Um, as a HR chair, first of all, thank you for having the meeting with myself and then I was told you had to meet with um, president, vice
president, and whoever else was there. But I guess for me, when you answer all questions offline, I'm I'm I'm confused. Well, all these questions came up and you answered them, I mean, in detail.
And to say you're expanding a position is simple. You're expanding a position. You're not increasing a budget. And we are help correct me. We're like 90% grant funded district. Is it like 90% or am I Mr. Jones? Like how many how many?
>> I I can't give you that exact number, but we're high. >> We're high. Okay. So with a audit finding and we're so dependent, let me use that word. We're so heavily dependent on grants, we need to be laser focused on every grant. And if we're
only using 60% of grant funds, that's telling the state they need to pull that money back. And when we giving away buildings for a dollar, we need to keep all the money that we have, you know. So, for me, I'm I'm I'm kind of confused, but however, everyone's able
to get on the soap box. But I thought you did a phenomenal job answering all the questions because this did come before the board and I personally had questions and you went back and you took into account what you heard and you added also yourself, Dr. Coleman. So I'm
I'm kind of a little bit bewildered with all these um I guess torpedoes being thrown out, but this is needed. I mean, we're a district that need this. This isn't adding to the budget. Actually, this is helping the leadership of the building if I'm not mistaken. So, this
is something that the principles would no longer have to do. And to have nine schools where we, this district is pulling in $53 million, [clears throat] that's a lot of money. And we really need to prioritize that and pay attention to what's feeding us and
keeping us afloat. So, I will be supporting this as all of them because you've done what we asked you to do. Thank you. If I may, I would u just like to say that we have added more teachers this year than any other year that I know
that I've been superintendent because of the work that's being done in HR. We are asking for positions to support the work and I would ask uh the board of education what what would be what what
would be the request that we do in the meantime if we don't bring forward the things that we think we need to do uh this is the how. So if this is the how that I'm bringing forward, I just need to know what if these are voted down,
then what is the meantime work and what we're going to put in its place to ensure that we're doing that work until such a time as that we're doing whatever it is that you guys want to see. So I' I'm I'm fighting for these positions
because we had three separate meetings that was requested. We had a HR subcommittee meeting. We had u a leadership meeting and you also met with the HR committee lead chair. So if I would have known that there was
something requested before we would have brought this forward today because that's what I was told in the committee meeting to bring bring these positions and put them on the agenda. So that's what I was told by the board and the only two that were absent trustee
Claudia and Trusty King. So I would ask if you don't vote for them then please help me to understand what are we going to do in the meantime. I answer that for you. Um 2021 2022
the board was presented all with and I talked to you about it. I sent it out a job organization. What it does, it helps us make sound
decision. When you just bringing something to a chair person and we just have a responsibility to understand where are we at in this district,
we don't get adequate information so that job analysis start up. And this is some of the problem that we held in governor board. As you hear, my colleague said, "This is you. I never put a dead word." But I spoke to
superintendent about it. Um 2023 23 23 24 as a matter of fact, I brought it up and H and we have to have I'm not saying this is
not important, but it also have to look at what we have financial enrollment has not enough. We make money to enroll, but we're constantly steady. I know you're saying,
but at the same time, we have other expenses which require high. We got to get out of debt. We were kind of moving forward, but then we lost 10 million some dollars a year when we closed another school which meant that 10,000
$10 million which meant that that $10 million is a loss to the district. I'm not saying this is not important, Mr. Jones, but I have spoke with you all several times and I hear that there was a HR audit done, but we as a board don't
have that report. Am I correct? Yeah. So, we discussed this, but we also discussed the job analysis that you all said that please work on that job analysis, but you did not tell any of us that we could not bring anything forward until you get a job analysis.
>> Well, we're not uh I don't think I ever said that you could not bring anything forward. I was in the meeting very comfortably and what I know and what I say. I need my board to uh retract what I said. However, what I'm saying is that you're correct. We talk about job
analysis say that we have these conversation. Well, here we are in another financial situation without the vital information that we need. Micronies need to see what a job
organization job look like. They never see. So like we just making up something >> are you referring to a HR organizational chart or are you asking for the analysis of how many positions needed?
>> The question that we need was a job not charged and I'm just asking my colleagues know this conversation happened to come up because we in the middle of the public
and I want the public to go and I want people to understand I am looking at our financial situation. I can say things behind the door but the public don't go. I'm bringing this to you guys attention that I know you said
you're working on it. Uh is the HR auditing complete? It's not complete. >> The one that you had Dr. W working on, that's that's not complete. >> So, are we going to be able to get us up? >> Yes. Yes, ma'am. >> Sometimes so.
>> Yes, ma'am. >> Because we as a board, we look at documents here, two boards that are working here, and I still have those same questions. Um, I would be reluctant to, but I would go ahead because we put
you in a hardwood position and he put us in an awkward position, but because I don't want I know it's correct, but I like to be transparent as well.
I'll ask the board and those that want to. We need four books to move this forward that we go ahead and prove this here. Book them down. And if it's something you don't know, if I had asked for a job
announcing and because you don't know nothing about some things, a lot of things we are doing was three or four years behind you guys getting it doesn't mean that it's still not required. So what I'm asking my board members to do
for the sake of this situation, let's go ahead and move this. Madam Chair, proceed trust me. >> Yeah, I want to make sure I'm I want to um make sure my words are clear. U when I say um about a job analysis, uh from
the three and a half years I've been here, um we have not requested that specifically. Um, so I didn't I didn't mean my words were misinterpreted. I know what a job analysis is. Um, but when it comes to uh the HR
organizational chart, we've got we received that, but I want to make sure I'm clear. Um, >> no with a job analysis. >> Yeah, >> this is not to debate and dispute, but point of information, what I'm saying is I didn't say HR organization chart. He
said two different things. I said a HR audit and I would send you that information with a job analysis what we're looking for. >> No. Okay. >> I I don't think >> I still have the floor rate. >> But yeah, you still I want to make sure I'm clear. Um I I understand what a job
analysis is. That's that's pretty basic, right? What I'm saying is that this new request of a job analysis is um we haven't had that discussion at the board table and say this is what we wanted. You did say however, hey administration
team, HR team, come to us in a proper way um and and then communicate the right way. And I want to make sure I commend the team for actually doing that. You did that in this HR presentation that you presented to the board. Um you you literally did everything that that was requested
honestly in my opinion. Um but the job analysis I'm excited to see what our the consultant will come up with and get an update from there. >> Any more comments? Yes. What's the purpose? >> Um, [clears throat] one thing that bothered me was uh the fact that you
said that the secretary would have to apply for this position. Why couldn't you just train her in that position in the first place and rather than do away with her job? That that kind of bothered me. So, she's already doing part of the
work. Um, it's just part of the process that we have. Um, so with the PO process, all of those things, she meets the qualifications for the position, but we don't want to necessarily, we just want to follow the process, but
she meets the qualifications for the role already. So, essentially what this looks like is, and I don't know if the board knows this, [clears throat] part of the partnership agreement um that was uh created for this year talked about putting systems and processes in place for the grants department. And
this is our effort to put systems and processes in place, but we need people to be able to support the work. So the idea behind this position is if you have nine buildings, it's a lot easier to centralize through one person, they take ownership of that work and that role and
then they can make sure that when individuals come in, everybody's doing the same thing. >> I understand that. But I I [clears throat] had an issue with eliminating a person's job and they hypothetically might not get the job, but they're
already trained in half of it. It would seem like it's not a stretch to train them in the rest of it. >> Yes. >> And so that's where my problem was and I was going to vote no because of that. >> Yeah. Miss Perkins, let me um share something >> with the person in the position.
Ideally, we always was to bring individuals on as direct hires. >> So, that was taken into consideration when the position was created >> and that builds culture and climate um when you have a person that works directly for the district as opposed to
a person that's outsourced. So, that was taken into consideration with the person in the who's doing the work right now. >> Okay. Well, because I really hate outsourcing. I'm gonna be the first one to take. >> Yeah. So, this [laughter] is the
opportunity to bring somebody in house question is to approve uh resolution 1.2 approve approve the creation of the grant and support. Secretary Perkins, >> yes. >> Trusty Booth, >> yes.
>> Vice President, >> no. >> Trusty brother, >> yes. >> Trusty King, >> yes. >> Trusty and myself. I don't
know. Mr. John, >> I seek a motion and a second for the board to approve resolution 1.3 approving the grand coordinating position. >> Madam chair, >> yes, >> I move to approve item 1.3. >> Support
is there any discussions? >> What's the difference between >> the one before and this one? [laughter] I'm a little baffled. Yeah. >> So, the grant coordinator is a senior level position that will work closely with Dr. Coleman. Um, this individual,
uh, we were required to have at least a bachelor's degree with a master's preferred. And so, they'd be working closely with her as well as the buildings to go in and provide training as it relates to grants. So, it's a higher level position compared to the one that you saw before. >> Okay. Madam Chair, speaking. I I want to
make So, this is where an opportunity Mr. The purpose was at that meeting to understand I mean we probably to capture how the visualized what this department looks like and so if you can walk with me then hopefully this helps. So, how many people do we have currently in the grant department?
>> Currently, we have two grant field monitors. We have a family engagement. >> When you say grant field monitors, what do they So, you have an upper and a lower. Can you explain what that looks like? >> So, the upper um upper grant field monitor will help to support uh the
implementation of grants for secondary schools and then the lower grant field monitor will help to support the implementation of grants for elementary schools. So they go inside the school support the grant work that's going on inside the school to grant field monitors. >> Correct. What's the next position that we have?
>> The it would be the secretary currently um which we are uh repurposing now >> to be the uh specialist. >> Yes. >> That person as we discussed would be supporting with the time and effort reporting training etc. >> So you got the analysts two grand
monitors and >> then currently that's the entire department and then it would be myself >> 100%. So for historical context, you had a director of state and federal programs, right? >> Correct. >> You no longer have that person. >> Correct. >> In the interim, you have assumed that
role of going over grants. >> Yes. >> Of of supervising three people. >> Right. >> Right. As you came on as a new C, a new CIO >> supervising three people. Not just those that grant department, you have
principles and all those others things directors to supervise. So this grant coordinator position will essentially be the leader of this this area that works closely with you and then working closely with you. What is the benefit of that? >> So this person will be coordinating. I
will be supervising the staff. >> Yeah. Okay. Uh but this person will be coordinating focusing on timelines high level planning u making sure that we're in grant compliance ensuring that we are uh monitoring our spending as well as collaborating with uh purchasing in
[clears throat] order to work with the CFO to ensure that purchasing is is taking place and just really working alongside with me. I will provide oversight. My oversight is critical because I'm in a conversation with the state to ensure that we are we have the
information we need for compliance. Um and so I bring information down from the state. Then the coordinator and I would sit together and map out the plan timelines and implementation of that and then the coordinator would then handle the day-to-day operation to ensure that
the field monitors and the analysts are following the plan that we set in place. >> Gotcha. Cool. So currently right now who's doing that work? Right now it's myself. >> Yourself? >> Yes. >> Right. So you're over grants. >> Then you're over building principles. >> Correct. >> Student student centralized student
enrollment. >> There MT MTS director of academics. There are several several director level positions. But this position not a director level but essentially as a coordinator to help that. But this position helps you and Superintendent Jones as we talk about strategic and u
executive leadership piece was how do we tailor all this together with grants to make sure we on the right page but also alleviates that dayto-day every time where you're in inside the grants but you're still supervising grants but you still will have flexibility to do the supervision that's needed. Yes.
>> That's that's desperately needed in other areas especially with building 11 leadership um and academics. >> Correct. >> Okay. Hopefully I help. Any more discussions? >> I have no more discussion. I still have
my roll call except resolution. Vice President. >> No. >> Secretary Hurt. >> Yeah. >> Trusty. >> Yes. >> Trusty Rose.
>> Yes. Yes. >> Yes. Please give me information that I ask. >> I seek a motion in a second from the board to approve resolution 1.4 Four, authorization to create a coordinator of culture and client.
>> Madam chair, >> I move to approve item 1.4 >> support. >> Then probably move and support it. >> Madam Chair, >> I'm going to open this up and discuss. But what I want you maybe you guys to do is explain that position to the public.
>> So the coordinator culture and climate position would be providing um high level support to the building administrator. um they would be responsible for overseeing the behavioral uh piece with students. So um they're more focused on preventative
measures versus reactive. When we had um the special board meeting, we were actually looking at discipline data and we looked at the number of suspensions that we actually had. Um and so this individual would be working with um behavioral specialists, the teachers to kind of model what those preventative
measures look like. also working uh with families so that way we're not so quick to um suspend but we're looking at other uh models that we can implement to reinforce positive behavior with students >> and let them know that position is open from
>> yeah so the district actually um worked with the ISD there was a position called student success coordinators that position has since been eliminated as of June 30th um and so there was I think I total about seven uh individuals who
were working in that position. And so um this would be an opportunity for those individuals to apply for this position, the coordinator of culture and climate. Um the position would work 210 days. Um so they would follow the elementary principal schedule. Um and it would
require a bachelor's degree. So we're looking for a high level uh experience. >> Any discussion for the board? >> How many How many uh coordinators you plan to? >> So it would be one for each building. Okay. So how many total?
>> Um so actually it would be a total of 10 nine uh because one would be assigned to each building but then we're also looking for a centralized person that can work directly with the directors at central office and then this person would be responsible for making sure that all of the other coordinators are
doing the same thing so we don't have different um things taking place at different buildings. Okay, we have two at Southwestern or just one. >> Uh, we have one at Southwestern, but we were talking about having a centralized person possibly not necessarily a
central office, but in one of the buildings, but we haven't determined which building yet. >> This is not this fun. >> Yes. >> Can I ask a question about uh behavioral specialists? Do how
many do we have? And >> we have there's a behavioral specialist for every building, but some buildings have more than one, and it's based off our uh student enrollment population that we have. >> So, this would be
>> Yeah, this would be a higher level position, but they would work closely with them. Do we have any occupational therapists in the schools? Yes. >> But they're under the U GD. We partner with them. Okay.
>> Sure. >> Okay. Okay. Um, Southwestern is currently housing high school and ALA. >> Correct. >> So, they will have South the building will have two. >> Yes. >> Okay. So stop questioning the subs
beside one area beside the other. >> Correct. Correct. Okay. When you talk about um a behavior specialist, behavior specialists are uh edges, right? >> Yes. Correct. >> Ed, this position is >> be a direct hire. >> A direct hire position. Okay. When you
presented the information um at our last our meeting that I wasn't at, but I looked at the um PowerPoint here, we talked about discipline data. talked about that a lot during that that that conversation that I see. Um how how will
this position help with discipline data? >> So they would be working closely with um those who are responsible for the work of MCFS as well as the enrollment department. So, as it relates to data, making sure the decisions are driven based off of the data that we actually
see and then also working to train um staff on different um procedures that we have as it relates to um restorative. >> Yeah, as it relates to restorative practices. Thank you. >> Great. So, restorative practices. So our
goal is not to um suspend kids out of school because you know every day counts for our scholars to be inside of school. Uh and so sort of practice person position will basically be that. >> Yeah. >> Okay. Um now Miss Montgomery now I heard
you say that we're thinking about hiring a position for the ad. I mean for the >> it be like a centralized >> a centralized. So so this is where I I would [clears throat] I would challenge the thought. Okay. that's the first time I'm hearing about that position piece and that's where a
challenge will come between communication is if this the first time I'm hearing it and then it comes up and say wait where did this come from >> because essentially in my mind that's a director um of culture and climate because if you're supervising and making sure all that that works >> well let me clarify they're not the
director okay the principles would still supervise them but the reason why we had the idea of having a centralized person so right now you can go into different buildings we could have something established in each building is doing something totally different. And so we need an individual that is not so much a
director that they can work with the directors um to receive training guidance and then making sure that it's being implemented with fidelity across the building. So what we're implementing is consistent and you don't have Southwestern doing one thing and do all right doing something solidly different.
>> All right. So that got you. So here's where I'm going vote for this position here, but here's where my challenge would be. So they they report to the principal. The principal would report to the principal report to Dr. Coleman. >> Dr. Coleman, right? Dr. Coleman
essentially, right? Um set the standard for how the building should be able to run all in unison. >> Yeah. >> And if they're immediate supervisors, the principal, and the principal report to Dr. Coleman, that should be streamlined and how we should do things at fidelity. Right. Um that's my thinking because when you when when you
present that and you call it not a director but it's basically doing director things that's where my challenge come from on this side and that's where in that challenge >> we don't get we don't get get the things across like how we need to and so I would I would encourage us to work on how we present that because that was
idea and plan in the beginning. I think that would that would have been a good thing though. >> Okay. >> Thank you madam chair. See, >> thank you. If I may, I think when you discussed that and I talked about that person being a floater. >> Yeah. And that's where it came from
because you want to make sure of course every there's no ISO there's no islands every school is just unique to which schools are unique but however we should have some common practices that go across the district because if you get
in a fight that should be three days if that's what the policy is across the district instead of well I know you so you I won't put you in synergy and you won't get you won't get dispel that right there is promoting bad behaviors. So to me, this position would definitely
alleviate a lot of that because that person is on site and everyone's going to be held accountable with this person because this person has has the ability to go to each school to make sure things are going the way that they're going because the min administrators cannot
get to every building every day, but this person can. And I think one of the thing that this district is lacking is accountability. People do whatever they want to do because no one's paying attention until cameras and chaos hit. But I think this person will help
stabilize the district. It's really needed. And to me, this is working from the bottom up instead of the the top down. And I think this right here will be very impactful and people will be able to site the rest the restorative
for practices that people cannot recite. Thank you. >> I want to thank you for this position because you know um in order for this school teachers to teach we got to bring the parents in.
>> That's right. And the behavior is is probably 50 or 60% of all district is the behavior. That's why I'm supporting this because it's addressing the issue. It's just a beginning because
the behavior been so bad and that um if anything that we want to do that this you guys can do find a program that focus
on parenting because it's going to take the parents I'm supporting them uh is much needed and it takes actually which I talked before. Hopefully we can get where we have a couple of them in there and uh
and create some other program um as it relates to parenting. Do I make myself as it relate to parent? You're not talking about parenting. If you're not talking about confident parenting and and
all this stuff cap, I need you to capture the parents hearts. >> Yeah. If I don't caption the pairs, huh? This president's not interested. Great job. Thank you, Trusty McIntyre. >> So, this one for me is actually
different because it was explained and went through a process that that uh you know um that followed procedure and um it's a it's a GISD grant that ended and now we're bringing it in house. um it's
now, you know, part of our school district. So, it's it's like part of that transition process that was needed and I I'm totally in support of anything that reinforces restorative justice practices. So, that's this one's Yes.
No further discussion. Roll call to accept resolution 1.4. Secretary Perkins. >> Yes. >> Trusty KS. >> Yes. >> Trusty Rford. >> Yes. >> Trusty King. Yes. >> Vice President McIntyre. >> Yes. >> Treasure Lon is absent. Myself. Yes.
Six. Yes. The motion pass. Board me on page 62. We had got into that discussion about retirement just for your overview. You want to do a shout out and make a quick remark. Um I say quick three or four five minutes. Quick.
>> As I was saying earlier, um I noticed some of one or two years. Did they get [clears throat] the sign on this? Yeah, they did get the sign on >> and was the what did the um I mean can't [laughter]
they the way we designed the sign is they earned it as they went as opposed to having them have to repay it back. >> So um >> they get all of it. Right. >> Right. Okay. Okay. >> Yeah. So, one of the things [clears throat] that we do want to focus on this year is um really a big focus on
improving culture and climate um working directly with principles and supervisors um and having a 30 60 90day survey. Um we actually do exit interviews, but we want to be a little bit more um proactive as far as what we do and looking at engagement and how do we
retain the the teachers that we're bringing on as well as other staff. >> And general, do you know why they left? You don't know I mean you don't want no names of course but in general >> you know what this is a hiring season so sometimes it is a little tough um
sometimes people will come on board and they move around so um sometimes it can be um various various reasons but it's a really competitive time right now I think Flynn is definitely holding their own with the staff that they've been able to bring in but sometimes you have
individuals who will hop from district to district so if they feel like they can go somewhere else with the experience that they have and make a little bit more Okay, sounds good. Trusty Perkins, >> I just wanted to give a shout out to Mr. Alan VZ. He was our maintenance uh [clears throat] person. He was super and
always had a great smile and I just hate that he had to Well, he didn't have to leave, but he chose to leave. >> Yeah. So >> that's not this thing. >> Stand on public questions. [snorts]
Superintendent John proceed to finance and operations. >> I seek a motion and a second from the board to approve the 11.1 resolution to adopt budget. So move for it been properly moved and supported.
Is there any discussions? Public information. You want to just expand on so the public can hear what we're doing? >> Yeah. Um so at our initial budget hearing um there was a error in the tax levy. We had a special meeting that corrected that error. This
is just a followup to have a budget amendment that reflects in the resolution the correct tax levy. >> Thank you. >> Right. >> Any further questions? >> Seeing no further discussion, roll call to accept 11.1. Secretary Perkins.
>> Yes. >> Trusty Boo. >> Yes. >> Vice President McIntyre. >> Yes. >> Trusty Reiker. >> Yes. >> Trusty King. >> Yes. Treasure Lon and myself. Yes. Six. Yes. One after procedure. Mr. Johnson, I >> see a motion in a second from the board to approve resolution.
Authorization payment administrative administration fees for our institution. >> Madam Chair, yes. I make a move to approve it 11.2 prop. Is there any discussion? Madam Chair,
proceed. Um so can you explain um this? >> So Archent is the company that manages our debt funds. So they take in our tax payments. They make sure our debt um payments are made on our behalf each
year and make sure we have enough money in our funds to cover. Okay. Any further discussion to accept uh resolution 11.2 roll call house. Secretary Perkins. >> Yes. >> Trusty BS. >> Yes. >> Vice President McIntyre. >> Yes.
>> Trusty King. >> Yes. >> Treasure known as Zach. Trusty Rford. >> Yes. >> Myself. Yes. Six. Yes. One. >> Motion to approve three. [clears throat] Authorization of agreement with telev.
>> Yes. >> I move to approve item 11.3 support proper move and second. Is there any discussions? Um, can you explain this please? >> Yes. So, this is a document management software that we use to store uh
documents from the business office. We're looking how we expand that across the district so that we're able to maintain the documents virtually or virtually instead of having to have the paper ones as we are planning for the future um and looking at how we can do
that. So continue. >> So when you say you're looking for this in the future, we should expect something to come later. >> So looking we will be looking at other options. This is the district [clears throat] has had a contract with intellics for several years. I will be doing an
analysis this year to make sure that this is the best cost and that it provides the service that we especially moving to a new space. We're going to need make sure >> thank you. No more paper.
This is going to help our audit tremendously. >> Yeah. >> And be able to track errors and discrepancies immediately. >> Yes. >> Um my heart is overjoyed that we're finally in the 21st century and that um
a touch of a button can provide us with whatever you need instead of a calculator. It's almost as if a a ledger is being used. I don't know if anyone's familiar with a ledger. got to be at least 30 jumps in or 40 or 50, I don't know. But anyway, this is this is great.
This helps my heart as it relates to audit time. I don't have to be cringing. So, this is excellent. I mean, how long have you been here? Amazing. Thank you. Such a breath of fresh air. Any more comments from the
board? >> I just want to thank you. You know, I've been adamant by calling you and saying, "Hey, we're too outdated." I've been saying that for a while and I'm glad to see um things are moving that we are moving more close to um being updated
with everyone, especially at a checks. We're getting there. [laughter] We're getting there. I found a few checks that I had in cash. So, and I'm glad that we can have a tracking a way how to track our finance. So I really appreciate um that work that
you're doing. Board member saying that there's any public question as roll call. Secretary Perkins >> yes. >> Trusty Boo. >> Yes. >> Vice President McIntyre. >> Yes. >> Trustee Riper. >> Yes. >> Trustee King. >> Yes.
>> Treasury loan is absent. Myself. >> Yes. Six. Yes. One absent. Proceed. Mr. Jones. >> I see a motion and a second from the board to approve resolution 11.4 for authorization to remove the contract. >> Bart, madam chair. >> Yes.
>> I move to approve 11.4. >> Move and supported. Is there any discussion? Madam chair. >> Yes. >> Thank you, Briana. That's all I have to say. [laughter] >> Madam chair. >> Thank you, Briana. She's amazing. Every
time I call her, she's there. She She's very efficient. She's very polite. And I think one day she was even on and she returned my phone call. So I just want to say thank you. I appreciate that. >> Thank you. One day for tech come in and
give us a little update like they used to in the past that information was kind of very important to the board. So hopefully we have that presentation done. Seeing no other further discussion. >> That's not what I was saying.
Seeing no further discussion, roll call. Secretary Perkins, >> yes. >> Trusty Boo, >> yes. >> Vice President McIntyre, >> yes. >> Trusty Rford, >> yes. >> Trusty King, >> yes. >> Luna, it's after myself. Six. Yes.
Proceed, Mr. Charles. I seek a motion and a second from the board to approve resolution 11.5 authorization of proposals AE260524 and AE260162
from here. >> Yes. >> I move to approve 11.5 to >> it been properly moved and supported. Uh could you explain to the public the proposal please? Again, this um Arch Environmental has been helping with
cleanup efforts at our former maintenance facility on Cork Street and that facility needed some environmental remediation and some underground storage cleanup. So, Arch Environmental has been in they help with organizing the
cleanup, making sure everything is removed and managed in a proper way. They handle all the reporting to the state on our behalf. Their hope is is that we will have closure of this um in the 26 27 school year. So the hope is
that we will be able to close this out this spring. So they're working very closely with DEO on our behalf to make sure we meet all of the requirements and file all the necessary requirements. Thank you. Any comments or discussion from the board?
and non roll call to accept resolution 11.5 church abust >> yes >> trusty relic >> yes >> vice president McIntyre >> yes >> trusty boo >> yes >> secretary bergen >> yes >> myself yes sheriff one absent
>> seek a motion in a second from the board to approve resolution 116 authorization of proposal 826003 environment >> that's the same um Same company. >> Same company, >> different madam chair. >> Uh, hello. Second. He says it's the same
company, but >> different. >> Okay, we'll be going to proceeding. >> I move to approve 11.3 >> support. >> It been properly moved and second. Could you tell us between Yeah, it been
properly moved and second. Could you explain it >> 11.6 to the public? >> Yes. So uh K12 districts are required to have an asbestous management plan and it is it needs to be reviewed and followed up on occ. So ours environmental
provides that service for us. They go into our buildings let us know if we have any areas of concern with asbestous and they help um organize and uh manage that concern.
Oh, trusty M and trustee already. Thank you. >> So, don't we have to have like reports in every building that's that's active. This isn't that correct? And so, I remember that there was like a some concern about that in the past
couple of years with like water leakage or sewage, you know, and making sure that we make sure that those reports are in there. So, is that are they in charge of that? >> My Yes. And my understanding is that all reports we also keep a copy of those reports at the administration building.
So um but I can verify with them and get back to you sure that we don't have >> because that did happen at one point. We had something happen with files in a basement something something and then a building didn't end up having the right report. So we do have a report in each
building. We have reports in central office and is Arch Environmental liable if the reports are not there because we're paying them to supervise this and make sure that we're compliant with this. So is that how that works?
>> So I'll ask the first part of the question. Okay. >> Uh the first part of the question is we've always had the buildings that are open. Um the the issue was a concern, right? We didn't have now the second part of that I I would have to consult
on that. Um >> so what are we paying for >> it to to see if they're uh liable? I'm not sure about I don't have to answer that today, but I'll get it. >> My question was just if we're paying them to do this work and then [clears throat]
what if they make a mistake and Yeah. I I just wondered I just wonder So we are paying them to do the work and maintain our manuals for us. I would have to verify what the contract said explicitly to answer the line for these
public. >> Yes. Um that's made public to the that's made public for the public to come in any building and review it. [snorts] I want to say that. And also those documents is it's the law requires it to be in every
building. So everyone knows that we had an incident over at homes where some um accusations were made and um individual just go and ask just go and ask and see because it has to be made available to to um any anyone that asks to see it. So
I think that's good to know and individuals. We're a public school, so it's it's a lot of things you have a right to know if you just stag. So, I just want the public to know that. Um, we can't hide anything from the public because we're using public dollars. So, you have a right to know. So, thank
[snorts] you for that. Any more discussion? Roll call to approve resolution 11.6. Secretary Perkins. >> Yes. >> Trusty Boo. >> Yes. >> Vice President McIntyre. >> Yes. >> Trusty Roller. >> Yes.
>> Trusty King. Yes. >> And myself. Yes. Trusty has six years. >> 21. >> Thank you very much. >> I seek a motion and second from the board to approve action item 21.1, new
high school commissioning services award recommendation. >> Madam chair. >> Yes. >> I move to approve item 21.1. >> Support. support. It's a been proper move and second there discussion Mr. Jones for the Could you speak on
that? >> That's the work that they just presented. >> Okay. Earlier today around >> Y. >> No, you don't have to. I just the public saw that information and he just confirmed it.
>> Any discussion? See, no further discussion. Roll call to set action item 21.1. Secretary Fergus, >> yes. >> Trusty Booth, >> yes. >> Vice President McIntyre, >> yes. >> Trusty Rutherford, >> yes. >> Trusty King,
>> yes. >> And myself, six. Yes. One absent program academics. I'm going to ask Miss Fields to come. Uh for the next two, I'm going to ask that Miss Tasha come with
you. This is for >> And as you guys approach, kind of give the public a little information so they can understand what we're voting up and down against. >> Yes, ma'am. I seek a motion and a second
from the board to approve resolution 25.1 ASR lease agreement with ISD [clears throat] 42627 for dual rider and potter. >> Madam chair >> yes I move to approve item 25.1 support and properly move and support
discussion. Uh yeah, I would like for you uh to go ahead and speak on each one of these resolution so that the public can hear what the board has voted on. >> Absolutely. Here today, board to discuss things that
we have in the board packet for approval. >> My bad. Um I'll go ahead and I'll introduce Miss Latasha Wilson. She's our early childhood coordinator and she'll be discussing with you about our early childhood um agreements that are on this table for today.
>> Good evening. So each year we partner with Jennese Intermediate School District and they provide Head Start services for students in the city of Flint and this goes along with our GSRP services that we uh also provide to the
city citizens of Flint as well. So this allows us to have more robust programming in our district providing more services to our early childhood population >> and these students metriculate into kindergarten. >> Yes sir.
>> So what we do is we also work with uh each program the head start programs and we have a transition program that we utilize to help transition the students into our kindergarten population here. Any
discussion question from the board? No other discussion of questions. Roll call to accept resolution 25.1. Secretary Ps. >> Yes. [laughter] >> Trusty Boo. >> Yes. >> Vice President McIntyre. >> Yes. >> Trusty re. >> Yes.
>> Trusty P. George Renona and myself. Yes. Hi. Yes. two absent. >> I seek a motion and a second from the board to approve resolution 25.2 Head Start lease agreements with the ISD 2627
for Cummings and Somefield. >> So it's the same approach. >> Same approach two different >> um so we're seeking a second a motion. Okay. All right. Discussion.
See no discussion. Roll call. Secretary Park. >> Yes. >> Trusty Boo. >> Yes. >> Vice President McIntyre. >> Yes. >> Trusty Rutherford. >> Yes. >> Trusty K. Trusty Treasure Lona and myself. Yes. Five. Yes. Two absence.
>> Thank you. >> Thank you. Miss Wilson app. >> I seek a motion in a second from the board to approve resolution 25.3 approval of CKH service agreement for the 2627
school year. And we do have a guest and we do have some information that was requested from the board. Mr. Hazard. [clears throat] If I could please have Mr. Hazard join me at the table.
>> This is a representative from Catching Kids Hearts. He's here to talk to you a little bit today about the um he's here to talk to you a little bit today about our Catching Kids Hearts contract and about some of the impact that uh Capture Kids Hearts has had across the district. >> So before we do that, I saw a motion. Mhm.
>> Um so I seek a motion and a second from the board to approve 25.3 uh for traffic kids cards service agreement for 2627 school. >> Madam chair. >> Yeah. I want to approve item 25.3
support. Is there any discussion? Oh, I think this one. Yes, it's just fine. >> Okay. Again, I'm I'm introducing Mr. Hazard to you tonight to talk to you a little bit about the impact of capture kids hearts. There's some additional information I'll provide after he has uh discussed a little bit about the
contract that we partnership. >> Thank you so much. >> You're welcome. >> Thank you everyone. Thank you board. Um first of all, I'm a Michigander. I came up from Texas. Um I went through this training 32 years ago and it changed my life. I was command control. My last
name's Hazard. I didn't have a problem with discipline, but it was all based on fear. And when I went through Capturing Kids Arts, not only did it change my life as a a teacher and a coach, but I think it's made me a great father. Capturing kids hearts, I heard all of
you that we need this, we need this, we need this, we need this. Capturing kids hearts is the relationship. It's the foundation. If we don't have the foundation, we don't have safety and trust. We don't know the journey. Capturing kids arts is tier one, tier two, and even part tier three.
Every student that comes into Flint has a story. But until we create safety and trust, we'll never know that story. And if we don't know the story, how can we serve them academically? How can we serve them personally? And how can we serve them emotionally? It's amazing. We want all these things
to do and all these kids to do great things, but if we're not modeling it as adults, it's not going to be transferred. You cannot transfer what you don't possess. And in a short period of time, the teachers are using this process now and the behaviors are
changing in a great manner. Not only that, but it's we we have a training for for um parents. So, not only do we want it for the culture of the schools, but we want to build the bridge to the community. >> We do what we know. Until we know
better, we do better. um to me capturing kids hearts. We work in LA Unified, Palmdale and Anaheim High School District, 48 states international. The bottom line is this. In leadership,
my goal should be your success. My goal should be your success. Your goal should be their success. You are the president. Leadership is not about you. It's about serving. And when we truly serve, we empower. And when we empower, we create
multipliers. That's what capturing kids hearts is all about. Flip says a boundary. We have to have a child's heart before their head. But if we don't have our own heart, how can we capture kids hearts? I was just here. I'm watching behaviors.
It's amazing. We want kids to do great things. We have to do them. Mr. King, is that correct? >> That's correct. I would >> 100%. So capturing kids arts not only does it help the teacher but it helps the
student to student, teacher to student, teacher to teacher all the way to leadership. And what we say is no organization can rise above the concerns of leadership. If you look at the schools that are doing great, leadership is modeling them. If you look at a couple schools that are struggling a
little bit, leadership needs to to step it up a little bit. But if you look at the big picture, they've come a long ways, have unbelievable data. Um I I just I guess in my heart um I was one of those kids.
My father left when I was 10. My mom was an alcoholic. I didn't have parents after 10. And one coach saved my life. Every one of the kids in this in Flint needs hope. And if they have hope, they can do anything. That's what capturing kids hearts does. It it takes academics
up. It takes attendance up. It takes referrals down. I I hear about retaining teachers that that's a big part of it as well. So if you put that all together, if they have a safe place and they love the culture, they don't leave.
Um >> if I could with the um the number of impact and resources that was utilized for catching kids hearts this year. Um, in our capturing kids arts premium package, we had a high level usage of 17,377 views that were utilized by our teachers
and our staff. We had 3,615 login and 706 of those are active users that are actively utilizing capturing kids heart strategies and practices across the district. um campus leaders uh they were included in 69 cohort
huddles where they were receiving coaching to support social emotional learning um strategies through the capturing kids heart platform. In addition to that we have um surveys that also show positivity around capturing kids heart strategies from staff
students and uh from teachers and families alike. Um in addition to that um there was originally we had submitted for a presentation for this evening and I'm just providing the highlevel um points from that presentation to
[snorts] be able to share with you all. >> What did you say? I I missed that. >> I said there was a presentation that was to accompany this conversation tonight and I know that there was some rearrangement with our agenda um that that has to put the presentation off for
us to be able to discuss. Yeah. >> Um just I have questions for both. >> Okay. >> So you keep talking about data. Where is it
>> in the presentation that was provided for this week? The data the company presentation >> again and again I don't want stuff shown to me presented. I want to see it. I want to see the data. And you talk about qualitative analysis, about surveys. I
want to see the surveys. Uh because you can talk about touch points. You can talk about people logging onto a program. If you're required to do it, if you're required to log onto the program, then that that what does that mean? What are what actually are you measuring?
You're just measuring logging attempts. I I'm asking you what is the connection between the programs what the program does and what the outcomes are. So for
example, we have an increase this year in the amount of teachers that we're hiring. What makes this year different than other years and how is that related to the you talked about how that help how capturing kids hearts helps with teacher
retention and getting teachers to stay here. So why is it more this year and how long has capturing kids hearts been here? >> Third year. >> Third year. Okay. What about the other two? I mean so what is the correlation
between I I I need to see the data. The data is not adding up. >> Information. >> Let's see. Hold on one second. Let's see. Hold on one second. Board members, this may go to another to direction. I
want you to go to page 247. And this is our pres This is the presentation. 247 with your check section and I'm going to get to your point of order and point information. I just want to make sure that my on the same page.
>> Oh yeah. So my point information was going to do the same thing you just did. So thank you for doing. >> So >> there's data and there's data like this isn't good enough for me. like you say 99% of students say that teachers incur
I mean I want to I want to see the >> the survey results um trusty um McIntyre the survey results are highlighted in that particular package with the outcomes from those survey results from students from teachers from families and from staffs. Um in addition to that
there additional information that was shared for with you um uh around suspensions and around referrals where referrals did increase over this past year. There were a drop in our uh suspendable days that were calculated throughout the district. And so even
though referrals are up, that means that there are opportunities where interventions are taken and then suspendable days are down. >> I I I understand that. But you've got more than two variables. You've got more than just capturing kids hearts
suspension up or down. So where is the data to show the direct correlation between the services provided between capturing kids hearts. In addition to the fact that we've had suspensions that have been reduced, we
have five buildings that have been recognized as national showcase schools where they are um supporting um efforts. And you can see correlation between those buildings that have been identified as national showcase schools have also had increases in their achievement through academics. But not
just academics but also attendance in improvement in chronic absenteeism by reducing that. And in addition to that would be the reduction of some behaviors. Not all behaviors but some behaviors. >> Okay. And how can you say that it's because of that and not other
intervening variables? I would say that there's correlating data for surveys that um teachers and students and families alike are in agreement that there is um a positive um a effect for capturing kids hearts and that they are receiving it in a way that
um they can see the evidence of it through the practice and strategies of capturing kids building. >> Okay. >> Sure. >> Okay. I I also might add that >> turn. I also might add that, you know,
when I go out and work with the community, it's not just the superintendent that makes the difference. Sometimes I take trust and burdens. So I can't say all the time that one thing that we do um supports
uh the entire look of of the outcome. And so even with math, the curriculum we have is not the only thing. It's how it's taught. Uh it's it's the other pieces that go along with it as far as if teachers use interventions, prepare a
professional. So this is, you know, dealing with behavior uh is it's more than one thing that's going to support behavior, but this is one of the things that brings it together and helps us do the work of behavior uh in the schools.
>> It's it's proactive rather than reactive. Um, it's great that we have restorative practices and so on. I I always like to say be proactive. I if I have the kids heart, they're not going to be I don't have to go that way. Um, I speak to
prisoners every year in Moskegan. I I promise you after every time I speak, they say, "I wish I had a teacher coach." Um, that connected me with that that way I wouldn't be here. So, all the things that are saying, the survey, it it speaks for itself. And I I'll have
Brad Clark who's over all of our surveys. I'll have him contact you and go over all the information. And he's a lot brighter on that the stat the statistics than I am. But I promise you I'll have him follow up with you and kind of um >> because that's what I've asked for,
right? I mean a lot the other cursory sort of gloss. If I if I could also offer um trusty McIntyre, there's a uh it's a framework of continuity of which we are able to be able to see and we have look fors in a
classroom. So social contracts are posted. there's continuity around the questions that are part of capturing kids framework that help us to provide an expectation around how we speak to kids, how we interact with children and because of that continuity, I think that that provides the supports that are
necessary and also to cut through bias that sometimes exist in the classroom with new teachers that we might have coming into the district and being able to provide for them what the expectation of communication can look like. And where I wish that we could be able to go ahead and pinpoint exactly the impact of everything that we do throughout the
district, I do note that that capturing kids has served people well in the fact that it gives them something to hold on to. It provides them resources and it gives us the opportunity for kids to be celebrated through leadership and through themes that are celebrated throughout the year. Um, and I also
appreciate your conversation around the necessary data. that's um that's something that you desire to make sure that you have in front of you and our ability to be able to provide extra data to support your inquiry as well.
We just have decreasing enrollment, decreasing passport, um, increased chronic absenteeism, and how is continuing
to use capturing kids hearts going to help us change that or turn that around because I don't want to see those numbers going down. And again, I understand that there are intervening variables and there are other like it's not just the one to one correlation. I
get that. But how can we ensure that this is going to be helpful to the district and not just something that's an added cumbersome process for teachers or
Um, [clears throat] in education, I've been around this for a long, long time. You said 30 years. It's a calling. Um, but I also believe this. A lot of times in education, you do random acts of change. You start something, then you
stop. You start something, you stop. You start something, you stop, and you never finish it. We've had three years to to take the ship and start turning it around and we're starting to see those changes. I don't want to give up on something
that we're going in the right direction that this the stats and the what they're saying, the teachers are saying, what the kids are saying, even what the parents are saying is that we're going in the right direction. You're changing adult behavior to change student behavior. Um, I just wish I I I would
invite you to go to a capture and get his arts training. I would love to have you in one because I think if you saw it, you'd see how it connects. But but to me, it um when we we say kids have a story um and
we don't have that relationship and have that ability to deescalate, you see a lot of kids get booted out of class and then they get expelled and so on. What I found was that capturing kids arts in the social contract and the four questions kids wanted to be with me and
not away from me. And when I was command control, I I promise you, kids talked about me, good or bad. And and and to me, when I was at command control, they didn't want to be around me. I just got back from Cancun two weeks ago because I
had a a young lady in my teen leadership class which is Leew worthy and she wrote in her her journal that she was going to commit suicide. She's 44 now. I had her when she was 15. She said, "Coach, you saved my life because
you were the only one that took the time to find out what I was doing and what was going on." That's what capturing kids hearts is about. that not not just myself but every teacher has an unbelievable opportunity to connect with kids maybe even the janitor maybe the
secretary but if we're using that process and the same terminology all the way through it is proven and it goes all the way through and I can give you a whole bunch of data from other districts that are doing amazing things for 10 years sorry I can give you that and I'll have Brad follow up with you but I
promise you you're going in the right direction you just started it don't give up on Trusty. >> Yeah. Um, thank you. Um, >> yes, sir. Okay. Um, to my colleagues, I've been able to see when I walk into a
classroom, every time every year I go to read into the school building or I go into the school building just to visit. Um, most recently when I was in Brownell and I came to the classroom, first thing first, hey, let me take you to a social contract. Let me take you here. Kids
knew it. There was another classroom I went into. Um there one of our scholars were having a challenge and that scholar, you know, he he was not following the social contract and the team caught the team as in the kid said, "Hey, that's not a part." And as they took me to social contract, signed it,
we piss pumped and we kept going. I I think as it pertains to this, I'll be supporting this because I see it um in the work. I see it in the staff where we've had multiple showcase schools seeing where uh the excitement around when a stu a person come inside the
classroom that's like student ambassador for for me for an example um and there's a leadership or they may be scared to say well what I want to do but hey let me take to the social contract and let's sign let's talk about it um and they're able to explain to what that looks like
one thing you know what I encourage um my admin team is how do we showcase some of these these things is where whether it's one person going to gonna take you to it or just one of us going in like how do we showcase what this actually looks like because sometimes from our
perspective right um is there's another thing [snorts] we're not in the classroom every day I'm not you know you know some of my colleagues have teaching experience they've been a classroom substitute teacher but we're not in the classroom every day we see paperwork we see numbers we see budgets we see test scores and we see like hey what's going
on Um but then when I was able to visit to schools and see how this is implemented and how this is helping u with climate with the culture the building I like to see it really is um eye opening to me but I just want you to have that perspective as well. So we may
be asking for data because that's what we're used to seeing. >> Um and more so you I would encourage as we present more you know further as you reference the materials that you have um and making sure that the team the board is spread on unison that you reference it and keeping it towards kids stories. >> Yes sir.
>> That point community school kids sto good experience that you have across 100% raping your passion. Yes sir. um for us um our focus like how what kind of fun story what kind of stories fun kids were able to provide um here and showcase that to us.
Um I think that's amazing but I've seen your work go forward and I'm I'm excited for what we're doing in this district like you said they running three years in excited to see how it goes but I would encourage the team how do we showcase that a little bit more videos and showing hey this is what's happening um as we go into classrooms because
sometimes it's it's a different perspective from where we sit when we're not in the classroom every day. Yes, sir. >> Thank you. >> Thank you for the chief. >> Madam Chair, >> what's your name, sir? I'm sorry. I missed it. >> Vern Hazard. >> Mr. Hazard. How are you, sir? >> How are you?
>> Good. Um, I was one of the board members that said I've never seen anyone from Capture Kids Heart. Um, I guess I'm I'm a little confused because Capture Kids Hearts was here in 20 2017 when I was at Freeman. So, has it
flipped ownership? Someone took over. >> So Caption Car's heart has only been in district three years. >> You started it and it stopped. >> Did it stop? >> I'm not sure. I don't have that. >> Somebody cuz I I'm not >> Yeah.
>> So it's not in the district now. >> It It's in the district now. It started three years ago. >> It started three years ago. So three years ago, help me with my math. Was 2023. >> Yes. And before I thought it came up for renewal,
>> so [clears throat] help me out. Okay, >> Trusty Reard, you're absolutely correct. There was a small break during the COVID um time that we broke contract, I think, if I'm not mistaken, but prior to that, we were utilizing capturing kids hearts.
We've been utilizing capturing kids hearts for approximately I think 9 to 10 years is the total that we've been in some type of partnership with them. Even if there were lapses in those practices and continuity of professional development, the only thing that was broken. >> Thank you for that.
>> Um um I was going to have a come a part kids about to crash out. [snorts] >> But I think for me school's students are so unique and you you you can't get to everyone their hearts every
day. And I guess my concerns with capturing kids hearts, it was if we had student that didn't have barriers, that didn't have trauma, that didn't have um [laughter] isolation issues,
health concerns, learning delays, just the list goes on and on. I can see where captioning kids heart would be relevant or well I'm not going to say relevant because it is
relevant but necessary but our students need handson they need something where you you have to have a person with culture competency that has the ability to look at a student and know exactly what a student wants. When
I grew up my teachers knew that. But that's something you just have. That's not something you're taught. Teachers learn their students. Their students become their family. But we've had such a high turnover with our teachers. You can never develop a relationship or we
we're so scarce on certified teachers that teachers are moved around. So being able to develop a relationship where you may have the training of capturing kids heart, but now you have different kids. So, how are we able to maintain the continuity and the ability of what
Capture Kids Heart stands for to get our students where they need to be? Because our students, they're still failing. And it social contract, a lot of our students can't read. Let's just be totally honest. So, put a social contact contract in front of them, they don't know what that is.
>> So, they process. fail. Well, you have a select few, but I believe if we had because of the behavior, we we you guys, we can't get around that. To say to a student that's furious, I need you to read the social contract, these students would probably say something you never heard before.
>> So, this is this the process is that I'm greeting them at the door every day. So, that's the first step. That's the first we call that in the engage. >> I understand. >> And then I'm exploring their needs. I'm filtering back here coming into my classroom. >> Okay. And then the communicator is my
teaching. I better be passionate about what I do >> and then I empower them and I launch them. >> I I I I hear you sir, but I have to just say that that's that's not practical right here in Flint Community Schools because of the
teachers. We have such a dynamic need. You may have a child that's been up all night that that will not talk. But if you know that child needs are are a lot more than the normal district, if I can say that
and I guess for me my concerns is we're not meeting our student where they are capturing kids. this space. I I'm I'm listening and I would love to see a session um because this is
having been through a lot of trainings like this at least you guys know what a liker skill as opposed to MASP which doesn't um the this the training seem like they're very expensive for like a you two 4hour
trainings for $23,500 um plus additional expenses plus travel and accommodation and then the extra fees and all that. Um I love your commitment and your passion and I'm not discrediting that at all and
I too had teachers, coaches, very special people in my life who you know, got me through it. Um, so I I understand that, but I can tell you as an autistic person to have teachers
being trained to stand in the doorway saying specific things as each kid comes in, if it's not for real, >> have to be sincere. >> It has to be sincere. But how are you going to train that? How are you going to disseminate that? How are you going to make sure that that this happens in a
in two, four hour training sessions? My point is that it's like these are good intentions, but I don't there's a disconnect for me between the theory and the practice. Like you haven't established a connection between all
these wonderful things that you're talking about and what actually gets done in the classroom. Because for my little, you know, socialist non hierarchical heart, what helps capture kids hearts is making sure that
they have a safe place where they can stay, that they're fed, that they have steady consistency in their communities. It's noble that we try to replicate this by greetings. social contracts are like a 17th century construction that is
mired in colonialism. So, I'm not even sure I'm I'm up for that, but I I don't I'm not I'm not seeing it. So, I would love to see a deeper dive, but
I I don't know. I want to um when we look at our strategic plan have five priorities scholar focus teaching and learning culture planning staffing findings
scholar focus the district aims to support the whole child from early development through career to throughout I mean through to career readiness culture and climate goal is to build and promote a culture of excellence that fosters a positive environment for learning. Um we live in the city of
Flint. We know um our kids um are challenged in some ways, but I also don't let that challenge define [clears throat] their potential and uh where they can go. When I think about
this in in a holistic approach here, um the have a strategic plan with our priorities, administration follows a strategic plan, bring things as opposed to guide us to the strategic plan and get reach our goals.
Administration has is requesting that we use captioning kids hearts and from my perspective, it really targets one and three of strategic plan. And then for us to sit up here, I'm be honest, for us to say, "Hey, this is not working
and we're not the one seeing the benefit from per kid." I find it hard because it's something around when you don't know what it's like trying to tell a teacher how to teach they never taught before. And if the teachers are asking for this
or you know this is working in kids, I think about you take this away. Yes, social contracts could have been around forever. Um, but seeing kids thrive in this way, if this can be the only thing that they have when they go to school is capturing kids hearts, not just about a social contract, how a teacher greets a
student. Yes, there are students that are different. Yes, there are some that, you know, have different challenges. Uh, but what I see for capturing kids hearts is what the staff been able to do is get training. When we think about when a teacher comes into the building, a teacher from somewhere else that doesn't
understand demographics, they come in, hey, you get captioning kids hearts training, you understand, hey, how we treat our kids. This is how we do things. But when also I think about the absent piece and we don't have these things in place that that you know speaks to culture and climate, what will we get then? Like what will we get? I
just I find it hard for challenging for us to to u pick apart something that we we're not in the classroom dayto day and seeing the benefit of it. It's easy for us to sit here and say there's no benefit. I don't see it or pick pick and say where
there's no correlation to something which I get. I think there can be a better presentation and seeing how how all this plays a part. But for us to sit up here and and really um uh in my opinion, for lack of a better word, tear this apart in a way that's saying it's not working in the
classroom. And and when teachers come consistently to say you need to listen to me, they listen to me. Hey, this ain't the work. I mean, this is it. And then for us that for my I would be voting yes to I hope my colleagues vote yes to it. But for us to take something away from this regard for training, hey, how do our um teachers to treat treat
our kids? This is proper training in my opinion. Um we all have been through several trainings. we we you know we can nitpick all kind of training to say this is good or not. Um but inevitably what I've seen is change side because I go into the building when I went into classroom the couple classrooms I've
been in that's been the thing I I I'm passionate about it because I I I have a challenge when we're not inside the work and we're able to say it's not working in a way that we don't see where kids are using this. Yes sir. Again I agree. Hey, our kids have challenges, but just
because we have challenges doesn't mean the potential is gone. And this right here, this framework, the structure that provides um for our team helps. That's just my opinion. I'm I'm done talking about it. My I've
made my comments to it, but guys, you y'all nitpick this thing forever. >> All right. Thank you. >> Let me speak. My colleague says that we did. My colleague says we don't in any
classroom. This board [clears throat] has an obligation to dig deeper. When I listen to teachers, it's not working too much for them in some cases. Uh it works really well in
your smaller schools. I think the last report we had 8,000 something behavior, 3,000 something in school suspension. And we keep doing the same old thing over and over again, not looking at
models that address each of this district needs. And I'm concerned. I've been in classroom, been in administration probably more than anybody on this board. and understand that damage. What uh
as uh trusty relevant said the water crisis, the pandemic, we have a serious issue with behavior and it's not changing the data, not changing the behavior. Uh it works for
um some kids and some teacher, but it's not working for where it's needed. When a child go into ninth grade, that's when all of that goes out of the window. When they in that ninth, 8th, 7, 8, 9th
grade, it goes out of the window. It's not nitpicking. It's being more conscious. What are we going to do? Well, they say, "Well, I'd rather you do this than leave us with nothing." We're not going to leave you with nothing cuz that's what
we pay you for. you you're gonna come up with something uh the board would bring something to you that deals better uh that do what this been asked of us. They've been asked of this board, help
me walk into school, help me. What are y'all going to do about behavior? Help me. How can we get parents? How can I capture parents heart? You said in your data that you talk about parents, but in
reality, we don't have that here. This is a good program. One time when I first was working with, but it worked well when I went to kindergarten, first and second, third grade, but as I moved up the level, it didn't benefit. I'm not saying I'm not supporting this
right now in my thoughts because I'm looking for more. This board should be looking for more. We are we held an obligation. Teachers are not professional babysitters. We done turned a career into 35 to 40
minutes doing things that should have been taught somewhere else. We have to allow our teachers the ability to show that they can teach. Am I understanding they changing the KPI MDE? Am I correct? if
they changing the uh something in MDE. No matter what we do, we don't get a hold to this behavior and give these teachers a break. It's their turn. Let's capture the parents and the teacher heart now. Then maybe this program can work all the way
through. But to say that uh your colleagues is nitpicking because you don't have that material and understanding that we have is kind of insulting. say it all the time. >> We're not talking about what we say all the time. We're talking about right now. But saying all that to say the motion on
the floor say something. >> Oh, sure. Proceed. >> Um I really believe this ignored behavior becomes accepted behavior and the lowest behavior accepted becomes your culture. You're saying your culture is this way
and you're taking what's working and throwing it away. It's not nitpicking. I understand you want data and this and that, but Flint kids deserve the best of all people. Your kids in Flint need this. And what
breaks my heart is you don't see it. You just said you have to capture the the teachers hearts. That's what you're doing. If they don't have their heart, they can't capture kids' hearts. All the things that you want, you won't get there because of that. I I just wish you could see. I I
we have a board training. And I wish you could experience it cuz I promise you and I'm just going to be honest. I sat there the whole time and people are giving different facial expressions for people that didn't agree with them
and you want kids to do gaps and you're doing this to one another. >> Hey, point of order, M. Madam Chair. Um, my point of order is um our presenter is passionate but it's approaching. Okay. um I would encourage I would encourage
we channel our passion and and put it somewhere else but as a still a respected body still works this way. Yes, sir. Thank you to uh Trey King and this is a passion for anyone to sit and
say we are not passionate about you have kids. Put one of yours in the grave then you talk to me. We are here
because of Flint Kids. We are here because I listen to parents. Everybody don't agree. I listen to teachers. Some like it, some don't. As a board, my constituents, my
contentious, my parents and my teachers and my own observation certain thing was good for a period of time, but we need something different in order to save plant community.
What I and don't get me started, we can capture on a lot of things. They got 600 some million dollars downtown that really could capture their heart and whatever help with behavior, but we're not there. So, [clears throat] seeing that we don't had enough discussion on that, it's going to be very sensitive.
Uh, I would like to move to a roll call vote. Roll call vote to approve a resolution 25.3 approve of caption his heart service grieving for 2026 to 2027 we're conducted by roll
call vote secretary Perkins no trusty boo no >> vice m president McIntyre voted to go up or down. >> Trusty Rutherford. >> No. >> Trusty P.
>> Yes. Vice President McIntyre. and myself. No, you got five no one. Yes. Motion fails. Thank you for your presentation. >> Did we do this? Got one more. Okay.
Thank you. >> I seek a motion and a second from the board to approve resolution 254 authorization versus education week for school districts teacher professional development package. >> Madam Chair, >> yes. I move to approve item 25.4
>> support. There's been a proper move and second. Could you uh enlighten us on that? um dispersed. >> Absolutely. The um the proposal is to uh provide autonomous professional learning that complements teachers with PD and
traditional PD. There's self- modulation learning with it. Um it's included success stories that are rooted in daily content updates, provides the opportunity for versatile learning formats for our teachers. It's a curated resource that allows user friendly
access and it really focuses on best practices for teachers. It's supporting them by keeping them in up-to-date um uh things in the educational realm um data issues on districts that uh district issues focusing on anything from STEM, math, literacy. So, it really has the
whole gamut of um uh resources that we can provide for teachers and professional development and learning. And then I I guess honestly it archives some things that can keep um data relevant as it pertains to um things in the classroom and things to help
teachers in resolving their their classroom practices highlighting high yield strategies and best practices. >> Great. Are there any discussion trusty? So,
how long have we had this or is this a new addition? >> I would have to I'd have to check into how long we've been utilizing it for, but I know it's been for a couple years. And it's coupled with the professional development and um the creation of uh teachers utilizing it for the purpose of
not just um resources but have applicable strategies that teachers of new teachers uncertified teachers. There's things in there that are useful for them to be able to help with practices as far as gaps that they may have um in their instructional leings.
So, is this this called also called Ed Week? >> Yes, that would be appropriate. >> So, education week is Ed Week. >> Yes. >> And $11,000 is for a district-wide license for all teachers in the district
to access that unlimited usage and to be able to utilize it um to its fullest extent. There's no cavitation on like how or caps on how how many things that they can use or how many views or whatever they have access to the full platform and any of the resources that are available within the platform.
>> So are you aware that there's advertising within this >> um in the version that we have >> I don't believe targeted emails if you're if you're part of the subscription. So if you're subscribing,
I believe that those advertisements don't occur on the platform, but I'd have to check. >> When you get updates about here's this article or here's this new topic, including here's from our third party something or other, you know,
>> there's updates to re relevant educational issues. Yes, >> like insurance, home insurance, car insurance, stuff like that. I would have to check to see >> a a a secondary product.
>> I'm not aware of anything that's selling products to our teachers. I'm aware of >> in Ed Week. >> Yeah. I'm not I'm not a big fan of Ed Week having used it myself. I think it's a bunch of superfluous information that is readily
available uh to anyone who has critical thinking skills and a discerning mind. I don't understand why I we need to have an audit of all these programs and all these subscriptions that we have and I just happen to know from personal
experience about this and I'm not a big fan. So again, show me the data that shows that it's actually helping teachers be successful because we're just decreasing in enrollment and test scores and all this. I just see a downward trend and
nothing going up. So show me that this is actually adding value and not just either you know taking away value or being neutral >> without us having this platform and I do believe that there's and I could be wrong but there's two subscriptions with
the sub free with free trials. I know that there is some type of advertisement that's attached to it for our platform. There's not to my knowledge there's nothing that's being sold or propagated on the actual platform. There's a
possibility there could be subscription newsletters that people could subscribe to that would then come that way. The second thing that I would offer is that we have at least one of our teachers where there's still uncertified teachers. This platform provides resources for our uncertified folks that
can help to supplement in the event of um them needing extra support uh in their instructional delivery and the opportunity for them to access self-modulated learning that is allowed to be tailored to their time >> services. Yeah.
>> Okay. Um I would like to speak on it as a guest teacher. It wasn't very resourceful tools [clears throat] because gas teacher don't have everything the certified teacher has and so sometime we
have to um look at thing a different perspective. I have used it and sometime a guest teacher needed way more support than a certified teacher. And one thing that certified teacher does, she does help that guest teacher and this is a
tool that can be very helpful if we need to use it. Right. Um I will be supporting this. I don't want to be all night um in this discussion. Anyone else have any discussion? Roll call
to approve to approve resolution 25.4. for conducted by roll call vote. Secretary Perkins, >> yes. >> Trusty Boo, >> yes. >> Vice President McIntyre, >> no. >> Trusty Rifford, >> no. >> Trusty King,
>> yes. >> Treasure Don is absent and myself is a yes. We got four yes, two no. Motion passes. >> Thank you. >> Thank you.
Thank you. Any board member have any comments on remarks? Short remarks or comment before we are joined. Oh yes. Good to go. >> Oh yeah, sure. Awesome. Um a couple of
things for board comments. It was good that uh we were able to uh honor the Napoleon and Lavoy family yesterday uh with their and present them with the original plaque that was uh the commemorative plaque that was presented to them when they first do the building.
Well, when they honored named the building after him. Um that was good thing. Thank you, Superintendent Jones and team for um bringing their family and having that good moment for the community. Next piece here. Um, a couple of things I want to make sure I
uh I express is when we talk about selling a property to hear um a property being sold or potentially being uh sold for a dollar. um when we've had multiple people come and request that we give
them properties for a dollar and and we've um we didn't accept those those offers or um those those bids that they put in place because of hey it was too low but if my colleague
shifted um ideas or shifted um their preference that we can allow um someone to come and say hey I want this building for a dollar. That's going to be the standard we set. I think we should probably talk about that. Um because as it pertains to Lone Fellow, Loan Fellow,
the organization, if I'm not mistaken, presented $100,000 and to hear uh Mr. Jameson come and say, well, you know, he had a budget for a building acquisition and we only give them to him for a dollar. I mean, if you
went to ghs, if you went to another, if the institution went to other other places, they wouldn't probably receive um a building for a dollar. So, I think we should just be fair. I get relationships. I don't want to minimize the contributions of the organization.
They have tremendously supported Flint uh Flint Community Schools, but I also, you know, we have a steward um stewardship responsibility that just because, you know, someone helped and supported us doesn't mean you automatically get something uh from us. in that regard. So I think you know we
should probably talk through that if you want if you want to but I just disagree with that notion. Uh so the other piece of that I think um today was a rough day. You know it was a good good discussion that we had was challenging. I was just as we prepare
for our NSBA training and workshops I look forward to as we create handbooks and create how you know operating procedures how we you know interact with one another. I think that would be important as we move forward. Thank you, Madam Chair. Um,
the caption kids tired. You know, it's interesting how the truth come out when a person doesn't get their way and individualized. I just say watch how a person act when they when they hear the word film and that's every
person. for me as a board member. My I was voted to take care of this district and these kids are our future. These indie kindergarters that are that that are just babies now, they're going to grow up and they're going to be
leaders. We have to put things in place that's going to be progressive for this district. And sometime the answer is no. It's word salads are amazing but when you don't see the results after 10 years it comes a time where you have to trim
the fact and sometimes got to start over but when you have a teacher that's afraid of the student that throws that out the way but now as it relates to us at board member we all agree as it relates to our property that
[snorts] we would be very responsible and to here. That was my first time hearing a piece of a piece of property that own that belongs to school. As long as I've been on the board, it's the first time I ever heard someone coming
before the board prepared to present to get a building for a dollar. We have to make sure that we're not drinking the Kool-Aid. Just like we're leasing buildings to GISD to support the community, we can
lease that building to support the community. Everything isn't always [clears throat] when I hear a playground, a playground is a playground. That's not going to sustain this district. It's as if we get
caught up. They gave us this with lights, cameras, action. Let's get beyond the lights, cameras, action, and see how our kids are going to survive. What are we putting out in this world? And as a board, it's the onus is on us
to put things in place and have Superintendent Jones and his team take care of it. Make it happen. But we're getting sidetracked with things that that that should not even be a part of our conversation. So, I just ask my colleagues to just
think. Please think outside of your norm. Will this matter tomorrow? And if your answer is yes, then you need to think about it. Thank you. Anyone else would like to speak before I speak? Thank you. So,
I'm not blinded by the lights and the fanfare and the cameras. I'm laser focused and I want to make clear that this partnering I don't want to call it a partnership agreement because that's
something different and that's something specific but this partnering that we have with the Flint Center for Excellence with the M Foundation with Communities First with the
Community foundation. We've got a lot of varied history with these institutions and these organizations. It's been fraught with tension and inequity for a long time. We're we're it's a work in progress and
we've been very intentional about partnering. You know, as I've said many times, we're no longer allowing them to be the colonial overseers. They're we are partners and with
Dr. Jamerson who came forward if you're not at the meetings or not paying attention to the documents that are being presented you know can't force you to read or pay attention to the pertinent or salient details but this is
something that has been in the works for a long time. these this renegotiation of the master plan from 2013 in all of its iteration the oldou
from 2017 these are things that have been in the community and if you've been paying attention and if you've been active in actually being part of the community school foundational system looking at the hundred years back when
it was you started by the Mott Foundation, right? We've gone from a 100red years 1926 to to where we are now. And it's not perfect. And
I get that the optics of saying, "Hey, you can have a building for a dollar hearkens back to when we gave away, you know, a bunch of buildings with the city of Flint." So that's that's that's not a good look. Yes. Sarvis Sarvis was 75,000 but
>> the point is is that we are and as I stated in the meeting this is a necessary partnership with the way that things are now. I appreciate the Splint Center for Educational
Excellence. Like I said, they used to be the the CRI and uh you the quest. We had criticisms. They transformed. They tried to be more community uh to responsive to the community.
The money that was secured, there's a new way of funding grants. There's a new system of philanthropic organizations, nonprofit organizations,
private organizations collaborating with the government in terms of securing grants. We went through this with communities first. They had to have site ownership. Yes, it would be again ideal ideological to have
us be the ones leasing things, but that's not the reality of the situation. The reality of the grant and grantee situation right now in this cultural climate is such that we have to look on a case-byase basis
and in this instance with the center for educational excellence with the DTM side property it's not the DTM property it's this it's one they're able to leverage their
resources and their power and their influence as a team, as a partner, just like we did with the Republicans and the Democrats in order to get the budget for the for the demolition. Sometimes,
you know, you have to come together in the interest of what's best for the community and the kids, even if you don't like all of the all of the contract. Um, yeah, it would be great to have that building and lease it to the Center for Educational Excellence, but
that's not the reality because there we wouldn't get the the millions of dollars. And I would rather to see that abandoned building be developed into something positive for the community and have the 2.4 4 million or 2.5 million
put into the building for the students, which is including a splash pad, which the community asked for and is very excited about to to make create a more inclusive campus like the cube um that involves
the community. That's this isn't setting a precedent for giving away property for a dollar. This is setting a precedent for an organization that has systemic longevity, that has done the work, that has done the research, that has done all
all of the work and has raised the funds and is getting um uh [clears throat] donations in kind is, you know, matching um uh we're able to get more we're able
to get more resources resources with this kind of an arrangement than just having a fixed narrow focus on ways that that are obsolete and that no longer work. So that's that's what that's what I wanted to say. This isn't setting a
precedent for giving away property. We are being consistent in our approach to how we're we're stewards of our community and our resources. And if you don't think otherwise, it's because you're not paying attention or you don't
know how to look at the fine details of a situation. Oh, thank you very much. Um, $1 is just a gift to that community over there. Look what they getting. What get $1? Look what they getting. And we still
have over 600 acres of land. We still stuck with 28 building. We walked and went to Washington in the coming Lancing got 8.5 to tear down four schools.
What do the public want? What do people want? When we came on board, we had this stuff all planted. We had votes for the board. Only the board can determine whether look we can't give it away for nothing but I can
give we can get the go to do a dollar. We're talking about investing back into the flint. Flint deserve better. This thing about a child doesn't need a playground. Why can't we have both world?
My zip code doesn't determine whether I have a decent playground. My zip code don't determine whether I have a nice school. Why we got to belittle ourself $1 to a community
and look what he going to do for that community. We got to get rid of that mentality. If I don't have nothing, you're not going to have it. This board has not turned down anybody. I put together u uh
a committee try to help me get rid of this property and help me work with people. We have a couple of people came to the board uh that Truman is working with. We haven't turned anybody down. We haven't turned anybody down.
But everything in decent new order, 600 acres of land that the taxpayer, my tax dollars paid for, it belongs to the community and giving that school a [clears throat] piece of the property. You should go and I went
and I walked through it and look what it's going to do to that area. We are building each other up. If it cost me a dollar to build a community up, then we're going to build it. I believe that we can get the five votes for this here
and let's move forward. On that note, the announcement is the board will hold his next regular board meeting August 19th at 6:30 here at the queue. This meet is now [clears throat]