Call to order call to order. The time is now 06:00. Today is the 10/13/2025 Board of Education regular meeting. Miss Greer, please call the roll. Florence? Here. Cochran? Madison. Here. Perryman. Here. Roger. Here. Scott. Scott let me know that she would not be here today. And Tyler. Here. Okay. We will move to item number two, approval of the agenda. We will, we will can you please call the roll for the approval of the
agenda, please, miss Pat? Clark? Yes. Madison? Yes. Herman Caines? Yes. Rogers? Yes. And Tyler? Yes. Okay. Item number three, approval of consent agenda. From this repeat, please call the roll. Clark? Yes. Madison? Yes. Carmen Tangs? Yes. Rogers? Yes. And Tyler? Yes. Alright. Item number four, presentations. We will start with Lessinger early childhood. Miss Peterson. Oh, scary. Welcome, everyone. Those of you that, those of you that heard this speech, we'll we'll start with
the principal. Principal will invite the student to come up and afterwards, we'll we'll do pictures here, and then we'll go from a Messenger to the next building. And afterwards, we will have a five minute break. Hello. Greetings, everyone. To our esteemed board, our superintendent, and his cabinet, I am Simone Berry, the director of Lessinger Early Childhood Center, and I'm delighted to introduce our students of the month. They are both in the young five class and miss Samaha's class. Can we welcome miss Samaha as she shed a bright light on our messenger rebels?
Alright. Good evening, everybody. Good evening. Alright. I'm gonna start. My first so I actually nominated both of my students, this month. My first student that I'm nominating is Kalea Bryant. Kalea brings so much joy and energy to our classroom every single day. She's always singing and dancing her way back to her seat, spreading smiles wherever she goes. During morning meetings, she's our rock star. Her voice shines especially when we're singing our Snoop Dogg affirmations.
Kalea is also a true mother hen. She's always looking out for her friends and making sure everyone feels cared for and included. Kalea is not afraid to speak her mind. If she is excited, she will tell you. And if she does not like something, she will definitely tell you. For example, when I'm teaching and I throw in an English accent to keep the kids engaged, the first one to say, I didn't like that. That was weird, is Kalea. She always keeps me humble, and I love that she already has a confidence about her that is unwavering.
She is as sweet as she is genuine. We are so proud of you, Kalea. Thank you for filling our room with kindness, music, and love. Okay. Ready? Oh, I'm so sorry. Okay. I have to do my next one. Okay. Me again. Hello? Okay. Our second student of the month is my guy, Marcel. Marcel Smith. Woo. Marcel might be turning five soon, but his personality is more like 25. He keeps our classroom, and me especially, laughing every single day with his quick wit and funny one liners. One of my favorite things that he says is when I tell him, oh, that's
cool. Marcel will laugh and go, I know. Right? Marcel excels academically in all subjects and is even the first student in our class to be able to count to 100. I truly believe that Marcel's curiosity and determination when it comes to learning will lead him to great success in life. I have two nicknames for Marcel. I call him Marcel the Shell, and I call him my shadow. I call him my shadow because he always wants to sit by me. He follows me around the room, and his most favorite activity is standing next to
me at my desk when I send emails. But when the year first started, Marcel used to cry every time I took the students to lunch. For a while, I couldn't figure out why. It became such a common thing that I finally mentioned it to his mom. She talked to him and told me the next day that Marcel said, I don't know why miss Samama always leaves us. I miss her. That hour of heart was almost too much for both of us. He has such a big heart and brings so much love, laughter, and joy to our classroom. We are so proud of you, Martha. Alright, Martha. This is for you, and then we can all go take our picture.
Okay. Oh, sorry. I'm supposed to announce the next one. Coming up next, Einstein almond drink. Good evening. My name is Sarah Provenzola. I'm the proud principal at Einstein Elementary School, and we have, miss Bosche here to honor our first student of the month. So I'm gonna let her take her away. Good evening, everyone. Good evening. I am here to honor, Marley Baker from Mysay Elementary. She's a kindergarten. Molly is a wonderful student who is always doing her best. She serves as a great role model for others. She's very caring and treats everyone with kindness and respect.
She was chosen for the empathy award for the month of September because she's always checking in on her friends to make sure they are okay. She is very observant and notices right away if someone is upset. She will approach them, hug them, dry their tears and even offer a bit of advice. She is a great listener and tries her best to understand why someone is upset. Then she does her best to cheer them up. I am delighted she is in my class and I am so very happy to honor and recognize her as student of the month for the month of September. And is doctor Owens here?
Let's see. So I'm going to honor our next student of the month who is Caleb Wingate. Caleb is one of our wonderful fifth grade students at Einstein Elementary School. Doctor. Owens said that he is working hard on, how he acts and reacts in class. He is setting a standard for himself in completing his assignments and believing in his own knowledge and the power that he has. He is willing he's not willing to be dragged down by others, but he lifts others up, and he deserves to be student of the month at Einstein Elementary School.
And then a family wants to come up? Yes. Yes. The whole family. Yes. Yes. Yes. The whole family. Yes. Yes. Yes. I wanna thank both of my students of the month for teaching all of our students at Einstein what it means to be a shining star where we rise by lifting others. So that everyone can shine. Stuck. Yeah. Next is, mister Carter, assistant principal at Keo Metrix. Okay. Alright. Good evening, everyone. Again, my name is Adam Carter, assistant principal at Key Elementary. Very proud to be here tonight to honor our students along with everyone else in our district. Congratulations for all the great work being leaders and setting a tone for the school.
Okay. First up, we have, one of our kindergarten students. Alright. Alright. And, her name is Zia Williams, and her teacher, miss Brinson, is here to present Zia. Alright. I'm gonna talk a little bit about Zia. Here we go. So Ziah is always giving her best academically with but giving her best academically and with her friends. She reminds her friends to stay on task, to help her work as a team, and stay on task within her own work. She is very conscious of other students' needs and always helps to students around with their work or even even if they need to find something.
From helping them get a tissue to miss Britney needs to walk someone to the office, to get paperwork, Zia is your girl. She comes in the school with a positive attitude and a big smile. I'm glad to announce that Zia embodies key pride by showing positivity in and out in outside of the classroom. She's a very sweet and great student and a friend to all. She's overall amazing little girl and you rock, Zia. You you can tell, when leaders have it naturally, and and Zaya has it naturally. She's she's lost already. Yeah. Next up, our our first grade student, they just called and have a family emergency,
so they don't they won't be here today, but we do want to recognize them. And so we'll have miss miss Abren come up to represent Dior Coleman, her student. Good evening, everyone. Good evening. Miss Dior Coleman is a friend to everyone. She loves to include anyone in any activity. She is one of our class shoe tying experts. Dior absolutely has star student qualities and is always looking for ways to help her friends and myself, her teacher. She works extra hard to get her work done, always trying her best even when it's tricky. Dior can be found sharing, using her kind words, and being respectful.
She is definitely a leader in our classroom. So proud of you, Dior. Keep shining bright like a diamond. Alright. And again, on behalf of our principal, miss miss Prince, we thank you all for for, your attendance tonight. Next up, we have Pepper Elementary and our principal, mister Haley. Good evening, everyone. Good evening. Well, I'm going to, reacquaint myself with most of the people, but for some, this might be a introduction. I am the proud principal of the doctor James Henry Pepper at New York East Coast. To be here tonight and to introduce our students of the month.
I am going to have one of the proud Pepper Panther teachers, mister David Merback, and he will provide the introductions of our students of the month. Mister Murvak. Hello. Hello. Mister Murvak, I'm a first grade teacher at Pepper Elementary, and it's my honor to introduce Jamari Booker as a Pepper Panther student of the month. Jamari loves to read during free time in the classroom and has quite the affinity for superheroes. He's hardworking and tries his best even when things get difficult and he may not
have all the right answers. He models the PBIS framework and can always be seen making smart choices and he's always willing to lend a helping hand in the classroom. He He jumps at the chance to provide me with all of the materials other students dropped on the ground during cleanup time. It's my honor to introduce Jamari Booker as one of our Pepper Panther students. And I'm back. The next student of the month I'd like to introduce is Julia Hagwood. Julia Hagwood. She's a true class leader. She can always be caught doing the right thing and is a great friend to
everyone in the classroom. She loves to share and is one of the first to tell her good news of the day during our morning circle. It's an absolute pleasure having Julia in my class. So without further ado, I give you Julia Hagwood, a first black campus student of mine. Hi. Well, without further ado, I now present to you my friend, my colleague, and my bald headed brother. The proud principal of the Oak Park Preparatory Academy, Mississippi, Alright.
Good evening everyone. Good evening. My name is Doug Island and I am the proud principal of Oak Park Preparatory Academy known as OPA. Thanks mister Haley. Bob here brothers definitely gotta continue to stick together. This evening I have the privilege of bringing forward, two awesome sixth graders that have been doing fantastic things in the school. And so our first student of the month is trust Stuckey. Hey, trust. So this is what a trust teacher had to say about her. Truss has been selected by her English teacher, missus Pena, for student of the month.
Miss Pena states, Truss is an amazing student. Bright, respectful, friendly, and so hardworking. She recently submitted an assignment letter to my future self. That was the best letter I have ever received from a sixth grader. From the handwriting to the content, she is incredibly thoughtful in her work, and she is a great friend to her peers. She represents exactly what an open student should be. Alright. Awesome. Next, sixth grade student, mister Robert White. Alright. Here's what, Robert's teacher, mister Crawford, had to say about him.
Robert has been selected by his English teach English teacher, mister Crawford, for student of the month. Mister Crawford states that Robert is an outstanding student who consistently goes above and beyond everything he does. He is also willing to lend a helping hand, whether it is assisting the teacher with classroom task or supporting his classmates with kindness and patience. Robert consistently completes his assignments on time and meets all deadlines with care and dedication. His work is thorough, thoughtful, and reflects a strong commitment to learning. His positive attitude and strong work ethic make him a role model for his peers.
In addition to his academic achievements, Robert is courteous, respectful, and a joy to have in class. His helpful nature and eagerness to contribute make a lasting impact on the classroom community. Congratulations, Robert, on what's left hand. Alright. Alright. Up next is our wonderful and beautiful high school principal, miss Renita Williams. Good evening, everyone. Good evening. My name is Renita Williams. I am the proud principal of Park High School. And I am so delighted to present to you all our first student of the
month for the 2526 school year. Our first student is a ninth grader, Jordan McNeely. Come on up, Jordan. So Jordan was nominated by her social studies teacher, mister Orlando. He describes her as a hardworking young lady who is consistently on task and always willing to help others succeed. Her math teacher, mister Burt, added that Jordan approaches learning with a positive attitude and a true she is a true pleasure to have in class. Jordan has demonstrated an impressive transition into high school, earning a Ziplar Ziplar grades already
in algebra, biology, and US history. Alright. She is also enrolled in the Center for Advanced Studies and Arts, which is our CASA program. She takes sculpture and yoga, and she's expanding her academic and creative horizon. Beyond her academics, Jordan is known for her respectful demeanor, leadership qualities, and dependable work ethic. She consistently leads by example, contributing to a positive classroom culture and motivating her peers to do their best. It is with great pleasure that the Oak Park High School administration recognizes and presents
our ninth great knight, Jordan McNeely, as our first recipient of the school. Karen, Okay.
Okay. The next student of the month, Snowpark High School, is mister Jeremiah Ann Johnson. He is a junior. Next up, mister Jeremiah. Jeremiah was nominated by his Spanish teacher, missus Avila Walker. Missus Walker shares that Jeremiah has consistently demonstrated exceptional qualities that reflect our school's core values, which are being on task, positive, helpful, and safe. Jeremiah is always on task showing focus and dedication in every class and class activity.
He approaches his assignments with enthusiasm, completes work on time, and sets an excellent example for his peers through his strong work ethic. Jeremiah has plans to attend college after high school and has a strong interest in real estate. He is a lover of nature and loves being outdoors. He's on our track and field team and he is also on the football team. Jeremiah maintains a positive attitude that uplifts others. He greets challenges with optimism, encouragement, encourages his classmates and contributes to a supportive classroom
environment. His positivity is contagious and helps foster a sense of community amongst students and staff. Jeremiah is also helpful, kind, thoughtful, and cooperative. Often offering assistance to his classmates and his teachers without being asked. Overall, Jeremiah exemplifies the quality of a true student leader. He is responsible, respectful, and ready to help others succeed. And his teacher expresses how extremely proud she is to recommend him for this well deserved recognition. It is with great pleasure that the Oak Park High School administration recognizes and presents
our Junior Knight with the Student of the Month. This is Jeremiah Jones. Thank you, everyone. At this time, I would like to introduce my esteemed colleague, mister Mario Evans, the fantastic NOVA Knights principal. Good evening, everyone. Good evening. As I said, my name is Mario Evans. I am the new noble principal. And, today I am here to introduce our student of the month. I also have Miss Washington here to represent with us as well.
Still, introduce our student. One of our students is not here, but I still read on their behalf. At our school, we take pride in recognizing students who consistently demonstrate our core values of respect, responsibility, leadership and accountability. Each month, as we nominate our students who embody these values through our acts, their actions, attitude and academic efforts, we want to recognize the following students who have exemplified what we what what it means to be a positive role model within our school community where we lead, where we learn, and we inspire. As long as it's Washington. So the two students that I selected to be students of the month were students
who challenged me to be a better teacher. Because, so we're on on paper, it says, no disciplinary academy. So sometimes we get a bad rep. But, we're gonna I chose these two because these two are gonna cause you to put some respect on our name. Because it's not just about disciplinary. These students are academically sound. They come every day and just challenge me to be a better teacher. Caitlin Player, who is not here this evening, she is she is an amazing young
lady. She is new to the building. But, again, she is just one that keeps me on my toes because, again, she is there, and she is very adamant about receiving high quality education. And so, again, she makes sure that I am together every day and that I'm there to challenge her. So she, again, exemplifies Aiden overnight. Our next student of the month is mister Jaden Bates. So Jaden has been challenging me since I saw his NWEA scores.
Because myself being new to the building, I was getting to know my students as well. So when I saw his score, I was like, okay. I gotta get ready. But, Jaden is, for lack of a better term, you know, the songs that says, if I were a boy, if I were a boy, this is who Jaden is. And ironically, he was born on my birthday. So but, Jaden is one of those who self corrects. When, like, you bring it to his attention, he's a teenager.
So he does things, but you bring it to his attention and immediately, he brings it together. And, one time, we had to have a conversation with mom, and immediately, I would say, just in having that conversation, I wanted to be a part of his village because I recognized the home that he came from and the values that are instilled in him at home. So I am appreciative that I am able to be a part of his village because he is going to do amazing things. Thank you. Congratulations. Thank you all, and I'll pass it back to the book. Okay, guys.
So we're gonna take a five minute break. We will Alright. We will resume at 06:38. This gives anybody a chance to leave. If you would like to leave, you can go ahead. And I do want to congratulate all of the students on being the, so Okay.
Welcome back. We are on item number five, reports five a, first 2025 budget amendment presented by doctor Charice Foster. Good evening, members of the board, superintendent, cabinet, district staff, and community members. Again, my name is Charice Foster. I am the executive director of business and finance. I will be bringing forward to you today a first proposed amendment to our 2526 budget. So just to do a slight little recap, as you recall, we came before you,
at the June 2025 to discuss our proposed budget projected budget for 2526. During our present presentation, we updated everyone letting you know that we were kinda in in a cloud as relates to the state and state aid payments. Wasn't quite sure what those monies would look like. And in preparation of doing so for the last few months, the superintendent and I, members of all of cabinet, and as well as my team, we have literally combed through both the revenue and expenditure side of the budget to be in the best
shape possible for any proposed cuts. As of October 3, there was a release from the state indicating a good projection of possibility of what our bigger buckets of revenue would look like. Sorry. Go ahead. No. No. You're fine. So the first, we're gonna speak about the revenue. So to your left, you'll see what was approved during our June projection. And here on our first amendment projection, this is what we're proposing based off our our coming through again the expenses and knowing where we are, where we are with
revenue and still having some moving parts. So again, with revenue, we have large buckets that speak to local sources. These sources kinda speak to our our taxes that we bring in. Some of our our childcare expenses, our interest on various investments, CASA, which is our our career and arts, program and Ballmer, which is a new funding that we got towards the end of, the end of the year. Okay. Where you will see parenthesis that shows a reduction. The only reason bombers bomber shows us because we started at a 1,400,000.0.
We spent some. So for a remainder of 2526, we have 1.2. That's why you'll see a reduction there. So if you have a grant that carries four, you'll start with a certain amount. Can you zoom out a little bit, like, so people can see the number? On on board members? I think just a little bigger. Yeah. Just a touch. Sorry. No. You're fine. That that that's good. That's good. That's good. That's good. That's good. That's good. That's good. That's good. That's good. That's good. That's good. That's good. That's good. That's good. That's good. That's good. That's good. That's good. That's good. That's good.
That's good. That's good. That's good. That's good. That's good. That's good. That's good So this grant started, we were awarded in June. We had until the end of the summer to to spend it. We have other grants like our special ed that covers two years. We'll start off with one funding. Whatever's left over will roll over. So So sometimes you will see a reduction when it's really not that. It's just what's remaining from the previous year. And I'll shine that on just just so you have a clear understanding of what I'm showing you. So we have the local revenue and then we have our state revenue sources. These first three buckets speak to our student count, our student aid.
Our proposal aid, our special ed headly and our discretionary funding. That's a large chunk of looking at our student count and what we are being awarded for student. So as we call when we did our projection, we kept our projection at the 9,000 plus. The state has in fact approved that amount at 10,050. So with that being the case, these amounts where you see the increase by the proposal a of 2,000,000, especially at Headley, discretionary, all that is a result of having the additional money that we initially didn't plan for. But we kinda knew what's come were coming, but we just want to be in
the best position possible and hold off. Okay? You'll see here various other funding sources. Again, where you see the positive side, that's an increase. Where you see the negative with the parenthesis, that's a decrease in funding. With the overall, initially, approval of $41,199,001.27 in June. We're requesting an approval of a projected amount of 44,277,849 in our total state sources. And again, a number of these are still kind of in limbo and we're still waiting for what's actually going to be awarded by the state.
But the bigger bucket items, we're pretty confident that those are solid. Our next bucket in terms of revenue is our federal and state awards. Michigan, Michigan Works, they are in the process of going through a cut as well. These this figure, I'm sure, will change by the next time we come for another amendment, but we'll keep you updated. As a reminder, Michigan Works is a flow through. So that's awarded by the county. The program is run through our NOVA Building. They, you know, provide the services. We pay the money upfront like most of our grants, and then they reimburse us. We have our title grants.
What I deal with title was because of the target against the federal grants, I decided to do about a 18% cut just to be safe. IDA flow through, we kept that about the same because, again, we have two grants that are running simultaneously. Our grant from last year, we're almost done spending and we've started our new rent for this year. So we'll keep this as the same. And indirect costs are those costs that are indirectly associated with those programs that we run. So for title one, for example, that allows indirect costs that we get a million
grants. That's where indirect costs are. So I think it's a crime not to collect on indirect costs when it's offered through those various funding sources. So 125 was approximately what we received last year and we're just going to keep that again for this year. So overall, in terms of the revenue for when we closed out last year, we were at 12,000,000, excuse me, I'm sorry, revenue 59,141,063. But the increase and again, coming through literally just line by line, we're proposing an
increased amount of $61,280,009.13, which is bringing an increase of our fund balance proposed, projected fund balance, and increased amount of $651,183. So tell me your fund balance by looking at your revenue and looking at your expenses. So what I share with you just now was the revenue, the money that's coming in. Okay? Let's talk about our expenses. This is just a snapshot. It kinda tells you how our expenses excuse me, mister Weather. Tells you how our expenses are kinda in buckets.
So you have athletics, you have central services, transportation, operation and maintenance, general business, instructional support, instruction. So the blink buckets are where they need to be, an instruction and instructional support. This represents a lot of the salaries. This represents the contractual cost. It represents the supplies material, etcetera. All these resources that are going directly into the classroom. What I provided to provide, provided was give you more detail of each function code in line by line what those look like.
And I also wanna highlight where you see the changes in our original projection to where we are now. And you'll pretty much see across the board that our expenses have gone down. So again, keeping in mind, salaries being like our bigger buckets, what we we're working really closely with HR in terms of making sure that those that the seats that are being filled in the classroom have the adequate amount of teachers in place. We're looking at the contractual cost that was an issue last year as it relates to subs. Just really making sure that we're utilizing those resources when absolutely necessary.
So you'll see just in total basic program, there was a reduction from 24,000,000 to a little over 23,000,000. Each line gives you a description of what we're looking at with special ed. We're looking at a slight reduction, but the reductions does not mean that we're taking away from the classrooms. It does not necessarily mean that we're taking away any resources. What it means is your superintendent had us up two weeks in a row to midnight, coming through accounting for everything. Just making sure everything's accounted for. Okay? So we go for my expenses being a projection of 59,141,063 to an increase of
$60,629,730. Why? Because when we bring in new money so remember I mentioned Ballmer? Mhmm. Ballmer was a a million plus that came in, but we also have to show the expense. So we got the revenue coming in, but we also have to increase expense so those two will cancel each other out. Okay. Okay? And again, I provided, function codes and what those represents, breakdown and price. Any questions? I have a question. Sure. I have a I'm sorry. Go here. No. You go. I just wanna thank you because I can only imagine how I I know we
I was stressed, and I don't even do the administration with the budget not being passed. So I can only imagine what pressure you've been under as far as combing through all of this, combing through all of this. And I know you've worked really, really hard. I just wanna thank you for all of your hard work in putting all of this together. Very comprehensive, very easy to read. I have no issues. Team effort. Team effort. Yes. The entire team effort. Thank you. Thank you. Thank you. Sorry. Go ahead. Okay. My first question is, where, how many students do we have right now?
What's the student count? So we've we've accounted for three zero seven two that are fully accounted for. There are 14 that worm roll, we're still trying to get them within that ten day marker. So that would take up to three zero eight six. So we have 3,000. Okay. How many students were we? How many students we had last year? Two nine nine two. Okay. That's my first question. Mhmm. My second question is, how would this affect our audit?
Because I'm looking at some of these numbers. And so and so how would that affect our audit? It could change. And it's likely it will change. So the audit is coming to a, close. We, followed up with them today. The audit will, tell us where they once they audit just settles, they've massaged everything, went through everything, they'll come with us and tell give us financial statements. We'll go through those and they'll also tell us what the fund balance is based off what they've found in doing all that work. What we do is we have to then look at the financial statements, see if
we agree with what they're saying. The financial statements tell the story, then at the end, it gives us the fund balance. It's likely gonna be different than what I have. Hopefully, it's not way off. Hopefully, it's higher. Not sure, sure, but the the audit will cost and require us to do another amendment. But instead of just waiting for the audit and because of the pressure and trying to figure out do we need to get a loan, where are we with the budget? We ended up doing this kind of early to make sure the district was prepared to cover payroll at least for the next few months. Right. Yeah. I understand.
I do truly understand that. We wanna make sure everyone is paid and whatnot. So how does that affect, our revenue, what we have in, in reserve? So you said after that three months, then you're looking to it will affect our audit. I did hear that. Right? The audit the audit would change our figures, and it requires to do another amendment. Okay. So with your, financial background, can you give me, like, a close amount of number that it may affect it? I think that's what I want. Yes. I could give can you give me a close amount of number that it may
affect it? Would it you think it'll go down or do you think it will expand as you with your balance? The fund balance? Yes. I'm hoping it'll go up because I've been really crunching. The revenue, I think it is as it stands. We know the revenue that we got it from the state. Okay. So we're able to capture that. It will be more of our expenses. Okay. So if I recall in June we had a lot of like self cost, special ed, all things of that nature that I did not budget for for the amount it came up to. So during that last projection, we tried to project and capture it.
So we just have to see. And it turns out But yes, the article requires to do another amendment. So so you so what I do you're saying, you really you really can't give me, emphatic Too early. Ad it's too early for it. Yes. Okay. So so my other question would be, I think this is maybe the HR, but it I believe it ties in. Are we fully staffed, or what are we looking at? Because we don't wanna continue to, go into our revenue. Are we fully staffed, or are we still using a lot of subs and and whatnot? So excuse me.
Our sub cost come from day to day absences for the most part. Mhmm. However, we do have, a few vacancies that I still exist. So I sent an update regarding regarding, our vacancies, and I could pull it up. But, a number of our vacancies exist with special education, peer educators across the board. We have, a couple of school psychologist positions that are still taken, specifically to we have a math position that is open at the high school.
The principal is working on identifying the candidate Okay. For that position. We have, we just recently filled a social studies position at the middle school with the internal candidate that went from a peer position to a teaching position. So we have it's not as many as where we were this time last year, but we have a few vacancies that are still left. Okay. But I would say the predominant cost of our subs is from absences of staff. Okay. Alright. It's it's a double edge Okay.
Scale because you have subs, but you're not paying teachers. Right? We want the teacher but it balances out because the cost of the teacher will reduce the cost of the sub but now you're paying the cost of the teacher. Understood. So, you know, we're we're trying because we want Quality teachers. Yes. And then to answer, your other question, last year, the audit came in a million over. Okay. So last year, our fund balance was how much? 14.
$14.05. $14.05. But when we presented to you guys, we said 13. 14¢. So the odds said you guys have more money than you so when she when Charice tells you we are super tight, we we do we don't fluff it because when you fluff stuff, it comes back. Mhmm. Mhmm. Just just why a lot of districts were, you know, trying to not show, like, they were in a deficit in June by they were anticipating and we took heed
because we did not anticipate we did not increase enrollment, we did not do this, and yet we were still at 19%. Now we're projecting that we might be at 22% fund balance. This is unheard of unheard of to increase revenue by that much without cutting staff or programs. We've touched no such thing, but in fact, we're growing programs. We're just been lucky and blessed with opportunities and grants that have presented themselves, I.
E. The the bomber. Right. That was 1,400,000.0. Right. So we we sometimes it's better lucky than good, right, with the opportunities. I understand. But sometimes it is both. And so part of policy states that we have to come to you every three months. Yes, sir. Understood. So this is one of three just saying compliance, but it also helped us clean up. Right. So what you're seeing in twenty minutes, what I'm telling you is this group and the finance team, they were working.
I mean, I know I was bombarded on texting at night. I'm like, okay. I gotta get off the phone. Mhmm. But they were two weeks just to do this. I'm not I'm not negating that. No. No. No. Absolutely. I was just Right. I understand. I understand what you're saying. I'm not negating that. I'm just trying to figure out where we are and when we get this audit. That's my main concern. Yeah. Because a lot of times when an auditor come in, they find stuff that we don't find. That's why the auditors Yeah. And so, I'm just trying to make sure that you're staying, you know, within that
compliances. That's all. Yep. Thank you. Anybody else? Any other questions? Good job, doctor Foster. Thank you. Thank you. Thank you. We will now move to item number five b, twenty twenty four to twenty twenty five district student data review and presentation presented by Shana Murphy and Sherry Gonzider. Good evening to the board of education, our president, all of our trustees, and to our superintendent and cabinet. First of all, I wanna say good evening to each of you, and thank you for staying for this presentation. First of all, I wanna just shout, it is National Principal Appreciation Month.
We have our squad over here sticking with us in the boardroom. So I wanna recognize all of the wonderful administrators of the Oak Park School District. Thank them for their service, their tirelessness, their love and dedication to the staff and students of the Oak Park School District. So hats off to my a team. Whoop whoop. And it is National Principal Appreciation Month, so we appreciate all of the service that they provide, to our children. And so, miss Bugziger and he and I are up here tonight to, share our
district data related to our student achievement. And it's two of us, but we definitely represent all of the educators of the Oak Park School District, all of the principals, the classroom teachers, the support staff, our parents, our, OT, PT, resourceful teachers, all of the people that go into, providing, an educational experience to our children in the Oak Park School District. So, we can have the presentation up, Jill. Okay. While they are pulling up the, presentation, do you want does the board have a copy of of it in your board book?
Yes. Okay. So we We do not get paper. Sorry. We'll we'll know that for next time, Trustee. So I'll let you. Alright. But today's presentation, I know it's coming up on the screen. We don't wanna be labor. But first, we're gonna set the stage and provide the data related to all of our assessments that we take here in the Oak Park School District. We will we will also examine our district goals and relationship to that data. We will, offer us some and define some strategic targets and then share our action plan, moving forward. Alright. Thank you and good night.
Alright. Okay. Also, while we do take a moment to get this, hopefully, a co op technology cooperates with us, we do wanna, highlight and recognize, the newest member of the teaching and learning department. In the audience tonight, we have the our newest, member, none other than, our Oak Park, wonderful teacher who has now turned the director of specialized city services such as doctor Oma Ola Ola. And so we welcome her to the teaching and learning team. I am ecstatic to have someone who is, very, passionate about our school district and
the children and providing high quality specialized student support services, not only for children who, have access to those services, but to all the students in the Oak Park School District. So shout out to doctor O. She's been in the district for quite some time serving in a teacher capacity, and now she is elevated to this wonderful position to support the work of the Oak Park School District and all of its, staff and students. So we welcome her to the team. Thank you very much. I'm honored to join this. Thank you. Not sure what's happening. Okay. Outside. You could let me add two proofing. Yes. Your picture is pretty. Continue. Here we go.
Here we go. Alright. Oh, I thought we had a Alright. So first of all, I wanna clarify the six different state and district assessments that our children have to take here. They are not all, for each grade level. So we have them all listed here. First of all, children, in grades three through seven, they take the M STEP, which is our state assessment in both math and ELA. Our children in grade eight, they take the PSAT for state accountability purposes. However, we also give the PSAT to ninth graders.
However, that is not a required state assessment, but we give it anyway to, capture that data and information related to our students. As we know, our eleventh graders in the state of Michigan have to take the SAT assessment as part of their, MME or Michigan merit exam, curriculum, to graduate. Students in grades k through eight take the I Ready assessment in both math and ELA. Our scholars in ninth through eleventh grade, they take the NWEA or MAP assessment, those grade areas for ELA and math. And finally, all of the children in grades K through 12 take our social emotional
survey, called Panorama, and we get that data around their social emotional development. So then I'm gonna call up, miss Belsinger for hours data dive. Continue. Alright. Good evening, everyone. Good evening. Okay. Alright, so first, I'm gonna go over our I Ready. So I Ready is our benchmark assessment that we take three times a year, fall, winter, and spring. And this gives us a baseline for where our students are and so that way we can do instruction, personalized instruction for for each of them. So this is our spring result from last year and I already showed that thirty
seven percent of our students in k-eight were at grade level or within one year of grade level. Which would then predict where we will be for the, M STEP results. The areas, the domains that they assess are the, are listed below. So phonological awareness, phonics, high frequency words, vocabulary, and comprehension. So that's what our benchmark assessment will cover. And then the next slide on there is our spring, as a district overview. So that gives you another picture of how each building was doing that met their
typical growth. So percent of students in each building that met their annual typical growth. So that means that any any third grader who takes this assessment anywhere in The United States will have a average typical growth for that student. So that is roughly about 53% of our students K-eight met their annual typical growth that are growing at the rate of any other student across The United States in that grade level. And from that we then get our personalized instruction on our various platforms and our and our teachers through their PLCs. This slide shows you so our secondary, our high school does NWA MAP assessments and
it's very similar assessment in terms of what it predicts. It gives you the instructional level where they are at the time of taking it. And without going over every detail in there you'll see that the I'm looking at like ninth grade, the bar underneath it where it says the achievement for spring. So thirty four percent of our ninth graders were on track to being at grade level at the time of spring. As far as what what did it look like on our M STEP, our PSAT, so we get we get assessed at the state level for grades three through eight
and eleven. So in grades three through eight in 2023 we're at fifteen percent and this spring we were at seventeen point six percent. So as a district 17.6 of our students are reading at or above grade level. We are proficient. In this next slide we have our spring to spring so spring twenty four to spring twenty five comparison of where we were. The gray chart the gray bar is twenty twenty four and the red one is 2025. And there's some areas of particularly strong growth if you look in the district in
fifth grade we grew 9.1 which is a pretty significant growth there. And then again in seventh grade we grew 6.4. So English is definitely a strong point for the district stronger than math is and so you can see that by grade from year to year. Any questions on that? No, not at this time. Do you have a question? Oh, is this correct? Go ahead. Trustee Tyler. The presentation is done? No. No. Okay. Just a follow-up. That was a very I'll wait. I'll wait. I'll wait. Alright. Pause. That was a very I'll wait. I'll wait. Alright. Alright. Alright. While that comes up, we can still say what the rest of them.
So as as we get their technology together, the MSAT measures four different claims or four different categories. It measures reading, writing, listening, and research and inquiry. So for so for a claim one for reading, what it assess is to make sure that a student can read a passage, identify the main idea, author's purpose, evidence. For writing, they can write an opinion that is informative or narrative, the responses that can use examples from the text. Listening, they can listen to a short audio clip or speech and answer key questions
in detail. And research and inquiry is compare data and ideas or two short stories of passages and draw a conclusion. Those are the four areas that MSAP covers. So we looked at all of those, compiled the data to determine which one of our standards or which standards are often repeated and where does the district have the best strengths and areas of growth. So I'm gonna pass this back over to Ms. Murphy. Alright. So when we analyze the data, it came out that our students are doing really well in ELA specifically around locating and answering the text. So to give them a passage to read, it'll ask them a question and they
have to go back and find a textual evidence that supports their answer. That's one of our strengths in the district. Also, our third graders are doing really well. We're looking at illustrations or text features as they're called to lift out information that they need to respond to a question. Strength on on our children being able to quote directly from a text. So again, it'll ask them a question. They have to locate the answer and pull out the exact quote from the text that supports their reasoning. So we do have strengths in those areas. Some of the growth areas that we have are more so aligned to writing, and
we do know that that is an area that we do need to improve in, because writing is really just them taking what they have read and learned and synthesizing it, prompt or a question and then making a claim, citing evidence and having reasoning. So we know that, we need to focus on writing upcoming professional learning, as well as materials that we're providing to the children. So a summary standards for the ELA, area. Our students are very strong in comprehension of informational text, particularly again when they have
to extract out quotes or information to respond to a question. One of our growth areas though is then translating that into writing. So it's taking that information, synthesizing it, and then writing or responding to something. Our elementary students are showing proficiency in integrating and responding to to something. Our elementary students are showing proficiency in integrating text and visuals, kind of like those text features of maps and pictures and graphs, and they can do those things. But when we get to middle school and they have a look at multiple maps, graphs, pictures, and then come up with the synthesis, we we we have that's a growth opportunity for us.
So in terms of our district reading performance, we think about the different types of assessments our students take. So they take the I Ready three times a year, fall, winter, and spring. That's called a benchmark assessment. It's intended to show growth toward an intended outcome. And then they take the M STEP, which is a state assessment, which is proficiency. Now those are two different concepts, right? So our I Ready NWEA tells us the rate at which our students are growing and then it's correlated to their performance on the state assessment because they only take that one time a year. And it is indicating that our students, is kind of consistent, the information that we're
getting. Our students continue to struggle most with vocabulary development and comprehension, informational text. They have a lot of foundational skills around reading and mathematics as you'll see, but then applying that and synthesizing it is where the gap is that we need to make improvement in. They have a lot of foundational skills around reading and mathematics as you'll see, but then applying that and synthesizing it is where the gap is that we need to make improvement in. Make improvement. But our data does confirm that we can reliably predict looking at our I Ready and NWA how soon as we'll perform on the state assessment because again, they only take that one time a year. When we look at our eleventh graders for our SAT reading and writing district analysis,
the majority of our students are in the approaching benchmark range. And again, this data is consistent across this data indicates that our students do have literal comprehension. Like if you ask them a question, they can go right to the text and find the answer. But then we need to build their skills up in deeper reading and synthesizing of what they are reading, and making inferences in reasoning. So they know how to go to something and find it. It's the next levels of thinking that we need to work on with them. And so our district strengths and growth areas by SAT domain, again, our strength command
of evidence. This is one of the strands in SAT. Our students can locate and cite evidence from a text and especially literal questions where they have to just go and find the answer. But we are developing in those inferencing, making inferences, taking the information that they learn, synthesizing it, and making an inference about maybe something that's coming next or what they think will happen next in this in the text. And then vocabulary, which is, an area that we will begin to focus on. Alright. So in this slide again, just like the ELA I Ready, this is our I
Ready for math. And this indicates that twenty three percent twenty three percent of our students were at or above grade level in math spring of last year. And then the four domains that I Ready assesses number of operations, algebraic thinking, measurement, data, and geometry. So again across and this is K-eight for this. And keep in mind that when we give you the data for the state assessments that is only for grades three through 11 and it does not count for the K-two because K-two doesn't have state assessments. But I Ready does measure K2.
In this next one again just the other one this is comparison building to building, grade to grade. So we can see how many of our students hit their percentage of typical growth. The typical growth is any student in that grade level across the nation that would score that that specific score how much they would grow. So, we're again we're a little bit we're in the high 40s across the district. In English we were in the mid 50s as far as how many of them. So going back to math being a stronger point in the district knowing that we
need more more work in the math. The next slides that we're looking at is our our high school again. This is our NWA map and that is the assessed benchmark assessment that we give to the high school students. And the area that we're looking at here, in tenth grade you see that 2022% I believe is, at or ready. So these are our eleventh graders this year that will be taking the assessment. So this is a these are eleventh grade our big ticket eleventh graders and making sure that we're focusing on how where they are how much they grow.
And then as a district so this is our state assessment This is our M STEP, PSAT eight, and eleventh grade. So based on those results this year we're 4.4% proficient. Going back to 2023 with 2.1, the following year 3.4, and now 4.4. So we are growing minimally, but positive science for that minimal growth. And then like the ELA slides, this is our spring twenty four to spring twenty five back comparison.
And our biggest areas of strength as far as where we grew in grade level was the fourth and fifth grade. Again, we acknowledge that it is minimal growth, but we want to make sure that we celebrate and we recognize that there is growth across across the boards. Alright and what does M STEP math cover? So M STEP math has four claims: concepts, procedures, problem solving, communicating reasoning, and modeling and data analysis. Alright. And then we did the similar thing. We we tried to align how many of the standards were repeated to make sure
that we follow find our strengths and our weaknesses per grade level so that way we can customize our instructional plans to match our biggest strengths and and growth. In third grade and seventh grade we see that our strongest cluster is measurement and data and we have some work to do with fractions and decimals in grade six. So it gives us a kind of a beginning of a road plan to say this is our strengths, here's our areas that we need improvement So I'm gonna go pass it back to you, Ms. Berdy.
Alright. So some of our district wide M STEP math, challenges and strengths. Again, in some of our grade levels, our students are demonstrating a strength in fractions, decimals, and computational fluency. But we do have ongoing challenges in geometry measurement and applied problem solving. So when we look at our SAT data analysis for mathematics, many of our students are falling in that same approaching benchmark band. We do have a strength in the heart of algebra where our students, do show comfortable procedural mathematics is when we start getting to that multi step conceptual mathematics, when
we start seeing a a decline. And this is similar to the reading data, which is showing the same thing, which is they have the basics and the foundation is taking them a little bit higher in both mathematics and reading. That's what our data is showing. So some implications for mathematics instruction, because our kids have the how, excuse me, the foundational pieces and they need the higher order. We need to start shifting our instructional practice from how so that that rope, you know, traditional algorithm that we all group with to the why of the mathematics. And that's gonna help them take it deeper.
Connecting things to real world. So especially measurement and data. You know, when we're cooking or when, you know, when you're measuring something that you need to mount a TV or whatever the case may be. Real world understanding so that they can, conceptualize why they're learning what they're learning. And then we have some targeted PD that we're looking into, perhaps for the winter session and or to start next school year. Movement in our professional learning communities. Those are called POCs, where our teacher teams get together weekly to look at their
student data with their administrators. They have to do it too. They get with their teacher teams to look at student data to see where the growth opportunities and where our students making, gains. Alright. So in this chart, the question always comes up, what does what's the correlation between our benchmark assessments and the state assessments? Are they working? Are we over testing our students or are we getting valuable data? So we did a crosswalk of what the I Ready domain assesses and then how it aligns with the claims for M STEP, where the focus is for those claims,
and then the interpretation that we have from it. So what we're seeing is very consistent as Ms. Murphy dissent. We are seeing the same alignment between our benchmark assessments and our state assessments. Our students have the foundation, but they are not taking it to the next step. So now that we've done an alignment of what that next step is, what standards we need to focus on, and what clusters, that gives us the roadmap for the instructional plans that we have. Same thing was done, in in this next one for the NWAI Ready to M STEP and College Board assessments. And again it confirms that same district pattern that we have that we are we're
getting that good foundation but not being able to say how. You know why, but taking them to the next step of how. The next slide here again and I know that everyone has seen this before, our my KIPP, our our what used to be called our district improvement plan, but our Michigan Continuous Improvement Plan. And as part of that we do have a mathematical so by 2027 eight percent of all of our students will be proficient in math on M STEP and college board assessments that's PSAT eight and the SAT.
And their reading goal is by twenty twenty seven twenty three percent of our students will be proficient. Underneath that you will see where we were in 2023 up to '25 and that was already presented in other slides and then we have one more goal which is the sense of belonging goal for our SEL and that is by 2027 seventy five percent of our students in k 12 will have a have a strong sense of belonging at 75%. And this is where we where we were and where we're going. So two years ago we were at 43%, last year we were at 47%, and
we've had a bit of an increase to 51%. And I think as a district we can attribute that to our capturing kids hearts effort and just the complete cultural shift that we are attempting to make through capturing kids' hearts and and making sure that we're putting a lot of focus on social emotional learning throughout the buildings. Alright. So we just gave you the data, which is the what. Now Now we're gonna tell you the now what, which is our instructional action plan. How are we gonna respond? So this is a picture of our current road map, that we designed with our superintendent and the office of teaching and learning and our instructional, crew over here.
What are our instructional priorities for beginning in 2024 all the way through '27? And I just want to call your attention really quickly to this graphic down here. Anytime you're trying to make whole scale movement or change with a whole group of people or an organization, research tells us it takes three to seven years to see results of that change because you're trying to move a whole gamut of people. 3,000 students, 300 staff members. It's gonna take a minute for it for it to show. We are making incremental growth. We do have a lot of work to do and we're not we're not, you
know, oblivious to that. There is work to be done. But we do have a roadmap that we we believe if we commit to and continue on this path, that we will begin to see, continue to see that growth and accelerated growth more than what we have been seeing. So these are instructional priorities, for the for three years that, we have put this together with our superintendent. And we kind of these are five big buckets as we call them, what we teach a guaranteed and viable curriculum, how we teach using the graduate release of responsibility framework, how we collaborate, that's with meeting with our teacher teams, not only our teacher
teams, but our admin team. They have to do data meetings with me every other week, okay, to talk about their data and what we're doing, about it. How we do business is our fourth bucket, and that's when we focus on capturing kids' hearts and how we lead, which is, again, our principles working improve outcomes for our students with their teams. So I'm gonna read everything on these slides. You have seen these before, but I just wanna call out what these each of these priorities mean. Our priority one is a guaranteed about our curriculum. All research says, that's the first number one thing you need to do if you want a high performing district.
Identify the priority standards and skills that you want kids to walk away with from each grade level. Shout out, to Shaila Wright, who is my partner, our partner over in Teaching and Learning. She's my ELA district coordinator, who's been working really hard in the Office of Teaching and Learning and with our teacher teams to make sure that we have these units in place for both math and ELA. Also want to thank the the district because a part of this are a lot of the resources that you all approved for us to purchase for our children. So, SAB is for ELA, high school, and then a new math program that I
came before you all a couple months ago to get approved. That's all in lockstep with creating this guaranteed in Bible curriculum to make sure all of our kids have high quality materials and all of our teachers are on the same page, moving in the same direction, which is key. Our second priority is the gradual release of responsibility. And this is just showing the teacher can't do all the work. That's why we have our data is showing kids have the foundation, but we have to release them to do more, and that's all this framework is showing. If the teacher is doing all the work and the kids are doing nothing, that's
when when they get to the assessment, that's what we see. Right? So we have to release responsibility for their learning back to them, show them how to do it. You can lead them to the water, but they gotta drink. Okay? So show them how to do it, but then they have to apply that that higher order thinking, taking ownership. That's how we're gonna get to those higher levels of improvement. So students don't learn if we do everything for them. Nobody learns if you do everything for them. You gotta do some of it yourself. So that's all this model is lifting up, graduate release of responsibility. The The teachers are gonna show some things, then I'm gonna give it to you,
student, to show that you are understanding what I'm asking you to do. So that when it's time for an assessment or just life, you know what to do. So that's that focus. The last thing, uh-oh, almost last. High performing collaborative teams. Everybody in the building is on the team. You got a culture team. You got POC grade level teams, department teams, SEO team, admin team. Everybody's on the team. Because research says without a team, you can do nothing. Everything has to happen on a team. There's no no one person, no one man, no one mom woman that's gonna get
the job done. So everybody's on a team to move the ship forward collectively. Priority four is capturing kids' hearts. Again, thank you to the board for approving that contract so that we can continue to capture our students' heart and create, not only academically sound, but emotionally and mentally will children in conjunction with their families. And almost two more slides. Personalized learning path. So again, thank you to the board for approving our IXL purchase as well as our I Ready learning path. We know that when the students take their assessments, their benchmark assessments in fall, winter,
and spring, the system automatically creates personal paths for them based on how they scored on the assessment. So that's called differentiation. Each kid is getting what the test is showing that they need in addition to their grade level instruction with their teacher. So they get a both and. Right? So I'm teaching you grade level content, but I'm also giving you IXL, I rating, and some small group instruction to, attend to those gaps in your learning that we're noticing in the data. And finally, to our, a quote from our former first lady, Michelle Obama.
Education is the great equalizer. It opens doors to opportunity, breaks the cycle of poverty, and empowers individuals to build a better future for themselves and for their community. We put this in here to let the board know that we understand the the heavy load that we carry in providing a high quality education to our students. We're not oblivious. Institutional barriers that our children have to come up and our families come up against that other communities don't have to. But that's even more reason why we dig in deep. We come every day. Our principals show up every day.
Our staff show up the hard work. That's quite frankly a lot of people don't want to do as get as evidenced by the number of vacancies in in education period. It's a hard work, but we are up to the challenge. We know that there is work to be done. We do have a road map, and we do endeavor to get better for our children because the world awaits them. Yes. And that's our presentation. Does anybody have any questions? Okay. More comments or concerns? I just have, well, not. First, thank you. Very detailed presentation. This is why I told everyone that this is what we needed as far as
when you see what you see on social media and it's like we're at the bottom of the barrel. There's not any context. You don't get to see all the data. And I can see the growth. I remember the 2023, data and it was it was a bit, you know. I I see the improvement. I see I see it. I think now it's it's more of a, and forgive me if I if I say this wrong, how do we scaffold this? It's kind of like a I do you, do we do. How do we reach them in the sense that you've got the foundation, you've got
the baseline. How do we take you to the next level? I hear what you're saying as far as as far as that's concerned. We've implemented the curriculum that we approved, so we'll see that on the next semester. He pretty much answered the question that I had. So I see the growth. I know, you know, slow and steady wins the race and I know that there's still not it's not what we wanna be. Mhmm. But better to see some growth than none at all. If we see none at all then of course we really need to pass some questions. But, kudos for all the hard work.
I know everyone works really, really hard. I know that you got a lot from, you know, outside interference and a lot of hate, but it wasn't really nice. But I appreciate the hard work. Thank you for the presentation. Thank you. Anybody else? I do. Okay. When would the next time you be doing the assessment is for, wintertime? Mhmm. Okay. December to January. June. And then you do spring. Yes, ma'am. So we'll have a different number in the summer probably. Mhmm. Come on with something. You represent that to us then? It's the way to the board?
Okay. I would like to see the difference. Okay. Because I'm sure it's gonna be one. Trustee McTanya? Yes. First of all, thank you for the presentation. Definitely great. But a couple of things just stuck out to me. I saw what you said, the three to five the three to seven years it takes to turn around. And so I do see both each year. And I think now we're going into that fourth year of of with this administration growing. And so I do think think that we're headed in the right direction. And so my my question is that, what are we doing to develop the teachers?
So I know a lot of times, central offices develop and going to, development. What are we doing to develop the teachers so that we can get past this hump that we've been over because, you know, as trustee, Clark said, you know, people are still watching what we see growth now that is in on data form to us. But everyone else don't see us out there in the life that we are. You all are still working behind the scenes, hard work, stand up late. Teachers are still doing, but they only get to see that end result.
And that end result is that we're we're we're at the we're we're really at the bottom. And so, I want to know how do we come from the bottom to the top as my teacher would say. And so what are we doing to develop our teachers so that we can get across this hump? I think a lot of times because I heard you say, you know, a lot of our kids has, you know, home issues. They have all type of stuff that we deal with. You know, I come from Midwood. Okay. So I understand, you know, the culture that we're in and people are still having
that those problems. But how do we, as a district, move this training really, I think I wanna use that word, progress really fast to move this training forward quickly Yeah. Yeah. Yeah. Then to continually going over this cycle of just seeing minimum growth. I thank God for growth here. I mean, growth is growth, and we all are excited. But when they don't get to see this as trustee Clark said, it still has us at the bottom.
So what are we doing to really develop our teachers? Because I know central office and everybody else get a lot of development, but I don't hear that. And maybe that may be something that I think could help, develop. I'm I love the capturing kids' heart. When I was here, we had we we were we did a capturing kids' heart, and it does work. You know, it really does work. And so what are we doing as a addition to move this training progressively quickly? Yes. So that we don't continue to to make Facebook pages as trustee said and, you
know, make the news or just be at the bottom because we've been this three to four years now. Mhmm. And we definitely see progression of how do we make it a little faster. Yes. Yes. The double or number. The the accelerated growth. I'm I'm with you, trustee Tyler, and that's what we all want to see. We don't wanna see our children or our district being disparaged in any of these, social media, forms. We do understand there's always pub the public court of public opinion. We always understand that. But to your question, I think there are three key things that we're doing to address specifically what you're asking around teacher development.
First, we worked in conjunction with our last negotiation to create early release days. Okay. Specifically on the calendar to provide teachers that early release time to engage in curriculum development work, to engage in data cycles, to engage and to talk to one another about what they're each doing and what support they need. So that's one of the levers that we're pulling with early release. The second one is, our teachers, they have they can any staff member can submit professional learning, request to, their pedagogy, their craft.
The only thing we ask them is that is it in alignment with what we're doing? Okay. Okay. So that that's one of the key questions that I ask them. Is it gonna be a lockstep with improving outcomes for student? I can't send you to well, with anybody going to Alaska anyway because that's not the question. But I can't send you to Grand Rapids and Traverse City just because you, you know, want to. So so do we provide them with a list or maybe Mhmm. To help them develop do we provide them with training? I mean, well, you know, say maybe the training is in Lansing. Do we provide them with that or do they come to you all? Yeah. We typically don't only because Oakland Schools, our ISD does a wonderful job of emailing
those. They have a whole catalog. Okay. That they share out each month, on their listservs that our staff can sign up for. Many of them do. We did just send a staff survey on Friday, because we have a PD day coming up on November. We want to be responsive to our teachers. Superintendent, we ask that, what do you need? Okay. What type of professional learning do you want? We just sent that out on Friday to get their input. So make sure that we are aligning our supports with what they really need to be successful with our children. So we're listening to their voices. The third thing that we're pulling on is those POCs.
A couple years ago, we had the data teams process, and I know you was here and we had the data teams process. Research says that it works. When teachers all sit together collectively with their building leader or in their grade level or department teams, and they really analyze student data. How are the kids doing in relationships with what I'm teaching them right now? Then we get better. That was the accelerated growth we even experienced a couple years ago. So we're leaning back into that process of data teams and POCs to really look at student by student, who got it, who didn't, what do I need to do,
and we're providing that time and support through the Office of Teaching and Learning. So early release days, they have an opportunity to further their craft, they submit PD requests, then and they just the only thing I ask is that it's in lockstep with our priorities, and you explain to me how much gonna get out of it and how you gonna come back and share it with your department. That's another one of my questions because everybody can't go right. But how if we if you're going, how you gonna come back and share share the wealth? And then the third thing is those data team meetings that we know work, when we really take a look at that data and make improvements. Thank you so kindly. You're welcome.
So they both act asked my questions. So I'm good. I do wanna say that I appreciate that you guys see the problem. You were able to tell us what it is, and now you have a plan for, you know, getting our scores up. Yes. Again, with the socioeconomic status, it's probably gonna be a slow, you know, slower process, but we we have to have to have to keep that in our minds that
we we can't again, we can't keep comparing our schools to the the the the school that's on top of the list. Literally, you can't. They're going through completely different things. It's a lot. It's a lot to go with that. So, just please give our children grace when it comes to that. That's all I ask. Yes. Can I go to it? I'm thinking I'm not saying you definitely give grace. You definitely give grace. And but looking at the the chart that's over us is is is I believe we can reach that.
And, you know, and with our kids, you know, going through or whatever everyone's going through. But I think sometime we just have to, you know, help people accountable, to another level. And try something different. And that's it. And so something different. And so, I'm definitely on board with what you're saying, the grace of of giving the kids and then teachers as well. But I think that trying something different in what we're doing, I believe we headed up in the right direction. But I think Yeah. Because I've been here so I've been here, and I've seen it.
And like she said with that data team, that's a change. And so, in meeting like that, I believe. And so I just wanted to, you know, say that you are doing you we are doing great. But I'm I'm pushing I'm not I'm sitting in this seat and and I'm with the old president, would say he was like, we gotta do we gotta do something better. We gotta do do it quickly in my eyes. Okay. If I could piggyback on, trustee Tyler. It's a collaborative effort. Yes. We can give all the tools. We can have all the training. We can have all the development.
We can have everything sitting there. But it's a collaborative effort between us and the families and the kids. Yes. So that, as you said, the releasing of responsibility. I can give you everything. I can give you everything you need, all the tools to learn whatever you need to do. But if you don't do what you need to do, you're not gonna comprehend it. You're not gonna burn it. So it has to be a collaborative group effort that we bring our families in and let them know here we're here to support you but you also have to help us. We can't do it all over. We all have to I hate to sound very kumbaya, but it's it's true.
You know, you have to it's a group effort. We're all a team. You know, when you have a parent, you have a teacher, you have a principal, you however you want to look at it. It's all a team group collaborative effort. And if we want to ensure the success of our students, we all have to collaboratively work together and do what's necessary to get them to where they need to go. I don't like seeing that there's only such a small persist proficiency and they're and we're sending them to college. That worries me a bit because how can we ensure their success and they're not
where they need to be? You know, I I want to help. I want to do whatever is necessary and I'm sure everyone else on the board feels the same way. We want to support and help and do what is necessary to give these children success. Maybe we're not Birmingham. Maybe we're not Beverly Hills. That's fine. We don't have to be. We can be who we are and do what we need to do and make sure our children are successful. It really is just that I mean it's not that simple but it is in the SIPs. It's a collaborative effort. Yeah. That's all. That's all. Okay. Nothing else? Nothing further from you guys?
Alright. We'll move to, Thank you. Thank you. Thank you. Thank you so much. Thank you, ladies. We move to, item five c, superintendent remarks. Yes. Thank you. I purposely have to rearrange my remarks Mhmm. Because and I'm glad the city's here representing, because there's a few things I wanna address. From the outside, a lot of people could say whatever they wanna say and critique however they wanna critique. So I'm a product of the school district.
So let me tell you what my GPA was in high school. 1.9. One point One point nine. I did not pass a single assessment that was created from an organization that did not meet my style of learning. It does not assess. So I take credit funds to a test that I don't put a lot of weight in because it changes. It changes. Every three, five years, it changes.
Do I put value in it? Absolutely not. Now, I put no value in that data point by itself. But the the measuring of a student's growth, I take great value in. K? You got four alumni here. Do you think that was the capstone of your life, graduating from the high school? Or did you reach your full potential sometime after high school? I know when I reached mine, I didn't get anything less than a b plus in college. I did my bachelor's, my master's, and my ed specialist.
I was nearly close to my PhD, but then we decided, hey, kids. Okay? And kid kids. Kids. Four. Four. I say that to to say, you don't know what these kids are going through. You do not know. The mayor does not know. The city does not know. The people on Facebook do not know. I know because I see some of the things and it's heartbreaking, yet they wake up and they come to school every day.
Sometimes apologetic for not being able to provide or sometimes their parents are in tears because they can't do what they could do. Does the m step measure that? Nope. Absolutely not. But I find it interesting that people comment when it suits their political agenda or political narratives, but they take no vested interest in coming in and saying, what can we do to a kindergartner who doesn't have a book bag like my kid does
at Troy. Or the ability to pay the teacher to come to the house to tutor your fourth grader, which is what I do for my daughter. They don't have that ability. We are that ability. The principles that are the dads, the moms, the grandparents, the aunts, and the, they provide clothing, they provide shelter, food, everything, you name it. That MSIP does not test for that.
It does not. And people that critique, please critique. The reason I don't address it is because what drives me is the kids. Those kids that came in, you think they're the only ones in this district that are gonna do something? Absolutely not. You will see them rise and you will see them accomplish. All we gotta do is believe in them. Now there is not a single person under my watch that just comes to work and says, oh, I'm gonna do nothing today.
Believe me. They'll just attack to that. Not a single person. There's times I have to send her home. I'm gonna need you to go home. It's it's 09:00 at night. What are you doing? She's like, oh, just just one more thing. And then when we're not doing this, we're researching. I'm sending them things about, Hey, look look what Mississippi did about this thing. Let's talk about letters. Let's talk about this. A teacher emails me and says I'd like to do this and like to present. There is hardly a no coming out of our mouth.
It's not the teachers. It's not the kids. Not the parents. But we have to break a cycle. There it's a cycle and poverty is at the root of it. It is at the root of it. And so, but I I would not trade any of our people for people in Birmingham or Bloomfield Hills or Trump. Not not in a million years, because I know what they're capable of doing. Does the data define who they are? No. Absolutely not. So I my preaching thing, it bothers me when I hear it, because I'm a
product of Oak Park Schools. I am Oak Park Schools. Went to elementary at Key to Roosevelt, Oak Park High School. You know what I got out of Oak Park High School? Someone who just believed in me. That's it. They believed in me, and the rest I grew into. It wasn't now on the other hand, my sister, yes, rock star, triple a, all a's, presidential scholarship, went to Ferndale because Casa couldn't offer her anything and Oak Park
High School and they bust her to Ferndale. Yeah. Oak Park caters it all. That's why we have students getting full ride scholarships and athletes and and all of that. But we got great kids too. And even the kids that are not the best academic performers, that might have that might be great in the arts. We have a 101 band students. That's crazy. They were just performing in downtown. You know?
That's amazing. We got seven state championships on track. That's amazing. Our football team, we're still we're still hopeful. But we're doing better. Our volleyball, our soccer, so it is a lot, and I have to I can't let this meeting end or the public be able to say something about all your test scores. Okay. Critique all you want. Put your boots on, strap them on, and get in there with us. Yeah. That part.
Until you could do that, I don't wanna hear what you gotta say. I don't. Until you go help that family that's homeless, who is embarrassed to send their kid to school because they don't have any clothes, that breaks my heart, then critique. Until you walk a mile in their shoe, and I'm sure I'll get criticized by a lot of people or frankly, I don't care. I don't care. K. Sorry about it.
I'm sorry. Okay. I apologize. Do you agree? Alright. Admission? I'm sorry. I'm sorry. I'm good. I'm good now. Take it. Yeah. If I do have to take it, I do. You need a vision? No. I don't drink. But You're right. You're right. Was that a camera on the scene? Yeah. Again, our band just performed at the cancer walk. It was amazing. Yes. Our our board, I've never seen them so active all over the place. That that's my first. I see you guys everywhere. I don't even try to, like, analyze where you guys are, but I just know.
I I'll run into people. You guys which is amazing, which is amazing. And staff feel connected to you, which is amazing. Same. I might be in late to work tomorrow on board. I'm just telling you that right now in case anyone's listening. Would you say times five? No. Oh, okay. With that, madam president. Alright. Thank you for that, superintendent. We will now move to, item number six, public participation. Can you please read the guidelines? Public to comment. Because the Oak Park Board of Education values public meetings, not just meetings in public,
we welcome public comments on school issues. Speakers are asked to express themselves in a silver man civil manner with due process for the dignity and privacy of others who may be affected by public comments. The public comment portion of the meeting cannot be used to make personal attacks against a school board member or school district employee that disrupt the order of the meeting and are totally unrelated to the manner in which the member or employee performs his or her duties. Speakers should be aware that if statements violate the rights of others under law of
defamation or invasion of privacy, such as comments result in legal liability. Most comments can concisely can be concisely stated in three minutes, and the board respectfully asked that comments remain focused on topic or issue and not directed as specific personnel or board members. So we have miss mayor Miriam Collins about. Just hear you speak, miss Mia. Thank you so much. I am a retired teacher.
For those of you who don't know me, taught school thirty two years. School is my heart. You You can take the teacher out of the classroom. You can't take the classroom out of the teacher. Good evening. President Madison, vice president Clark, secretary Tax, trustees, superintendent Abdulahad, who has a good heart, assistant superintendent Murphy, and guests, and welcome to new trustee Rogers. We have successes to celebrate and challenges to face. Oak Park Schools is the district in the heart of the city and the one
that we depend on. The city and the district are in the same boat. If the school district does well, more people wanna move into the city, and it's good for us. So your success is our success. We stand ready to partner with you to move our district toward its vision and, help if possible implement the plan to get us there. You have a difficult job. It's difficult working in a divided board. I was on a divided council, and it's, nerve wracking at times. But by pulling together for the good of our kids, I know you guys can
handle it. Thank you for your service to the district and for enlightening us tonight. Thank you. Thank you, miss mayor. Anybody else? You have anymore? Okay. Thank you. We will not excuse me. Yeah. I won't say anymore. We will now move to, item number seven, action items. Award, a board number seven a, board resolution waste management contract agreement. Resolve that the Oak Park Board of Education accepts the contract rate agreement with Waste Management for a three year term, which includes the following key provisions.
A reduction of approximately $300 per haul for Oak Park High School compactor services. A reduction of approximately $200 per haul for district wide hallway services, elimination of the monthly hallway fee when services are not utilized, no increase in monthly rates for six yard and eight yard dumpster services. Alright. Anyone second? Second. Alright. The motion was made well, just a question. No. This is an action. Oh. Yeah. Okay. So the motion was made by trustee Clark and seconded by, did you?
Trustee, Pearmund Tanks. Miss Greer, could you please call the roll? Clark? Yes. Madison? Yes. Pearmund Tank? Yes. Rogers? Yes. And Tyler? Yes. Okay. Seven eight is passed. We will now move to item eight, information. No. Information items. Given that the board meeting scheduled for 11/24/2025 falls during the holiday break when schools are closed, should we proceed with canceling the meeting? So we put that on there for discussion because the disc all the schools are closed on the twenty fourth.
I mean, the whole week, the twenty fourth through that. And then the district itself is closed Wednesday, Thursday, and Friday. So we're asking because that's the second meeting. We do students of the month. No one shows up. Should we just go ahead and cancel that meeting? And, you know, we have a normal business and then a week later, December, we already have a meeting there, so we're not missing much if that's something that would interest you guys. So it's only one meeting in November if we There's two meetings.
There's one on the twenty fourth. And you're saying Yeah. We canceled it with one meeting. One one meeting. So we so we'll be doing back to back December 1 and December 8 meetings? No. You would have your normal December because it's not the clock. Yeah. I gotcha. Oh. I would I would go ahead and cancel it. I don't have a problem with you for Thanksgiving. Yeah. There's Thanksgiving. I won't be the only way to do it. I think I make the resolve that the Oak Park School Board cancels the scheduled
11/24/2025 school board meeting during our holiday break when the schools are going to be closed. Motion made by trustee Clark. Okay. Seconded by trustee Pearmund Tanks. Miss Berry, please call the roll. Mhmm. Tyler? Yes. Rogers? Yes. Hermann tanks? Yes. Madison? Yes. And Florence? Yes. Okay. The meeting is canceled. We will now go to item nine, communications. Any communication from the administration? Yes. Hi again. Hello. This is a brief update.
We do have our fall parent teacher conferences coming this Wednesday at all of our schools. Lessinger through the high school, the hours are one to 3PM for our parents that may have to work in the evening and then five to 7PM for our parents that work in the in the daytime. So it is a half day of school. All children will be released at either 11:45 or 11:55 depending on K-eight or K-five or six twelve. And PMTECE conferences on Wednesday one to three and five to seven. Because of PMTECE conferences, there is a slight change in our early release calendar.
Normally, we have the third Wednesday for early release, but for the month of October, it will be the fourth Wednesday for early release, which all students get out two hours before the end of the school day because pantry conferences is this Wednesday. And once again, I do want to just shout out our building principals. It is principal, National Principal Appreciation Month. So if anybody finds it in their heart to share a little trinket or a little gift of appreciation, with them, please do so. The whole month of October, it is National Principal Appreciation Month. Thank you. Anybody else? Anybody else? Anybody else? Anybody else?
Anybody else? Anybody else? Anybody else? Anybody else? Alright. Any other communications from the board? Trust I'm gonna say I went to curriculum night at Oak Park High School. It was very enlightening. The, band did play for a second, and I see how interesting how interested the teachers were, the ones that volunteered to stay that evening.
And, the parents start coming in and look like they're, you know, it's all about the parents to me at the end of the day. And then we went over to Kee for game night. Yes. And that was nice. They were so interactive. The kids were so cute. And I went to Key like Angel said, born and bred Oak Park. Five, K through 12. Key, Roosevelt and Oak Park. I didn't go to college but I make 6 figures. Make it happen. You see what I'm saying? I ain't had no one putting that. I'm going pretty good and I didn't go to college.
So Rogers went to O'Hare Schools too. So I get I understand what Angel said. It was a lot different back when we went in the 90s and all that. It's not the same because my son graduated last year and I that's why I realized it was not well, I knew it wasn't the same. But it's gonna get better. We're gonna work with it, you know, but it's the parents. We have to involve everybody. That's the only thing. But I see the parents where their elementary school, everything out, the curriculum they start coming in. I was happy about that because I know that's very important.
But then and then I went to the football game. Was it Theresa? I miss homecoming. So like he said, O'Para, the football, gonna work on it. But we're gonna be together. I enjoyed going to all the events I can make. Thank you for that. Trusty, trusty, prayer of your tanks. Trusty Tyler? I'm gonna get with the Clark. Okay. I got it. I'm gonna try to keep I'm gonna try to keep it short because I know everybody tired. Everyone go home. I got 8AM class. I gotta get we gotta get this done. Alright. So first, I would like to say congratulations to doctor Oluwole for her promotion to
support our specialized services. I had the pleasure I had the pleasure of having her as my son's teacher last year. And I know my baby was not an angel every day, but Doctor. O'Dowillah was very patient with us. I told my husband when she was promoted that if anyone knows special education, Doctor. O does. She is committed. She is dedicated. She is well loved and I have no doubt that she is going to thrive in this position. So congratulations to you. Thank you for everything. I look forward to working with you.
It's gonna be great. Youth recognition. So I am the chair for youth recognition for Oak Park Youth Assistance and we are planning to do an event next year. I'm sorry to kind of rip on student one but we're kind of modeling it after that. But we're going to have a Zoom soon and we're going to do some flyers and we're going to send them out to the schools. So I will coordinate with Brandy and I'll coordinate with you to let everyone know how we're gonna do it. Once we have the Zoom and whatnot, we'll go from there. I would like to give sincere thanks and gratitude to the Assistant League Operation School
Bell. I did a little background check. It was founded in 1993 and is serving Wayne, Oakland, and Macomb County. It is a non profit and a fully hands on all member volunteer organization. And since 1995, they have improved the lives of 64,000 different children with clothing distributions. And this year they have done there are 3,479 recipients. So on October 1, every student at Pepper got a duffle bag. I cannot believe my child got this duffle bag on the bus, but it worked.
But he had a new winter coat, gloves, a hygiene kit, socks, underwear, shirts, and a book. And it was a significant blessing. And for us, you know, we're okay. We can do it. But I can only imagine how much more of a blessing it is for other families that may be facing these things that we don't know. So I would love to give them sincere thanks and thank you for that. Lastly we have from OPYA How Do They Help is coming up. If you would like to donate as far as for helping families in the city,
I have information about that. I have a flyer. I don't know I know everybody's not friends with me on social media, but I have the flyer if you want to see it if you need any information. But we're working on that too, and I think That's all we got. Thank you, trustee. Trustee Tyler. Guess what? I'll let you go for it. No. You should let me go. First of all, I want to say thank you, to the board for allowing myself and, trustee, president, Madison to go to our retreat with the superintendent. It was definitely amazing. Definitely had opportunity to attend several classes.
They were they man, it it was so much, information that I believe some of the information that we need to implement in our district. So first of all, thank you for that. And then they put me in that car with no person and then they just put me in that car. But it was just a great experience just to be with our president as well as our superintendent. So I'd like to thank you all for that. And so, just a couple of communication from me. I think that, in us moving forward, in this district, like I said, it's it is my heart. I eat and sleep and breathe Oak Park.
And I've done it for the last, twelve years from one side as an employee, as a parent, and now as a trustee. And so I've seen everything. I've seen the kids that didn't have when I had to myself and talk going all the way down to Dexter picking kids up and bringing them to school. Had to go to Inkster and pick up kids. Had to go to, Shelby Township and pick up kids. So I understand where we're at. Understand, both sides. But I still I still have to say that if we continue to always thinking
about, where we have been and not where we're going, it would tend to kinda, break us. But in that process, regardless of what barriers we may come through, we still gotta be able to move forward. We still have to be able to move forward and get these kids growing. My son graduated from Oak Park. My niece graduated from Oak Park. I still have about 10 family members in here right now that's in Oak Park. And so, I know that we can do it, and I know it's just not a test. But at some time, at some place in our in our growth, we have to
see it on paper. Okay? And so that's where I'm at. And so I am grateful for, you know, being amongst the team and, making sure that everyone is treated the same way across the board. I mean, all board members, all teachers, all administrators, just treat it just treat it fairly across the board. And that's where I believe our district, needs to definitely, you know, move in that capacity as well as myself and, as a tank and, president. But we've been hanging out at all type of games and little parent nights and
curriculum nights. And so if anyone know me, I'll enjoy that. I enjoy just going to be amongst the people. When you are amongst the people, you can feel their heart. So I'm excited. I heard the prom was very nice. I mean, homecoming was very nice. And I know we we we just got some few challenges that we still just need to just home in on so that we can get across this hump and, and put us in a good light. Like, we do got track. We got all of that. But sometimes we gotta be, you know, it'd be good to have all of that, but where's the academic setting sometimes. And, and so that's where I'm at.
And so I'm just grateful to be amongst this team where we're growing and going in the upper direction. So I think that's all I got to say here. I feel like I'm not gonna stop preaching. Yeah. I'm gonna make you sleep. I am grateful and just to be a part of this team. I am. Thank you, trustee Tyler. Trustee, Rogers, please. Hi. Good evening, everyone. I just wanted to extend an invitation to an Oak Park skating party. I'm a part of a group of individuals who graduate from Oak Park, and we're basically trying to keep the alumni together and alive.
So there's a skating party this Thursday at North End Rolling Ring. I will give everyone here a free ticket if you can join us. We are raising money for a all alumni, reunion for next year. Trying to figure out ways to just bring the alumni together. I know they had reunions in the past, and they've been kinda small. So what we're trying to do is just get everyone together, get some more contact information from the alumni so that we can start having larger events. So that's this Thursday at Northland from six to nine. And also piggyback on, what's this in Tennesbitt. I came from a school, where our kids were the kids we were talking about.
They didn't have homes. Most of them were from juvenile detention centers. They didn't have anything. They came with not even a pencil. And our test scores reflected a lot of that. Not having homes. We didn't have security in our building. We called the police or we handle everything ourselves. It was a 100 kids in our school. We probably had only fights a day. Alternatives. We were the feeder school for DPS when they were kicked out of DPS. The feeder school for the detention centers. The Samaritan Center. And the kids have problems. They have a lot of problems, but a lot of them wanna just be heard and be listened to. And we found we had one on ones with a lot of kids, and you
found out a lot. You found a lot. You found out that they can't read, and here you are about to graduate. You find out how they kinda skirted by and slid through the system. And it's a lot of underlying elements that factor into that. So thank you for just being a caring soul that you are. Hopefully, we can do something in this district. I'm a proud of Oak Park Schools, born and raised in Oak Park. I did leave for middle school and thought it was a brother on the other side. It was not. It was not. I went to private school. It was not. I came back. I came back with Rogers Moore Park.
So I'm happy to be here and happy to be giving back to the school that raised me and the community that raised me. Right. Thank you, trustee Rogers. Okay. Last but not least. Okay. I just wanna give two instances of, what we spoke about earlier and, kind of piggybacking piggybacking off of what superintendent Abdulahide said. Just wanna give a little bit of perspective for the people who don't get to see these type of things, but I saw my son's best friend after school when
I was dropping his equipment off to him. And he was like, I'm like, hey, where you going? And he was like, I'm going into the high school. And I'm like, with who? And he's like, by myself, you know. And then from open to the high school, you got across nine mile, A little tiny sixth grader, you know. That's probably something he had thought about all day. The anxiety. I don't even wanna cross nine miles. I swear, during rush hour? No. You know? So that's things that they have to think about it, you know, all day.
And one more instance, I had three, but I'm gonna just say the last one. Last year, I remembered shaking a a twelfth grader's hand on the stage for graduation. Two days later, I go up to Oak Park High for I don't know. I I don't remember what. But it was, you know, one of the last days for the the other children. And he was up there. And I'm like, why you up there? And he was like, I I just came to eat lunch. You know? So that's things that people do not get to see. You know? These kids going through a lot. That's all I wanted to say on that. Congratulations to Oakland football team on being undefeated.
High school. Their first home game is tomorrow at Oak Park High School at 04:30. If y'all wanna code and help me get snacks to them. Alright. I know. You don't wanna wait to work. And I did not know before, I even wrote this. I wrote this on my own before I before miss Murphy let us know that it was national principal appreciation month. I would like to acknowledge the fact that I see every principal every day, literally. I I don't know if that's normal, but I love that.
I'll see them every day. Every principal and assistant principal greeting the children every day. And I wanted to let you know that I see you and I appreciate you. And thank you. And that's it. The time now is 08:09 and I see. Okay. Okay. The next meeting of the board of education is scheduled Monday. This is old. The next Monday, the next meeting of the Board of Education will be held Monday, 10/27/2025 at six p. M.
In the boardroom at the Administration Building. Thank you.