--------- I guess I turn have turned on this. Okay. Public hearing concerning the budget. So um roll call. >> Dr. Kavanaaugh >> present. >> Dr. Herd, Miss Leia McKisk, Mr. Lopez,
>> present, >> Mrs. Moore, Mr. Niski, >> present, >> Dr. Rodriguez, >> Mrs. Strode, >> present, >> Miss Williams, >> Quarum is present. >> Thank you very much. Uh, do I have any public comment on agenda items?
>> I don't see anyone. Okay. Presentation. Uh, superintendent Good evening. I have with us our um I always she's got this long title, assistant superintendent of budget and finance Kim Adams with us tonight and
she'll be going over the proposed budget for our hearing. >> Thank you. Good evening board of ed. So tonight we'll be reviewing our 2026 2027 proposed budget. We will be going through our
assumptions, our revenues, our expenditures, and then our four-year budget and fund balance trend. And then we'll open it up for questions. But I do encourage you to ask questions as we go through the presentation.
So, what we know for next year, we know that we're having an average retirement rate of 28%. We know that compared to the current school year, the hard cap has increased by 3%. And we know that our property tax mills, they're listed there. There is a
slight roll back on sinking fund due to a Headley roll back and we're losing about $150,000 from that roll back. What we don't know, we still don't know the state budget. For state aid
adjustments, we've gone with the 250 per pupil increase as proposed by the governor, the Senate, and the House. Uh we've projected enrollment at 9900 students, which is a projected loss of 103 students compared to our blended
count on the April state aid status report. For our revenues, I want to remind you we have a couple of buckets. One bucket is local revenue which is comprised of our property tax levies, our miscellaneous revenues and our facility
rentals and leases. We also have state revenues which are comprised of state aid and then the Ingram ISD state um special ed transportation is also considered state revenue. And then federal revenues we have Ingam ISD
Medicaid outreach. We also have special education tuition, county special ed, and centerbased programs. Then there's the indirect from food service. And last, we have grants that are also broken into the same
categories between local, state, and federal grants. >> Yes, ma'am. Can you hear me? >> Yep. >> Can you hear me better? Okay. Can you tell us what the federal reserves for the Ingam ISD Medicaid uh outreach is
and what we look at from that? >> So the Medicaid outreach is usually about 78 to $80,000 and what that is is um random time studies that are performed by our
administrators. >> You're welcome. For next year, fiscal year 27, our total revenues are budgeted at 245,794,000. And you can see the breakdowns below. The largest portion is our state grant source or our state funding, which is
41%. Um, you see our grants are 35% of our budget. And then the next highest is our federal. For expenditures, our expenditure budgets are broken into three parts. Staffing, wages, and benefits estimated
at $117,000 million. Sorry about that. Department and school discretionary budgets, $52.3 million. And grant expenditure budgets, equal revenues, $84.6 million.
Our total budgeted expenditures for next year are 254,16,000. The largest portion of which is wages and benefits. So when we're looking at the slide, the green and the yellow are the general fund pieces that imp I'm sorry, the green and the purple are the
general fund pieces that impact fund balance. The yellow is grants. Revenues always equal grant expenditures. So there's no impact on fund balance. Next, we look at our estimated staffing by bargaining group for next year. We're
estimating about 1386 employees. We look at our enrollment as compared to our staffing as compared to current year and prior year trends. So, for next year, we're looking at our staffing
decreasing by 26. Please note that this is only the general fund staffing on this slide reducing by 26 FTE and our enrollment reducing by 103 to 9900. Then we have our 4-year analysis of
revenues. This is essentially in the resolution format, the one that you will adopt. So it shows you total revenues broken down in the individual buckets compared to the prior three years. The next slide is very small, but what
this is showing you is all of our expenditure budgets and the planned use of fund balance. So as you go down, we have 254,16,000 in expenditures and that ties to the prior slides. We'll be using 8.3 million
of fund balance and our ending fund balance for next year is projected at 33 million. Please note that that is 13.37% of our operating expenditure budget. And now I'd like to open it up for any
questions. >> Thank you. Thank you very much for presentation. Um I am a little bit confused when you put the grants in the whole package of
the total budget because the grants is in one side and the other one is in different side and my question is how the fund balance are going to be
with I hope is without the grants. >> Yes. >> Then um can you explain to the public how the general fund without the grants is
going to look like next year? >> So I'm I'm trying to decipher what you said. First, I'd like to explain that I'm required as part of the budgeting act, what you approve is all general fund dollars, which includes grants. So,
that's why on the presentation, I break out the grant revenue from the rest of the revenues and I break out the grant expenditures from the rest of the expenditures. In both cases, the grant revenue is 86 million and the grant expenditures are 86 million. So, those
equal, there's no difference, no impact. whatsoever on fund balance >> and how that influence the balance of the budget in the 27. >> So >> because grants are not going to be part
of the b the gram the the balance of the of the budget, right? >> That's correct. So at the end of the day, at the end of a fiscal year, your grant revenues equal your grant expenditures and there's no impact whatsoever on fund balance. What does
impact fund balance is the general fund, non-grant portions of our budget. So the discretionary spending and the staffing, everything not grant in the grant bucket. At the end of the day, yes, that's what we're focused on is the impact to fund
balance. >> Most of those were administrative in nature. For example, in my department, I lost seven staff. Excuse me, that is already done or is going to be done? >> It's already done
as of June 30th. >> And my question to you and to the board is, is that enough to save the budget in the future or we had to look to do more drastic changes
as soon as possible? >> I will defer to the superintendent in So, uh, there are several things that we're going to be doing over the next months. One of the things I'm looking forward to is, uh, our board meeting that will be happening in July. One of the things that I know that the board
and I have talked about a little bit, um, at our last retreat even, is this was the first stages of what I'm going to call phase one of writing the budget. So, we went from an $18.9 million use of fund balance and we are now down to an $ 8.3 million fund bal
use of fund balance. So, we were able to get the budget down over $10 million and those came through um programmatic changes um utilizing some grant funds in a different way um and also of course reducing um administrative positions uh
that we that we had. The things that we're going to need need to look at in the future, however, are our fiscal is our physical footprint. So, how many schools we have? Are do we have children in the right spots in the school district? Are we utilizing our facilities efficiently? Um, for example,
u, one of the savings that we had was we've closed the welcome center, which was Elmherst, and we've moved all of the staff from Elmherst over to the Hock Center. And then we have moved staff from the Hock Center for Office of School Culture here to the administration building to make sure
that we're utilizing the footprint in the district the best that we can. So, that's going to be something that we're going to have to make some decisions about probably over the next year. I think those are going to take some great community conversations and really looking at our enrollment trends and things like that. Um the other thing
that I've asked him to do is a an a level of analysis around all the programs that we have districtwide so that if we need to um make deeper cuts, we'll know where those are, but we're also looking at certain efficiencies than the district can make. Um, I'm very hopeful that the budget that you'll see
at the end of next year will not be a use of 8.3 million, but it will be less than that through more decision making that will need to happen. I think the time period, at least me coming in as the interim superintendent from February till now, I think we've made all the decisions that we could within that time
period to get us as right as we can. But I do think that there are definitely decisions that we're going to need to make. The goal is that we are at a zero use of fund balance. And so those are the decisions that we're going to be needing to make. There's some short term shortterm decisions this year that we
can make that will help save money through the year, but then we're also going to be needing to look at decisions that will happen two and three years down the line. >> Thank you. I I don't want to save money. I want to provide good education to the
students and to the community, but I don't want to spend money just without results. And that is what this board member is asking for results and to be sure that the money is used properly in the
district. Uh and that is what the community is looking for that too. And that meeting is about the community. It's not about me. Thank you very much, Madame President. M any other question trust?
>> Um [clears throat] excuse me. Can you speak to the amount of capital um project funding that's in this proposed budget? >> I can. Unfortunately, there isn't any. We have nothing outgoing into capital projects. What we do have estimated
though coming in is um 2 million from our solar rebates. So, I don't think anything is coming in by June 30th. We haven't been able to submit the claim yet. We're still compiling the data for that. Um, we want to make sure we're doing everything right and turning in
all the right documents. So, I would imagine that the entire 3 million that we're estimating to come back will be coming into the new fiscal year. And that is money that can be 100% put back into capital projects. But I think that's something that needs to be
discussed more at ETM probably with the board before we make a final decision. >> Thank you. And then to the estimated enrollment, um you said it's it's about a 100 students lower than current enrollment and the current per pupil funding is roughly 10,000 or
>> Yes, it's $10,50 currently with an estimated 2% increase. I think that was what it was to bring it up to um 10,200300. So just estimate if we had those hundred students and our enrollment stayed consistent at the current roughly 10,000
that'd be about a million dollars more income just ballpark estimate. Okay. And those are the things we typically see in the budget amendments during the fiscal year. Once we get the actual numbers from the state and the actual pupil counts, we expect that we're starting
with this 8.3, but that's potentially a $1 million uh to the good. And additionally, there'll be continued work to look at programs um throughout the school year and make other cuts and savings to staff and positions. I know there's been discussions about potential new
revenues. Are there any of those at this point to look at or to speak about what that could potentially be and how it would impact the budget? >> So, there's some things that we're looking at. For example, renting out facilities. Um one of the things that we're looking at currently is uh the welcome center. that could potentially
be revenue for us if we have tenants that would be in that building or even if we want to sell the building to someone. So, that's one thing. The other thing that we're going to need to look at is a Headley restoration. So, right now, um our we don't we're not collecting the full amount. And so if we
were to go before the the voters next year and ask for that, that would be another million dollars of revenue that the district could bring in, which are things that most of the districts around the state of Michigan are receiving their full um their full amount. So
that's another area. And then of course that would also bring about 150,000 more dollars in the sinking fund as well. So that's one of the things I think we absolutely have to look at as a community. Um, and that means that those are not dollars that come from our homeowners. Those come from the
businesses in the Lancing area. And so I'm in conversations of course with like um the Chamber of Commerce and those kind of things to really um think about the ways that can we be we can be thoughtful around asking our voters to kind of put us back to the level that we need to be at. So those are two areas.
There's other things that we can explore. Um, for example, we could explore shared time, which is where we would offer um, education even to um, homeschool um, individuals in the area. Could be through after school band pro programming and things. But those are
areas that I'm kind of leaving till last to explore because we really, like Dr. Rodriguez said, we really need to take care of the students that we have in the Lancing School District. And so trying to maximize the the revenues that we can have right here in Lancing, I think are going to be important. So those are you
can't have cuts without revenues and so we have to look at what are other sources of revenues that we could bring into the school district. So I'm really glad you asked that question. Um those are questions that I've been reaching out to other superintendents across the state to see if they have any creative ways that they could share with us
around possible revenues. >> Just could I just one more followup to that? Um, go ahead. >> I think I saw in tonight's uh last month's donations, there was a donation to sponsor the back to school 5K. I know that's one like starting initiative to
to fund enrichment. Um, are there other things like that that could fund some of our enrichment and extracurricular programs that maybe aren't really core state funded sorts of things? >> One of the things that I'd really like to see happen is having what I'm going to call an arts month. I'd love to see
that especially in the month of May when we have a lot of culminating events and there's some things that we could do to really showcase our students including like art um auctions that could then benefit our arts programming. I think that community oftentimes will plug in when they know where the dollars are going specifically. I think we could
also have things like um um sponsor a camper to Camp Eversol. talked a little bit about different opportunities even though we're not charging students a large fee to go to Eberol, but I think there's opportunities to offset costs based on things that we've made different decisions before. Um, and we
need to rethink all of those things. I think that the the situation that we're in is not one major decision that was made. It's a lot of little decisions over time. And so I think we need to make a take a close look at what are those small decisions. Um the other part, as you all know, with the staffing
that were reduced um sadly this year to help write this budget, those were not any school-based uh staff. And so we are really trying to protect the programming and the experiences of our students first and foremost. >> Hold on. Did you have a Yes.
Trusty Stro and Trusty Rodriguez and Trusty Williams. >> Awesome. Thank you so much. Um, I do appreciate the conversation about creatively finding avenues or or revenue ways to support our district. Um, one of the things that I wanted to publicly ask because there's questions and
conversations and talk that we all hear. Um, we talked and you all talked about movement of uh, location of staff or movement of um, no longer using the welcome center and things of that nature. Do we have provided to this board or something that we could look at
for data mapping? So for instance, we own how many buildings for the district? What? 24. >> 36. >> 36. And then out of that 36, we're operating 24. >> 24. And so out of that, >> you know, >> 24 schools.
>> 24 schools. What are we doing with those properties? Is there opportunities to, you know, if there's funding that's needed, are we looking to sell? Are we looking to expand? Um, there also housing properties that we uh own, right? And so just again finding those creative solutions. We don't own
properties or we may have talked about it in the past um with the lots and things that extend past the playground. Um, so just hearing that for the community's sake of how many properties and buildings we have, what we're actually utilizing, and then when we
come back or you all come back in front of this body with a proposal of how we can really uh support that footprint and if there are spaces that's not being utilized or operationally doesn't make sense with the funding, we need to look
at some creative solutions. So I just wanted to confirm that 36 and 24 for public and our board. Thank you, Mr. President. Looking at the four-year financial analysis revenue,
the local revenue is almost the same in the four years. That mean that our properties and lancing maintain more or less the same. But they do we go to the state sources and I asking now
to our representative and you see the differences between one year to another 126 million 138 million then 174 millions at this year 155 million. Can
you explain to me this change for 174 to 155? Mhm. That is our um bus money, our EPA bus money. It's state funded. 74B. That's what allowed us to purchase all of our electric buses. So, it was
onetime money. >> The really this is not the 200 or 10,000. How much they are giving us? The state is giving this Lancing school district for every child >> 10. Right now it's $10,50 per kid. Next
year it will be $10,300 per kid is what we believe. We still don't have a state budget. money. >> Yes. >> I think you left a great point and that's something actually I've been talking with our legislators about is that much of the money that the Lancing
school district gets, we're very appreciative. everyone hear that? Um, but if they're restricted dollars and so when we talk about wanting to do certain things for our students, much of the money that the Lancing School District receives, in fact, in fact, almost all of the money the Lancing School District
receives outside of that $10,50 are restricted funds. And what that means, of course, the board knows, I'm just saying this for the public, is that those funds have to be for specific things in the school district. So if we said our children really need a
wonderful band room to we could not spend 31A or title one dollars for that, right? Or if we wanted to send our teachers to this really high level training to do something. Well, if it's title two, we might be able to use that money, but the rest of the money is
earmarked for other things. So that's one of the things even the superintendent in Detroit has been very vocal about is help us to get unrestricted funds for our students so that we can do right by our kids and not have it be in certain pockets or buckets
that they predetermine. Legislators are wonderful people. However, many of them are not educators. And so when these decisions are being made, there are agendas and things that there are people that are in their ears. And so those dollars are then allocated in ways that maybe we as a school district would make
very different decisions. That's why speaking to your legislators for all of you that are out there is really really important. They do lean on you for your opinion and your advice and all of the things. And that's why I'm really active with our superintendent groups because we have people that are going to these
meetings and lobbying for um unrestricted funds for the district. So when we see these large dollar amounts, it's very easy to say uh I'll give an example. Um, someone had come to me and said,"Well, why did you spend so much money on electric buses when we had to lay off people in the Lancing school
district and so I had to say to them because the monies that we received for electric buses were only for electric buses. There was nothing else that we could have used that funding for." And so I think it is really important that we have a good understanding about the difference between general fund and
categorical funds because those are restricted funds and it really does kind of um um limit us on how those funds can be used. And so when we have to make difficult decisions, this is something that we've talked about as executive team. We have to be very clear about
where that money exactly is coming from so people understand. And finally, when you're talking about the C categorical funds that goes to any district in the 300 or more district in Michigan equally.
The the difference of how any student in Michigan is no equity and how we educate them is because the place that they live and the price of the property. that really launching educates our
children with less money and we have good results when other communities are spending more and more money. Then I am more and more fighting for equity and education and funding every child the
the same. >> Trusty Williams then trust Kevin. I have a couple of questions, but my first question is, can you explain to our community what restricted versus non-restricted and the different categories are so that they understand,
you know, we know, but sometimes other people have questions regarding that? >> Certainly. So, for example, our per pupil money, the $10,50 this year or 10,300 next year, it can be used to purchase administrators, secretarial
staff, teaching staff, desks, computers, um transportation for kids, custodial, it can be used for all the things. Of course, not alcohol and no tobacco. grants, you have to have very specific
narratives and follow very specific guidelines. Those are what we call restricted funds. There are strings attached to how we utilize the funds. There are specific things that you can and cannot use individual grants for. One grant you might be able to buy
literacy teachers for. Another grant might just be for supplies and materials. There's so many things that we have in grants and so many different kinds of grants. We have over 150 grants. So that's a lot of different
things that can be purchased. And we try to look at everything globally. What fits best in this bucket versus another bucket. what are we required as a district to provide our students versus what is an additional or supplemental
thing that the grants can step in and help us provide to our students. >> Thank you. >> My next question is so we I know that we're getting ready to go for a bond with the ISD. Could we actually look at possibly asking for the additional headly that we are not getting right now
during that bond time as well? um that we're looking at potentially going out for a bond ourselves. >> Yes. >> Yes. Um the Headley roll back is something that is very important to this district. The taxpayers adopted a budget
for 18 mills that should be levied to fund our schools and provide our kids with equitable services. Every other district in Michigan has 18 mills as well. The state assumes that the district is going to collect 18 mills
and they provide us funding above that. We are losing, as Miss Jessica said, over a million dollars every year. It's now grown to $1.2 million. It will continue to grow. So, what we need to do is provide an educational campaign
explaining how we got to this point, what the Headley amendment is, what the Headley roll back is, and the impact. So again, it won't impact house or homestead owners. It will only impact the nonhomestead or businesses. But what
happened with the Headley roll back, we were collecting 18 mills up until several years ago, like about five is when it started growing more than just $20,000 loss. It wasn't worth our time. But now that it's gone to 1.2 2 million.
It is worth our time to educate and to try and go back and get it approved so that we are collecting the same amount of dollars and providing the same amount of services to our kids as any other district in the state of Michigan. >> Okay. So on that same note, once we talk
about that, are we going to do a presentation to the community to say this is why we need this? this is what your child is missing because we know they are missing some things because we have not done that. >> I would imagine that we will have uh
very minimal info slides or a PowerPoint that we all share for talking points. I would imagine that we would have more than one community meeting because it took me a couple of goes at fully understanding the ramifications of what
the Headley amendment was, how the roll back occurred and how it's impacting us. Um, and how it's grown so much over the last 5 years in particular. Um, I would again say that there's going to be multipleformational meetings. I think first is to talk to
you. Make sure all of you understand so as you're out in the community, you can address the questions that may arise. It is the best thing for this district and for the students of this school district for us to go out and get that restored. >> Yeah. My final question is I'm very
optimistic about this enrollment. I I foresee us having more because I am getting phone calls about some of the schools and what people think their children should go. So looking at that we've lost 23 26 staff and we're saying we're losing 103 students would we have
to do an amendment say we get 260 new students to get those teachers back in here because I'm optimistic that it can happen and I love your optimism. I am optimistic as well though very conservative. So >> I'll be more conservative. I'll be the
I'll be the more aggressive person >> in the fall once we actually know what our enrollment is and once we hopefully know what the state budget actually is. Yes, you will have an amendment because I still don't know really what's going to happen with 31A or 41A. That's very
concerning to me what strings there may be attached to that. We're not like every other district. We have over 21 million in 31A funds. Most districts have maybe a h 100,000 or even less than that. For us, this is a big deal. And it
sounded like they were trying to make it more um free, so less restrictive, but what I see on paper is different kinds of restrictions. So, I don't know, but the amendment will address that hopefully because the state hopefully will adopt their budget by then, too.
Now, my final question, I know we said we get about 10,300 per child. Isn't there additional funding for children in SPE with in the special populations that's added to that? that's incorporated into the budget or no?
>> Can you explain what you mean? So, um I I I'm trying to remember where I saw it, but they were saying children who are in our special pops get additional funding for their So, it >> maybe through grant funds like 41A, but
yes. So, uh section 41A is bilingual in nature as well, but that's one of the ones that's on the table for becoming less restrictive, but who knows really what's going to happen with that. We also have two title three grants. Title three leap, title three immigrant. Um,
Sergio probably could speak more eloquently about the programs, but yes, we do get grant funds for our MLS and our special POP students. >> Okay, my questions were answered. >> Okay, Trustee U. >> Thank you. I was actually just going to ask Miss Adams to explain the um Headley
um roll back override process and you just so eloquently did. Um but if I can just I'm just going to hit it again in lay terms. I think it's important to go over it again and again and again. We are supposed to be getting 18 mills not from not from just a regular person who's living in their house from people
who own a business or who own like multiple rental properties or you know something like that. We are supposed to be getting 18 mills. Every other school in the area gets 18 mills. The state assumes we're getting 18 mills when they decide how much money they're going to give us. But we are not getting 18
mills. So, we are not getting what we're supposed to do. Unfortunately, that means we have to go to the voters and ask them to override the Headley amendment, which sounds really scary, right? It's like we're gonna override this thing and we're going to increase the number of mills that are being paid. It's not that. Um, it's just that we are
trying to get what every other district in the area is getting, what the state assumes we're getting, and what we're supposed to get by law. And the process by which we do that is called the Headley roll back override. Um, and it is not going to affect just your basic everyday homeowner. Um, I know sometimes
it feels like, oh, there's all these mills added to every single ballot for this, that, and the other. Um, that's not what this is. Uh, so I just want to be clear about that. Um, as part of our kind of education campaign, I know you already explained it really well. I know the superintendent did as well, but that's what I'm using my time for. Thank you.
>> Thank you. >> U, Superintendent, you had something to say? >> Yes. I just wanted to address something that you said, Trusty Williams. And um when we talk about the enrollment, so we are also very optimistic and like Kim said, but we're conservative. So I want to I do want to just be clear about how
this I think it's just important for everybody to understand operationally how this works. So when we're preparing a budget for the next year, I actually think we are going to be above 10,03. We don't actually reduce staff for that number. So we haven't said, well, that's
100 students, so that's approximately four teachers. and the reduced staff. We actually take every single student that was here in the um like right now two weeks ago uh when school ended and we roll over every single student in the school district to the next grade level.
What that means is then we have appropriate staffing for all the students are here and then we also know that there's additional spots in each classroom that students could take. So when we get to a point where if we are way over 10,03 then yes, we may have to add staff. But right now, I just want to
be clear that we don't reduce staff. We just reduce the number so that we can budget conservatively because we never then want to have less students in the fall and then say, "Oh, we now have to reduce more teachers or staff or budget." So, this is just our way. I would rather be a million in the plus,
right, in September than have to go back and say, "Oh, no, now what are we going to have to reduce?" So, I'm glad that you brought that up because I don't think everyone understands or, you know, has the inside knowledge of how budgets are formed and work, but I didn't want anyone to think that we are are thinking
that we're going to be a 100 students less. We've always as a district for as long as I've been on executive team conservatively um done this. In fact, I think this 100 number is the least number that we've ever um budgeted. Usually we're closer to 22 250 that we
actually budget less than what we where we actually think that we're going to be. So I just wanted there to be some understanding. I think a lot of people in the audience or even in our that watch this probably have questions on how these decisions are made or why we're making those decisions. So I think understanding that we do this
intentionally because we never want to be surprised by a reduction in the fall. So thank you >> Stro. >> Um I'll be really quick. It's not really a question, maybe a request. We talked or we heard uh thank you uh Dr.
Rodriguez for bringing up the grant conversation. You said that we had 154 grants currently >> over 150 >> over 150. But that doesn't speak to the grant cycles. And so I guess I want to know exactly how many cycles or grants
within this current uh year coming up that is going to end abruptly or end of the next two years that we would possibly have to budget for depending on when the GR grant cycle ends. Where in the budget is that? And I I don't think we talked about that and maybe that's not something we have right now if
there's over 154. But I think it would be great to know um where the cycles are within those grants and what our proposed plan is in the event that we don't get a renewal um because we've seen that over at least my little bit of
time on the board. Thank you. >> Any other questions? >> Okay. Well, just the one thing I I'd like to mention that the superintendent did speak about is one of the ways we can reduce the budget and the cost is by
rights sizing the district. So, just in that alone, we're going to have to um um work with the superintendent and vote on things that we might not necessarily like ourselves, but we have to do it. Uh
we have to make sure that the buildings that we have that we're right size to serve the the kids we have right now. We have buildings that are costing us money because we still have to pay the the lights and the heat and and the maintenance of them. And that's just one
area, but there are many other areas that that this board is going to have to work with the superintendent to make sure that we um um also rightsize the budget. I don't want to say reduce because that wouldn't be correct is to
rightsize the budget to serve our our students. So there's a lot of work ahead and u um hopefully we will also discuss this this items at our retreat coming up uh in preparation for the next fiscal year. Um and as for grants, uh very
simply, I think in my view, grants supplement services to students. You know, that money that otherwise we wouldn't be able to do with general fund fund money because we don't have enough. So, those are just supplemental um monies that that come with strings
attached that we have to meet the criteria of the grant. All right, seeing no other questions, do we have any public comment on non-aggenda items? There are no comments. Okay. >> Thank you. >> Thank you very much, Miss Adams. And thank you very much, Superintendent. We
are Oh, comments from the board. Is there any more comments on board? Okay, we're adjourned. And in five minutes, we'll go into a regular meeting. Part: 2
All right. Um, welcome to our meeting of uh, June 11, regular meeting of the Lancing School Board of Education for June 11th, 2026. Um, and we'll
we'll please stand for our pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all.
>> Trusty Strode, will you read our mission? >> Of course. >> Of course I will. The mission of the Lancing School District is to provide a highquality education in a culturally safe and nurturing environment that supports all students to live purposeful and fulfilling lives.
>> Thank you. >> Trusty Kevin, can you read our uh land acknowledgement? >> We collectively acknowledge that the Lancing School District occupies the ancestral traditional and contemporary lands of the Anosinab three fires confederacy of Ojiway, Odawa, and Bawad
Badawadami peoples. Thank you. I have a roll call, please. >> Dr. Kavanaaugh, >> present. >> Dr. Herd, >> present. >> M. Lamia McKisk. Mr. Lopez, >> present. >> Mrs. Moore,
>> Mr. Niski, >> present. >> Dr. Rodriguez, >> Mrs. Strode, >> present. >> Ms. Williams, >> present. >> Quar is present. uh for the information of our public and our members. Uh Trustee McKisik is is
ill today, not feeling well and uh Trusty Moore was also unable to come to this meeting tonight. So we'll move on to um public comment on agenda items. We don't have any comment. Okay.
Approval of minutes. May I have a motion to approve minutes? Mr. >> Sir President, I make a motion that we approve the minutes as as they are >> moved and second. Are there any corrections, additions, delions to the
meetings minutes? Hear no discussion. All those in favor of the motion signify by saying I. >> I. >> Same sign for your oppos. Motion carries. Um, we're now to reports. Uh, report
from our superintendent, Miss Benvitas. >> Good evening, everyone. Uh, my report this evening is really all about graduation. That was the best thing ever [laughter] in the most eloquent way that I can say
that. Um, the past weekend was one of the highlights honestly of the year for me. Um, of course I was honored to be um in the role of superintendent or interim superintendent at graduation. It is a wonderful thing that we're all there on stage cheering everyone on. But to be able to be there and actually connect
with our graduates and be able to give a speech and connect with our families, it was an emotional moment to me for me to be quite honest. Um because as you all know this district means the world to me and to be in a space with all of our community members really just
celebrating our students was absolutely incredible. Um we celebrated four graduation ceremonies. I think some people around us forget that we have many high schools not just one. Uh we have Eastern High School, Everett High School, Sexton High School and then of
course we had a combined graduation with the Lancing Learning Hub um in partnership with Capitol Area online. So, it was wonderful to have four ceremonies this year and celebrate all of our students at the Resland Center. Um, the speeches were outstanding. Um,
the validictorians and saludiatorans were passionate, thoughtful. Um, their voices were incredible. In fact, one of the families I after each graduation, several of us walked around the parking lot of Brees, greeted families and talked to them and watched them
celebrate and it was a wonderful time. and I ran across the Saludiatorans family at Eastern High School and said to the family, "I'm really glad I did not have to follow his speech." Um, he was incredible and they all were. Um,
but the way that they spoke with passion, um, the thoughtfulness of how they used their voice and what they wanted to talk about, it wasn't your canned kind of speech that you see. Um, I'm not going to say at other schools because I'm not comparative like that because I will celebrate all kids no
matter where you are. But I will say that it was our our speeches were unique and it was really speaking to their fellow classmates and encouraging them to just make the best choices they can um and use their time that they have and really to follow their dreams. So, I
just have to give a shout out to all of the students because um they really they put a lot of people to shame. It was fantastic. The other thing that I wanted to lift up were the ceremonies or the performances that we had during the ceremony. We had everything from solos
to duets to electric guitar for staff members to singing, you name it. That graduation ceremony had it. that saxophone player uh went from like the fourth grade student, I'm sure, squeaking and squawking like most saxophone players due to Kenny G rivalry
uh happening at the national anthem. So, it's serious. [laughter] >> I'm aging myself. I'm sure there's someone else uh out there that plays saxophone now, but that's who I know. Um [laughter] um you know the the songs they sang, the
emotion that we had with the two young ladies that did the duet from Wicked and they held their hands and it was it was an experience. Yes, there were there was lots of tears happening. Um but the the performances, I don't think we've seen performances like that and every year I
feel like they just get better and better. And I think the reason that that impacted me so much was we talk a lot about um rejuvenating the arts and how we're putting more time into the arts and how we're reaching into our middle schools. And I think it was wonderful for our community and our families to
see that right there in action, not just talking about things, actually doing things. So celebrating our students, they're just phenomenal. That's I I could I could take my whole report on this. Um, I also want to talk about some new traditions that we had this year.
One of them that I really want to lift up is having students decorate their graduation caps. First of all, thank you board for supporting that. I know many of you have been um really excited about that initiative as well. So, first I want to say thank you to all of you. The thing
that I want to really point out about the decoration of graduation caps is this that started with our students. We had our our um senior class presidents. They actually set a meeting. I met with a um president of Sexton. She had her
notes. She was ready. She had met with the presidents of all of the other high schools. They had talking points and she gave me all the reasons why they should be allowed to graduate or to um decorate their caps. And um of course the board I knew was
100% behind that. So that was an easy one. And they wrote a proposal. We had them put it together. They worked with our senior director, Mitch Foster. They put a whole guidelines. Everything you saw was student work, meaning they came up with the guidelines, the guard rails, the what should be, what shouldn't be,
the how we're checking them, the timeline, everything that was student driven. They met with a senior director, ran those guidelines by the principles to make sure they were okay with them. And then here we are to see these beautiful caps on graduation day. So
again, that to me was so much more than just about decorating caps. It was about listening to student voice, having them create proposals, doing things they're going to do in the real world. And I think when students know that their voices are being listened to, they will
use them. So again, I don't think that everybody sees the behind the scenes that happens in the Lancing School District. Um, and I'm saying this to our students because when I meet with them, I always say, "Tell us what do you need? what do you want to see changed? They have the best ideas and I just love this
board for standing behind our students and just being so enthusiastic about that and our principles. So, kudos to to all of you on that. And those those hats were beautiful. I mean, talk about we're going to talk about the multicultural initiative that we're having um that
we're working on, our multural learning environments. that was quintessential to see them have their own sense of identity, just their sense of belonging, all the things that just let our students shine through. It was just so fun to see. Um, another thing that I
wanted to lift up was that all of our board members were there. I think that that's something that if you watch graduations or you attend other districts graduations, that doesn't always happen. So, we kind of have a saying of stronger of 10, right? There's nine of us to one of me. and um you were
all there. All of our executive team members were there. And I think that that just shows that we're united to making sure that we're celebrating our students, committed to the mission of our school district, and it's just a joy to work with such talented people such as the executive team, the board, um to
celebrate our kids. It showed that we're unified and that we're there to celebrate. Um one of the most important days I think in a student's life is graduation. Another tradition that I wanted to lift up was something that has honestly been bothering me for quite a
long time to be quite honest. Um, as executive team, I've been lucky enough to be able to sit on the seats in the stage and watch our students walk by. And having been a former teacher in the school district, I always wondered why our teachers were not on stage.
And for me, having that um I'm always feel like my teacher hat's always my first hat. Um, it just really bothered me. Those are the people that our kids know. Those are the people that nudge our students, encourage our students, talk to our students, give them the time
before, after school, during lunch, grade their papers, contact their parents. They do all of the things. They needed to be on that stage for two reasons. One, because then they can have a front row seat to the work that they have been working on. But second, it's a
place of honor to be on that stage to know that this celebration was just as much about them as it was our students. And so I was really happy that we could start that tradition this year with honoring our staff and having them on stage. So again, thank you to all of you that helped to make that happen. And
then last but not least, um I would like to say that I had a couple of check offs this year and I don't know how it just kiss met I guess put me in the seat as inter room superintendent so I could make sure those things happen. So we had graduation hats so we could check that
one off. We had teachers on stage could check that one off. We had um Capitol Area online and um the learning hub at Breerlin check that one off. Amazing. The last one though, pet peeve was that we had two high schools with the same
exact color robes. I know it seems odd that I'm even lifting this, but when we had Sexton and Everett both in red robes, you would see pamphlets or things go out or even when we had decorated the catab buses, I don't even remember that with our graduation our graduating students and
people didn't know are those Everett students or are those Sexton students. And so that was another hope and dream of mine that I felt came came true. And that's another uh voice of students and of administration. That was not something that we went and said, you're going to wear baby blue. We asked them,
is this something you want to do? And they were so excited about it. And let me tell you, when I heard comments from people, those were on fire. Those look great. It was just really wonderful to hear and see that we have pictures now, and I can tell you exactly what school
that child went to. and graduated from because the robes at each of our schools are now uniquely theirs. So really excited that we were able to make very quick changes, but I'm just proud of the fact that it it honored people, it honored voice, and I think that's what this school district is all about.
That's the direction we're heading in. Uh the other last thing I'd like to say is just how much um there was an overwhelming sense of pride to be able to be in that space. Um, it wasn't about the Breerland, though I am I am an MSU grad, so that's really exciting because
there is no way that I was ever going to play basketball in that space. Um, [laughter] but I certainly felt like standing in that space and feeling our community, and I know it was part of my speech, standing behind
our students means the world. If you were able to see those students faces as they heard the community cheer for them and say their name and clap, that is the exact energy we need in this district
247, 365 days a year. And so that is that's we're going to grab that energy and we're going to run with it and we are going to have um parent involvement in this district like we've never seen it before. It's not about the big things. Graduation is a big thing, but
it's about how are we inviting people in? How are we having conversations? What are the big and small ways that parents can be involved to celebrate their students and be involved in the culture of Lancing? And I think graduation, if you didn't think our parents wanted to be involved or our community wanted to be involved, you
just had to come to Brereslin on on Saturday. Um it was incredible. So again, it was truly a proud to be LSD moment. If you ever have the opportunity, audience, to go to a graduation, please attend. You are going to be wowed, amazed. It's spectacular.
You will leave with a tissue in your pocket and goosebumps on your arms. It is an incredible day to be there with all of you and I'm just really incredibly proud to be able to be a part of that. So, that concludes my report. >> What is this? Proud to be. >> Yeah, proud to be LSD.
>> LSD. >> There it is. Thank you, Superintendent. So, now we'll go to presentations and we have the multicultural task force. >> Back on again. Sorry about that, guys. Uh, I'm actually going to join the team
uh for the multicultural task force. It was really been an honor to be able to be a part of that process as deputy superintendent. And so, I'll be joining the table to kind of talk about that work. And um I will be asking um members of the audience and I'm not going to pre-inttroduce them because I'm going to
let our deputy superintendent Sergio Kek do that so you can get to know who's at the table. But it's really an honor to be able to talk about the multicultural learning environment initiative here in the Lancing School District. I will say I need to I need to to redact the word initiative um because it's not that.
This is part of the culture and environment. And if my co-chair were here, Dr. Ruben Martinez, he would give me that nudge and say, "It's not an initiative." And it's not because initiatives mean that they could go away, right? It's not the right leader, the right time. There's rollover. This is something that we truly believe in
from the very heart of the Lancing School District. So, super excited to give this presentation to all of you this evening. >> Okay. So, um, Mr. Kek, Dr. Nami, Dr. Neil,
Miss Brewer, and Miss Cabrera Rodriguez >> and Jessica Benovz. >> Okay. I was wondering if that's why that was hovering. All right, Sergio, I would like to start with you. I know our board president did um give the names of the people at the table, but if you can introduce them and
let them know um all of the amazing things that they do, maybe not all of them. We don't have that kind of time, but some of the amazing things they do in the Lancing School District, that'd be great. >> Good evening, everybody. Um good evening to the public. Good evening to the board of education. Is this working? Okay. Well, we have a
wonderful table full of great educators to my left, to my right, and uh I'm going to let each one of them introduce themsel and say who they are. Okay. >> Hello. My name is Rebecca Ferguson and I
work for the bilingual department. >> Good evening. My name is Dr. Sarah O'Neal and I am the director of continuous improvement. Good evening. My name is Nicole Namy. I'm the director of special populations. >> Good evening. Tanya Bur, senior director
of special education. >> Good evening. Claudia Cabrera Rodriguez, uh, executive assistant for the special populations division. We're going to talk tonight about many cultures, one community. I want to point out that the title of this slide was
actually named by the multicultural task force. They felt that there needed to be some type of um wording that went along with this so that when people could see many cultures, one community, they knew exactly what the multicultural learning
environment uh initiative is about. Maybe I'm going the wrong way. There we go. >> All right. Why are we here today? So, we are here today to reintroduce the multicultural learning environments. We're going to talk a little bit about the multicultural task force, how it was
formed, who was on the committee. We're going to talk about the planning that happened and then we will also talk about what we are doing to look ahead the next couple of years uh for the task force and the initiatives that are going to be taking place in the district. I'm going to turn this over to Claudia to
share who we are. >> Good evening. Thank you for having me here today. Um so what you're seeing on the screen right now is a visual of our beautiful diverse student population who we serve in our district. Um this is one
of the many things that makes Lancing School District so special. Um so before I kind of just overview what we're seeing, I did want to share um the source of this information. The numbers are pulled from our synergy uh platform
and this system has something um called the the state ethnic codes embedded in it. And so what you're seeing is the options that people have when they're enrolling to identify um their student. So that's where those sections are
coming from. Um, and some of the information about the multilingual learners and special education came from our weekly update document that is reported by our directors. Um, so I won't be going over each group,
but I will say that in the middle you can see we have a student count of 10,772. This does include students prek through adult education. So, this means you're looking at preschool students all the way through um adults completing their
GED or enrolled in English language development courses. Um in addition, you will notice that the percentages and the numbers do not add up to the whole. This is because of the intersectionality and the multicultural
identity of a lot of our students. So there are many students that check off the the box for various um ethnic or racial groups. Okay. And um of these students, 1,63
are multilingual learners. Also out of our 10,772 students, 2,355 of them are special education students. Okay. Uh when our previous superintendent was
here, um he he kind of nudged me and said, "Hey, can you help me run this multicultural task force?" And the multicultural task force was a resolution that was passed by our board of education in the fall of 23. And we will show you the resolution coming up
here in just a minute so everyone can see what that is. Um after the resolution was formed then um I was asked to help run the multicultural task force and that was in uh school year 2324. [snorts] The task force was charged in
24 to begin the work creating a long-term plan. I was really lucky to be able to work with two wonderful co-chairs, which I'll tell you a little bit more in just a few minutes, just kind of going through the timeline. After the plan was developed um the last school year, then that was given to our
deputy superintendent and a team of people to then implement that plan. And so this was marked year one of the multicultural plan that is moving forward in the Lancing School District. You're also going to see uh this evening kind of what is going to be happening uh
during uh year two and time forward. Deputy superintendent, did you want to add anything to the last two items? >> Just to the 2025 26 school year as you mentioned as you mentioned um Superintendent
Benabides uh the implementation plan was uh given and assigned to the special populations department. Uh I'm happy to report that this team met recently with these two two wonderful people Dr. Martinez and Mr. Evans and they were very excited about uh the understanding
of the initiative or the understanding of how much we're learning how much we're doing for year one and very excited about how we're setting up for year two. So they also offer the assistance in the future. So any
collaboration the doors are open for uh both uh experts in this field to come back and work with us anytime that we would like to do. So >> the multicultural um learning environments that we're talking about
are a branch of our equity committee. So how this works is I know that we have a board member in charge of the um carrying on of our equity uh work. This is an arm of that. So this is a branch of this. So as we are working through these initiatives, this will funnel back through the equity committee to make
sure that this work is supporting the work of the board and that committee that we that we currently have. So on the screen ahead of you, you can see the board resolution. I think that this is important for everyone to know where this began and the wording that it has. So the resolution was therefore be it
resolved that the board authorizes the formation of a multicultural initiative task force by the superintendent comprised of experts to develop and design the multicultural initiative by October 17, 2024 and that when implemented achieves a multicultural
learning environment throughout the district. And we're going to describe what that exactly means. Um so hopefully you'll all be experts to understand the multicultural learning environment when we're through this evening. Um, this is the area that I was tasked as a deputy superintendent and I had the wonderful,
wonderful, wonderful experience to work with two very talented co-chairs. Uh, the co-chairs are here on this slide. We have Dr. Rob Ruben Martinez [snorts] and um, he was he helped us really to craft and author and put together much of the
the initial planning and and template. He's quite skilled at that. Um, I'll tell you a little bit about Dr. Martinez. Uh, one, he has a wonderful daughter that works for the school district, Clara Martinez, who's a dance teacher. I I don't know if anyone knows that connection, but we're really proud
to have her on staff as well. But he is a professor of sociology ameritus and was a director of the Julian Samura Research Institute at Michigan State University. His research interests include neoliberalism and Latinos and diverse leadership in higher education,
um institutional and societal change, um education and ethnoracial minorities and youth development, Latino labor and entrepreneurship and environmental justice. Dr. Martinez is also the editor of the Latinos in the United States book series with the Michigan State University Press and he has numerous
publications um three of which uh he has co-authored books but he is really an expert in the area of multiculturalism and has a quite extensive um network of people even throughout really the world that he works with. So he was wonderful to have on this committee and bring his
perspective. And then we had the wonderful Carlton Evans. He also was one of the original members on the equity during the equity audit and equity team. So, it was wonderful to have him on there because I felt like he could bring those two initiatives uh close together and kind of remind us why we were there.
He kind of kept us grounded in our purpose and so he was a wonderful addition to have as a co-chair as well. Um [snorts] Mr. Evans is a experienced consultant with a demonstrated history of working on social justice issues, particularly health equity and racism.
Skilled in nonprofit organizations, conflict resolution, facilitation, and report writing. He's a strong consulting professional with a bachelor's degree focused actually on [clears throat] microbiology, believe it or not, uh from Michigan State University. These two
gentlemen were completely committed to the task force. And when I say that, we met bi-weekly, every other week, to discuss how we were going to plan for the committee. And then we would meet as a committee. And then we'd plan and then we'd meet and they drafted many different uh versions of this task force
until we felt like we got it just right to be able to pass off for implementation. [snorts] I also want to credit these two individuals and our task force members, which are actually on the next slide. Wonderful. We had diverse people um on our in our group. We had everything from teachers to
community members to um uh people who are in the political arena. Uh Justin Sheen at the time was in charge of our promise. So we had many we had instructional assistants. We had um board members and of course last but not certainly not least we had even a
student representative on the task force. And these were people that were really instrumental in taking things back to their groups of people. For example, we had Kristen Small Grimes. She's very active with LSEA, which is of course is our teachers union, and she went back to their their rep meetings and talked about the multicultural task
force, got their opinions and um spread the word through the teaching ranks. And um Jesus Gonzalez Torres, he was very active with junior board and he brought that back to junior board and got student voice and we had several other teachers and we had parents on this
committee as well. So, we felt like the tax force really had a diverse group of people that could come from many different angles to um to help us the committee because it met so often. I think some people were a little afraid of that kind of commitment. So, though
we were hoping for even more people than nine, these were very committed people that were there at almost every single meeting. So, really proud of the task force members that we had on the team. The guiding framework that we used was
um James A. Banks, which is the levels of multicultural, multiculturalism. Um a lot of people think of him as kind of the father of multiculturalism. And so to be able to follow his work and be able to make sure that we're utilizing those those strengths that he has
already emphasized in the work that he's done was really the framework that we used to develop the the initial plan. Uh, one of the things I want to highlight about this is emphasizing that multicultural education is not an add-on. I think this is really incredibly important to understand why
as a school district or why the board felt that this was an important thing to put into this. You're going to see that the first parts of um, Dr. Banks's work is >> Sorry, >> you're okay. >> We're we're competing with our
um, the first one was our contributions approach. This is the things that you see in schools very often, right? Heroes, holidays, celebrations, all of the things. But that is really the entryway to this type of work. What we want to emphasize about that though is the hope is that you get to stage four
where you have social action and that students are really informed about the culture that they live in. They are feeling that they have a sense of belonging, a sense of identity, a group of people that they can identify with. Um, and then they use their voices to be
able to emphasize and impact the society that we live in. The other reason that this is really important and why it's a multicultural learning environment is because one of the major things is to be able to look at our curriculum and look at what are we putting in front of students and are we really um meeting
the needs of all of our students to make sure that they feel a sense of belonging because history is everyone's, right? But not always are history books everyone's. And so thinking about the ways in which our curriculum either supports or doesn't support this is
going to be a really critical part of over this four-year framework. And so this was the work that we began with. And of course you'll learn that this work was actually expanded to other researchers and other professionals in their field um as we go through this presentation tonight.
>> Thank you Miss Jessica. Thank you for all the good work you did on this with your co-chairs because uh we are in our task to implement it but the foundation was created as the torch was passed on to us um we
focus on an effort in in learning understanding and meeting our first year's goals. We know that the equity committee also did a lot of work and laid the foundation for us to be able to move this forward. Um we hope to expand as we continue to grow by identifying
existing curriculums, community partnerships and staff and student voices. The interesting part of the first year which is a contribution approach called heroes holidays and cultural events. Other researchers and other people said the first year of
multiculture is the three Fs food, flags and fun. But it's another way of introducing the concept into our children and staff. Dr. O'Neal. >> Yes. >> Good evening.
This slide just talks about how we have gotten uh more efficient and expanded listening to our community through staff, student, community voice. Um, in the winter of 2022, we did an extensive voice collection through the Lancing
systemic equity review. And so, it went beyond a survey to focus groups, um, and some observations and some individual interviews. Since then, we've kept that practice practice up through the multicultural inventory, which was the
fall of 24 year zero, and we continue today through the largescale great schools survey uh, that we just recently took. The data that you see today will be that survey from 2425 because the brand new data hasn't been all the way
compiled yet. There are consistencies throughout over years across years and through different surveys. Um the key takeaways that we continue to find and and we're addressing through this initiative is sense of belonging. It
varies across student groups. It varies uh between schools. desire for representation, affirmation, and cultural visibility, particularly in our curricular tools, and then the need for consistent district-wide approaches. So, we are
being much more intentional. You will see later in the presentation of how we are systematizing this work and making sure that we are building in measurable goals and monitoring practices so that we can report back on not just the
artifacts, but the evidence of impact. Okay. Um, so we're gonna play with our data. Um, and we're going to invite you to participate. So, this is now going to be an engagement piece. So, the web
address is real easy if you want to just enter that in manually or you can use the camera on your phone to join using the QR code. Um, and I'll give a few moments for folks to do that by doing it myself so that I can play
right along with you. Some of the questions we get with Menty, you do not need to create your own account. You just need to enter that code and it will bring you right to it. All right. You should see a green arrow that says you're all set and you're just
waiting for your presenter, which would be me. You're waiting for me. All right. So, we are going to answer this question um as we feel so as you feel this question applies to the school district.
Um go ahead and provide one of the four answers. What's really fun is you can see as it's happening in real time. [clears throat] >> Yeah, looks like we have 24. The instructional division uses this app all
of the time live as part of a team building activity and to build transparency and communication. And so whenever you are working around a problem of practice or you're um increasing to the next level, it's great
for staff to see live how the rest of their peers feel and where maybe the gaps are or where to prioritize. All right. Before you move along, I have a question. I'm noticing there's more numbers than participants. Are we
testing this data that is already pre-existing to add to these questions or are this just the people in this room right now? >> Just the people in this room right now. I a few of us joined as well. >> Perfect. So 19 and 25 responded from this room currently. Thank you. And
actually, if this is being broadcast live, anybody out in the wilderness could also be doing this with us as well. Welcome, friends. >> Um, all right. Well, there looks to be six of us that are afraid of that submit button, but that is okay. We're going to
forge ahead. Um, oh, and some likes. Um, >> very motivating. >> You [laughter] can do that, too. >> I love it. >> Yay. Um so the reason we did this was so that we could kind of compare visually what
we in the room um see and then what the data showed from our students. So this was the feedback from our students. There was a sample of 6,329 students
um and I believe it was grades 6 through 12. So um accounting for literacy and at L um this question was posed to them and this is how our students in middle school and high school um responded which is is
maps pretty closely to what um we see it's a little step there but we've got there's obviously work to still be done. Um, so we're going to do this again one more time. We're going to ask another
question of you. And so, um, you now have the opportunity, and you should still be logged right in there, um, to answer yet another question. And these are completely anonymous and there's no there's actually no way for
us to even know on the back end who says what. So if that yeah that might improve our submit rate. [laughter] Fully anonymous everyone. All right, I'll give it just a moment more. Thanks for the thumbs up. It's
highly motivating. [laughter] All right. So, compared to what our students surveyed, which um this was
a slightly larger pool of 6344. But as you can see, the strongest one yet again is agree. Um, but there is a much larger disagree. Um, this is a more steady climb this time. So, we can go
back and see what we thought. Um, and that's that's how our students felt. Again, these were middle school and high school students that were surveyed. Um, we're going to do this one more time
with one final question. So, our last question. I am presented with positive images of people from a variety of races, ethnicities, cultures, and backgrounds. And I apologize, I just realized I didn't read the previous question. So when we did this with the
professional development for staff, they did not have a printout that showed them the student results ahead of time. So it was a little bit more fun to surprise them with the comparison and we were pulling from a much larger pool as we um worked with all of our staff across the
district. Um, so we had several hundred folks actively engaging with us. Um, but it was it was interesting to see because it mapped quite closely to what our um our students said. So our students said
this. It was mostly agree. Yeah, this is our highest percentage for agree. And I recognize feeling strongly is sometimes something no one wants to do in a survey. So, but this survey, this um was 6,157
once again middle school and high school students. So, but thank you so much for playing along with us. Um we did one of the other activities we did and we just wanted to share the results because they were quite beautiful. Um, but one of the
questions we asked during our professional development a few months ago was, "What word comes to mind when you hear culture?" And we surveyed um, unfortunately the numbers on the slide are obscured by the current numbers of
engagement, but this was over 500 responses came in from our staff across the district. And it created a word cloud. And for those of you unfamiliar with how this um data is visualized, the
size of the word is determined by how many people use that same instance. So the very very tiny words are often single instances and then the larger they become it um is representative of duplication of responses. So the most
common response was community. So, um, I do think that that is a powerful reflection of the Lancing School District. Um, I'm going to now pass it back over to Dr. Namy who, um, is going to take us through some of our guiding
frameworks. Thank you, Rebecca, and thank you all for participating in our survey. Um, I'm just going to briefly go over some of the foundational theories that we use to help inform a lot of um, how we decided
to move this uh, committee forward. Um, we are beginning of course with Dr. Banks and his understanding of uh the foundational work u focused on moving beyond celebrating just diversity um and
instead embedded within uh curriculum instruction school culture and policy. He himself is a specialist in social studies education, multicultural education and diversity and citizenship and has written wildly um within the
field. He believes that certain components help school foster inclusivity, challenge bias, promote cultural understanding, and ensure that students from all backgrounds feel valued, representative, and prepared to participate in a democratic society.
We can go on to the next one. Okay, thank you. Um he introduces the four levels of integration and within this framework um it's focused on very surface level inclusion through level
one all the way through um really hoping to move from just surface level into transformative learning experiences. So, in level one, the contributions approach, really this is focused on celebrating Hispanic Heritage Month. Um,
honoring Dr. Martin Luther King during Black History Month, recognizing uh Native American um heritage month. It's truly just the basic introduction into uh understanding culture. Um level two
uh moves up in trying to embed some of this content into existing curriculum without changing its structure. So things like adding a novel by a diverse author um including lessons about indigenous contributions to science or math um studying different countries and
cultures during a social studies unit. Uh level three is the transformation approach and this really moves us into um analyzing historical events through multiple viewpoints um exploring immigration experiences from different
cultural perspectives um and really starting to dig into understanding various lens. Um and then finally the level four is the social action approach. Um, and this is focused on students conducting research on equity issues within their own school or
organizing community service projects. Um, advocating for causes that are important to them. And really what this helps us do is to think about how to yes identify the celebrations but also move toward
transformative learning. Um, if Dr. Banks was uh the godfather of that work. Uh Gloria Latson Billings is the godmother. Um and she really um informed a lot of my own work um when I
was working on my dissertation and so she is uh truly you know foundational to the work that I've done and I believe in the work that she has moved forward. Um she's focused on uh introducing culturally relevant pedigogy and her
research emphasizes the effects teaching um you know that goes beyond just delivering content but requires educators to connect learning uh to students cultural backgrounds, experiences and identities. uh Laten Billings argues that all students can
achieve academic success when instruction is rigorous, culturally meaningful and built upon strong teacher student relationships in classrooms. This can look like selecting texts. But one of the examples that she had given was to say if you're introducing let's
say um fractions uh it's possible to bring on you know the parent who is makes the best um what is it uh you know who who makes the best pie um and she had said like sweet potato pie um to come into the classroom and introduce uh
cooking from the perspective of a culturally relevant dish and introduce the understanding of fractions. from the lens of cooking and culture. Um, and so she really opens up the idea of connecting the content that's being
delivered into cultural experiences and lived experiences of the students that are in the classroom. Um, and then we can move to Dr. O'Neal. Dr. Muhammad was built off Lassen
Billings which was her idol and she is uh the author of the historically responsive literacy framework. It comes from her book cultivating genius. This is a text that we provide for all of our new onboarding teachers and we use it on
our community bus tour which I will talk more about. But what is so exciting about this framework and the work that we have done with teacher groups is it's not an additional thing to do. It's a framework to filter their curricular tool through. So by some simple simple
tweaks in our curricular tool such as layering small short pieces of text and visual videos uh to get more perspective and to address more intersectionality of identity. you've thus bolstered your
lesson. She talks a lot about making sure we are not just teaching skills, but that we are addressing identity, criticality, and intellect. It's not just do you know the information, but how do you apply it and how do we build you as a leader with this knowledge?
This was intentional to connect past work to the task force's goals for the next few years. So what we did is we took all three frameworks and the research behind them and we conducted a crosswalk
[snorts] using the tool the NYU's tool which is called the CRSE district self assessment culturally responsive sustaining education district self- assessment. Uh we looked at what categories in that aligned with the
goals of the task force and what we found is uh student centered, welcoming and affirming environment, high expectations and rigorous instruction, ongoing learning to support and build professional staff capacity and family and community ties. Once we had those
categories taken from the district self- assessment, then we filtered each framework through that to see where there were commonalities. Um, and that connected the work for especially teachers so that it did not feel like something different. It
connected to what we were already getting better at and improving. All three frameworks that we just talked about emphasize belonging as a prerequisite for learning. Students learn best when their identities, languages, experiences, and perspectives are welcomed, affirmed, and reflected in
the school environment. And if if not in the curricular tools, then also brought in a different way. All three frameworks move beyond representation to meaningful participation. All three agree that inclusion is not
just about displays and celebrations. Students should see themselves valued as contributors whose voices, cultures, and experiences are connected to learning and school life and then the larger community both locally and worldwide.
Lastly, all three connect belonging to high expectations and student success. Our relationships are number one, but unless we use that relationship to raise the rigor, then it's just a
relationship. And so all three frameworks have the goal that is not simply recognition, but creating learning environments where every student feels seen, challenged, supported, and empowered to reach high level goals. Dr. Amy,
>> so the year one focus um and what does this look like in our schools um I think that so much of it is already being done. So uh if the focus was on celebrating cultures, [clears throat] historical figures, traditions and
language, um many of our schools do this already. For example, Luton celebrates Hispanic Heritage Month with a family night celebration. Gardener, Newcomer, Welcome Center have welcoming signage in various languages. Everett has a student
art show that is reflective of student personal narratives and visuals that are reflective of their diverse experiences. So again, this is not a new initiative layered on top of people's work. It's just a way of naming, aligning, and strengthening what may uh already exist
with our staff and with our students. Okay, >> the four areas of focus that uh we focus on this year uh included communication. Uh, one of the great things that we had access to with something called Parent
Square that some of you might be aware of, but um, communication allowed for us through parent view to provide district updates, school newsletters, um, information. Um, and so that parent
square had the ability to have a built-in translation feature which allowed parents to communicate and understand um with the school district in ways that oftentimes they didn't before because it was auto it would automatically land on a cell phone um
and had the ability to do um embedded translations. Um, for professional learning, we utilized our professional de development day to share the vision, rationale, and continued implementation of this work, helping staff understand their role in
creating inclusive learning environments within their own classrooms. Um, within our curriculum efforts, we had the ability to review instructional materials and supplemental resources that ensure students have opportunities to see themselves reflected in what
they're reading um, and learning. For example, high school English novel um, adoptions this year included anchor texts such as House on Mango Street, I Know Why the Cage Bird Sings, and Like a Hummingbird. And so these were opportunities for students to start to
explore diverse texts. And finally, the physical environment was with the multilingual signage that we have throughout the district. Culturally representative visuals, student work displays, and other welcoming features that help students and families feel seen and connected
with their school community. I would like you to concentrate on the bottom left of this graphic. Um I'm also blessed enough to co-chair the PLC uh implementation professional learning communities. And if you're not familiar
with it, it is a process, a way of life. It is not an initiative. It's a culture shift which uh we have across years understood that we do need to shift mindset and we need to provide supports to adults uh on all different levels if
they do need assistance in shifting mindsets. The professional learning community at work culture focuses on two big things. A focus on learning and building a collaborative culture. teams of teachers
whether it's a grade level or it is a content area or sometimes in the high school we call them singletons which are there's only one teacher in that content area but all the singletons get together the arts is a good example they come
together and they ask four questions which I'll get into later and the idea is to build collective efficacy which means teachers are in the field examining student work and determining who's learning, who's not learning, how
are they going to address it if they've if they are not learning, and how are we going to extend those that are already proficient. We know from Hadtie's research that collective efficacy has an effect size uh that is three times three times
faster than a teacher working in isolation. So, we know that teaming and coaching teams is going to get us to our goal of increasing student achievement more efficiently and help it to be sustainable. And so, we've had uh a
whole year of training and we will continue that and I can talk a little later about how we will make sure that it's sustainable. Yep. what we have focused with the district guiding coalition which is a team that I
lead of uh leaders across departments across union levels to plan for this work the PLC at work culture shift um one thing that we've noticed in the field is that we need to continually communicate that this is not one more
thing this is not additional this is not separate from what we have already been working on. The multicultural task force is bridging this with us to help for uh our stakeholders to understand. And so
there's some questions listed up there on how we can by simply asking a couple different questions or organizing the data differently make sure that we're addressing uh the four questions but
also students identities and their voice around what they would like to learn and what perspectives that were missing. And so we will continue training with that uh to align the two PLC's and the goals
of the multicultural task force. And those are some of the texts that we have been training with and continue to train with. Good evening everybody. Um so this particular slide is about the Lancing Black Educator and Administrator
Coalition. Um, and this is to ensure that the staff, teachers, administrators within the district that identify as black, um, that serve our students also have an equally affirming experience. Um, one of the things that I've learned throughout research regarding recruitment and retention, while many
think that it is salary that keeps individuals employed in K12, it is actually um more about support and environments that really are culturally affirming um and encourage them and build pipelines and affinity groups is one of those ways. It is actually a
proven strategy related to recruitment and retention. Um and so we actually sent out a survey to all staff to see who would be interested. Um and 73 individuals responded saying yes, very interested. Um we reached out to them
and we've had our inaugural meetings in March. So we had one for educators March 11th, one for administrators March 18th, and then a collaborative session in May. Um and then we plan to have a summer kind of meetup, meet and greet type of thing, and then a September kickoff. The
idea behind these affinity groups is to really share perspectives and experiences across these different groups of individuals, but then also make sure that we are providing the appropriate amount of support and professional development in any area that they have identified a need, right?
Um, and so looking at building that leadership capacity and those professional growth opportunities, but also continuing to sustain a safe and inclusive school environment for all, including our teachers and administrators. Um, and then obviously promoting that equity, advocacy, and that student success. Um, the
conversations have truly been enlightening. I've learned a lot of history, um, and a lot of context. Um, and we've identified some strengths across the district, and we've also identified some areas that we would like to really focus on and see where we can push into those particular notions. Um,
one of the things I really appreciate is that all 73 of the people who are interested, they love the meetings, but they also are saying, "Hey, we don't want to meet all of the time." which I totally understand. Um, and so with that, we've talked about building out newsletters, but using those newsletters
to not only provide information, um, but to strengthen our connection by highlighting specific staff and administrators across the district as well. >> Thank you, Miss Brewer. Uh, this is another example of how beautiful this
school district is. Um, part of the multicultural components also this year was our first African-American recognition ceremony. We continue to have Latino recognition ceremony. This year we had our first Native American Eagle Feather Ceremony.
We have summer camps and we also have staff that created the Michigan Association of Latino Administrator and Superintendent for the state. So, um, as a school district, we're finding ways to make sure that we're honoring people's
identities as we develop a m multicultural learning environment to honor all of our students and give them a sense of belonging. That word that we keep saying, the belonging is so important to all of us.
So rather than evaluating um large scale scale systematic change during uh year 1 uh the group became interested in what we hope to see. So ultimately we wanted students, families and staff to see to increasingly see
themselves represented and feel more connected within their school communities. Um, so this would allow for us to measure through engagement and participation at cultural events, at family engagement activities, professional development opportunities,
and school-based initiatives. um for visibility. We wanted to highlight um what schools were achieving and what could be done immediacy through communication, welcoming signage, classroom resources, displays, and
school activities that reflected the diversity of the of the district. And then really this was a way uh to utilize the survey to help inform our decision- making. So feedback that we were getting
through these surveys can in help help to inform decision-making in the future and provide valuable qualitative data regarding feelings of belonging, inclusion, representation, and cultural responsiveness. >> So as we wrap up, I want to share what's
next. First, you'll see the launch of our many cultures, one community newsletter for the 2026 to 2027 school year. This will be a quarterly newsletter and a way to share celebrations, resources, and examples of
how this work is shown up across the district, keeping the focus visible and connected. Next is ongoing professional development. This is not a one-time professional development. will continue to build share understanding and capacity over
time with opportunities that will meet people where they are. A big part of that happens through professional learning communities which Dr. O'Neil explained. PLC's are where this work becomes real where teams
reflect on learning environments. They connect representation to instruction and learn from one another using student work and classroom practice. There will be also ongoing updates to the board so this work remains
transparent, aligned and accountable at the district level. And finally, we will begin planning for year two implementation. Year one is about building visibility and share language. Year two is about deepening the work in
thoughtful sustainable ways. And without having to read my notes and what I think I have to say before I forget to say this because I think it's really important. I have been doing this for a little for
a few years now. And this example of this multicultural component is an example of what collaboration, listening, and time together can do to a school district. This started from you. You, the board of
education, created a resolution to move us forward. Because of that, we were able to identify community experts. A task force was made and developed. Because of a task force, they were able to create a
plan for people to implement. As we develop an implementation team, we have people, as you can see, we were given one framework, one framework and one researcher. They identify two more researchers to make sure that all this
fits. So then we bring somebody here with technology advancement that can do a survey and play with this. and then we have more ways to move forward. I'm trying to say that all this good work
can only be done from the top to the bottom collaboration and it does take time and for that we got to be grateful to be part of this district. Thank you. That was not part of my >> improv.
This is my favorite part, the continuous improvement part. Before you see a snapshot of our Michigan continuous improvement plan at the district level, uh it's no longer school by school, but it is one cohesive plan at the district level. It serves as an artifact of our
commitment to this ongoing and embedded work. Think of it as the district's public promise improvement roadmap and accountability system allinone. Our MYIP plan is a formal uh district improvement plan that identifies our goals, the
strategies we will implement, how we're going to monitor progress, and the evidence we will collect to determine whether students are benefiting from each of these ships. It holds us accountable not only to the state of Michigan, but more importantly to our students, families, staff, and
community. We have one goal. Increase academic achievement through a cohesive district-wide MTSS system that strengthens academics, attendance, data literacy, instructional decision-making, and staff collective efficacy.
Within that strategy, that is when we were able to differentiate somewhat with activities. The activities within the my kit plan are inclusive of principal and teacher voice, school needs identified in the building level needs assessment in the resource allocation review and it
outlines exactly how we plan to get to increased student achievement using these activities to drive us to MTSS which will drive us to increased academic achievement. Our myit plan demonstrates that we are not pursuing disconnected initiatives. Instead, we
have intentionally aligned PLC at work, CRPBIS, MTSS, EWIMs, which is early warning intervention monitoring system and the multicultural task force under our single district goal of increasing academic achievement. They are not
separate competing for attention. They are interconnected strategies written into our district improvement plan and monitored through a single system focused on student achievement. improvements for year two. I do want to talk about all that we have to
celebrate. One of our biggest accomplishments this year is that we move from a plan on paper to work in action to back to a plan on paper in M.I.P. to make sure that we are monitored and it's embedded. We see multilingual signage, cultural
celebrations, student recognition ceremonies, affinity groups, stronger community partnerships, and increased staff engagement across the district. Most importantly, we see schools embracing the idea that belonging matters because belonging fuels learning.
The community bus tour has changed us. the feedback from our community bus tour, which is something that was only for onboarding teachers. It was at the end of a long onboarding week and it was optional. It was voluntary. We would pay if they could come and learn about our
community, but it was not embedded in everybody's learning. The feedback was inc has been over years incredible about how much they enjoy it. And we always hear from LSCA that have been here for years that they didn't go on the bus tour and they would like to go on the
bus tour and how how would they do that? We have been supported in shifting that to embedding it in onboarding. All onboarding teachers will within the day of uh of the series that I teach will be on this tour. They are provided with the
text. they are provided with a script uh that we use that we've intentionally built so that they have lesson plan ideas. So from redlinining um of 496 um all the way through black and Hispanic owned businesses throughout
the community, they learn about that. We are always surprised to know how many folks that even are from here and don't uh know some of this information. So they are able to leave that with um tools and a framework um and always are
motivated by that. More exciting than even that is MSU has asked to partner with us. Uh so on Junth I will be taking a group of professors from MSU on this tour and the hope is to work together so that any intern within
that program the teacher education program that are working with our students it will they will embed it into their uh into their program there. So we will have to let you know how that goes. Um the tour reminds us that understanding our community cannot happen from behind a desk. We grow as
educators when we understand the neighborhoods, the histories, the assets, the challenges, and the strengths that shape our students daily experiences. As we move into year two, we want every educator to think like an ethnographer of our community. A learner first.
Before we can build strong relationships, we must seek to understand. When educators are curious about their students cultures, languages, experiences, and communities, trust grows. And when trust grows, belonging grows. And when belonging
grows, achievement follows. The greatest lesson from year one is that our diversity is not simply something we acknowledge. It is one of our district's greatest strengths. We have much to celebrate, much to learn, and even more to build together. Many cultures, one community, one Lancing
school district. I want to thank this entire team for the presentation that you put together, but mostly for the work. Um, I really want to say I want to close out with just a couple of things that [clears throat] are just genuine thoughts um of mine
from observations that I've made over the last several months, but also observations that I've made through this very work. One of those is oftentimes we hear of board resolutions, but it's really um makes me proud to see that there's not only a board resolution, but
a plan and not just a plan, but action and not just action, but taking that action and then solidifying it through the state process of my which then makes it official. That means that there's people at the state level that are reading that plan, then they're going to hold us accountable to the things that
we've built in that. And I think I want to lift Dr. Sarah O'Neal and the team for making this that we know that this is such a wonderful thing that we had to take it from the board to a plan to action to you know to them making it official in my kip. So this is work that will continue on through the district.
So I wanted to lift that. I also know that there's been lots of questions even from the community. What's happening with our equity committee? What's happening with the work? What's happening with all the things? And I think this is just this tip of the iceberg of the things that we are taking and still gleaning from that audit and
from that committee and making those things come to real life. Of course, is that the entirety of that work? No, of course it's not. There's a lot of work to dig into and to look at, but I want to make sure that people do know that that work is still living on in the things that we're doing and the resolutions that the board is is um is
doing. I also wanted to lift that um we've given a lot of surveys over the last couple of years and those surveys are really long. That will change. Um I am not for the 80 question survey. I think you can get just about as much information from about a 15 to 25
question survey. That's a way of listening to the people that are talking to us and saying I'd love to finish the survey, but it's 85 questions and I don't have that kind of time. But I do want the people in the audience and the people who are listening to know that as you saw those surveys are being used by
our staff, we are looking at the data that our students give us to make decisions. Over the next year, you're going to start to see those on school websites. How are those being answered? What are these being used? Transparency is incredibly important and I think people need to know that the things that
they're telling us, they're actually being listened to. Um, lastly, I I think the sense of belonging is incredibly important, but you can't do that without relationships and you certainly cannot do that without trust. And so to have a child feel like they can tell us things or that their voices are listened to or
that our community's voices are listening to, we you hear that often in our district and many districts across the state. Student voice is important, parent voice is important, community voice is important, but I'm going to offer this tonight. I think the most important thing is listening. A lot of
people can have voice, but if there's no one on the other end listening and putting that into action and doing the things, then it's just voice. And so I think as a district over the next year, two years, you're going to see a lot of these things coming toward this horseshoe and around the community
around transparency and trust and listening. There's people have wonderful things to say if you're only brave enough to listen. So again, I want to commend this team. They've really brought the multicultural task force work and plan to life. They breathe life
into it. And so for your time because I know it's been a lot of time and research, I just want to commend this table. Thank you. >> Okay. Questions? Uh Trustee. >> Hi. [clears throat] Thank you, Mr. President. I I do have to leave. I'm I'm
going on tour in Vienna and so we have a rehearsal that's like now. I'm an hour late. Um and but I wanted to really get this out because um I really appreciate um this milestone, you know, it being settled in the state and all the things.
I love to see the literature. I love to see the frameworks. All those things are really my jam. Finally, something not numbers that I can talk about. So this is great for the qualitative people over here. Um, I did you spoke to the equity
committee and things at first and one thing that was burning in me the whole time you were talking is how much collaboration with the board's equity committee as well as student achievement um is still going on and if there's nothing going on, what is the plan to
get us back up and rolling so that we can actively be thought partners in this work with you? Before Jessica answers, we've actually been talking about this because currently my name is with the equity committee and at this moment that
has not not that it's not a priority because it is. We have talked about the possibility of merging the multicultural task force. I've had some conversations with you lovely people in teams um and the equity committee because a lot of
that work is similar but different and we didn't want to um be labor folks time pulling them in both spaces doing the same thing. That's not a great use of priority of district funds and time. Um
and so I think we were still having some conversations about what that was going to look like. But to be completely transparent, it was not something that this board at the time had as a priority um given leaving and transition of superintendent and uh budget cuts and
people having to be you know removed. Um so I do believe and hope that in the future this will be something we can reamp up. My ask to the chairs and when we've had our meetings um is that the equity committee be arm ledge to the
multicultural um team but we have to figure out the rules and I'm putting our our uh trustee Ninsky on the spot because there are certain rules when there's a board assigned committee and then you have a district um force. So, I
think those were our levels set um upfront and being transparent with the question um where we were wrestling with that and how that would land um and still be in the legal framework of rules if that helps answer. And then I can
certainly yield the other half of that question to our superintendent. And then if Ninsky wants to add anything from that conversation we had many months ago of how we could level set and do this work effectively without um be laboring
our staff who are working in both areas doing the same work. >> Questions? Any other questions? >> Uh trust will >> Well, that that's only half of it. >> Yeah, that's what I was gonna say. >> Yeah. So there's a couple things here. There's layers to this. So let's kind of
just break it. I'm just going to break it down a little bit. Uh I think one is exactly what um our secretary Strode said, which is um merging the two. But the multicultural task force is not even a large part in my mind of even the equity committee work. Um it's one piece
of that. It's a way to celebrate and do but it does not talk about um disparity in um discipline. It does not talk about um inequities of achievement for black and brown students. It does not address the heart of what I believe that equity
committee work um really talked about. I think that's one of the reasons that Dr. Sarah O'Neal is such a critical piece because she and so is Carlton Evans because they were there for the equity work, the equity audit, the equity piece. Um there are lots of things that you haven't seen here tonight that we
have as an instructional division. I I'm really proud of the work um that the team has done. Um, I had the blessing to be the deputy superintendent over instruction. I actually still have that job, [laughter] but um, I don't want to let it go either. I know I have to, but it's where
my heart is. And I will, um, I'm going to have you add to this work, too. Can you talk a little bit about even some of the frameworks that we've put in place for um, when we um, piloted our materials? Yes. and some of the other processes because I think some of the
things that I'm hoping to change is we have to talk about all of the things that we're doing in the district that even the board doesn't know because when we hear things like we there was a hu if you were here the night of the equity when we talked about it there was a huge group of committed people and many of
those were on the task force they're looking for ways to plug in one of the things that we have to acknowledge though is the instructional division along with special pops and even people I know Cordelia's even looked at this work is what are the ways we're embedding it into the day-to-day work of the Lancing School District. One of the
things that we are tackling currently is through Edustat, which um Dr. Sarah O'Neal um took over in mystead um is we have added the data for uh discipline in um all of the different categories, students with special education, our ML
students, our black and brown students. Are there numbers that are um sticking out at certain schools that we need to address? What's the root of that? why is that happening? What training needs to happen? And so those are things you're going to hear a lot more out about. Um but those are pieces that not have not
been as codified in like a bow as some of this work. So I'm glad that you lifted that. It's time for that work to be rejuvenated and talked about again. They are embedded [snorts and clears throat] in a lot of our systems, but I don't think that we've ever really reported a lot of that out. I'm going to let her share a couple
of those ways. Um, and that's also how we are connected with maybe not the student achievement committee directly, but with actual student achievement in the departments. Um, >> I think that's what I'm after and I'd love to hear your [clears throat] explanation. It's what I'm just trying to make sure that um, again, stronger as
10. Um, that we have an understanding, great presentation, love that um, but also the great work that these committees um, are doing. Um, and even as we are rebuilding some things in terms of trying to figure out where everything is supposed to go, do we have
um a system that's already in place for us to have this knowledge in case we're not at ISS, but to be doing the work on the ground? A lot came in, a lot went into this and would love to um to hear about the ways that the board of education um was being a thought partner
in the journey. Great outcome. I'm glad to see it. Um, and so, and not that everybody is going to do everything. You all have done great work. I'm I'm glad to hear it. Um, but go ahead. I just wanted to kind of make the connections because we do have a lot of committees
that we serve on. Um, and sometimes there are things that are at work that don't necessarily make it to committee as you said. >> Absolutely. So, Mrs. Benovas has been very intentional with instead of the equity work being a separate group, it
is now embedded in everything the instructional division uh produces and all the conversations that we have. So some examples are as she mentioned EDGAT where we are working on principal data literacy uh we very openly and transparently within those meetings talk
about disproportionality. We talk about use of curricular tools. Uh talk about assessment data and we do it by subgroup. And so that is building the principal skill set and not feeling like something else separate. Uh we use the
CRSE that I I mentioned earlier to look at all curricular tools to see how much representation is there by who and where the gaps are. That tool is used. we do not move forward if that tool does not come to consensus among the department
uh that this is a great choice for our population. One of the things that has shifted me as a learner with a PLC process that aligns with this work with systemic equity work is each school has something called
collective commitments and they design together six commitments. two on focus on learning, two on collaborative culture, and two on results orientation. And they make a commitment. They words smmith it take as long as they need to these six commitments. If you come and
work at this school, what's been that's happened before. What's different is the PLC at work uh culture shift has been we are intentional now with planning for confronting violations of the commitments. And I know confronting can
be a tough word for some, but the district guiding coalition likes that word. There's nothing wrong with being assertive in a supportive way if we are seeing things that are not aligning with our collective commitments as well as planning for celebrations when we hit particular marks equity infused as well.
We also uh do a lot of coaching at the principal level and that's where the coaching comes more of an individualized level. if there are uh portions within schools that need to be addressed. And so we will coach also at the principal
element in critical conversations, how to read data in subgroups, how to monitor, and then how to go back and check and celebrate. And so it's just more infused in the school improvement process year over year instead of seeming like a separate group. And that's been intentional by the
department. >> Can you do me a favor for the people at home? I know we live in a world of acronyms. >> Oh yeah. >> Um CRS is >> culturally responsive sustaining education self assessment.
>> And um for me one of the the the major things and you're talking about coaching at the principal level. One of the major things that I would love to see and this is just me. you don't have to, you know, send it to everybody is um looking at how are boots on the ground
>> um accepting the system. >> How is it working and is it helping people meet the board's um goal, you know, for greater student achievement and and and not only in the numbers um
but in the actual proficiency. Are we seeing the knowledge base based on these um frameworks, based on these tools that it is helping our school communities? What I would love to see is if you have a survey, I know we've had many um what
are the school leaders saying about Edgiststat? Do they love it? Do they hate it? If they hate it, why has the administration um really I know that you give people a platform, but have those voices been heard? And if there has been coaching, coaching to what end? How has
it helped us? Um, and what I would love to see is how then after all of that, >> when does student achievement then see these numbers in their conversation? I'm not on student achievement, um, but they do great work and they talk, we talk
amongst each other sometimes about how well things are going, um, to say, "Hey, student achievement knows about these six commitments." And even I'm almost pulling a Dr. Rodriguez number here. I would love to see each school and what their six commitments are cuz I'm a big nerd like that. What are they saying
that they're committed to doing at each level? And how is that going for them? How are our kids responding to this? And what does that mean for proficiency um in the long run as that is becoming more and more a part of our strategic
plan? Um and how are we the board collaborating with you in the spaces where it is appropriate to be thought partners to be cheerleaders and also to go to the community and speak about this in layman's terms without the education ease. What exactly are we doing for kids
without the highle language so that our babies are reading better, the math scores are better, everything is better, our principles are being community leaders as well as school leaders, our parents are involved. What have we done? And I think part of that is using us as
the community representatives as well. And so that was the reason for my initial question. Are we plugged in? And if we're not plugged in, Madam Superintendent, what can this board do to empower you more outside of resolution to ensure that we are doing the best in
our oversight function in this matter? Thank you. Is is there a answer? Okay. >> Well, let's go. >> We're working on it. >> Uh, Trusty Williams and then Trusty Rodriguez. >> Okay. I have a I hope you can hear me. I have a couple of questions and a couple
of concerns. Thank you for the presentation. I'm going to ask my first question is just for clarification. It is what is the timeline for the suggested discussion of merging the equity committees with the multiple task force? Unless you've already talked about that and I missed it.
>> I have I haven't been a part of those conversations, but I do know that the uh multicultural task force the way that it is structured currently is an arm of the um equity committee. And so how that works and how when uh Trustee Strode
asked Trusty Nuiski, I think one of the ways that we were planning on doing that and of course we're open to suggestions or alterations to this is that as we um kind of like how I serve on the student achievement committee for example. So when we meet I bring a report or I bring
answers or I bring data whatever the committee wants to see. It's my responsibility as as a member of that committee on the administration side to provide that. So the idea was that for the multicultural task force and now committee here would be that we would bring reports or information to the
equity committee so that then that equity committee could give us recommendations, suggestions, alignment and so forth. Um and so as soon as that is kind of linked up I that was the original structure that we had talked about unless there's something different that we want to do but that way there
was that balance between board and um district employee so that we could still interact and do the things um but that there was a part for both of us I guess is is what I'm saying. >> My second question slash concern um
I am I'm listening I know what the initiative was. I actually served on both the equity committee and I was on the subcommittee and to me all of this sinks at the top going down. Nowhere in the nowhere in this to me do I see
children involved? Do I see families involved? Do I see comm community? And if we're going to make this an initiative, it first and foremost has to be about our children. The training comes later. We have to be able to do this and do this now. And that's my concern. I actually had about 15 people
tell me, text me, say, "What are they talking about?" Because it's over everybody's head. They're not understanding it. And I just want us to remember, yes, everybody is educated, but everybody doesn't know the acronyms. Everybody doesn't understand the lingo. We have to in order to bring that trust
and collaboration, we we have to speak their language. Hi, I'm Roslin. You are Seria. They don't understand. Oh, this is Dr. Seria. Sa. They're looking like what? We have to remember everything we do and as we're changing our culture, we
have to keep everybody in mind from the lowest of the low to the highest of the high and everybody in between. So that that's really concerning for me because for 15 people to say I'm logging off and this is important. I'm I'm disheartened. So I want us to
think about that going forward when we do any presentations any presentations. But again, my question is how are we again, I see the educators, but I don't see the I don't see the kids. I don't see the family. I don't see the community. How are we connecting this now? Because it we init we initiated
this about a year or two ago. So now we're moving kind of quickly, but we can't move unless all parts are moving together. No, I see it as >> for your comments. I see it as a recommendation and something that we
have to always pay attention. I mean, we have to make sure that we all the work that you see here. Yes, it it took a specific technical wording and all that, but we have to always think that how are we going to deliver the message to our community and
the involvement of our community. are two well taken points. Thank you >> uh Dr. Rodriguez. >> Thank you very much Mr. President. Thank you very much for the presentation to the public to the board. We were waiting
for a few months and here we are in a very difficult and very promised a task ambition for the district. uh pace two I don't pace four I don't think
no page whatever what two I don't think the numbers are correct but anyway maybe my eyes are no good [laughter] check and you let me know number the percentage and the total that you are giving us over there but just to correct
in case they need to be correcting the second is about the initiative if we can change that word in any place I don't know you and changing the resolution but the rest is okay. As my the public know and my students know I am a personal
loca for the like the culture in the school and a crazy person for the culture in the schools but the culture in the school guide everything in education. The culture in the school put together the community, the families, the teachers,
the students and the future. And I think we had to define clearly what this school culture what are the characteristics of the school culture and I think very clear Dr. Banks said emphasizes the
multicultural education is not an aton but a comprehensive reform approach to affects curriculum instruction school culture and policy.
And then in another place you also emphasize that >> then we don't need to year one, year two, year three to have in a school culture that reflect the multicultural
population of cultures of our district. If you can you can just right away if you know what the school school culture I asking you to give the principles to give you the signs the your school
culture is now do it again a half of the year and do it again at the end of the year and that way we know if the school culture is changing we know we can evaluate the school culture and and that can be done
day one year one because it's right here the congratulations I want to see the school culture right the way in the school changing the otherwise we will continue doing the same thank you >> thank you Dr. I guess uh Trusty Stro,
>> thank you so much. I have uh just one or two questions. I appreciate the uh thoughtfulness that went into this. Even the menter, I'm a mentometer fan. I love using it at work for my staff and team. One of the things that I think I'm
hearing my colleagues say is there seems to be maybe a language barrier, and maybe that's not the best word to to utilize in this space. Um, but maybe something that would be very helpful is we're we're talking about culture and framework and fabric and if there is an
opportunity to provide the data metrics because our data is going to tell our story for us. Our data is going to show us the facts of where we are. And so if you pull even from the mentor meter page on seven here, I think it's slide 13 and
14, you have data of students in a sample and that's 6,329 students. And you're asking a questions. I see people of many races, ethnicities, cultures, and backgrounds represented in the curriculum. This is middle school and high school. Would have been really
awesome, and this is still great, but I hear the the hey, we want to hear a little more. We're a little confused. We're not sure the school breakdown of that 6,329 students. What does each school say about these cultural answers? What are
the risks that we see as red tape? So the red tape I see is from 14 out of the 6,344 students, 33% of those youth say this school treats each other with respect.
But this is the sample of how many students. It doesn't tell me the school. It doesn't tell me the culture of the school. And I think I love about our board is the transparency where we're not calling anybody out, right? We're calling each other in. They're saying, "Hey, what's up with the equity
committee?" And that's great. We like that. But going back to the culture of the school breakdown, what are the risks? And how are we mitigating that? And I can answer a little bit because I see it every day. I see it when I show up here. I see it when I show up at
schools. I see it when I drop my kid off. But I see it as walking through the building. The people listening to this, right? We got to show them the story where they can see it happening. So for instance, the Strode school has 100
students and out of the hundred, 75% feel safe, 75% are African-American, 75% participated in this cultural event that happened at the school and we had a PTO team and the parents surrounded it and
we had a thousand people in attendance and the mayor gave a speech. That's we're we're building community and connection. actually our fifth graders that was just here, they did a visual learning board on the cultural framework within literature and and language.
That's that's what we want to see. We know that it's happening, but that's what we want to talk about here. And so I think building the gaps and I love Trusty Williams for bringing that up about um meeting people where they are. And I think we do a great job of doing
that. and you guys come here and like we got to give you this big great all these jumbo words and do a great job and you did amazing but we're just we put our pants on just like you do and so our kids listening to this they want to hear it like at home in their pajamas I was a
part of that that was my school that gave those results and then you get people to get buy in and then they want to work and help because many arms make light work and so I commend all of you because this is very important
important, but I think we want to see um more information at our school levels and what's happening and if there are risks, tell us, right? Let's talk about it because then we can help mitigate those risks because 33% of our kids said
they don't feel respected at school. That's a problem. >> We got to do something, right? So that's my that's my more than enough time I talked but I appreciate this great work and I know we do great work every single day and um thank you.
>> Anyone else? Any other questions? >> Speaking about uh alphabet you know stuff. What's PLC? Remind me. >> Yeah. Professional learning community. >> Professional learning community. >> So it Yep. It's professionals of teachers getting together in groups and
disagregating data and planning for instruction. >> That's what I thought actually. >> Yeah, >> I thought it was something else like place to learn and stuff like that. >> [laughter] >> No this issue of alphabet stuff it's
everywhere in >> so I think that uh trusty Williams and trusty stro right because uh we need to speak to people >> and when we throw all this alphabet stuff what is that and then we have to stop and say
>> so uh thank you for the presentation it's uh we can build on this and we're building on it. Uh I don't know if um eventually the two committees may merge. I don't think they have the same goals.
I think they're different goals. Um but but I think they they do work, you know, off each other. I think so. We'll see what happens. Again, thank you for your presentation. Was great. Appreciate it.
Let's work on that language the next time. Thank you. Thank you very much. >> Thank you. >> Thank you. >> Well done. >> We're now on to report from the secretary. >> Thank you so much. I will be very quick.
Um we celebrated our last week of school. We celebrated our uh graduating class of 2026 on Saturday and so shout out to them. Again, congratulations to all of our wonderful Lancing School District uh class of 2026 and our board baby graduated. Trusty Williamson Tyrese
is a graduate of 2026 Eastern High School. Sorry, that's my plug. The district student development program is currently running its summer sessions which operates from June 8th through the 8 August 13th. Um, we are designing that to keep students active, connected, and
growing. The program actually runs Monday through Thursday from 11 to 5:00 p.m. at the Don Johnson Fieldhouse. Monday through Thursday. So, Friday, no, no program. Enroll for next school year online. We need you to come home. The
district has successfully launched this online enrollment portal. You can get on the Google. You can get on the web and type in LSD Lancing School District and there'll be a register button to register your kid for upcoming school year. August 24th is
teachers first day back. It's going to come in a blink. August 26th is the first day of school and our next board meetings are right now July 10th and July 11th. We'll have more details on our calendar for summer as soon as
possible. Thank you. Thank you for that report. We're now to new business. Uh fiscal year 2627 budget. >> Mr. President, I recommend that the board of education approve fiscal year 2627 budget as detailed in the
attachment. >> Second. >> It's been moved and second to approve the 2627 budget. Discussion. Uh President Whiskey. >> Uh thank you, Mr. President. I'll just chairs the treasurer and and chair of the finance committee to thank the staff
for putting this together. I know it hasn't been easy. Um thank interim superintendent for leading the evaluation of this this year and given the context of where we're at with unknowns of state funding and the need to to consider uh you know some structural changes in the budget. I know
it's uh as you mentioned the goal is to get to zero use of fund balance, but that takes time and and thoughtful communication with uh the community as you you know mentioned already. So, uh, we are still kind of in that with within that recommended, um, you know, percentage of having a little over 13%
just even with this preliminary budget. So, I'm going to lift that up to the community that while we are um at this point, if we adopt this, which I support, uh spending a little bit more of the fund balance, it does still leave uh some there in the fund balance. And we hope that through the budget
amendments, we'll reduce that further and not use as much, maybe even get to zero within the next academic year and if not in the the next budget. And that's the reason we have this fund balance um you know, four years like this. We really don't want to just continue to build up fund balance. that means we're getting money that we're not
using for our students. So, um I think I don't want people to be alarmed that we're using fund balance again, but uh that the board is aware of the need for structural changes um which includes efforts on our part to go to the community and ask for the the heavily override and things that were mentioned. So just in summary from those
perspectives of finance again thank you to staff for diligently getting us this far which is a lot of work I know and already working on the next steps to get us closer to zero either within the year or uh in the next year. >> Thank you. Any other comment
hearing? None. We're going to have a roll call vote. >> Dr. Kavanaaugh. >> Yes. >> Mr. Lopez. >> Yes. >> Mr. Niski. >> Yes. Dr. Rodriguez, >> yes. >> Mrs. Strode, >> yes. >> Miss Williams,
>> yes. >> Motion carries. Thank you. Uh, item B, treasures report. >> Thank you, Mr. President. Um, because we're not having another meeting this month, uh, the finance committee hasn't met, but we wanted to offer the May uh, 2026 treasures report and and ask for
action on that. The detailed treasures report for the period of May 1st through May 31st 26 is attached to this evening's agenda. The following are the highlights of the report. The beginning cash and investment balance was 61,838,141. Receipts totaled 16,529,415
while dispersements equaled 21,530,832. Net interfund transfers totaled $468,297 in interest from fund investments to the student and bond funds as well as journal entries to remove the due to slashdue from in all funds. The monthly transfer to the general fund for bond
expenses was $0. The ending general fund cash and investment balance on May 31st 2026 was 57,35,021. Donations received during the month of May 2026 totaled $16,725. I want to specifically thank uh Abbott
Exchange and MSUFCU for donation to Latino Advisory Council, the Estate of Jacqueline Mars for a significant donation to the district, Chelsea Milling Company for donation to the Dwight Rich Cooking Program, um the Abbersol Foundation for a donation to
Abersol. the Wrestling Amateur Athletic Association of Michigan for a donation to Eastern and Michigan State Federal Credit Union for a $5,000 donation for back- tochool 5K. Any other businesses or organizations who want to support the back tochool 5K are encouraged to uh
reach out to the district and we would appreciate that. Mr. President, this concludes the May 2026 treasures report. >> Thank you, Mr. Treasurer. Um, okay. Do we have a
a motion? >> I move that the board education approved the expenditures as presented >> for May 2026. >> It's been moved a second to approve the expenditures as presented. Discussion hearing none. All those in favor say I.
>> Post same sign. Thank you. We're going to move to uh change orders uh purchases. Is this part of the uh facilities committee? >> Yes. >> Yeah. Okay. Facilities committee report.
>> Good evening. I'm going to make this as quick as possible. So this week we had a facilities meeting on t Monday. Um some of the things we talked about is the Willow uh elementary school. Parking has been paved and strip landscaping is underway. Furniture has been installed. Finishing touches are being completed
through the main building. The grand opening celebration is scheduled for July 21st from 4:00 to 7:00 p.m. Luton Elementary School construction continues to progress on schedule. Approximately 60% of the footing and foundation has been completed. Mason tree work has begun with walls being installed
starting with the gymnasium. Structural steel installation is also underway. Underground mechanical, electrical, and plumbing is progressing. As a reminder, the planning for Luton is fall of 2028. Saxon's auditorium has additional scaffing was required to allow the crew to complete the duck work installation
interior finishes. Current work includes wall and ceiling finishes. Painting and lighting installation. The project continues to move forward as planned. The district air conditioning projects projects at Dwight Ridge Forest View Guyer Park and Post Oak are moving in full construction mode this week. Crews
have been working overnight over the past several months. Beginning this week, work will transition to daytime hours as construction activity increases. All four projects are scheduled to be completed by the start of the fall. As a reminder, these projects will be providing whole building air conditioning with exceptions of the hallways. Eastern
Alumni Association naming request. The district received two naming requests from the Eastern Alumni Association. One for the track, one for the football field. However, at this time, we don't have the money. So, the suggestion was that we go back to the alumni association and ask if they're willing to fund this, make donations, fund raise
or something like that. So that's where we are with there. The air conditioning project change orders. Change orders are being presented for three air conditioning projects. These changes will replace factory installed controls with controls that meet the district standards uh specifications. The cost of these changes will be funded through the
project's contingency funds. Salt storage bin purchase recommendation. The district is recommending the purchase of a salt storage bin to support winter operations. The facility will allow the district to purchase and store its own salt. Currently, the district relies on the city for salt supply during winter
weather events, and I'm sure we know how that goes. Last winter, the city exhausted its salt inventory, creating challenges for the district's snow and ice removal operations. Owning and storing our own salt will only improve reliability, increase operational flexibility, and reduce the ris risk of
supply shortage during the severe weather. Corporate elevator assessment management contract. This district is recommending approval of contract with corporate elevator access management. The firm will assist the district with elevator compliance management and oversight. Services will include
maintenance, contract management, and voice review, project administration, and monitoring of all required inspections and upgrades. The district is facing several legislative required elevator updates and compliance obligations. The partnership will help ensure um elevators remain safe,
compliant, and properly maintained while providing additional oversight of vendor performance and project costs. the Don Johnson fieldhouse renovations. As a reminder, the district received a grant from the state of Michigan to support improvements to Don Johnson's fieldhouse. Grant funding is restricted to the fieldhouse project and cannot be
used for any other district purpose. Renovations include filling in the formal pool and constructing a fourth basketball court. The balcony above above the new court will be enclosed and renovated to create tutorial and student support space. The district received multi multiple qualifications and
complete bids for the project. And you could see who the bid bidder was. The recom the recommendation is awarded to contract to the lowest responsive and uh responsible bidder. Pleasant view mechan uh pleasant view electrical and mechanical improvements. Electrical and mechanical upgrades are being completed
at Pleasant View. The improvements will provide the infrastructure necessary to install window air units conditioning throughout the building. Multiple bids were received. The lowest bid was determined to be incomplete and did not meet the project. Therefore, the recommended is to award the contract to the lowest response responsible bidder
that submitted a complete proposal. Garner International School chiller replacement. The district is replacing one of the schools failing air conditioning units. The project will improve cooling reliability and help maintain a comfortable learning environment for students and staff. Construction is scheduled to begin during the summer months. The contract
is being awarded to the lowest responsive and responsible bidder. Hill EV bus chargers electrical infrastructure project. The district is recommending approval of the electric infrastructure work required for the Hill Transportation Center EV bus charging project. The project will
prepare the site for installation of six electric vehicle bus chargers. Work includes site preparation, electrical connection between the charging infrastructure and the solar field in the building. The district received several competitive bids for this project. The recommendation is awarded
to the contract to the lowest responsive and responsible bidder. The recommended bid is approximately 450,000 below the district's budget estimate resulting in significant project savings while maintaining the full scope of work which can also allow us to possibly get EV in
other places in contract with other people. That is our report and those are our recommendations. [laughter] >> Take a breath. >> Thank you. >> Thank you very much for that. Do you have any questions on this items? Okay,
>> Mr. Press. Oh, go ahead. Yeah. Okay. Uh, Trust Rodri, >> thank you very much. Um, there are several requests for Don Johnson fieldhouse. >> Yes, >> I think it's about one, two, three,
four, five, six about $700,000 more or less all together. Um I think this board should know the situation of what the physical situation is at D Johnson at this time. Um I think
also we had the pool there and I don't know if you're using the pool or we don't using the pool but I think the um it should be dream planning for this building the best we can because it's um old building but
it's used by the district. I am not opposed to all this. What I'm talking about is to have a vision what we are going to do for this building in the future. >> Yeah. Do you have any comments on that? >> So, I think a lot of this and thank you
for bringing that up. We are using it um districtwide. So, we were able um to get money from the state of Michigan, >> provide improvements uh to John Johnson Fieldhouse. So, that's what this section of money is allowing us to do. Um
[clears throat] we start with the spaces where our students are being educated every day. But this is also another important comp. Sorry this keeps cutting up. >> My question was not about the money coming from. It's about to have a vision the how we are going to be incorporate
this building to the Lancing school district the pool you have there and the future in the next three or four five years but more than to ignoring what is there to be able to understand this building. >> Well currently our students uh summer program is being taught there. Um we
have kids going in every day after school and now they're going to be going in in the summer. So these changes are being made to actually enhance the current space that we have so that kids can play basketball as well as we have a separate site for studying and everything like that. So it's giving our
children more access while changing it and making it more safe safer for the students. >> Yeah. >> Yeah. Don Johnson needed a needed some some help and and I'm glad this came through. >> It's one more time. I no question
anything. I just visioning. >> Yeah. >> What is going on there? >> Yeah. >> Thank you. >> Yeah. Um Okay. >> Do I have a motion? >> Yes. >> Okay. Go ahead, >> Mr. President. Uh I move that the board
of education accept items A through F as presented. >> Second. >> Moved and second. Accept items A through F as presented. All those in favor say I. I. >> Post. Same sign. Thank you.
We now have a uh item D, corporate elevator assessment contract. And uh did uh the committee Okay. You want to say something about [laughter] about that? >> I did cover it. However, I'll go back
over. The district is recommending approval of a contract with corporate elevator assessment management. The firm will assist the district with elevator compliance management and oversight. So basically what they're going to be doing is going working with our teams to make sure because I know I've gotten on the Eastern elevator and I always look I'm
like that says 2015. So bringing us up to code standard safety everything that we need so that students who have to use it as well as staff there's no issues. And then it's also following the guidelines of the state legislative at this point. >> Right. Um
>> the other part I just wanted to elaborate on in addition to is um with the legislative changes we have to change our elevators by 20 December of 2028. So, this firm will assist us in making all of the necessary changes, whether that's tweaks to our current systems, whether or not we have to
install brand new elevators and shafts. This company will do all of that assessment for us and then oversee the work that needs to be done in conjunction with our team because as we know a lot of things, we are not experts in elevator systems. >> Go up. >> Yeah, that's going to be quite an
expense. >> Um, so is there a motion to approve this? >> President Go ahead. >> I move that the board of education authorize the superintendent or their design to enter a partnership with the corporate elevator assess management.
>> So move to second to approve this um contract. Any other questions, concerns? All those in favor say I. >> I. >> Post same sign. Okay. Um Adam MHSA resolution.
So in your packets you have the uh 2627 membership resolution in front of you. This is a contract that we sign every year and it is a contract that um includes who are we going to have participating with MHSAA. This includes Lancing Eastern, Everett
and Sexton. Of course we co-op currently for Lancing Technical High School so our students have access there. And then you have seen the additions of our middle school programming because as you know that's a priority of the district is making sure that we have the middle school programs for sports available to
our students. That includes Gardener, Dwight Rich, Sheran Road, Pattonill, Luton, Mount Hope, Atwood, Post Oak, North and Wexford. All 10 of our uh schools that have middle school um students. And so um this is what the
resolution is. And this is for the 2627 school year. This is about the time, if not in August, that we sign this resolution. And so we're ready and set to go for sports beginning uh August 1st. >> Okay. [clears throat] >> Questions before we go? Well, let's get
a motion to this. >> I'm I Mr. President, I move that the board of education approve the MHSA resolution for additional middle schools as presented. >> Been seconded. Okay. We moved to a second. Uh trust in a whiskey.
>> Um maybe just briefly, I'm kind of curious thinking about this because we have the K8 model, we've got all those sites you just read, 10 sites, uh which maybe a more traditional feeder system would maybe have two middle schools going to a single high school. Does this
create challenges for us having 10 different middle schools listed for sports participation in particular? >> Yeah, this is one of the areas that I think we're going to need to look at when we've talked about configurations and footprints. Um I do know that our community through the listening tour that I I conducted over the 90 days and
and frankly still doing I think I'll probably continue to do that to be quite quite honest. Um is there is a cry for uh looking at the middle school model again and thinking about how are we utilizing our K schools if that is the best u model for the district. Fiscally
speaking this is very challenging. Um it's also challenging for parents transportation wise. For example, when you think about having a sports team, instead of having three track programs or two track programs, we have 10 track programs. So that means 10 coaches, 10
times, transportation, etc. And so this is not a model for efficiency. Um, however, the way that we're currently doing it, we're hoping for a model of equity, um, at least in the model that we currently have. But yes, this is very challenging because of the amount of
personnel that it takes. And then also we want to make sure that we have um schools that will have enough students to have these particular programs. We have had it where even our bell times have created issues for students where we they may co-op with another school
that then either starts earlier or ends earlier. And so some students might even miss instruction just to have that equitable sports experience. So those are things that we have been looking at to um maximize maximize those so students are not missing particularly
instructional time but then thinking about busing even there's no way to get 10 buses out especially with we know with the driver shortage and everything that we have with the buses. So I am glad that you lift that. I think this is an area that I look forward to speaking to the board about and thinking about
how can we maximize and be more efficient with the footprint we have. This is just one example of the inefficiencies in a lot of ways that our K8s that model uh does provide for the district. So it is something that we're going to need to look at.
>> I process Dr. >> I had two one is is the price change a lot and second what kind of the services they are going to pro you. Yeah. >> Um, so I don't have the um monetary cost
on this membership. Uh, this is just a signing of saying that we're part of the MHSAA. Um, the part that they provide is just the services, making sure that we follow the regulations, that we make sure that we have the eligibility requirements and
so forth. Um, but this is something that our current um, I always want to say AD and that's not accurate. K Ke Keith Gravvada for our enrichment that he is very active with MHSAA because there are some things over the years that we've um wanted to see them do differently for
the Lancing School District and we have thought that they've been amendable to the um constructive criticism that we've provided to them. >> The reason of the question is that because you want to be sure that that we have somebody there for the help the student something happened.
>> Yes, we do. Keith is very active. >> They also assigned the um umpires and referees for all the activities. Okay. Um so there's a motion
on approving this resolution. Um I'll ask for a roll call vote. >> Dr. Kavanaaugh. >> Yes. >> Mr. Lopez. >> Yes. >> Mr. Niski, >> yes.
>> Dr. Rodriguez, >> Mrs. Strad, >> yes. >> M Williams, >> yes. >> Thank you. Motion [snorts] carries. Okay, we're down to public comment on non-aggenda items. >> No comments. Okay, we're now comments
from the board. >> Trust. >> I have one comment really quick. Um, I noticed, well, we have been having possible thoughts and it says to be determined with our summer calendar. I know we don't have our full board here,
but do we have a idea or thought of the cadence of our meetings being changed for the summer? I'm not sure where we landed on that. >> Well, they're on schedule just in case we need them. we can um cancel a meeting
let's say in July or August or in August but uh we generally do that. >> Okay. >> So that's uh also a good topic for discussion at our retreat. Uh Trusty Williams.
>> Mr. President, I just want to again thank our superintendent, intern superintendent for being the person that she was this past weekend for graduations was a lot. She made sure that the love was shown in front of our students as well as behind our students,
which is trajectorying our district in a whole positive light. to hear the comments in the community, to see her in action the next day in the community with different people, educators. It's just the mindset of
where we're going with this district. So, kudos to you for being everything and then taking out the time just to celebrate our students overall. I I heard some of the students say, "Did she say that everybody in back of us love us
as well as y'all?" I said, "Yes, she did. Yes, she did." She's like, "Okay, I ain't got nothing to worry about then." So, knowing that your words have been impacted and impressed in our students, I I want you to know that I am honored because my son talked about it today. He
said, "Mama, she's still shorter than me, but I love that lady, [laughter] that lady." So, know that the students are talking about you and they see you, they hear you, they honor you. As well as all of you in this room, everybody, they honor you and they respect you. I
think we have so much done so much and so much time and to hear my favorite three words, love, faith and hope, it just took us to a whole different dynamic this weekend. So congratulations to everybody here. >> Thank you. >> Oh, and since since Trusty Herd is not
here, I have to say so if you're thinking about changing your kid thinking about changing your SK kids and moving them to a different school, come on back home. LSD is where you want to be. >> Anybody else? I I also just want to thank
Superintendent Denovas for for all the hard work uh to date and the executive team and actually all staff of the district because I think everybody's showed up, everybody's contributed and uh I think we ended the year in a
positive note, very positive note. So, thank you very much. [applause] And then I also heard something >> about this. Let let me finish with that if I may. [laughter] >> It's just that I've heard from from community as well that they were
impressed and and and we're glad to have been at the graduations. Dr. Rodriguez. >> Yeah. Thank you, Mr. President. But since we are going to do have meetings a long time, can we make the motion to give the superintendent the permanent position or
is still entering position? How we are going to modify that? >> Well, well, okay. We're meeting with the attorneys so that they can agree on the terms of the contract and that's that's going to happen
in the next, you know, next few days. >> Thank you very much. >> It's it's moving. It's moving. >> Um, uh, Vice Chair Kavanagh. >> Uh, Mr. President, I move to remove items, uh, 11 and 12 from the agenda due
to appearance request to reschedule the hearing. It's been moved say to hear a second. >> Okay. It's been moved and second to remove the um the items 11 and 12 from the agenda.
Um is there any discussion here? None. Those in favor say Oh, excuse me. >> I I mean I'm happy to honor that. I guess I just want to point out that that that staff have prepared for this and consultants and staff are here. So, I'm a little disappointed uh to know that and I guess something for us to consider
on in process as we continue to talk about this uh consider what the process should look like so that maybe these situations don't occur. >> Yeah, you're right. And I'm glad you uh you mentioned that. Uh did you have your hand up, Justice? Short.
>> Yes. and centered around centered around that same uh reflective thought. I know that we're in the process of us taking over with uh if it comes to this space being that the parents uh rescheduled.
Is there a rescheduled window? >> We'll have to go back to the policy and and see where we're at >> because at this at this rate we're getting into the summer and and we want to respect everybody's time. We also may or may not have a quorum depending on when this is rescheduled. So, I just
want to be mindful that if a parent is requesting rescheduled due to unforeseen circumstances, we completely understand. We want to work with our families and hear everybody out. And I know that the board is now the final remedy. Um, but at what rate are you subjecting your opportunity to come before the board um
and the board and district spending our resources and funds with our attorney here for a hearing that's not happening? Um, so we do have to put some accountability back into the space. Um, that you missed your window maybe in policy. I'm over the policy chair. We need to figure out um how that's going
to look for a reschedule. Thank you, >> President. >> Uh, trust Rodriguez. >> Thank you very much. I respect the motion, but um, are the parents here? Are the parent know about this motion? Are we going to respect them to have the
conversation or just to decide right away without them knowing that we are cancelled this meeting? >> That is what I want to hear. >> Mr. President, >> hold on. Yes, it was at the request and
that's why we had to amend the the agenda so that uh remove those items from the agenda. I do have a question. >> Yes, ma'am. Uh the family uh did not realize the board uh meeting was going to go as long. Uh they work uh in the
evening and so uh they uh are open to a reschedule. However, uh the time frame uh in terms of window of time uh is not important. However, uh it needs to be after 3 and before 6:30 p.m. is their
request. So I guess then coming back to the president and I know that they as you have n people who have to coordinate together
at this point I'm okay doing what we need to do but at the same >> right right so So, and I know we're we're we're not in close session, so I'm not using any framework. So, it seems like there's a
possibility we need to move this earlier into the meeting. The time has passed. However, usually, and I could be wrong, Office of School or Culture, if a parent misses or a student misses their window, the hearing still occurs without them. So, are I guess how are we and I know I
already second to not have this meeting. What is the opposement of not continuing with the hearing even if they're not here? >> Yeah. So, um I had made a motion to uh remove this from the agenda. The motion was seconded, but we have not voted on
the motion. And I just want to remind all board members that it is absolutely their prerogative to vote no. Um which, you know, in in many ways would signal a respect for um the professionals that we have here who are prepared for the meeting. um which had been agreed upon
by the parents um prior to um the their arrival and then they left. Um so I do just want to remind our my board colleagues that we are absolutely welcome to vote no um to this motion and to continue on um regardless >> another question to that though then did
our staff also leave expecting that this was would be rescheduled? Yes. So [sighs] both parties at this point have expected it's going to be rescheduled. Okay. Thank you. >> Trusty Rodriguez. >> I I don't want to vote no but I want to
be sure that that we are doing the right thing for everybody and that is my concern. If we can serve the parents and the students in different way than tonight that is fine with me. But I want a plan or tell me we are going to have
another meeting and we are going to have it for 3 to six and to have five board members here. Fine. But um I don't see any the parents already and the students and we are willing to satisfy them then
I will vote yes for that on that motion. I'm going to ask the attorney a question if >> what what do you recommend? >> I provide legal advice,
but I think your vice president absolutely has to. >> Okay. Before we move on to the the motion to vote, there's two clarifying things I want to be subjective. One that usually if we have a hearing and the parent or child is not present before it gets to the board and it's dealt with
with office and school of culture, they do proceed with or without the the parties um due to scheduling staff all the things. The second thing that I want to know is what I heard you say was they were here, they've been here a very long time, but they had a work schedule and
this meeting went over and so they had to leave. And so hearing that part of it, we I do have a a integrity of wanting to support our families making a living for their for their family and if they had to leave. Second of that, I wonder two things and and this is
something I can ask uh Superintendent Jessica, did we know prior to this meeting that they had a time restraint? And then moving forward, if we didn't know, then maybe we just need to set a time where that's the first at the top of our agenda. um so that we're honoring
folks time and um being aware and I think with a knowledge of we didn't know for sure but they've been here for maybe two hours um and this is a learning curve at this point we should give them the opportunity to be rescheduled is what I'm leaning towards. But I want to
hear the folks that had conversations in the back that I might not have missed. >> So >> yes, thank you. Um they arrived at 6. Um they stayed as late as they could. Uh I was unaware that there was time
constraints. Um we spoke with the family numerous times leading up to uh today just as uh courtesy for of reminder of the meeting. Um and at no time did they share that. But um I'm not sure our
families understand the context of how board meetings work. um with the agenda and all um like let's just say for the presentation I mean some presentations are 10 minutes
others are an hour I mean no one would really know that especially our families right so um it's hard to kind of give families a a a window um other than an entire
threeh hour 4hour window and you have to wait and be available um within that time frame. However, uh in this case, I don't think that it would work if if you know the person works at night. They
have to be at work regardless. And so that I mean they showed up, they attempted um and I I think that uh that should be considered. >> Okay. So, Trusty Kevin, I saw your hand first and
Trusty Williams. >> Yeah, I just wish to raise that our regular board meetings begin at 6:00 p.m. Um, today we had the special meeting that took place beforehand. So, our regular board meeting began at 6:15 p.m. Um, and so for families who have a scheduling conflict that begins at 6:30
p.m. There is simply no way um, even were they to be at the top of the agenda for that to fit within our regularly scheduled board meetings. >> Trust Williams. piggy back on that too because again it sounds like they're still giving us a certain window time of
they can only be here between the hours of six if school was going we wouldn't even be having this meeting until about this time because students will be in school and staff will be doing what they need to do to prepare and I watch our staff come in rushing between 5 and 5
trying to get in to get situated so we can start at 7 o' They knew that while our meeting was going on, they could have signal someone at the very beginning to say we have to be out of this time. I I I want to
provide but I'm also a little on the say no because again we're still being put in a position to say we can only operate in this time. Most of us have 85 jobs, 84 jobs. So, you know,
I just situation. >> Well, >> okay. There's a there's a motion on the table. So, we're going to take a vote and depend on the vote, we'll we'll move
on. Okay. You've heard you've heard the motion, heard discussion. All those in favor of of the motion say I. >> You want a roll call? >> All right, that's that's that's fine. Roll call, please.
>> Dr. Kavanaaugh, >> no. >> Mr. Lopez, >> no. >> Mason Niski, >> yes. >> Dr. Rodriguez, >> yes. >> Mrs. Strode,
>> both. No. >> Miss Williams. >> Okay. >> Motion fails. >> Oh, it does not pass. We need to have five. Motion fails.
>> No motion passes. >> It failed. >> Okay. So, it failed. >> So, now we're going to work on u setting up a meeting.
>> Is there some way on the phone? No, there there work >> president >> maybe can make a different kind of motion.
>> Well, you can make a motion. >> Um I don't know if she's going to be right or not, but you tell me. I move that the [clears throat] points um Roman numbers 11 and 12
be postpone to another meeting as soon as possible with the parents and the board members. >> Is there a second? >> There is no motion. This fine great we have to do it now.
>> Go ahead. While we're while we're entertaining the motion motion, I have a clarifying question. Before we vote on this new motion that is the same as the old motion, but worded differently. Um, one, if this was to happen today, we only have one staff member to speak to,
and I don't think that's a fair representation without the rest of her staff that is here that could speak to this suit certain situation and particular thing. I think it would be completely unethical for us to try to call them on the phone to answer
these questions. Now, if we could continue this and the staff was here and available, but it seems like they're not going to be able to be here. So, can we confirm that they're not available? >> They're not available. >> And are you prepared to hold this without your staff? [clears throat]
>> No. So, I just want to make sure that we all are hearing that with integrity. The second piece is >> Oh, well, I thought it was a no because it took a minute. >> Okay. >> Thinking it through. >> She thinking it through, which means probably not. [laughter] >> I'm kidding. I'm sorry. Go ahead.
>> No, that's because that's not true. I know the case. >> Mhm. >> What my concern is if uh a particular question is asked that only a public safety officer can can answer. >> Yeah.
um public safety officer is an eyewitness. >> I am not. >> Right. >> However, I know the case very well. >> And this wasn't to challenge your ability to know the case. I just know
that for me, if I have staff that report to me and I have to speak to their work, but I didn't do their work and I didn't see their work. If I'm you, Cordelia or Director Black, I'm going to say, "No, I'm not doing this." And this, you don't have to answer, Jessica. you can answer for her if you like. I don't want to put
anybody's staff in a position where they have to answer to decisions that they weren't there for and then we don't have a witness to speak to it. So, I'm just getting this out for um integrity and clarity for our board as well as Director Black. It wasn't at all diminished to say that you don't know
how to answer the questions. It's just to protect you and your staff that aren't here to speak to it. And depending on our legal is here, if something is said or misrepresented, we don't want to be in an issue later um
with our family. And if if I c if I may, um I am here uh representing not only the the staff but the
discipline panel who referred the case to the board of education for consideration of expulsion. I am very clear about what the rationale um is for that recommendation. Um
so I just not only what I'm saying is I know the case and I also know and and clearly understand the rationale for the referral uh to the board for consideration. >> Okay. I have one more question. So
in my mind this way I don't want any right now that your staff needs to be here to support you. I don't
But I als >> I my staff can be here when I ask them to be here. >> They're at work every day. >> Wait, wait, wait. There's a motion on the floor. Do we have a second? >> I'm sorry. No. >> No. If her staff can get here, then we can hold the meeting. If her staff
cannot get here, that's going to depend on our ability to hold the meeting. that we haven't the motion is to >> but I don't want to vote yes if they can't come and if I vote no and then they can come I think that's important for us to know in the motion >> she cannot they the staff cannot return
this evening >> got it thank you >> Mr. President, there was a question as to the admissibility of the motion. Um, you know, from my perspective as a parliamentarian, there's not currently a motion on the floor. So, there's nothing to >> There was no
>> Well, no, but in making the motion to postpone, there's nothing to postpone at this time. There's no motion. Postponing something is a motion. So, the motion we already voted on was to change the agenda. The board, you know, failed that motion. So until a motion comes forward,
so until a hearing is conducted and there's a some recommendation resulting from that hearing, there would be nothing to postpone at this point. So >> So we can adjourn the meeting. We can um wait for someone to reconsider or change a vote or something, but we there's
nothing to postpone at this point because there is no action item on the floor. So item number 11 has it has something to postpone postpone what was was who was we were voting before.
>> No >> no no it didn't pass a >> my point is the parents are asking Mr. President the parents are asking for an open session what usually is not the normal and I want to respect that for them.
I ensure that we have this pair this is not only one I think is two right then I I whatever we do uh I think the the open session and respect the parents decision is what this board should do.
>> Let me um clarify this this two um discipline hearings are for the same family. Okay. and and one well just clarify and the um one hearing
really is is >> two separate motions one hearing >> so number 11 >> okay so hearing for student for number 11
Is that the one that it's graduated? >> Item number 11. >> I'm sorry. That's that's why I'm asking you, Cordelia. >> Uh, it I don't think >> Yes. >> No. Okay. So, item 11 is
is is mute, right? There's nothing to do with it because the student has graduated, but we still have to make a motion to remove it. Yes, from the agenda. >> I think there's another discussion happening. >> Mr. President, I think at this point there's nothing for us to do. I think we
can adjourn this meeting and we can reschedule it. At this point, there's no motion on the floor. The f the first motion did not pass. >> So, I think we can adjourn. We can adjourn this if you would would would be okay with it. >> Well, what we need to do is is just move to remove item number 11 because it's
for the students already graduated. >> It failed. >> We cannot move. It failed. >> It's already failed. >> Is not something is general statements of law. >> Okay. >> The open meetings act does not require an agenda. An agenda is something that
is set by your >> Okay. >> Your policy allows you as board president to add and remove items to the agenda before the meeting starts. And you can also as your board members have noted the meeting now without having completed all the items on the agenda.
We could write an agenda for a different meeting. >> We're a journ. >> Thank you. [laughter]