Meeting of the Hazel Park Board of Education to order on 11/10/2025 at 05:30PM. Can I have a roll call, please? Here. Becker? Present. Snake Fox? Here. McBride? Here. Ruth Easley? Here. Spinson. Just a quick comment. Nate may show up late. He got stuck at work. Okay. Can I please have an approval of agenda? I make a motion to approve the agenda as written. Support. Roll call. Oh, discussion? Roll call. Yes. Beaton? Yes. Fuchs? Yes. Lukram Klotz. Rudi?
Yes. Lukram Rizzi? Yes. Okay. Public comment. Anybody wishing to speak, you'll have five minutes now. Please be respectful. And, I have two people. Jennifer Jackson, please state your name and address when you vote for us. Jennifer Jackson. 139 West Robert Avenue. Our school district had another credible threat to the safety of students last night. This is the second in nine months. As you recall, this past February, a student brandished a firearm in the high school threatening the safety of another. Last night, thank God, an online threat was handled very quickly by people who were
who notified law enforcement right away and by the Hazel Park Police Department. To those who spoke up, you are brave and our community thanks you. Since the threat of violence is so prevalent in our society and clearly so close to home in our schools, I am begging our district to try something new to educate parents and students in anti violence initiative. Every year, parents must register their kids for the upcoming school year. Maybe a fifteen minute course educating parents on their responsibility for their children, gun safety,
and the consequences of threats to students, and how it affects everyone's lives should be required in order for registration to be complete. A quiz at the end to make sure the information is understood. Maybe every semester, we have professionals come into our schools and do workshops with our students in the junior high and high school, interpersonal problem solving, empathy, and how to report violence and threats of violence appropriately. We've instituted lockdown drills. I remember volunteering in my son's first grade class and seeing 18 tiny students crammed
into a class in class bathroom. We need to try something new. In talking with my children, ongoing proactive anti violence education has not been something they've received. And while it seems like common sense to say, don't hurt your classmates, don't threaten your classmates, we're missing something. Maybe speakers at the all class meetings at the high school, quick anti violence group work during advisory class once a week for, say, the months of September and February.
It seems like those are the months when kids really start going kind of wily. Maybe interactive field days where a variety of anti violence educators explain firearm safety, improving social skills, and how to care about the safety of their environment. Even speakers who can share their survival stories in an age appropriate way to connect with our students. I've been sick to my stomach since last night. We parents, especially, have to try harder to find solutions and help kids work through
life in a more meaningful and thoughtful way. If a committee needs to be formed or whatever we need to do to help our current and future students develop problem solving skills without violence, I'm game, I volunteer. Before I close, I want to thank you all. I wanna thank you for having metal detectors in the high school and hopefully the junior high is next. Thank you for your time. Thank you. Chris Johnston. Chris Johnson. 23781 first off, I wanna piggyback on on what miss Jackson was saying, and I
applaud everybody involved so that this all came to a conclusion without any injury to anybody. Great job for everybody involved. Thank you. What I did come up here to talk about was junior Vikings. The was transitioning from one season to the other, so I thought I'd just give you a quick update on how football went. Cheer was by far the most awesome squad that we had, taking conference championship in flag, conference championship in freshman conference championship in JV and conference runners up in varsity
for competition. And our flag football team had the most successful, season in program history being conference runners up. All in all, there were a 111 kids in the program this fall, and we were able to have a successful season with your guys' support, the school support, support from the city, and the support from the parents. Those three pillars are integral for the success of the program. So thank you all very much. We're incredibly grateful for all the support. As we transition to wrestling, we're going into a new building.
We're having conversations back and forth with the school district on how we can figure out some of the quirks. We are doing everything that we can to work with the school, and I believe that the school is working with us as well. And I look forward to communicating, having a positive discussion back and forth so that we can figure out what works the best for everybody moving forward. And I know there are parents here as well that wanna say stuff in support of the program, in support of what it is that we're doing. So I'm grateful for everything.
Thank you for your thank you very much for all the support. Thank you. Those were the two pieces I had. Thank you. Is there anybody else who wishes to speak at this time? I don't mister O'Langway. Thank you. My first time. It's my first time taking it. Alright. You're next. Sorry. You can start yeah. Go ahead. Mohammad Alam. Please state your name and address. Hello. My name is Mohammad Alam, 41 West Myers, Hazel Park.
I'm a proud father of a student in Hazel Park and a member he's also a part of the Hazel Park Junior Vikings. I just wanna take my time. First, thank you guys for letting us use the Longfellow Building. The only concern I had is, not being able to be part of my son's wrestling practices or football practices. I would like to be, able to go in the building and, be available if if need be. You know, my son's only seven years old.
There's other parents there that have younger kids. You know, it's just it's kinda tough, you know, and I've been in his life since he's been born. So, you know, it's kinda tough for me too not to be around. I work less hours sometimes, change my schedule around so I can be a part of his life. So I just want you guys to, please take a vote and change your stance on that, on, letting the parents be allowed into the building. Thank you. Thank you. Alright. Is that it for now? Okay.
New business is next. Nothing for personnel for this month, so we're gonna move on to policy, strategic plan presentations. Is anybody do I just go on order? Is anybody on my end speaker? Welcome. Thank you very much. My name is Greg Janicki. I'm a consultant with MASB, have been with the organization, for about five years doing strategic plans, workshops for board members. Mister Jampy, can you lean in a little bit? It's really difficult to hear you. How's that? Yeah. Alright. Yeah. No worries. Did you catch that great preamble that I had, or do I need to say
that? Straight. I I wanna You wanna take it all in? Yeah. So I've I've been doing work with MASV for about five or six years. I think the more relevant experience to bring forward to you is that I am a former school board member. I served twelve years on the Walled Lake Schools Walled Lake Consolidated Schools Board of Education from 2008 to, 2020. So I appreciate the work of boards. When I left board service, I wanted to stay active in some way, in supporting the great work that boards do around the state. So, I became involved with MASB, and I've done, seven strategic plans, up to this
point. I'm doing one for one of your neighbor districts right now, Clawson, just up the street. And so, hopefully, I have the opportunity to to work, with Hazel Park. So I have a real brief presentation, that really talks more about the structure of how this engagement would work. Feel free to raise your hand, throw something at me. If I get in the zone and I'm not looking up, just scream my name. But I wanna take a couple of minutes and at least give you an outline of how the process would work, with Hazel Park. Really, any talk about doing a strategic plan has to start with the idea of the key work of boards.
And I really highlight the top part there, which is all about vision. And, I'll give kudos to the board and the administration for actually having in your boardroom your mission statement and your vision. Not every district that I have worked with around the state has their mission statement visible to those that come into their board, meetings. And I like to say that it's not what the mission is, it's what the mission does. And what the mission does is drive your decisions each and every day. The more visible that mission is, the more visible the vision is, the more power
it has in helping you guide your decisions. So when we talk about a strategic plan, we're really talking about all of the elements that come in, district goals, the key work of the school board, the the the performance standards for the superintendent, and aligning that. Strategic planning is really all about alignment so that you as a board have a tool in which to help you guide your decisions. No entity has unlimited resources. Regardless of how many resources you have or how much money you have at your
disposal, you have to make decisions on what are what what resources, what decisions are in the best interest of the organization. So a strategic plan is simply that road map to help you make decisions. You can't do everything. So deciding which of the decisions that are brought before the board and then acted on by the administration are those that are gonna be most likely to help achieve the mission that you said was part of why the organizations the organization exists.
So this work that you're embarking on, whether it's through MASP or any other organization, I I applaud you for doing that hard work of helping you align the resources that are necessary to do the good work for our kids. So, benefits of using an outside facilitator, just a little bit around, if you were considering doing this work on your own. I do facilitation work for corporations as well as for nonprofit entities and school districts, and I can say there's a tremendous amount of value of having a person in the room help facilitate that conversation.
I always like to say the smartest person in the room is the room, and a good facilitator will help bring out the knowledge and the smartness that exists in the room. So the work that I've done with other districts is not about the plan that is the MASB plan or the Greg Janicki plan. It is a plan that comes out from the work that is done by listening to your community and deciding what are the best actions to take as a collective, set of resources to help you achieve your mission. So my role as a facilitator is to simply ask really hard, sometimes very uncomfortable
questions to get to the root of what direction, what does success look like for Hazel Park. The process, five steps generally with the MASP process. The preplanning is simply identifying that you wanna do this and then identifying that you wanna partner with an organization. There is a a data assessment stage which would include us gathering information about the strengths and opportunities and vision of the district through one on one, community, parents, staff
input sessions that I would host as well as a online survey that would be be made available to all stakeholders to complete. There's also a set of data on comparison districts. Your superintendent would be tasked with identifying five different districts that you wish to compare Hazel Park to on whatever metrics that you think are relevant. And part of the data delivery will be how does Hazel Park compare to those districts relative to academic performance, to demographics, to finance, to staff, factors like that.
That all comes together in that middle phase, which is the strategic formulation phase, which is the heavy lifting part of our process, which takes the form of a retreat. We would be asking you to identify 30 to 35 individuals from all stakeholder groups, board members, of course, administrators, staff, parents, and other community members to come together for a full day. Yes. It's a full day, but we do feed you, where we call through all of the data that has been assembled, and we do the very heavy lifting work of
revisiting your vision statement, your mission statement, your belief statements, and then writing goal statements that aspirationally identify what success looks like for for Hazel Park schools. It's a very intensive process. I just finished the retreat a couple of weekends ago, in Clawson, and I can say it's a, it's a remarkable, insightful process that allows people to bring their energy to the process of identifying what success looks like for your schools and for your
community. Following that, we have an administrative only implementation meeting where we take all of the work that had been done at the retreat and work with the administrative team to identify the first year initiatives that would be part of what is worked on. And and in that meeting, it's really critical that the administrative team is making those tactical decisions, those operational decisions based on the work that had been done up to that point to identify the initiatives that will be taken on in that first next academic year. And then, in the end, MASB makes our final presentation of, of the report.
I'd like to say that implementation is where strategy goes to die. So the hard work for all of you is not the next five months of work that would go into creating a strategic plan, but is it is in monitoring that plan and holding the administrative team accountable for delivering on that. That is the hard work. Alright. So I talked a little bit about the needs assessment phase, the stakeholder input, the educational data audit from the, the surrounding districts, the planning retreat. We do, again, lots of work there to look at what's the current environment for
education and then what are the very specific things that are happening in Hazel Park schools that we, that we need to pay attention to. The implementation meeting that I mentioned is where we finalize those high level goal statements and begin to look at what's reasonable and impactful to do in that first next year. It's important that any district identify what are the things that are most important to do in that next year because it's really easy to get lost on all of the great stuff that comes out of the input and start chasing you know, it's
the squirrel chasing the dog or is it the dog chasing the squirrel in one way or another. Right? Squirrel. Squirrel. Right? You always can chase something. But what the board will have in their hands following the work of the strategic plan is a means to ask powerful questions of the administration of you're asking us to approve this particular initiative. Tell us how this is going to help us achieve our goal in this area. How is this going to help us achieve our mission? So you have a powerful mechanism regardless of which institution you use to partner with.
Having that way, having that guide to power your decisions is, immensely valuable. Again, the documentation phase, will provide you all of the transcribed work that had gone on over the previous number of months, so you'll have a lot of that data, to continue the work, the sustainability work after we depart once the plan, is delivered. General timeline, roughly one to five months is how this, lays out. Some of that varies a little bit based on availability of the board, also calendaring
when it comes to school events or holidays. But, generally, the strategic plans that I've worked with have not run past six months. So they generally will start around this time of year in November and go through June, or early in the year and end in December. So if your timing is to look to approve a plan to begin, this would probably kick off November, December with the input sessions, with a retreat probably sometime in February or March and a final delivery of a plan, not knowing your exact board
cadence for meetings depending on when your board meetings are in the month, maybe May or June, would be when the strategic plan would come before you for approval. That would generally align you for the initiatives to be approved for the next academic year. So you would be looking at 2026, 2027 academic year. Part of the services, we provide a number of templates that help you move this process along internally, templates, to announce this to the community, templates to invite individuals to
both take the survey as well as come to the retreat, as well as, documents that can help you after the fact, particularly board monitoring, knowing that each board has maybe a different approach to how they wanna be informed. We'll make some recommendations on best approach to how they wanna be informed, we'll make some recommendations on best practices that have, we've seen in other school districts. The board of education's role in all of this, of course, is to approve the process itself, so choosing a partner that best matches your needs and timing. Of course, I'll be interviewing you, if we're, selected, so I'll get your input that
goes into the vat of information. You encouraging participation from your community is critical to this. We need as many voices as possible suggesting participants to the retreat, and then adopting the strategic plan once that's presented to you, when the process is over again, probably May or June. Alright. I ran through that quickly, but I wanted to make sure I got the process to you and respected your time knowing that you didn't want me up here until 11:00 tonight. So I'll pause and ask what questions do you have about our process.
Anyone have questions? I actually had somebody answer them as you went along. He did. So so I'll save everybody. Anything else? Alright. I mean Alright. Thank you very much. Thank you very much. Thank you, Greg. Anybody from any eight s eight? That's why you're sitting there? Yeah. Perfect. Thank you. You got one ready for you? Let me get, my slides up. Bear with me here for a second. I, I'm trying to share my screen. K. I think I've got it. Bear with me here. I like it. Is that showing Hazel Park Schools? Yes. Wonderful. Can everybody hear me?
Yes. Yes, they can. Yes, you can. Okay. Terrific. Okay. Well, first of all, thank you very much for the opportunity to, spend some time talking with you tonight. My name is Jeff Korchinski, and I've been working at ASA for, approximately, five months. Prior to that, I worked at Battelle for Kids and was there for about five years. And, we were the company that had facilitated your portrait of a learner journey. So, today, I thought what I would do is I'd give you a little bit
of an overview of, the work that we do, how we fit in, and our approach, and, then I'll open it up for questions if that's okay. So with that, little bit about ASA. So ASA is a organization that's been around for about a hundred and fifty years, a professional community of approximately a little over 10,000, education leaders, from across the country. We serve as the national voice for public education and district leadership on Capitol Hill. We there are a variety of different services that ASA, supports districts with.
However, one of the things we're gonna be talking about most, today is around our district services and how we work with school systems across the nation. As I mentioned, July 1, Battelle for Kids joined ASA. And, this acquisition really did two things. From an ASA standpoint, it allowed them to continue to build upon the support that they're providing, school districts around the country and, kind of build and deepen that work. And from our perspective at Battelle for Kids, it was to, allow us to scale
this work and to kinda maximize the reach and and and also leverage the expertise of ASA. So from our standpoint, it's been a, terrific, transition. I would say about 80% of the people from, the team from Battelle for Kids moved over to ASA, but 15% of, our people from Battelle ended up moving over to another company. It was actually, we had also had a learning platform that had been developed and we provided some unique services to some regions around the country.
And that business was kind of sent over to another company. So those people moved over and then about 5% of the people ended up retiring. So, from our standpoint, it's been a, a very good transition and something that, we've been very pleased with, as we've continued to kinda work through this. So with the acquisition of ASA, there the all of the services that Patel for kids had been developing, continued. So these now became what we call our district services, beginning with the visioning work
around the porch of a learner, moving into strategic plan and operationalizing that work, then the community compass, developing roadmaps around how to bring this work and actually think about the implementation of this and start to thinking about the shifts and the changes necessary to maximize this work. And then also communications and PR and capacity building, and professional learning and support. So these are all services that, we had been providing to school districts and have
continued now, through the ASA organization. We have organized these, services across really four areas. The first one is around readiness, and it's around alignment, activation, and future readiness. So it's kind of thinking about how do we, best prepare and how do we work with our communities to develop that plan and that vision. So it's it's building support, building support, through the community, but also ensuring that from an internal standpoint that we also have support for this work.
Then moving into the portrait to practices around how do we now start develop the tools and the resources that are needed to help shift, the system, the educators, and leadership in maximizing this work? Portrait Impact is around assessing this work and how to ensure that we have evidence of learning and the appropriate ways to, measure and ensure that this is sustainable. And then ultimately, portrait to pathway, which is really thinking about how to ready students so that, we're ensuring that they're ready for the four e's.
And and again, whatever pathway they choose, that could be education, entrepreneurship, enlistment, and employment. The, having facilitated your portrait of a learner, we will ensure that kind of this whatever strategic goals and initiatives that are are developed are aligned with this vision. That is a big, aspect of this work. We really believe that taking this, aspect and and really taking what the community and and the and the organization has developed and incorporating that with the rigorous academic content
will allow us to ensure that we're creating the, the effective learning experiences that we need for our kids so that it's not just certain kids, but it's all kids. It's ensuring that they, achieve and that they are ready for the development of the whole child, for and to be future ready, as individuals, again, regardless of whatever pathway they choose to take. We will, as we go through this work, we're going to be thinking about, some of the necessary shifts that, will likely have to take place as we're thinking through
the strategic plan. So, our focus will be on developing the priorities and then maximizing the shifts to think about, you know, when we think about the leaders, how are they creating the conditions to maximize the priorities that have been developed? How do these priorities need to then potentially, be incorporated and embraced across the district? How are the educators gonna then design the experiences to support the priorities? And then from a system standpoint, what are some of the, systems that are in
place that might need to be modified or enhanced to kind of sustain this culture so that this is a sustainable effort moving forward and that we're actually achieving the results that we're looking for. The approach we're gonna take is to, is to really leverage that portrait of the learner and kind of focus on how we best operationalize this work. You know, how does this work get resourced? How do we organize around it? How do we prioritize? How do we how do we kind of develop, progress and monitoring to realize this
portrait? But also taking into consideration that we also need to leverage the rigorous academic content so that we do this in a cohesive way to, allow our students to kind of then show how they're learning and ensure that they're learning in the most effective way, but also ensuring that they're going to be, ready for the future, again, no matter which direction that takes. We're also going to be kind of reviewing some of the past practices, looking at your previous strategic plan, determine the progress made, and kind of validating, you know, what
we what we could kind of identify and where we see as some potential opportunities, and also what now has changed as a result of the portrait of a learner. So as we as we go through this, we're gonna then, ensure we kind of capture additional data, and use it to validate our approach. So we'll start to identify some initial priorities, and then based off of that information, that will then allow us to then determine what additional data do we need to validate this or to refute this. And then our goal is to ensure that we kinda collect this.
We also then collectively develop this in both to find a balance between being an aspirational plan, but it's also simple and tactically aligned with the priorities that have been developed across the district. The from a process standpoint, the design team, we're gonna have several meetings that will allow us to kind of, as I mentioned earlier, review the past strategic plan, what was completed, what still needs to get done, and what still makes sense. There will there will be some visioning exercises where we're gonna start focusing on what success looks like five years from now, and then also thinking about what additional, data.
And as we go through some assessments and some protocols, we're gonna capture some additional information, which then helps us start to develop some of these priority areas, that we know will then have to be validated. We'll complete a, current state analysis, which allows us to look at kind of opportunities and, areas where we can continue to build upon and looking at some performance metrics as well. And this information will all be aggregated and shared back to the team. Based off of that, that then allows us to then take this information then in
in subsequent meetings to start to identify what these if these priorities still the preliminary priorities that we had identified still make sense, and what is the data telling us, and what what, might we need to adjust or validate or refute, based off of what this data is telling us. What typically will happen is some new priorities will emerge, and there'll be a fair amount of discussion that will take place to allow us to, again, discuss, determine, and ensure that what we are moving forward with, is going to be representative of where
we wanna go move as a school system. And then based on these priorities, we're gonna then start talking about some of the objectives and some of the tactical approaches that we're gonna need to be taking. So how do we then take this information? We're gonna start, developing kind of a direction, but then how do we then share this with the community and the board to gain additional buy in and support? And we'll have to make some decisions with the team on when we pull in additional members from the community. As part of the Portrait of a Learner process, we had some representation from the
community that were part of that. And many times, we'll leverage those individuals and also expand it to others, to include into this process so that we're able to capture and, and ensure that we're hearing the input from a variety of different constituents, all taking into consideration about where we wanna move forward as a district and how best to get there. Ultimately, once we have some content that we believe and are comfortable with, we'll then, ultimately take that to the board for ratification.
And once that is ratified in terms of the content is concerned, we will then, at that point, professionally create and, and aggregate the information in a consistent, concise way that's professionally packaged, and that also is gonna be something that is actionable and simple for the community to to be able to review, but also to ensure that this is something that the district will be able to continue to utilize and to allow
them to continue to to focus upon as they move forward, managing through this over the next three to five years. From a tools and support resources standpoint, kind of our role is to facilitate. We want to share information and we want to generate discussion, kind of use like utilizing a variety of different protocols and tools that ensure that the strategic plan, the content is rich, it's aligned, and it's actionable. So, again, as we're going through this, our goal is not to necessarily determine this
is what you need to do and how you need to do it. What we wanna do is is create the conditions to have those conversations and then utilizing your team to help determine what makes the most sense. And then once we have this finalized, we'll then again take it to the board where we can then professional and then re receive their support, so that we can then move forward and get this professionally developed and put together in a package that makes sense. From a timing standpoint, we would expect, start this work in January, and we believe
that, if we're able to start in the January time frame that we would have this completed, by your May board of education meeting. And depending on, on the exact timing, we would either look at having the content being approved at that May board of education meeting and then having the, the professional packaging of the strategic plan completed in the June time frame. If it's required that it all needs to be completely, in place by the May,
then we can certainly adjust, our timing to coordinate that. But that would be ideally something that we can kind of determine and discuss as we're going through this process. So, in a nutshell, our our process is to, operationalize this based on the portrait of a learner. It's to leverage the resources that we have, to introduce a variety of different protocols and to really have the group think through this work and, ensure that, we're helping
them think through what are some of the key next steps, helping them to priorities, to think about where their where the bandwidth is, how they can potentially get this accomplished and also ensure that there's appropriate measurements in place so that this is something that the board and that everyone feels comfortable with as we continue to monitor and and move forward with the progress of this work. So in that's in a nutshell what I wanted to cover today, just to give you just an overview of our of our approach, that we've been doing this work
for a number of years and that it all is kinda tied back to the portrait of a learner work. And then also recognizing that, we need to ensure that this is a localized strategic plan, and something that is actionable and something that the whole, you know, organization feels strong about and has, we've been able to achieve through the use of a tremendous amount of input and conversation through the process. So with that said, I'm gonna open it up for any questions.
Questions? Alright. I think we're good. Hey. Well, thank you very much. I appreciate the opportunity, and, I will, I will wait to hear any further conversations or any discussions that you might have. Thank you so much. Thank you. And Emily, is is that one for me? No. Emily will not be present. So, they are not able to in the short turnaround. Their their presenter is, on vacation that would be facilitating with us. And the director was already engaged this evening, which which is why I asked to
push it out to, the December 1 timeline to allow MLI to present. I've placed in front of you, or sorry. Online, there are all the MLI presentations and examples. So you have three very different presenters, three three very different styles, and differences to take a look for. I guess I would ask to you, is there additional information that you need me to work with or get from any of the organizations this evening, before we bring
next week for your ability to choose? I don't think so. So you have something additional to this? Yes. It's all uploaded in your board packet. It looks like this. Your mail is on. It has all the different presentations as well as, strategic plan examples of three different strategic plans. One's kinda written the longer way. Two of them are done in more of a parent friendly atmosphere and, Okay. I did look at those. Okay. Now that you show me. I did look at those. So hopefully, they're organized. If you need us to print them out for you, please let us know or
you need any additional information. Is there I didn't see a cost associated with, MLI. There's what? I didn't see a cost associated with yes. It was in their letter, and I believe that it was 9,000. I think that one was It must take this hard then. I think you're right, Debbie. It was like 62 plus a thousand or something. Yeah. It's 6,200 plus a maximum of 1,000 for expenses and travel. Thank you for that. Because I just had the plans in front of me. It is the so, Heidi, if you look at their letter, it's the very last
page. Okay. If you wanna glance at it. We're gonna show you some questions. Signatures. The proposal was at the bottom. Oh, no. That was ADHSS proposal. Oh. MLI. Yes. It's at the bottom here. Yeah. Okay. Thank you. No problem. And they certainly would be willing to come at a different time. They just tried and they could not. Okay. Moving on then. Wellness committee update. Go to Christie. Yep. So the next wellness committee and meeting is going to be on November 18. It is virtual from 03:30 to 04:15. On that agenda, we will be adopting our assessment tool. I have included in the invite for the members the Wellset three point o example,
in order for them to look at it. That is a federally approved assessment tool that you can use for your, wellness. We also need to look at the triannual triannual assessment that has to be done. I plan on discussing the MDE sample as well as the WALBLAY sample. Dublin also uses Miller Johnson for their secure policies, so I thought that going out and finding someone who is a local and b using a company or using the company that aligns with our policies that we'll be adopting make the most sense.
It's also a very simple policy in comparison to some of the other districts that are using Johnson. We will also review our compliance for our PE minutes. And then direct initiatives for the year, so I've attached to the invite for the committee the sample bonus possible from MDE as well. Any questions? Christy, could could miss Kales, can you forward that so I can forward it to the board so they can look at the all those items? Yeah. Absolutely. I'll just share with you the, the folder there. I'll put it in an update this week.
Okay. That's what I was gonna and you said November 18, 03:30 to 04:15? Correct. It'll be virtual. Yeah. Alright. Any questions or discussions? How many people are on the committee? So the invite includes about 23 people. However, not everyone would get to meetings in the first meeting. I have, about six or seven people who have, signed up to be able to come to this next one. Hopefully, that will increase. Alright. Well, we were there. It's really six or seven. Okay. Buildings and grounds. HVAC filters. So, during during COVID, we agreed to do filters three times a year.
And so every time we order those filters, they're a little over $5,000. And so we have that first order that we need to do. Mister Richardson was talking back and forth about maybe we need two times instead of three. I will come back to you at a later time. I wanted to go back to best practices and discussion with our teachers union because it was part of the agreement during that time to do filters three times. And I'm I'm not as up to date at this point in time on whether that's still best practice or that was was best practice during COVID, but that might be a future conversation we have.
So since this is over 5,000, we're we will bring it to you, next week. Are there any other questions you'd like answered before next week on the filter? If we're changing them three times a year, can we buy them in bulk and get a discount? That's a good question. Let me find out. Any other questions? I was just gonna say that. Any other questions? Alright. Moving on. Snowplow. Okay. We answered some of the questions regarding the snowplow. So we do have a, the snowplow that was placed on our three year plan and then uploaded. And then in the meantime, we found that the snow plow is a little more
expensive than what we thought. So we do know that, not all of our trucks have snow plow, and so we're asking to purchase the snow plow in order to, make sure that we can get our all of our snow down on a timely basis. Any questions or discussion? I have two. I have none about this, but a few years ago, the board approved, a plow on the front of a I wanna say a trailer or a off cart or something like that, kinda circling like a sweeper. Was that ever purchased?
Yes. I believe. I've not seen it. I think it was done last year. It's, in the building. It's a sweeper on a on a tractor Okay. That they used during the year. Okay. Any other discussion? Okay. Finance budget question. I believe, miss Papazian has a presentation for you on your questions over the budget. You have three minutes. No one's accepted. We could all only wish. I couldn't resist. Thank you. Okay. Thank you. Trustee Laframboise had some questions regarding the budget amendment and so, we thought we would
bring our responses We thought we would bring our responses, to the meeting so that, everybody could have the benefit of hearing, the answers. Question one, was on the revenue page. Please tell me the complete sentence, footnote three. I believe I I found where that was cut off a little bit. So, I we will present or give you this presentation after. So it cut off part of, approved in 2024 and then, capital outlay expenses.
So we will have that corrected, in future amendments. Question two. We are still deficit spending by $2,000,000 continuing the structural deficit. Are we looking to make cuts? So our response to that is that we are continuously looking for efficiencies in areas we can make cuts with minimal impact to instruction. So I wanna just point out, you know, because we are not fully funded by the State, we incorporate initiatives in our budget like open enrollment, invest, and center programs. All of which bring us additional revenues.
And then I just have here, showing the 2425 fund balance was 1,200,000.0. And as of budget amendment one, we are estimating the 2526 budget balance or not budget balance, fund balance to be 2,200,000.0. Question three. The $4,700,000 levy from non homestead property. This is an educated guess based on what? It's just under a million higher than previous years that had gone up around a
100,000. So great question. We actually use the taxable values for Ferndale and Hazel Park that we've received from the county. And we budget that at a 95% collection rate. Because we know we don't receive a 100%. But the the there are other reasons why the, revenue line increased. It was about $300,000 this year from tax collections. The remaining increase consists of 400 around $400,000 of Ballmer funds carried over into this year.
And, the $150,000 reimbursement, calling it a grant, but, reimbursement from the state for prior year expenses. Now the tax collections did go up more than they normally have. So I believe you said it was about a 100,000 in prior years. I still have to get with the city and see, you know, what significant changes maybe were made to the tax roll. For example, I believe Amazon was had some tax incentives and will be going on to the tax capture at some point.
So that could be part of our change here. But with what we normally receive, we wouldn't know what's causing the change. So I I'll have to meet with the city to see what information we can find on that. Okay. So if I'm done now I have another question. You mentioned we get tax revenue from Ferndale too? Yes. Is it, like a portion this is a portion of their city taxes because a portion of their city is goes to Higgs Park Schools? Correct. Okay. Question four, said, on the expenditure play page, please explain with examples what basic programs
under instructions are. We're cutting this by 2,000,000. What are we cutting? Instruction to me equates to to children directly. So first, I provided just from the state accounting manual what their definition was of of basic programs, which is instructional activities including enrichment designed primarily to prepare pupils for activities as citizens, family members, and workers as contrasted with programs designed to improve or overcome physical, mental, social, and or emotional handicaps.
This includes Pre K, Elementary, Middle, Junior High, and High School. So, to answer the question of specifically what cuts were made, we initially made budget reductions. And this is only reductions that will impact basic programs. So this is not an all inclusive reduction list. But we had cut six FTEs just, through attrition, smaller or larger classroom size.
And then there was a a staffing reduction memo October 13 that cut 12 FTEs across the district. I'm sure it's small for reading which ones, but that'll be You're gonna set the presentation. Yeah. So, okay. So and sorry. I'm just clearing my brain. So the staff is part of the basic. So it wasn't like we cut programs, but Okay. Okay. Moving on. Thank you. Okay. Question five was kind of, two questions embedded. So, I broke that up into two. So five dash one, under other financial sources, transfers in and out.
Every year, we have had to supplement about 300,000 and transfer out. Why is this zero? I would think it would remain the same. What fund did we transfer out to in the past? So great question again. This is not a supplement, but it is a transfer out for the twenty ten energy bonds that we had issued. And, the final payment will be in May 2026. So, I I thought we had made the final payment but we still have one more. So, we will see that included in the second budget amendment.
And we'll bring that in December to the Committee of the Whole. So $5.02, for transfers in, please clarify again why this jumped 1,200,000.0. I believe it was explained to Heidi, but I'm not sure. Was it about the income from last year that we did not receive until this year? It's actually The increase is attributed to the Special Education twenty four-twenty five fund balance transfer of approximately $750,000 along with an increase in the calculated Special Education Fund indirect costs.
So the indirect cost is a percentage approved by the state and that is, applied to allowable expenses. There are some that are are not allowed, but then whatever that calculation is, that'll be transferred to the general fund. Question six. What are some examples of community services and why is this triple from '23 to '24? Community service consists of community schools, which is miss Grassley's area. Funded by the Ballmer grant, as well as drug free community schools, which is also
grant funded. Ballmer began in '23 '24, '25. I'm sorry. So that's why we saw that go up significantly. On page five, total appropriated expenses are 62,000,000. Then the fund balance is, I believe, in error. I think the transfer in was put in as an expense, not a revenue. And I think there was a dollar rounding difference with that. So that is correct. On the resolution, that was included in expenses and not revenues. So when we bring budget amendment two to the Committee of the Whole in December,
we will have that corrected on there. Question eight, when will we see a line item budget? I thought it should have been quarterly. When we presented the first budget amendment, we did not have everything entered into the system, so we couldn't produce that. But really, we've been working on preparing, a department or a cost center reporting so that I think it's more meaningful than, by function. So, we've just been working towards that. And that we are we'll be happy to present, with the 2627 school year.
In the meantime though, if if the board would like to look at the 5,000 plus lines that we get to dig through, we can make that file available electronically for review. Question nine. When will we see the separate funds in their budgets? Special ed, kitchen, activities, etcetera. We will bring these to the Committee of the Whole in December, with the general fund budget amendment two. And so you'll in December, you'll be able to see all of the funds and
resolutions. Were there any other questions? Thank you so much for taking the time to prepare that and answering all my questions. I know it's not always fun. Oh, no. We love it. This this is probably one of the first times I've ever seen this presentation like this, and you've done an excellent job by doing it this way. You brought the board together because a lot of times, board members will ask separately. So now all of us are on the same page and also out there in the public, the stakeholders can see and hear exactly maybe some of the questions they
had or they asked one of the board members. So this is so very helpful. You you probably don't even well, you might even realize it. But for Hazel Park, you don't realize how important and helpful this is. So thank you so much. Thank you. And I'm Thank you for both of you working and getting the bid on on time and all that stuff. Thank you. And I I think this was a great way to do it, and I will plan on doing this, going forward when we have questions like this. Thanks, Donna. Thank you. Cash flow. That's me again. So, you have a memo from me.
I think the important or the burning question of cash flow is when will we be able to repay our loan. And we had really strong tax collections, so that money has been rolling in, and within current time grant, reimbursement. So, with that, we looked at, you know, we still calculated our cash flow and looked we originally had a low point in September, which we've made it past that. And then in May, with our current state and our collections, what we forecasted is
we will now be good in May. So we are able to pay back the loan in full, in November. It's exciting. Very exciting. Could you, I know there were some questions, and I think this is important about interest and all of that. Can you, share with the board, the interest cost and the conversation we've had around that? I could I should've called the bank today. I I don't have our payoff amount. It will be a fraction of what it would have been had we, you know, taken the loan out for a full year. I I would not expect it will be more than a $100,000 that we would
be paying for the time that we did have, the loan. Which which was helpful, not only getting through, you know, September and where we hit the low point, but with the uncertainty if we were gonna be receiving October financial aid. So I I don't have the exact dollars on interest, but, I will have that at the regular meeting next week. And the other question is, could you tell, because I'm a little confused on how much interest we paid on the last loan. There's been a few numbers. If you could just look at it and come back, that would be great.
I'm because there's a couple figures being thrown out there that I want just clarification. What did we pay on the interest of that loan? Absolutely. I'll have that next week as well. Thank you. Any other questions or discussion? Alright. 31 a. Double a. Sorry. Okay. We're gonna talk briefly, but I've mentioned in my weekly updates, but 31 a a, are dollars that have been made available for safety. And there's quite a controversy across the state regarding the use of these funds. So funds will be allocated based on those that are going to accept them.
We have till the end of the month to determine, and so we'll have a conversation at the next board meeting regarding this. And the 31 AA funds, there's some conversation on whether or not that you would have to indemnify or allow your, staff to be, interviewed and lose their, protective status, if you accept these funds. I think even in a week time frame, we continue to hear different guidance, and
so we'll have some recommendations for you about that. Please continue to look at your MASB, MSBO, AASA or sorry, IASA or MASA, all the different groups that are talking about the 31 AA. For Hazel Park, it's a lot of money. And so I I think that, this will be a conversation that we will have, and we might have some attorney guidance about what to do. I think attorney firms are split on what to do. And so, we look forward to having more conversations, and I will send any information
that comes to you during the week. We have a discussion about this at the the Travis City Convention that I went to, and they said pretty much the same thing. It's individualized districts, whatever you decide, make sure you consult with your attorney. So thank you. Mhmm. Any other questions or discussion? No? Alright. Finance consultant update. Sure. So Friday, we met with mister Sobe and his consultant to, discuss, the first, two
hour training that went with really kind of talking about what this is and the time frames that, the team and individuals will be putting in, the concept around zero based budgeting. We set a a meeting date of December 1 in line with let me double check if it's December 1. Yes. Yes. It is? Okay. December 1, which aligned with our workshop meeting that day because the administrators will be responsible for meeting in the morning, and we're gonna try to pull them in the
best as possible. We're really struggling to get our administrators out of the building at this time given the work that they're doing inside, and it's also evaluation time, as well. And so we're going to try to get the we've set up an elementary time and a secondary time so they can hear this from mister Sobe. Then the community will be invited or the tea sorry. The teachers will be invited, not the community, in the afternoon. They've been sent an invite already with an explanation in the staff update so that maybe people can get it on their calendar. He says oftentimes, not many people come.
We'll see, you know, what happens here in Hazel Park. We gave him a primary notice, and then he will populate all that information and then speak with you in the evening. He said it's about a thirty minute presentation, for the board of education. So we have a busy night that night. We're gonna have a closed session. We will have a safety presentation. We will also have a, student system of support presentation, and we will also have mister Sophie. Then, we scheduled him for an ad council meeting in the future as well, And then he will also we are gonna have to work to schedule six meetings for
the administrators between April March and April, to come in as well to work on the budget. I will continue to say between strategic planning and this, I'm very concerned already at the stress that you are asking to put on our administrators, and I've already heard from them out of concern. I'm deeply concerned that they will not participate in strategic planning and that this will kind of top them over the edge. Some of the things that he talked about is in the importance of aligning this to our strategic plan. So, again, an additional concern I have is that we're gonna do a strategic plan
at the same time that we're working on this versus doing this after the strategic plan. Listen, we're all in. We're gonna do as the board has directed us to do, but I would, I would struggle if I didn't tell you some of the feedback that we had. I think it was very informative. I think, it was great information and, obviously, a really well thought out plan, And we've started to schedule those meetings, but I am concerned, at the load that we are continuing to ask the administration to do on top of strategic planning and our normal, items that are happening today and everyday in the buildings.
Thank you. I don't know if anybody else wants to provide any comments of our meeting. Alright. Any other comments or questions or concerns from the board? Alright. Three year plans. You ready? Okay. So we were asked, when I returned, to bring forth the three year plans by November. And so we have provided '25, '26, our thoughts, '26, '27, '27, '28. These three year plans are to be the basic basis for developing, the following year, budget. And so these are items that, we are hoping to complete.
But, obviously, depending on the ebbs and flows of the budget, and anything over $5,000 or things that haven't already been approved, we would bring in front of the board as you will see in our next one regarding the sinking fund. And so as a cabinet, we collaborated, and went through these items now that needed to be done last spring, and it will make it even easier for updating as we go into next year because in February, we'll look at all of these items again and make some projections going forward. I think for the sinking fund, one of the things that I would be bringing
in the second after the New Year starts is going ahead and, doing an RFP for building assessments. Our last one is 2021. And, so it's about five years to do that again. And so on top of that, we will be needing to do a building assessment, which is another thing that has to be done on top of the strategic plan. Hopefully, that building assessment will guide some of those activities and outcomes and also change that sinking fund as well and also be a guide to, whether or not after that point in time with the, recommendations of the strategic plan on whether or not
you wanna go for a bond at the next time of the reduction of our our rate, which I believe is 2027. Did you have specific questions about the three year plan? I wanna commend the team, because it was a tremendous amount of work to kinda bring those back up and, alive and relook at every item. And I again, I think that'll align us even further as we move into the '26, '27 planning here. Can we just go through exactly what we're looking at? I have a communication one. I have a three year building and plan, and then I have a five year facility assessment.
Sure. But it doesn't look like it's five years. So I would Yeah. That's a wrong title. So we have a technology plan that has been given, which is a three year plan, a buildings and ground, and that's really your sinking fund plan or no. Sorry. Buildings and grounds are like, things that can't go in the sinking fund. So you can't put, at this point, trucks and other components of the truck or weed whips or tractors or anything along those cannot be in the sinking fund. The next time we go, which would be the 2029, it's when our sinking fund
is up, the the the trucks can be placed into a sinking fund. But at this point in time, we're not approved for that. Believe it had to be after 2023 school year. So these are just the items that we know need to be replaced. And, obviously, each time we go to replace and and and Greg brings and says, this is what I need to get and when, we're gonna look at that plan and make sure the plow is in there. But he thought it was 2,500, and it's much greater than that now to go on those trucks. So, you know, those are the ebbs and flows. Then yes. I'm sorry to stop you, but so if I'm looking at this communications one I
don't I'm I'm not sure what the communication one is. IT. Oh, it's community school. IT. I'm sorry. So we've already spent 200,000, and we anticipate to spend another 472, round up 473,000. No. We have the year? The plan in 2526, is $217,000 for the 2526. The discounted equipment is 255,000 for e rate. And I don't know, Brad, if you wanna come out and speak more specifically about
that. See the e rate. I got it now. Okay. So we plan on spending another 217,000. Yes. And that, if you look at the sinking fund, 300,000 each year is placed into the sinking fund for approval. If we spend it, we spend it. If we don't, then that money carries over to what we might need or things that we don't know that pop up all of a sudden which could happen. The community school is the community school plan, for missus Gresley, and I'm sorry it's not communication. And it it really is the community school grant that we have showing, how that
is funded, for the next several years for us. And then we will, obviously, they allow that us to go for another cycle until we'll obviously go for another cycle for approval for that as well. And this is all grant driven? That is all grant driven. We also have the three year sinking fund plan, and so we went and I sent out also to the principals the things that they would like to see that are on there and we've narrowed down, what we feel are probably the most important projects. And we will we had to take some off because, you know, we had to stay within the guidelines.
And so we kinda push those over. We will ask you in the next memo to start investigating that and bringing those dollars back to you of the actual costs. And then obviously, the board would then decide if they wanna go out for RFP. And if they do wanna go out for RFP, then that step would go forth and you would have only approved those, once you get the RFPs. Sometimes, as we know for the past, that when people bring quotes in, they're excessive of what we spent or we what we suggested depending on where we are with the economy. And the board always has the benefit at that point in time to deny and
say we're gonna wait a year and go out again, which has been done in the past. I believe we have we saw that with some of the Edison school work we did in the very beginning. Okay. I have a quick question. Did you move on? Nope. Because the is the facility assessment the sinking fund? So the sinking fund plan is called the three year sinking fund in the in in the memo are you talking about? Yes. So the so the sinking fund of approval That's what I'm sensing. Right. So it says technology plan, buildings and grounds plan Yep. Teaching and learning plan, community school plan, and the sinking fund plan.
So what's the facilities? Is that something different? That's the buildings and grounds plan. And then the facilities are in sinking fund. Any facility work can be done in the sinking fund. So that's the sinking fund. Yes. It doesn't say sinking fund. It says facilities, or at least not on this page. Okay. That's why I was a little confused. And I'm sorry. You were talking so fast. When was the when when were you planning to do the assessment facility assessment? I would bring it to you in the new school year so that we can, you know, work we have a couple RFPs that we're gonna need to do. If we do the facility plan, that would be an RFP.
We would need to do an RFP for audit, and I already have samples of an RFP for food service this year. And so, again, those are the things that we will need to do come January. Probably is not in our best interest to try to do them in December. You know, wait till the new year and then all of those things will have to be go out to RFP. So probably at the January the whole, we would bring you examples, for you to review to go out, with probably the facility assessment being done in the spring. That would probably also include the roofs again, fitting scans of the roof.
Does this have the Hoover sign in in here? We did not have the Hoover sign as one of the items, that are on the request for approval. Alright. Just to note that they're the only elementary school that doesn't have the electric sign, and it just Jardine and Webb does not have an electric sign either? No. It does. No. No. And neither do we. Here. Followed up? Yeah. The only electric sign at the elementary is United Oaks, the junior high, and United Oaks, we are building it. One too. And then we bought one for the high school last year at the very beginning.
That wasn't one of the top priorities, that we listed. Certainly, the board can ask us to go up for bids. No. I just know that they were on the other strategic plan. So or the other assessment. So It looks like our, teaching and learning plan memo was not uploaded. I apologize for that. We'll get that uploaded for you for you that has, all the cost for, teaching and learning. We apologize for that. Thank you. These are all guides for us to bring things forward to you. It's helpful making decisions, so I appreciate it.
You're welcome. We will update them in a couple months. Any other discussion or questions? Okay. Moving on to the sinking fund approvals. Does it start out? We're confused. I was confused. Yeah. They're up there in the sinking plan. So when we reviewed and sent out, these are the top ones that we feel, need to be brought forth, for bidding. We know that, our bathrooms at Webb and at Jardon as well as at Advantage, really need some updating. So we'd like to do a set this year, and get them quoted, for Webb.
One of the things that we could do, if the board chose to, is get the plans for all of them at Webb and Jardon, and then you pick out the ones, right, so that you have the the plans and the assessment. We did that at the high school. We had the drawings, everything done ahead of time. And we could do all of that all at once and bring an RFP for one, you know, just one set and then one set one set. And one at the Advantage and one, at Webb. And then the playground at Hoover, you know, I just attended a a wonderful meeting, at the ISD where they were talking about building a new center, for ASD in
the northern part, and they had a beautiful playground upgrade, and the cost was about 150,000. But discussion about playgrounds really comes around to accessibility, and we have a lot of children, with special needs. We also have seen, a lot of children hurt at Hoover. And so kind of redoing that, redesigning it one playground at a time, we felt like Hoover with some of our programs that are over there as well, and and the proximity to the high school and activities that that would be the first one that we would recommend to be done. And so it would be, you we would we would work with a playground, organization
to come up with a, quote for the board. The welding room upgrades at the high school, we've talked about it for years. We've been over there before. He only has two areas. So when you have a class of 10, only two students can work at a time, and he has to keep the other ones on non hands on activities. We have a gem of a teacher over there. We may be able to get some of this with CTE. We'll have to wait and see just like we purchased before, but we're not sure of that yet at this point in time. But we are really hoping to get that upgraded to continue to grow that program.
We've had several students go into welding programs right out of there, and so it's pretty exciting. He does a great job. And then the last one, for this year would be United Oaks carpet replacement. In the ten years that I've been here, every year, we've said we need to replace that carpet. It's buckled, and it has areas that I think are trip hazard. This is not for classrooms. This is only for the 1st And 2nd Floor, and we do know that that would cost, I believe I think it was $88,000 for that carpet because we had the guy look at it. We would not recommend putting carpet in unless the board really wanted to do carpet.
We would recommend do the same kind of flooring that we do we have at the high school. One, it's cleaner, no allergies, and easier to to, you know, take care of for the custodians. Are those the squares? No. It is the, like, the vinyl, the gray and Oh, so put flooring down. Put flooring down. Yes. Not the carpet. I like that. When and if we do the classrooms when we have dollars for that, we might consider squares or we might consider flooring. I think people are moving more towards flooring, but, of course, the carpet squares are fantastic too.
I think that's it. And I wanna really thank mister Richardson, and Jamie for their hard work. Jamie has taken on those extra, administrative assistant duties that buildings and grounds society have been doing it and doing a fantastic job. And if it wasn't for her, we wouldn't have these, all aligned up the way they are. Off the wall question. Mister Lanthorne used to be in charge of the web Jardine welding class. I just wonder if there's anything over there that could be used if if the
current teacher kinda walked over there and looked and see? He did. Okay. So he did go over and look, and I it is not reusable. It's a little outdated. Yeah. Yes. And part of this also cost will be putting in proper electrical to make sure that it can be pulled correctly. And then the safety reason for it being up in the ceiling, a little more professional than what we've been able to do it. And so Yes. Thank you. Listen. It's putting a lot of good effort into CTE, and, yes, we we absolutely have big over there. Listen. He's really good at that. Yeah. Awesome. I know where he is too.
So Yeah. Mister Shirley is really a gift. Both of mister Benedetto and mister Shirley, were great in our addition, you know, teacher as well, and I can't think of his last name right now. Oh, Hass. And mister Hass. I was talking about wood shop. Yes. And Yeah. Ed Eden? Eitan. Eitan. Eitan. Eitan. Yes. I didn't pull that right out of your head. That's pretty good. But she's dealing with it all the time. Okay. Any more discussion on the the seeking fund approvals? Is there any information on that the board would like us to bring forward before,
for next week's so that we could get moving on this? The hope would be to have RFPs in December or January for each project because we could so that we can get bidding out. The earlier we bid, the more likely we are to get projects done. Okay. Thank you. Okay. The financials, the check register and the credit card statements. Any questions? I think we have a couple things that I think we said too. There's a couple of credit cards that had charges on there, and those will be taken care of, and one of those credit cards will be closed. Yeah. That was those $25 charges. Yeah. The $25 charges. And then in my whole list of questions, someone said, Madeline and Crystal, and I'm
assuming later on, okay, I'm not gonna put you on the spot. I think they such a great question. I think they actually actually maybe answered some of that today, but I, unfortunately, today, have not touched my email. So when I get that, I will take a look and forward that to you. That's okay. I'm just I'm just saying. I I will look for them later, not putting anybody on the spot. Probably not tonight. I also just I just had a question. I just wanna make it clear because I know people have asked before that the past due for the promise only is just the tax recapture. Yes. That is it. I actually remember that one. I just wanna I actually, I wanna correct that.
That is not correct now because we also have some Ballmer money that is passed that's flowing through as well. I'm just saying for just this specific one. The tax capture has flowed through, and there's some Ballmer money that is flowing through, and we're collaborating with the Promise Zone on goals, for community, outreach. So Okay. Now we're into other. The Toledo Art Museum trip. Doctor Dalmich, do you wanna speak to that? Yes. So, our students had the opportunity to head to the Toledo Art Museum.
That was something that did occur, I think, about a week ago, and we neglected to bring it to you. It was not overnight, but it was out of out of state. And I do understand that, doctor Wilcox spoke with all of you, and there was an understanding agreement that they would be able to go. It's a great opportunity. It's a day long trip. They went last year. So we always say, even though we've got guidelines in place, we're gonna do whatever we can to support kids. So even if the guidelines have to be shifted a little bit, if we can get kids there and we get approval, then we're gonna move that forward.
So that was really just a miss, that we need to get that board of mine into your hands last month. So thank you for going ahead and putting that. I will say, I talked to some of the kids because my daughter is actually one who went to two, and they had a blast. And they learned so much, and everything that he had ready for them was just amazing. So thank you all for approving that. Okay. Any other discussion of this? Alright. The AP course approval. So, thank you for allowing me to bring this forward. We have really been doing a lot of work around looking at, options and opportunities
that we have for our students at Hazel Park High School. And one of the things that we've noticed is that while we have, small group of students with a small number, classes taking AP classes, we really wanted to provide an opportunity that was more expanded and allowed more kids to have access. So one of the things that that College Board is doing is they're really trying themselves to build some different opportunities for students. I actually had an opportunity to speak with someone from College Board in the fall, and one of the things they encouraged was for us to add something called AP
precalculus. This course is actually designed to really expand the number of students in those courses because typically we have small groups of kids that choose to be in those courses based on how they're structured. This is designed for accessibility. And one of the pluses is that essentially, it is the same content that we have in our pre calculus course, but this is an AP course. So there's a few more structures around it, and it gives them an opportunity to take that fourth year math if they choose to do it, as well as get some credit if they pass that AP exam.
So, this is one of the real pluses, and another piece that's, I think, important to everybody on the board right now. Because we already have a pre calculus class, this would not be adding additional courses, additional teachers. We'd really just be taking the training that our teachers would receive, as well as the curriculum and the ability for our students to take that AP and slot it in. So we do not foresee this being an increase in staffing. This is, something that our classroom part, teachers have wanted for a while. We've got the senior math, but the teachers have really felt that they need to
do something a little bit additional for that four year math for our students. So we feel very strongly about this. Our math teachers are behind it. Our high school principals are behind it. And it really, again, gives some better pathways, more expanded pathways for our students to go for. Any questions about AP printout dates? No. But I love this. I like to We've got one more. I like to I like to send a handbook. I thought it reminded me of the old books you used to get when you went to college, and you Yeah. We're gonna get to that handbook. They did a great job on that. Uh-huh. So that is the first course.
In addition to that, we would also like to do something called pre AP algebra one, different than AP pre calculus. So AP pre pre calculus, the one I just talked about, is a traditional AP course. The, College Board has really been pushing some of the pre AP courses, and what it does is it really builds a trajectory for students to really understand and get into how those courses work. We thought it was really important to build that pathway in math.
So while we're going to add AP precalculus, we decided we needed to back that up and build a foundation starting next year with doing something called AP pre AP algebra one. The next year, we will add pre AP geometry, and then we'll add pre AP algebra two the next year, a real scaffold approach. Once again, the plus when we're considering, staffing and things like that, having to be smart about that, is that's not something that would be an additional teacher.
It can be used instead of a student taking algebra one. So a student might take algebra one, or if they choose to, they might take pre AP algebra one. So our goal is to get to our eight figures this year, talk to the students that are in that algebra one course, or those students that are really exceeding in that eighth grade course, and talk to them about those opportunities. We believe building this foundation will really make them be able to be successful in any AP course. And if they choose to just to go the math pathway, by the time they
get to that fourth year, taking precalculus or AP precalculus, they're gonna be ready and do well in that course. We, once again, looked at this as a way to expand access. You know, there's a perception often around AP courses as all those are only for certain amounts certain types of kids. That's actually not true. AP is really trying to push that. So that's going to really actually bring me to the third one, or yes, the third one we're going to bring forward. It's called AP Seminar. And AP Seminar is really focused around reading and writing and really preparing students to
engage deeply in that process in college. It's actually, of course, it could be taught through anything. It could be taught through science, could be taught through social studies, could be taught through English. It's really just a foundational course that supports students in their academic career, as well as AP courses. Sam Gelbopf, our coordinator, has some experience with this. And she has indicated that she's spoken to students who actually have told her that that was one of the most valuable courses they took and really helped prepare prepare
them for college. So we're bringing these courses before you because, one, we're gonna be starting to schedule in January, and, two, we're really trying to expand opportunities for students and make sure there's a lot of deep opportunities to learn that are accessible to more students. Of course, all those courses have a lot of details with them. In addition to the approval, each person or at least one person on staff would participate in training. The nice thing about that is that because we are a title one school, training is free.
So we would not have a lot of cost for training other than if it's out of the state. Sometimes they have to travel out of the state, sometimes they're in the state. There's minimal costs for doing a little work around making sure that the curriculum and the lessons are in place to teach it, and then some, resources. We believe, and I think basically, probably what was put in there was approximately $6,000 per course. That that's gonna far outweigh. I mean, the benefits of that are gonna outweigh the cost associated with it. And, again, from our perspective, unless we have tons of kids trying to sign up
for that, it's really going to be pretty cost control, we believe, at this point in terms of staffing. Of course, we don't know. We could have a lot of kids sign up for those courses, and happily, we would need to respond to that. But we believe, especially initially, that we would have to build capacity in that and really help kids understand it before a lot of kids are gonna take those courses. What questions might you have for me? I just wanna say that it's it's really apparent that your expertise and your carrying this, and I'm not just saying this, it's I've known you for a long time,
and you do care about our students. And and this being a former student myself and also I used to print the AP book on an offset printer, so I used to view all the pages all the time. But you can tell that your passion for Hazel Park or just for any students is there, and I do appreciate that, from you. And and this is so put together and and and the AP courses are just so intuitive to what we need in Hazel Park, and and you've seen that.
And thank you so much. I do appreciate that. As you mentioned, I do want to add because I always do want to, recognize everybody. The two coordinators in the teaching learning department, Debbie Condeck and Samantha Geldhof, first of all, are outstanding. They are doing amazing work in the district, and what they really did was help help move this forward. They researched this, they contributed to the development of the memos, and they also supported that work at the high school. So, it would I would be remiss in not mentioning the work that they did. Thank you. Any other discussion?
Alright. HP Course Handbook. This is my most most exciting moment, I have to tell you. And we've been talking about revising the course handbook for years. And I'll tell you a little bit of backstory around the title of it. Is that when, we talked about doing this work, one of the things that we really wanted to make sure was that this book represented our college and career readiness pathways and opportunities at Hazel Park High School. I like to think of Hazel Park High School as kind of small but light. We have all these great opportunities for students.
I'm not sure always that all of our families really understand all of the great opportunities we had. So, as they went into this process, I tasked the team with revising that. But not just revising, of course, catalog, which you will see all the courses are in there, but also really charting the pathway for how we're really celebrating and honoring the opportunities we have at Hazel Park and all the different pathways. So when they came and said, well, here's our course catalog, I said, you know, while it has the courses in there, I think we need to recognize all the
work that was put into this. And that this is really is, as the title says, helping families and students chart their pathway through Hazel Park High School. You'll notice the way it's set up is it addresses our CTE programming, it addresses AP courses, it addresses dual enrollment, it addresses early middle college. We've got some positive movement toward that. And all the and, the school to work in the firefighter academy, all the different pathways. What we want our students and families to see is that whatever your pathway, whatever
your interest is, we have that covered at Hazel Park High School. So I would definitely, if you haven't had a chance to read all of it, dig into it, I will tell you you'll notice some things in there that are, like, highlighted in yellow, things that we're still working through. That's really just getting some of the course numbers and things in there plus the courses that I've spoke about certainly don't have a course number because we would have to wait, pending more approval. We've gone through this with a fine tooth comb. I will tell you that between now and next Monday, there might be a few
tweaks. I would certainly point those out to you. We just wanted to make sure we got this in your hands early because it is a lot of reading. We hope that you see the amazing amount of work that's put into this once again while I task the team with it. This isn't my work. This is really around, an ISD consultant that supported us. It's around all the administrators at the high school. Samantha was involved in this. Teachers were involved in it. Our counselors really trying to say, if we want to build a college and career
readiness presence at Hazel Park High School, how does this handbook dictate that? And then one of the things in there you'll see that wasn't in past, handbooks is what is our scheduling process? So it's very clear to families. Here's the information and this is our process to get your students scheduled and up and running for the next school year. So very excited to bring this handbook to you. Once again, a very big collaborative effort with a lot of people, with that same mission. How can we support and help the students at Hazel Park High School and make
sure both our families and our students know what are the great opportunities we have? I'm excited to read it, to be honest with you. I know it sounds kinda geeky, but No. I'm not sure. I honestly. Because I used to have to pipe it off. Any other comments or questions or concerns? One little addition, if you don't mind. Sure. In addition, my little plug for the advertising. Mister Planis will be getting this out, but we are going to have on December 3 what we're going to call we haven't finalized on the name, but it's like
a college and career readiness post secondary option opportunity at Hazel Park High School. We are just finalizing some of the little pieces to that, and we're going to get information out. And we really are going to look at bringing this book to life on that night, where we talk with our families about Early Middle College. We've invited Promise Zone there to speak to everybody, so everybody understands what is what are their opportunities. We will have people from ISD.
We'll have people from OCC. We will have representatives from our school district. So, families can come and learn about the opportunities and think ahead about what they're going to be doing as scheduling will start in January. Doctor Wilcox, do you wanna add anything to that? I believe it's out on social media already to try to get people to hold the date. So you're gonna have a December 1 board meeting, a December 2 ribbon cutting, and a December 3, course, college high school night. That's right. That we're hoping that will encourage and get our early middle college rolling.
Alright. Nice. Busy week that week. Okay. Anything else? Alright. So I'm gonna pick you up again. You know what I'm doing? Yes. Our our legal report. I think, probably, you have an opportunity, hopefully, to read this. As we always do, we come give a basic overview of our work with ISD. As a reminder, the ISD supports the funding of one of our literacy coaches. And last year, starting last year, they really expanded that work to really focus more on something called, continuous improvement, cultivating continuous improvement, which expanded it to, from literacy to
literacy and math. As we always do, we try to take advantage of all of those supports and services. So we have a coach that's funded and supported through, the ISD, as well as something called a nail. I don't love the name, but I'll tell you what it means. Thank you. I was like, okay. Old school is could you not have picked a better name? Okay. They, if they are involved in supporting math through the EPIC pro program, they like, districts to select something called the non administrative instructional leader, the NAIL, who supports, the
implementation network in the buildings. So, you know, we've really actually gotten a lot accomplished so far this year. We've got all of our literacy pieces and disciplinary literacy pieces up and running. We've got a very well thought out plan. One One of the things that we need to do as we, do the work with the ISD is we have to assess ourselves. And if you notice, that may be the summary of our assessment. We have to do that assessment in the fall and in the spring. And that assessment supports the actions that we put in place during the school year.
And in addition to that, we always make sure that all the work through LEO and EPIC is aligned to our strategic plan. So, those are some of the big highlights. A lot of great support from the ISD and a lot of positive impact on our students and teachers. Thank you. Anybody have any questions or discussion? Leo's informational only. Right? We won't see this again next week? Alright. Cybersecurity. I have a report out, and let me see if this covers, miss Fortress, some of the questions you have. So on our, on our audit, it stated that the following items were discussed with
management that are not considered material weaknesses or significant deficiencies. However, these items could improve controls and the operational efficiency of business and or compliance with laws and regulations. So from here, I had discussions with Brad. I had discussions with the audit firm. I had discussions with the superintendent that recently had a cyber concern occur. I reviewed the sec sec guidance. And boy, I learned a lot around the way of some of these conversations that were happening. And so in '21 and '24, we had something done called a penetration test.
And that test was, done, with this company that I have in front of you, Cyberforce, who I'm sorry. I could only get on with them at 11:00 today. And this was paid for by the ISD. And, so I thought, okay. Well, we've done the pen test, so why is the auditor saying that we need to do something else? Well, from the '21 pen test to the '24, there were some items that were indicated and that were approved upon into the 24 pen test. And then the pen test only had a couple items for 24, but the recommendation
that auditors are wanting to see now is that one, that, you complete everything in the pen test and that you've adopted a a management process for patches and that you also have, a debt disaster recovery plan. And so that aligns specifically what CyberForce, spoke with me about today and, Monica was on there as well. And so our proposal is is that we, number one, bring CyberForce in.
What they will do is that they will come in and do a cyber assessment with our team and it'll start in the January, February time frame. And they will look at all the items that we have in place. And then once they have done that assessment, then they will hold monthly sessions with us, not in person. It'll all be remote. And each month, they will give us deliverables that they feel we need to have to improve that process. And then from there, they would do a final assessment in the end and then and then expect us to do a pen test, one more time to see what
that's happening. Mind you that pen test is really about our our HP thing. So when I looked at one of the pen test, it said United Oak sign. Right? Because there's some so I think working with the firm, having conversation, talking about software upgrades and such, we have very, very little that sits within this HP world and backup. But, my suggestion is that, we go ahead and do this, and that it's $10,000. It's a year long process. And then we will have to pay for the 2026 pen testing as well unless
the ISD is picking that up. Right now, we believe that we might be able to get this paid for by E Rate, but we haven't confirmed that yet as we're it took a long time to get everybody on the phone to kinda I wanted firsthand myself to understand what they were saying and what they were doing and where they were going with this and, all the ins and outs and why, you know, why the pen test wasn't enough. And so I think that, Cyberforce will also help you to understand that along the way and also have a disaster recovery plan. I did speak, as I said, with a school district of a person that has
gone through some of this and heard some of the things that they've done. They use cyber force as well. They're, and they're using somebody else in the future, but it seems like they were very knowledgeable, have a great background, and might be the first place for us to start. How much is that? Do we know how much the pen test was? The ISD paid for it. Oh, so we didn't even see a bill? No. I have a quick question. So in the $10,000 is all those you said they're gonna come in once a month, give you something that Yes. So they first come in they first do an assessment, and then they start developing
the plan. And out of that plan, they will I think I I put all of this in it in here, which you obviously did not get to see because it came through at the table. But they will give us a cyber cert cyber assessment. They will then give us recommendations, and then we will they will help us to deliver deliver or develop a cybersecurity improvement plan and then a baseline incident response plan. And then, monthly sessions they'll they'll look. And then after a year, they'll do an assessment. And then, you know, we will have actually a application license for all of that.
The pen test, if we do that again, will be extra dollars, that, we have out there. I don't know if that can be covered by e rate, but I'm sure when Brad has that conversation that that he will do that. So, it was very informative learning process, so thank you for putting this on my plate, because it really kinda pushed some additional learning and thinking around some other things that are happening given the change of cyber cyber stalking and cyber pieces. I also wanna note to everyone that one of the other concerns on the audit
was not having a a vault for the information. We have a vault and only three people have access to that vault at this time and it's password protected. Did you wanna add something? I see you came up to the podium. No. Just in case there were any questions. Alright. Anybody have any questions? So is this something that should go up to for an RFP? Since we RFP for the strategic plan, is this something that should go up for an RFP also? I would say that it doesn't have to. The board certainly wants to. This is the firm that is recommended by the ISD because I spoke with them as well, as well as SETSEG, which is our insurance carrier.
So it'd be my recommendation to go with the organization that's already done our two pen testing and then can deliver it off. You know, that pen testing is not something that we can share and we can have out there anywhere. So it is all confidential safety information. And so I would I my recommendation is to to not if in the future, we maybe wanna do something, but this is the firm that everybody's recommending. As opposed to strategic plans, everybody recommends all the different firms that and you have to decide what's good for you.
This is really our recommendation to you of who we believe after research that should do it for us. Did you have any issues with them, dealing with them when they were doing the the test? No. The test? No. In 2124? The ISP brought in a laptop that we just hooked up to our network and then they did the findings and all that stuff that they were trying to exploit in about a month and then two months later we had the, results. Okay. First. Alright. Anybody else? Thank you. I think it's important for us to get it done. Thank you.
Elementary class size. So I only got as far as elementary class size, in our request, and I have to think through a little bit about the junior high and how to go back to last year and, there's just not enough hours in the day. But, what I did here, even for myself for thinking through, is you'll see that I have twenty twenty fives, early fives in kindergarten, at each school, what the class size was or not the class size, what the number of students were, and then the average class size within that. So the first number is the 25 average class size and the 13 is the
is this year's class size. The same thing at Hoover, the same thing at United Oaks. So the green and the red, the red means class size went up, and it doesn't mean it's bad, doesn't mean it's good, it just means it went up and the class sizes went down as green. So, I think it was really helpful to see this. Really, the area that got hit the most, I think, is United Oaks and Webb's fifth grade with, increases in class size, and then, you know, as also you can see United Oaks, second grade.
All of these class sizes, though, are well within our guide, of where we would like to be. Would we like lower class sizes? Yes. But you have to make a determination about and we worked really hard this year of, no. You can't go to this school. You gotta go to this school, and then I'm not gonna come. Well, then you're not gonna come, you know, conversation. And, we balanced it as best that we could. It is very difficult to do but, we did a lot of that in this upcoming school year. So, teachers are working hard. Okay. Any questions or discretion on elementary class size?
This is informational only too. Right? Yes. You will not see this again next week. You will also not see the three year plans again. You'll see see the funky the funky the funky the same thing. The sticky fun memo that will come next week for asking for your approval to move forward. Alright. Second public comment. I have no papers. Anybody out there? No? You're good? All right. Can I go a motion to adjourn the meeting? We have board comments. Oh, you're right. It doesn't say that. I know. I'm just joking. You're doing a good job. I was gonna try to sneak it in before anybody could get in.
Nice to see you. First off, I am just curious. I've asked two times now for the invoices from all the law firms, and I have still not received any. Is there any reason? Well, when I think that's a good conversation for the board to have about, asking for what we're doing or not, in my meeting with, miss Hinton, she asked for me to wait, that my understanding, and I started writing this to you this week, is that sometimes when the I was not present last year, that they would sit with the superintendent and look at individual items.
My concern is then that everybody can't see everything and you don't know the So I think, really, this board is gonna have to give me advice and guidance. Do know that when you ask us to stop and do, you're taking us away from the items that we're trying to complete. I can say to you that, miss Lofroberg, your questions took me an hour and a half, and then additional questions took me an hour and a half. And I know you said that I didn't have to do them right away. I did say that. But it was it took a year of some of my memo items that I was gonna do, but then given last night's events, I didn't get to my memo.
And so we just need to decide and give guidance of when we're gonna do that. We certainly can pull all of them, but I was asked to hold off, and she's gone. So if the board would like to direct us to pull all of those and give copies to the entire board, I would, I need to have guidance. I can't have two different directions. Also, kind of along with what you're saying that it took me a long time. I'm kinda struggling because I see that you guys are here till 07:30 at night, and you're probably here at 07:00 in the morning. And we are asking and asking and asking and asking.
So I don't know how we can do it, but I feel like as a board, we need to start figuring out ways to, again, ask for items or send a million questions. I know we want answers, but, like, I feel like you guys are drained, and it's, like, hurting me to see you guys like that. So I don't know how we can come up with something better, but I feel like we have to come up with something better. Because if you're working till 10:00 at night and you're here at 06:00 in the morning, like, I understand it's your job, but it's a lot to go. Like, you guys are going all day and all night. And I appreciate it. All the hard work.
It's I just feel bad. I do. Like, crazy wanna acknowledge. I'm super happy about the AP classes. It is wonderful to see. I know plenty of kids who would be excited about that. I do wanna say happy early Veterans Day. I know we have one out here. I have my husband at home. So thank you so much for your service. We appreciate it. And I do want to acknowledge a little bit of Longville. So I get parents' concerns. I have a young kid as well. But we did vote for security over there, and it was turned down. So in my opinion, I don't feel like extra people should be in the building
unless we have the security there. That is just my thought on that, but I just wanted to put that out there. Alright. Anybody else have public comment? I that was actually one of mine that I was going to say a couple months ago. There was, a proposal for staff at Longfellow, and I think that would go a long way towards being able to have, additional people in the building. I don't we don't have request for agenda items specifically on today's agenda, but I would love to see that brought back, if not next week, really soon, so that we could reconsider that and make sure that that building is accessible to as many
people as need to be there. I think if somebody was there after hours, then access to the building could potentially be expanded. And I certainly, you know, mister Alum gave a great public comment earlier. I I know him well. My kids were junior Vikings with his son, and it was it was nice to to be able to be part of a a community and understand what was going on. Even not not being in the gym, but being able to, you you know, talk to everybody else and and just, you know, chat during practices. I would love to see that brought back as an agenda item so that we
could vote on having staff at Longfellow again. I also miss Jackson gave a great public comment. I would like to obviously, our administrators were working well into the night. Hazel Park Police Department was working well into the night. Thank you to both of them for, you know, doing what they had to do to ensure that our kids were safe in school. I really empathize with her tearing up because, like, damn. It is like, it's really, really hard, seeing that, you know, it it was here. It was I think it was Halloween yesterday too that over and over again, and we're just, like, sending kids off into school every day. I think we've got a really good opportunity with Longfellow.
You know, there's a ribbon cutting on the on December 2 for that. The the point of that was really to be, you know, focused on students' needs and and mental health and building community and making sure that they had, you know, an an education focused place to go where they could, where they could build community with their peers, with their parents, with with everything that's going on here. I would love to see maybe, like, a, expansion of safe at home and build up the park and see if if we couldn't have, you know, coping skills or empathy or, you know, how to work through things like that.
That would be amazing. And I think it's really great that miss Jackson came and she was able to say that to us. Kudos to her and I struggled, but she did a great job. And I'll those two things are the most important, so I'll let her go there. I mean, everything? Let's just pick back off both of them. I'm not quite sure if I understand why parents aren't allowed at Mount Carmel. But, maybe if we can have that discussion next week? Alright. Is that it for you? Uh-huh. Okay, Mary. I also agree we should have that discussion. We should give it to the superintendent and let the superintendent bring back the information,
you know, information to us. Maybe those questions that was, written to us too, she could go over those questions and so that everybody's on the same page. There's not a lot, you know, there, but there, you know, there is a concern of of, you know, of the, the parents going in. But I I think giving her some time to, settle in on that since it only happened yesterday. The questions only happened yesterday, I think would be appropriate. So that way we can do the right thing.
And if the board has to vote to help the superintendent guide the superintendent, then we should help her out and vote on the way that we, you know, wanna see fit. So we can guide her and what this that you know, I'm just crazy. It's late. I'm ready to go. You get what I'm saying? So so on and so forth. Yeah. So on and so forth. Thank you. I wanted to thank everybody for their hard work because you can see that a lot of work went into tonight's event.
I also thought, Miss Jackson did a great job, and I hope that she I like that she brought suggestions, and I hope she will send that to us so we have that those suggestions and we can approve them. And I think that's it for me. Can I? Yep. Oh, I guess you can. You're my daughter. I'm right here. Stop. You can. You were so anxious to get it going and get on. Well, first of all, I wanna speak about this run. Around 09:00, I received a phone call, and by 10:30, the police were on point to doing what they need to do. And I really have to thank our SROs and the Hazel Park Police Department that
worked collaboratively as well as teachers, students, parents, the over, the outpour of conversation that as soon as they saw something, they made it happen. I received three okay to say's while we were sitting here and working. And, it was in a has to stop. Howell was closed today. And you're absolutely correct. Actually, the the conversation that miss Jackson had a student, sent to me today and said, doctor, can we have, doctor Wilcox, doctor Wilcox, can we have, some sessions at
the high school where students understand the implications of guns, the safety around them, the comments that they make? And, I haven't had a moment to respond back, but this is one of the same students last night that said I am fearful. I am fearful for my siblings when I see things like this. And it's gotta be an empowerment for parents to help and to step up with this along the way and continued for them to see something, say something along the way. So kudos to our kids who immediately reached out, our parents and the Higgs Park
Police Department that that were fantastic about that. I did respond to several items. Listen, you have to decide if you're going to, the governing board that governs through policies or you're gonna give directions about how people visit, and allow me to work through these things. Actually allow the athletic director to work through and eventually missus Gresley. Every step in consideration that you do has impact. When that what you decide to do when you open that building as a whole, I'm still working with mister, Patterson to discuss, like, what can we have and what
can't we have in there? Are there issues around mental health programs? What kind of agreements do we have to sign? What kind of things do we have to do? How do we watch what's happening? We do not want people running through that building. Right now, the way it's set up, I believe that the hall width is too narrow to put people into that hall. What is the actual capacity now of the gym? These are all things that your superintendent has to review and go through, and you please let me do it. Send the questions. I really appreciate you, miss Laframboise, for or trustee Laframboise, vice president president tonight, for
reaching out to me because that's the communications that's supposed to go through, and it is my job to make sure when you make decisions that I can't enforce or that put us in the way of potential harm, that's an issue. I have very protected, productive phone call with mister Johnston with some ideas around how we do after school programming with individuals that have disabilities or individuals that have, medical needs and suggested some ideas to go through that. I have the architect coming in tomorrow at Longfellow to want to assess and review the discuss how we determine the size and the amount of people that can be
in that gym. It's very small. And what are the parameters around the hall? I'm not sure if people understand that you can't have tables out in the hall. That's not a fire code. That's an OSHA violation. You can't have items right next to the doors because you have to have a clear item that's in there. You can't have chairs sitting in a hallway when people have to go out for a fire. God forbid we should ever have one, but that is my job as superintendent to uphold those options for you and why I received the training and reach out and ask additional questions.
So please, let's send me off to bring you more information. But, really, those are decisions that superintendents and individuals make, not a word about who can go in and go out because your implications then lead us down the line when we try to make suggestions about how we make determinations like, do we wanna fingerprint everybody that comes in? Because there could be kids inside there as well. We're currently writing a grant for out of school time through the promise zone and through here so we can have activities and opportunities for our kids on top of the mental health resources that are coming in from Oakland County.
Then whenever we decide, then are we going to take back some decisions because now we have kids in the building at those times with after school programming. These are all things that take time and will not be ready in seven days for you at the next board meeting because we need to look at this holistically. I mentioned this last night, mister Johnston, that when you make a decision, it has impact on other things. And so please pick up the phone, call me. We're deeply considering the things that people are requesting and making sure that long term that this facility provides, an opportunity for, everyone.
But, primarily, it was meant to be a community center for mental health and out of school time programming for kids. And that is the grant and lies within the the meaning of the grant and, thus, community schools over there. Thus, we have grant opportunities for programs to help us with that. I hope that helps. I wanna be transparent to the to everyone about the work that we continue to do, and we really see this as a wonderful opportunity. I hope you will come on December 2. If you would like to go in before then, please let me know.
I'm happy to meet you over there, and I'm happy at any point in time to sit down with you privately and have conversations, that you'd like to have about any of this. There's a lot going on this week. Please watch your calendars. I wanna mention that we were given, an opportunity to have food, distribution, over 500 boxes of food to only to Hazel Park students. I believe that I have 15 volunteers. I haven't gotten a chance to go in and look. We need to fill about 15 volunteers. I know, mister Patterson. I knew you'd come. I sent the invite. From two to four, some of our staff has asked, if they can get to
it. I saw the form come in late this afternoon on the things that they'll have to fill out and things that we'll need to know. So we will get more information out to our staff. But if you have a child here in Hazel Park School, no matter your ZIP code, there is food here that is available for you on Wednesday. On Friday, we have Gleaners. Anyone can come to Gleaners. You don't have to be a Hazel Park student or a so that's Hazel Park or Ferndale or Detroit or whatever residence. Anyone can come anytime to Gleaners, and it usually goes fast. We also will have 40 turkeys.
Thank you to the promise zone on, build up the park. So the first 40 that register and attend and stay the entire time will get a free turkey. Thank you to the Promise Zone. When is that? That is the November 20. And it's dinner and data. So we'll be talking about your math data that evening for families. We also will feed you. There is a, a Thanksgiving dinner, provided by Chartwells. And then we'll have the presentation. And then the turkey comes after you sit through the presentation.
So After. But not after. We're trying to encourage our parents to continue to join this community and to be a part of it and to learn about the items that are happening within the school environment, and and so that they can learn and they can see that the feedback from the programs as well. So lots of great things. Watch your social media feed, and we're also sending I sent letters to all the parents today for all the schools about the food. If I may just say one more thing. I I the administration here is on long hours, weekends, etcetera.
And if the board happens to see them out trying to help feed people, trying to help curb this, terrible, terrible thing that's been created with, people not being able to eat. And, it just is sad to me. We should applaud them, the administrators and administration, whoever is out there, and applaud them and and say thank you, plus all the hard work that they're doing for their
job. And on top of that, taking two, three hours to hand out boxes. I I just wanna say thank you very much for for doing that and and that as a board, we should not criticize that. Alright. I'm Sound can we go? Can I register your name? Yes. Should I have a motion to adjourn or have a second? Second. Hang on a second. Let's see. Now I request hi, daddy, for the motion and the second. Adjourned.