Board of Education business meeting. We are going to start at 7 o'clock. My name is Anupam Chukudu. I'm the vice president of the board of education filling in for President Christensen. At this point, I would ask my board colleagues to introduce themselves starting on my left. >> Hello, I'm Cheryl Peard and it's nice to
see everyone tonight. >> Hi, I'm Patrick Kio. Thanks for joining us this evening. >> I'm Judy Wester. Thank you for coming out tonight. Jennifer Voss, thank you for being here. and our students student >> Josh Patterson, Plymouth High School senior and student voice and action co-chair. Glad to see you all here
tonight. >> Thank you. And we are missing our superintendent. Uh by the way, we just got done with a policy meeting that ran over by 25 minutes, so pardon us um as we try to regroup. Um
>> I hear her. >> The sound of joy. Hi everybody. >> We've all introduced so it's up to you. >> So take a break. Take a breather. >> Take a deep breath. >> Superintendent Monica Merritt. Did everybody else introduce themselves as well? Like to begin by introducing my
assistant Diane Robertson. We want to thank you for keeping all our heads on straight. Even including me that just John Kger want to thank him for taking care of our technology needs. I'd like to ask the remaining members of the staff begin. >> Good evening. Jill Minnik, chief finance
and operations officer. Welcome. >> Good evening. I'm Jen Curry, chief academic officer. >> Good evening, Abdul Mayu, chief human resource officer. >> Welcome. Elizabeth Vartan Gibbs, assistant superintendent, student family engagement. >> Thank you. And we have one more board member uh walking in. If you could
please introduce yourself. >> I'm gonna welcome everyone. >> Sorry, I'm running a little late. >> Okay, at this point, let's stand for the pledge. And Josh, could you lead us, please? >> I aliance to the flag of the United States of America and to the republic
for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right, we are moving on to part A of our agenda. I'm looking for a motion for adoption of the agenda, approval of the consent agenda.
>> Madame vice president, I move that we adopt our agenda and approve our consent agenda. Um, it is action item 260243. >> Can I have a second? >> Okay. It was moved by member Kho, seconded by member Wester,
and Dr. Merritt, could you walk us through? >> Thank you, Pres. Vice President Sidu. This evening, our consent agenda consists of human resources transactions since our last time together. We have resignations and retirements for your consideration. We also have the approval of minutes from our special meeting on
February the 9th, 2026 and our special meeting on February the 10th, 2026. Okay, I'm going to ask for a vote. All in favor say yes. Yes. Any say no? >> Mot motion passes 5.
We have one in the hall. I think do we wait for that? Should I >> No, it's okay. >> It's okay. >> Yeah, it's totally fine. >> Okay. >> If we didn't have quorum, you might want to wait. But >> and Mr. May Jun, could you please walk us through the retirees and resignations?
>> Yes, we have one retirement. Um I always like to highlight our retirees and um um honor their years of service to the district. So Shannon Filer was an elementary classroom teacher at Hoben. She had been with the district since 1996. Um, we wish her well and her retirement.
Can we give her a round of applause for her years of service? >> And that's all we have for today. >> Okay. Excellent. All right. Now, moving on to celebrating success with member Kho. Good evening. Tonight, uh, the board of
education is proud to recognize Bum Bentley Elementary School plant Engineer Marlo Simmons and Bentley behavior support specialist Amber Hawkins with the Mary Beth Carroll Extra Mileer Award for their outstanding service to our students. Marlo, would you like to join
me at the podium? This evening's presentation not only highlights the exceptional work that Marlo and Amber do each day to support Bentley students, but also reflects the strong culture of appreciation within the Bentley community. Staff members take time to recognize each other's
efforts and that spirit is on full display tonight. Mr. Simmons was nominated by Miss Hawkins and at the same time, Bentley student coordinator Chris Hammond was submitting a nomination for Amber. It's clear that this team is a team that values and uplifts one another. Amber could not be
here with us tonight, but she asked that I share her thoughts about Marlo with you. She wrote, "Marlo is so much more than a plan engineer to the Bentley community. He builds genuine connection with the students. He doesn't simply pass through the halls. He knows the students by names, listens to their
stories, celebrates their successes, and often offers encouragement when they need it most. Because of Marlo, many students feel strong a stronger sense of belonging at the school. In his nomination of of Miss Hawkins, Mr. Hammond made it clear that Amber is
deeply committed to student success. He described her as a compassionate and dedicated educator whose calm presence and consistency have a meaningful impact on the Bentley community. He also highlighted her collaboration with teachers to equip students with essential skills and her unwavering
commitment to to ensure students feel safe, valued, and understood. Mr. Hammond, would you like to join us at the podium to share a few words about Amber? >> Hello. Thank you. Um, Mr. Lator and I would like to take this moment to recognize Amber Hawkins, who's our behavior specialist, for the incredible
selflessness and dedication she shows every day. She consistently puts students first. Whether she's working directly with them or supporting colleagues behind the scenes, she is always the first to step in, offer a helping hand, and to make sure no student is overlooked. Amber goes above
and beyond everything she does. She takes the extra time to listen, guiding students with patience and compassion. Her calm presence and genuine care create a space where students feel safe, supported, and empowered to grow. Through play, social stories, and restorative circles, she helps find
thoughtful, meaningful solutions. She also builds strong connections with families, working closely with parents to better understand each child and strengthen the homeschool partnership. Amber is a person that is trusted by staff and is willing to help them in any way possible. This mutual support and
cooperation is a benefit to all stakeholders. We are Bentley are truly fortunate to have Amber and our team and are proud to recommend her for this extra mileer award. >> I'm super excited to be giving two awards here this evening. So on behalf of the Plymouth Canton Community Schools
Board of Education, it is our or honor to recognize these outstanding professionals for their dedication, service, and commitment to students by presenting them with the Mary Beth Carroll Extra Mileer Award. Congratulations to you both. Marlo, Marlo, would would you like to say a few
words? Good. Good evening everyone. I just like to say thank you especially to my staff. I have a wonderful staff, the students, the parents. I mean just the whole district. I mean, I'm proud to be working for you guys and I mean, I enjoy
my job and I enjoy everything about it. Especially Mr. Lour, Mr. Hammond, and a kitchen staff. I can't forget her. No, you can't leave her out. And especially, it started cuz Miss Douglas, Miss Douglas put me in this position and
I just rolled with it and I'm still here and I'm going to be here. >> Thank you all. This concludes our celebrating success segment. Please join us in the hallway for a commemorative photograph and recognition of this well-deserved honor.
>> Congratulations again. Thank you for all that you do for our district. >> I love when we honor our students and staff. It really shows how lucky we are to have such dedicated people in our district working on behalf of our students and staff and community. All
right, we are moving on to the president's report. So, I'm just going to do one um based on some of the things that are going on. So, first we have some exciting news. We want to congratulate two PAUP alumni on winning
gold at the Winter Olympics in Milan. If you've been watching, we have a lot to be excited about. So, Jack Hughes, a Plymouth High School graduate who is a member of the USA men's hockey team, won gold. He scored the game-winning goal in overtime. And if you saw him and all the
um wear and tear that he took to his mouth, he played really hard. Well done. And for the USA women's hockey team, who also won gold, we have Kristen Sims, who is a Salem High School graduate. Congratulations to them and their teams
on this huge win. We are so proud of them. Let's give them a round of applause. So, we have gold Olympian champions amongst us. Uh board shoutouts. This is based on the board going to community events. I only saw one and if there are
others after this one, please um hear >> update our sheet. Yeah, update the sheet, please. That Dr. Merritt sends out a link for every week. I had the opportunity to attend coffee with Monica at the Rock Cafe last week at Salem High School. What a great
turnout. We The whole room was full with families, uh, community members, Dr. Merritt's staff, and it was a great opportunity for the community to hear what's happening within the district, as well as Dr. Merritt and her team to hear about the concerns that our community
members have. What's great about this opportunity is that our families, our community members get direct access to Dr. Mayor and her team that you don't get here because this is a business meeting. This is more of us doing the work. You guys get to listen. But the
coffee with Monica and the other opportunities are great opportunities for you all to come in and have coffee, cookies, and just have a great conversation with Dr. Meritt and her team. So, thank you for doing that. >> Uh, the next update I have under the president report is, uh, this week,
Thursday, Wayne County Association of School Boards is having their general membership meeting this Thursday at 5:45 and it'll last till 8. I encourage all of my board colleagues to attend. I will be there and the details are in board
notes that Dr. Merritt sent out. Were there any other events that board members attended that I missed? >> Okay. >> Um, I attended I did not update my sheet, so my fault, but I attended the early college presentation and really
appreciated having the ability to watch. There were so many parents and students there and the fact that um let me not mess up the names, Schoolcraft and WCCCC staff were on site as well as well as the coordinators from our own district.
It was really helpful to just have that kind of one-on-one access and I really appreciated the ability to be there. >> Thank you. And could you please fill out the sheet so we have um we're tracking that. Thank you. All right, we're moving on to our committee report starting with
student performance and achievement committee with Secretary Wester. >> Madame Vice President, we have not met since our last uh board meeting. Our next meeting is Wednesday, March 4th at 5:00 PM in this room. I hope that
everybody can join us. We have a full full agenda planned. Thank you. Next up is a policy committee that is falls under me. Um I'll give you a quick update in terms of the the debate the discussion that we had. Um we
were we were not able to get a lot of items to move forward to the whole board but the discussions were really thoughtful and uh meaningful. So just a quick update on the two providers two policy providers that we had presentations from at the last meeting.
Uh that was Trun and Johnson Miller Johnson. Let me get my notes out so I have all of the So the first presentation was by Tron Policy Service by Tron Law Firm PC and the second one was Miller Johnson Policy
Service by Miller Johnson Law Firm. We are looking to change our current policy provider which is Neiola. We've had multiple challenges as the board members know and the discussion today did not get us to a final determination in terms
of which policy provider if any we want to move forward to the whole board. So we've uh we took down some questions. Mr. Medun and I are going to do some uh deeper dives with those questions and those law firms and bring the policy committee back the additional information that they requested. So more
to come on that. We also reviewed policy 7510 use of school facilities. Um this had a lot of discussion and we asked Dr. Merritt to take this back to her team for working on the questions that came up during the policy committee.
The last policy we discussed was 2260.01 and this is um some minor changes through the OCR mediation process. This is a copy of section 504 ADA prohibition against discrimination based on disability. The biggest change was
the exciting news if you're waiting to see. The biggest change was if there is an OCR complaint, the US Department of Education Office of Civil Rights Cleveland office has closed and now we are um working with a Denver office. So we had to make that policy change on our
policy along with new phone numbers and any position that pertains with OCR complaints we had to make those changes based on staff change titles. So that is it. There are minor tweaks in terms of
um IDA is in the original policy IDIA we're just calling it IDA. So minor changes. You will get this in your documents to review for the next meeting, but it will come to the whole board for a full vote two meetings from now. So next meeting
you'll get to see the policy and look at it and then if there are no questions, we'll move it to the next meeting for a final vote. So a whole month process still. This is why policy takes so long. And our next meeting is Tuesday, March
24th at 5:30 p.m. Next up is finance and operations with Treasure Kho. >> So, we had a fantastic and super exciting finance and operations meeting uh last uh uh Thursday, February 19th, here in this room. Uh we discussed the
Chromebook purchases. They'll be on the agenda this evening. We also had a deep review of the Fairground playground upgrade. That'll be also on the agenda this evening. and the Discovery Middle School uh renovations that are happening. the we prepared and approved the community budget survey which was
sent out um starting I believe on the 20th so last Friday and that's for your opportunity to provide feedback to us about what is important in the budget process whether it be cost-saving suggestions whether it be investment uh uh uh recommendations anything that you
think that's related to the budget or the operating process are things to come in and we welcome any and all suggestions that come there. Um we also had a really really deep discussion about athletics and activities. Uh this was chaired by Dr. uh Vartanian Gibbs
and it was really gathering information on our athletics and activity programs at the high school level specifically at PAP and understanding the nature of those programs, the cost of the programs to families uh the equity that's involved in those processes. And it's
the beginning of a process that we're doing to try to make some meaningful adjustments and change uh to align some of the work that we're doing on athletics and activities because we recognize how important that is to our students. One of the things that really struck me in that presentation was that
nearly 6,000 programs are participated in by our students at the high school. Now certainly sometimes students participate in more than one sport or a sport in in an activity but it's touching almost everybody at that high school level and it's really a fantastic uh uh thing that we do and we really
want to try to improve some of the access to those programs as part of the process. So it's the beginning of that work and you'll see more as it comes forward to the full board, but we're finally moving forward on this process. Lastly, uh we did a review of the financial reports for the month of
January and just kind of keeping us up for that kind of review of those monthly financial reports and that process. Our next FNO meeting again, join the excitement here is Thursday, March 5th here in this me in this boardroom 5:00 p.m.
>> Thank you, Treasure Kho. Now, on to student voice in action with Josh. So unlike finance and operations, SBA actually had an exciting meeting. >> SBA weren't there. You can't you can't judge.
>> SBA focused on promoting healthier choices in a way that feels real and relatable for students instead of using traditional messages that simply warn that substance use is bad. We work to create posters that approach prevention from a different perspective. Instead of focusing on positive choices, real life
or instead instead focusing on positive choices, real life impacts and messages that students would actually connect with. So an example would be like instead of vaping and spending all your money on vaping, you could buy a phone or that sort of thing. Um to expand our reach, we also worked to share these messages through the school
announcements so the conversation could reach the entire student body, not just those who saw our posters. And then in addition, we followed up on questions around food and nutrition where we reviewed the responses to our previous meetings questions with the goal of better understanding more about our PCCS
food and nutrition services team um and addressing some of our concerns. Our next meeting is on March 16th at 4:30 in the Pioneer Media Center and I hope to see everyone there at our exciting meetings. And once again, SVA beats uh FNO. >> Yes, they do. and always
>> I want to commend Josh and Erjun for always doing a fantastic job leading the group, going through all the agenda items and staying on time. You guys do a great job. Thank you for your leadership. I know the students appreciate that. >> Thank you. >> Next up is a superintendent report. Thank you. This evening, I'd like to
give some updates about a few meetings for our community. I think it's important. I know that the 262 27 school year seems like it's far away, but it truly is time for our future kindergarten families to begin thinking about and planning for that transition.
We uh invite our community to join us forformational meetings. This will take place on March the 5th to learn about Young Fives and our traditional kindergarten program. You get to meet the staff, ask questions. Our sessions will be held at 2 o'clock pm at the
Plymouth District Library and 6 PM at the Canton Public Library. So, we're giving multiple times throughout the day in multiple locations to ensure that we meet the needs of our community. Registration will take place online on the enrollment page. That's pccsk12.com.
In addition, we're also hosting some preschoolformational sessions. They will take place on February the 26th. So that is this Thursday from 10:30 to 11:30 at the Plymouth District Library and February 27th from 3:00 to 4:00 and 5 to
6:00 at Allen Early Learning Academy. Again, you can learn more about our programs on our district website that is pccsk12.com. Also, we want to remind our high school families that our early middle college program applications are going to close
this week. That's February the 27th. Through partnerships with Schoolcraft and Washington community colleges, students can earn up to 60 college credits, an associates degree or certificate, and a high school diploma in five years. The tuition and the fees
are covered up to an allocated amount. So, that is definitely a win-win for our students and our families. To learn more about these learning pathways, uh you can visit Pep website that is pce.pccs. pccsk12.com.
Our park players are at it again with their fantastic performances. They are going to present steel magnolia this weekend. It is a story of love, strength, humor, and heartbreak that comes to the deo little theater as the
park players present this this amazing play. The stage adaption of this classic 1980s film follows a group of women in Louisiana in a beauty salon, the town's place to gather and connect. The journey captures both the joy and challenges of
life in a small town. Performances will take place this Friday and Saturday and again on March the 6th and 7th. Tickets are available at the door or in advance at the pcepparkplayers.com. Say that correct? All right. Uh I think
that uh Trustee Kho also talked about the budget community survey, but I want to just emphasize again as our part of our commitment to our dynamic plan, we're launching this annual budget survey for the 2627 school year. Again, this allows our family and community
members to share priorities and provide input on funding decisions. The feedback helps to guide district leadership in the board during the general fund budget planning process. The survey is open through this, not this Sunday, next Sunday, March the 8th at 11:59
p.m. And remember that we take the opportunity to share publicly and discuss in the uh regular board meeting in March the feedback that we uh deem from our community. So, we want to encourage all to take the time to give us your voice um so that you can help
form the uh m uh budget going forward. All right, that concludes for me this evening. >> Thank you, Dr. Merritt. We are moving to part E of our agenda and that's the citizens comments. We are going to go through the first portion of
the citizens comments and we have 30 minutes allocated for this section. If there are any additional going past the 30 minutes, we'll do those toward the end of our agenda. As a reminder, each person is three minutes to share their comments. We ask that people respectfully adhere to the time and
please do not mention any names when sharing your concerns unless you have that person's permission. If a comment requires a follow-up, Dr. Merritt or her team will follow up with you to address the concerns in the next few days. We appreciate your engagement and understanding in this process. So, the
first person that's filled out the form is Rachel Hayes. Good evening. My name is Rachel Hayes and I'm a member of the Canton and Plymouth Education Squad or CAPES. As public engagement in our schools continues to grow, it's important to be clear about why many of us are here and
how we choose to engage in this space. Student centered advocacy is not about ideology, political parties, or personal agendas. At its core, it is about safety, belonging, and accountability guided by care, facts, and consistency. It
reflects the belief that strong public education depends on both students and the adults who serve them being respected, supported, and valued. It asks a simple but essential question. How does this decision affect the students who walk into our buildings each day and the educators,
paraprofessionals, and staff who support them? That means looking beyond policies on paper to the lived realities inside our schools. Supporting students also requires supporting the people who create learning environments every day, ensuring PCCS employees have the tools
and backing necessary to do their jobs well. This work is relational. It develops through steady presence, careful listening, and respectful engagement, even when conversations are difficult. Public education works best when adults lead with courage and
empathy and when disagreement does not erode respect. However, being collaborative does not mean overlooking unacceptable conduct. When words or actions from those in authority undermine student safety, dignity or trust, they must be addressed.
Leadership carries responsibility. When that responsibility is not met, accountability requires us to speak plainly and expect better. Our participation reflects that commitment. Capes is a nonpartisan student- centered organization focused on constructive
progress. When decisions, whether local, state, or beyond, directly affect student well-being, educator support, or school safety, we will engage not to inflame, but to ensure that the well-being of children remains at the center of every decision. That includes
reviewing policies, advocating for stronger protections, and participating in the civic processes that shape our schools. As part of that work, CAPES will be involved in upcoming schoolboard elections, supporting candidates aligned with improving outcomes for all
students. In a room with strong opinions and differing perspectives, I hope we can agree on this. How we conduct ourselves matters. Students are watching. Educators are watching. The tone we set here communicates the kind of community we are building and who we
choose to stand up for. That is the commitment Cape Springs. steady presence, purposeful engagement, and leadership that supports the people within the system, always with students at the center. Thank you. >> Thank you. Next up is Deborah
>> Pink and Biner Pepper. Hello, my name is Deborah Pinkin Miner Pepper and I am a 30-year plus resident of Canton and a member of Capes. So, today I actually have good news to talk about, but we kind of have to start with what was the bad. Um, last year in
February, there was a directive from the Office of Civil Rights that called for restricting diversity, equity, inclusion efforts in our schools. So this directive was incredibly vague and it led to schools to make kind of their own interpretations and remove protections and change curricula. As expected, when
a civil rights office actually go works to remove civil rights, there were lawsuits that followed. Um, the National Education Association along with the NEA from New Hampshire, American Civil Liberties Union, with the ACLU for both New Hampshire and Massachusetts, and the Center of Black Educator Development
filed the lawsuit that last week was able to on just last week, Wednesday, resulted in our good news, which was that the univers the UN US Department of Education conceded, which means that and like what does that mean? But what that means is that the directive is
fully nullified which means that that ruling removes basically it's it it's like it never happened nullified it it's gone. So the ruling means that any work that to remove something that was that fell under DEI is no longer in effect and cannot be enforced. So this kind of rolls back any restrictions on the
education inclusion of uh race, gender and the values of DEI. So the president of the NEA defines DEI like this. Diversity is our uniqueness and our strength. Equity means that every student gets what they need when they
need it and in a way that serves them best. Inclusion means that all students are seen, valued, respected, and have access to opportunities and support. And I know that's exactly what our schools here in Plymouth Canton are striving to achieve. And I know this change was kind
of mentioned in the policy meeting and report out. and we're just looking forward to an assurance that any if there were any changes to the curriculum or any policies that those are all going to be corrected back to this new um standard as it should be. My favorite line in the whole press release is says something like this that we are once
again able to be celebrating the full existence of every person and I just think that is so beautiful and isn't that what we all want the full existence of every person. So today, I'm just very glad that we can all continue to work
toward that goal. Thank you. >> Thank you. Next up is Jennifer Kendraitz. Please help me. >> Kendraitz. Thank you. >> Hi, my name is Jennifer Kendraitz. This is
my first time here, so hopefully I don't stutter too much. Um, I just want to say good evening. Unfortunately, I wasn't able to make it to the last meeting where it was discussed about the walk out at um, the park regarding the ICE situation. I have a student there. He
opted not to partake in that as did many other students. And I just wanted to bring this to your attention because of his decision not to participate and to stay in school and do his work. He was later throughout the day called a Nazi and then was also told he was probably a
Trump supporter and should kill himself. Obviously, the kid that said that to him doesn't speak for everyone that was involved in the the protest and tried to keep it peaceful, but nonetheless, it was said. Um, I sent my children to school to learn not to be harassed for choosing not to participate in something
that has nothing to do with his education. My son was fine and I chose not to take any further action. But as a parent that is currently going through the proper channels of command with a separate incident at the park, it is becoming very tiresome. I am extremely concerned with some of the antics that are happening at the park. My hope with
expressing the opinion, my opinion, is that you see that not everybody was on board with that walk out and not everybody was treated with dignity and respect for their choices. I just want my kids to go to school, learn, and to be able to feel safe while they're there without being persecuted for making a
decision to continue their education. So, I wanted to say that, but I also want to say thanks for the coffee with Monica. I did go to that. I found it very helpful and hopefully um it continues because the night evenings work for us parents at work. So, I just want to say thank you. >> Thank you.
>> Thank you. >> Next up is Michelle Mustakis. Can I just say something first? I'm sorry that that happened to your >> Could you speak to the microphone, please? >> Sure. I hope this doesn't count for my
time. >> I just want >> It does. >> I just want to say that I am very sorry that that happened. That shouldn't have happened. We don't condone that. And every child, every student should have the right to do whatever it is that
makes them feel comfortable. And I I am sorry that that happened. Okay. Oh, darn. You started it. Okay. My name is Michelle Mustakis. I'm a Canton resident and a member of Capes. I want to thank Rachel for giving such a
wonderful presentation on CAPES values, goals, and core mission. I'm going to expand a bit on the support that we have for our teachers as they face increasingly hostile attacks that harm both our public schools and our students. Across our state, we've seen
organized efforts to challenge books, restrict classroom discussion, and publicly target teachers. National groups like Moms for T uh Liberty have been active in Michigan schoolboard races and policy campaigns, encouraging mass challenges to curriculum and
library materials. According to reporting by organizations such as Pen America, book bans and censor censorships efforts have surged nationwide and Michigan districts have not been immune. Teachers have faced accusations of indoctrination simply for
teaching established history standards or supporting LB LGBTQ students. Michigan law already provides a clear framework for public education. The Elliot Larson Civil Rights Act prohibits discrimination, including in educational
settings. Our schools have a legal and moral obligation to provide environments where all students, regardless of race, religion, gender identity, immigration status, or background, feel safe and
supported. When teachers are attacked for acknowledging students identities or for teaching the full scope of American history, it undermines that obligation. Let's be clear, disagreement about curriculum is part of democracy. But
harassment is not. Coordinated intimidation is not, and portraying educators its enemies of parents is not. Michigan's already facing a teacher shortage. According to state data, districts across the street struggle to fill certified teaching positions. When
educators feel politically targeted and unsupported, they leave the profession that hurts students directly. Tapes expects that any current and future board member will defend academic freedom and professional standards. Protect teachers from harassment and
doxing. Provide clear policies that shield staff from po politically motivated attacks. Affirm that diversity, equity, and inclusion. Now they can be are educational principles, not partisan slogans. publicly affirm
trust in certified educators educators and reaffirm compliance with Michigan civil rights laws and inclusive education standards. Thank you. Thank you. >> Next up is Daniel Okarma. >> I got a bad haircut.
That's your >> That's why I had the hat on. Um I think you may have seen one of my emails in regards to the start times at the schools. Uh background wise, I'm retired uh from IT and um for many years I'm a solution architect and um other than
that I'm doing independent research at U of M at uh in regards to AI and make no mistake there is a tsunami of technology coming and it's coming fast and it's going to be huge. And the reason why I enjoy working with the teenage students
and Josh hold me, you know, if anything is saying wrong because I've had him for class. Um, these guys are going to be at what I call the tipping point in the next 5 10 years. Um, you know, we're looking at uh right now as I know of at least two plants that are totally called
lights out. That means robots, lasers. There used to be 12,000 in that plant. There's now 2,000. That's what's coming. Okay. the my experience with the uh with the research in regards to uh the students at the at the high schools is that uh I marvel at how good they are.
Um they're more worldly than any other generation I've come up with. Uh the problem is they are sleepd deprived. They have a tipping point on Wednesday and Thursday. It's called brain fog. I see it. Okay. That means that if they're AMA is recommending nine hours of sleep
for teenagers, they're getting approximately five to six because I've asked the students how many hours they're getting for sleep. See, um what happens is it's not the Monday or Tuesday, it's Wednesday, Thursday, and Friday that you can see brain fog slipping. They're focusing lack of
focus, lack of concentration, students sleeping in the class. Okay. So, um with that, um it's an old topic. I know the uh the schools been debating it for years, but the start time is too early. Uh California has SB 328 mandates all
high schools in California will start no earlier than 8:30. Okay, that's the new science. Okay, this the teenagers have a circadian clock and rhythm and it says they like to stay up late and they like to sleep late. They also have an independent streak that's in their DNA.
That's why they want to talk to their friends more than their parents and they want to use their phone more than their parents. It's a it's an independent DNA marker that says time for you to leave the nest. That's what that marker is. So, uh again, for my cons my concern and consideration is that uh that we do make
an attempt at least an attempt. I know it's a complex problem with the logistics of so many schools, elementary and 25, but I think it's time for the change. And that's my Did I say I've had Josh for class, Josh? Am I okay?
So, so anyway, uh the only question I had at my Andy was when I bring this up, I don't know. I saw you have uh and your on the website you have process flows for if you take an issue up with the high school, but I don't know what it is with the board. So, if you could just
inform me of that or or update the the website with that. >> Thank you. >> Thank you. We will have somebody respond to you about your questions. Thank you. >> Next up is Lori >> Mayors. We go. Okay.
Hi, my name is Lori Mays. I'm a Plymouth resident, president of P Flag Plymouth Canton, and member of Capes. We are all concerned about the prospect of lawless immigration officials descending on and near our schools. We know our students
are concerned too enough to walk out during home room on February 4th. Some uh community members have suggested that students didn't organize the walk out that the teachers union must have put them to it. These people are
seriously underestimating the passion and commitment of our high school students. Here is one letter an anonymous Canton High School student wrote about their decision to protest. As a first generation immigrant, I know firsthand how difficult it is to obtain
not only a green card, but also your actual citizenship papers. It is not as simple as they make it seem. 5, 10, 15 years. That's how long and arduous it is to become a citizen here in the United States of America. While my family was
one of the lucky ones, the single mother who is fleeing her war torn country with her kids from Colombia does not have the same opportunity mine did. The family wanting a better life from Mexico does not have the same support that mine had.
So those who are saying do it the right way do not and will never understand what it is like to go hungry because you're scared you'll get kidnapped or killed for stepping outside to risk their lives so their children
could have a future and to be brave enough to dream. What the current administration is doing is cruel, immoral, and above all unconstitutional. They are actively trying to oppress our voices, make it harder for immigrants to
become citizens and terrorize our communities. No one is illegal on stolen land because immigrants make America great. We need to be compassionate and rise above the hate because everyone standing here is
still privileged enough to speak out. This is not the time to be silenced because ignorance is complicity. If even one person's rights are violated and taken away, we're all in danger. That letter was published on Instagram
last week. We know now that DHS plans to put a 500 bed detention facility in Romulus without notifying the city ahead of time and against the wishes of its city council. We ask the PCCS administration to do everything in your
power to keep our students and their families safe and to reassure our community that school is a safe place. Thank you. >> Thank you. Um that is all the comments forms that I
have for today. We will move on to part F of the agenda, administrative reports and recommendations, starting with human resources with Mr. Majun. >> Well, good evening. Um, today I'm going to provide you our annual um, high level
update of what's been going on in the HR department. This word again um um um our goals for this year are aligned to our two strategic goal. Goal A, that we will increase achievement for all students and to close the achievement gaps. And strategic goal will be that all PCS
students and staff will report they feel physically, psychologically, and emotionally safe and represented. Okay, these are the guiding principles we have of diversity and staffing. Um, we respect diversity. We celebrate and and know that we benefit from a diverse
learning and work environment. Um, and we also um recognize that students who learn, grow, and succeed in a diverse K12 environment will be much better prepared to take next steps in a diverse world. Um this is our staffing model. Um our
logic model. Um all of our resources, all our activities are singularly put to the goal that um all activities are designed to recruit, attract and retain exceptional staff. So everything we do, we do with that end goal.
So we'll get to the fun part, the staffing statistics. We here are very fortunate to have a highly educated teacher um um education um educators um in this district. 80 over 80% of our teachers hold at least a
master's degree. That's really outstanding. That that shows the commitment that our staff has toward furthering the education and being lifelong educators. In addition, this shows that our teachers years of service at PCCS.
Um we have um 35.6% of our um um staff are between zero and six years, but over 47% of our teaching staff have 10 years or more within PCCS. That's just the time they spent within our district. That does not count any time they spent
in other districts before they came here. That's outstanding. just to show the commitment our staff has to our district, our student and teacher demographics. This is something that we're continuing to work on. Um it is important that students are able to be taught by staff
that represent them. Um um we feel we've made some progress um when we compared it to last year, but there it's been um it's been slight. So for instance, last year our black staff made up about 3%. This year it's up to like 3.1%. And we
had a um increase in our Asian teachers. Last year it's about 1.8% and it's up to 2%. So nominal change but we are moving in the right direction. Again we want to highlight our hourly staff years of service by by hourly positions. We show the um which
percentage of them have over 10 years of service within PCCS. Again, we have and I we have um employees who are dedicated to staying within our district and we want them to stay. We want to make sure we do things to allow them and and make them want to always stay in our
district. So, um we have 816 active subteers within our um subpool within ED staff. It's important to note that 58 of those are sub substitute teachers are retired PCS teachers. That was a goal that we were trying to reach out to and we're
continuing we're having some success at that piece. Um we currently have a fill rate our billing fill rates are currently at 91%. We are still actively recruiting eligible teachers and identifying pair of professionals that can be qualified to substitute teach and and pull them into the ranks and we offer premium
long-term rates for those um positions um to to attract people to come sub in our district. So, this is our approved staffing for um 2526. Um we had um 1,11 teachers and professional staff.
Um we had 732 school district support staff and we had 64 school administrators with 33 central office and non-affffiliated. The central office non-affffiliated positions, the 33 are assistant directors and up. that includes core everybody from assistant director up to core. So it's 33 of those
64 in the in the buildings etc etc. You compare that for last year um the teachers that's a reduction of 21 teachers within the district as we're we're um trying to realign our um um teaching staff to our student population and we're down 85 85 um district support
staff. These are new hires and it's important to note these are replacements for retirements and resignations. These are not new positions. Um we can you know um my staff is hard at work making sure that we they've hired 60 teachers, 133 support staff, four school
administrators, and two central officer non-affiliated position. We are constantly striving to make sure we fill all holes as they become open. I I really hate these things. So staff retention strategies um compensation is not just how much people
are making. It's a total package. So we try to beef up certain things that we can. So for instance, our employee assistance program um our alliance is for our mental health. So that the people that need mental um they may need somebody to talk to. Last year um when I presented we had 196 people using that
service. This year for 25 is 323. So we have more and more people using that service. Our money line is something I brought last year. So we had mental uh we had help for people that what had they needed to talk somebody about what was going on in their heads. This is about people that need to talk about what's going on in their finances in
their pockets. And so last year we had 53 um cases um well the year before for last year with 25 is 183. So more and more people are using that moneyline service and they started a new service this January. We'll see how they come out where they do tax preparation for
1995. So they didn't have to use Turboax. Um we continue to analyze pay scales and we continue our dialogue with the unit of leadership. There's a new strategy we had this year. We've joined with the Michigan Educated Workforce Initiative. Um they have a
partnership with Harvard Graduate School Education. Um and at the state level um they wanted to um they reach out to a cohort of HR um professionals in big in in certain districts. We happen to be one of those districts. Um that if the
um the person the HR person could apply and get into Harvard. Um they wanted to specially train folks to help deal with the teacher shortage um problems within the state of Michigan. Uh and so I applied. I'm in that program. Uh, one of
the benefits it brings us free professional development to the district and it gives us access to the state as far as as we're trying to work on these problems of retention and um um and attraction for people into our profession. Um
on top of that they have a partnership with the urban schools human capital academy. Last summer um we attended national conference. It was no cost to the district. Myself, Dr. Merritt and Dr. England attended. It was a focus on national strategies for retaining and sustaining educators and we collab there's a lot of districts there but
some of the biggest big ones was Philadelphia, Los Angeles and Detroit. So it was a good experience for all of us and some of the things these are national retention strategies that came out of there. So targeted compensation, I kind of spoke about that earlier about
total compensation, leadership development pathways, wellness supports, and have flexible benefits models and we're trying to use that as a framework to for a lot of our strategies that we're trying to do going forward. So one of the changes for me and I I'm
I'm strange. I like medical I like the medical plans. So I'm I'm I have my hands deep into that piece. With the high cost of medical plans, we created four new medical plan options this year. Um, we also added cash and loo. Um, we have a that allowed lower cost entry
options and improved affordability. I will say on the new four plans that we created, there are 354 employees that opted for the new plans within a year. That is I that is a great numbers. And even the cash and loot right now, we roll it out
for the teacher side of thing. There are 78 teachers that have decided to opt out into that piece. Again, giving them choice and uh choices as to what's best for their family instead of us saying this all we have for you. This is how that supports retention. Again, financial stability for the
staff, a competitive advantage and reduce turnover basically because of benefit dissatisfaction. This is today this is going to be my favorite slide. The next slide is going to be my favorite slide because we've seen um changes in our
vacant positions. So last year at this time we had 17 teacher openings which was good. I mean we was applauding that. This year we have two. Um and the one of the general education one is not is a part-time position. And so again, I I
have to be proud of this work and um and my team I have to thank my team for the hard work they're doing to make sure when positions are um posted, they're filled as soon as humanly possible teacher recruitment office. Um I want to highlight the grow your own pathways.
Um this year we have three participants in the talent together. Um, but I'm real proud to say that last year, well, for this year, we hired two teachers out of the program because we we the district has had a partnership with talent together for quite a few years. So, we hired a math teacher and one ESL from
this program. We're also working with other alternative certification partnerships just to broaden our base and make sure we we're expanding that net as far as possible to get people to come to our district. Hourly staff vacancies. Last year at
this time we had a total of 52 openings. This year there was a total of 31 so far at the same time. So again that's due to the hard work of my um of my um team and um we are continue to make sure one day one day I'm going to come here and it's going to be like we have no open
positions. That's my goal. One day it say zero. And again we're trying to enhance retention efforts. Everything we're doing for the teacher side of things, we're also doing for the hourly side of things to retain people um different benefits, cash and l things of that
nature just to make the job more um um um where people want to stay within the district. Staffing goals for 2526 there's is quite simple. We still have unique challenges of staff and there's still a teacher shortage. There's a shallow people pool of applicants for
every position. We want to make sure we maximize the pool that we get. Um special ed is there's increased staffing needs there and is and that's and that's the um and that's the um positions where it's the least amount of people going
into trying to maximize what we can do with that piece and commit continue our commitment to hire a highly skilled and diverse staff for my future goals. I want we want to create more efficient processes to streamline work. Um we want we're looking at more alternatives to our
current HR database. I really really really really would love to get an online benefit enrollment system for staff and we trying to memor memory memor have all our district procedures written down talking right now. Um a lot of our procedures people know that that's what
we do but they're not written down. So we're trying to make sure we um make that happen. We're going to continue to implement and expand our wellness pro programs and continue our efforts to find qualified candidates to diversify our staff. And any questions?
>> Thank you. I will open it up starting on my left with member Almond. >> I have a couple of questions. Mhm. >> Uh I'm going to start at the end and I'm curious if you could tell us a little bit about some of the alternative certification pathways that you mentioned.
>> So you have the we have the we have the um so many now. You have the grow your own the grow your own program. So you got talent together. There's Wayne Risa has a pair to teacher pair to special ed. We actually just about to we're looking into another one that's going to
be in the um what's it the prek world where they have an early childhood they have a program that way there um then you I mean you have the other you have the alternative certifications as far as like um teachers for tomorrow um school
crowd has programs all those programs have alternatives um pathways to become um certified to teach and we're trying to utilize every one that we can to get people into the My other question is uh what do you attribute your fantastic success especially with the special ed teachers
uh recruitment because I remember that being a big discussion point last time. So kudos on the success but also like what contributed to it. I would I I think part of that has to be I think um our executive director of special education is helping with that as far as
making sure that we have the the teachers that we need for the positions we for the um type of disabilities we have. We're also doing um um using emergency um certifications and other pathways where you can get somebody that they're qualified to be in a special ed
classroom. Um and that has helped a lot. Thank you. And then I think it's my last question. Um but on slide eight where you had the difference in um the dem the demographics between the staff and the
teachers, >> could you and this might be board notes for later, but could you give us a comparison over the years on that data? >> Yes, I can. Thank you. >> Um I did it from I have it for last year to this year. I know that piece, but I would go back further to see what have
we done over the last five to 10 years if I can get it done. >> I would really appreciate that. Thank you. >> I think that's it. >> Okay. Thank you. >> All right. I I do not have any questions, but thank you. >> Thank you. >> Um I'll come back to mine. Let's go to
member Kiho. >> Sure. So, again, I really appreciate the progress on staffing. uh it's made a huge difference and you know commend you and the entire team for the work that that everybody's done throughout the district. I did have a question on the 14 paras um huge uh decrease in the
number of vacancies but we still have 14 vacancies. What's the breakdown of that those 14? How many of those are special ed? >> I can I will get you that number. I it's on the tip of my tongue and I can't get but it wasn't it was I think mo I may be
honest I think most of them were it's a combination of special aid and IP pairs but I can get you that data >> okay because I know that that's also times been a challenge for us and there's been a lot of great work to try to fill those positions so I'm just trying to understand whether those are the ones that we still are struggling >> right I will say what's happened with
help with the paras immensely is that first thing we did is try to make them more full-time jobs that had benefits so now instead of before we had a lot of 10 hour, 15, 20 hour jobs at the government of industry. So, we combined them into full-time positions and that helped stabilize a lot right there.
>> Great. >> So, >> and then the demographics comparisons, I think in the past, we've seen some demographics comparisons that included uh not just the teachers, but the uh the other staff level. So, whether it be administrators or um any other groups that you want to bring, if you've got
the information relatively handy, I'm not looking to make a lot of work for you. Yeah. But if you've got that handy when you're doing the comparison, that would be great. That's not a problem. Get it to you. >> I I want to echo my uh board members uh fellow board members um sentiments about
the great work that's been done. Um that slide that has just the two positions on it is is marvelous. as you said, um kind of a a riff on member Ahmed's question on that student and teacher demographic
slide, slide number eight. >> Um I know you wanted the last 5 to 10 years. Would it also be uh able would we also be able to get a comparison with some of our nearby districts as well or is that not possible?
>> I can see if that's possible. I might be able to through some connections be able to get some folks to get it for me, but you're generally bound by what's on available. That's what I was afraid of, but okay. >> All right. That's my qu that's my only question that other people haven't
asked. So, thank you very much. >> Thank you. >> Thank you for this hard work. Um I I'm wondering when when staff leaves are we doing exit interviews so that we know um why they're leaving especially paras and
special ed you know do we have data to say oh they're leaving because of this what changes can we make >> yes when when whenever somebody leaves they all they have the opportunity to fill out a exit survey um then even on top of that piece they can ask if they
want to speak to myself directly or even the superintendent's office, they have the option to do that to express whatever reason that they're leaving. >> Okay. Are we getting data from that? Is that helping to to >> It does help. I mean, that helps. And I'm going to be honest with you, having
I meet with like most of my hourly staff um union leadership on at least a monthly basis. And so I get to hear things that are happening. We try to work together to try to before it becomes a bigger issue. And I'm not I'm not going to sit here and say everything is perfect. It's not. Nothing is perfect and everything is a work in progress.
But as long as we're able to communicate, we're able to resolve. Some issues are common. Some issues they bring in me. You know, we never thought about that piece. And so we'll make adjustments based upon those conversations. >> Thank you. >> Thank you, >> Josh.
>> First of all, I want to commend you on all your hard work. Um, in regards to special ed, um, just for context, I'm in the peer-to-p peer classes, um, where we work with the special ed kids. And I personally know a lot of seniors that are actually because of that class looking into special ed and going into
special ed. So, with that said, >> I would suggest that you you capture them. Yes. >> Um, whether that is >> Yeah, I mean, I don't figure out I would recommend you figure out a way to capture their data. Um, or not their data, them, and get them here. Um,
and yeah, I mean even if I like if I wasn't going into engineering, I would go into special ed and I never saw that coming. So, >> it's like a really not only is the class amazing, but just the whole field. And I think >> it's also a really challenging thing. Um, so I understand why it's hard to hire, but I
>> just because of the class, I know there are I I would at le tenatively probably 15 kids that are going into it that I know. >> So, and that's a big number. >> And that's one of the beauties of the peer-to-peer you while you have that piece. you get to get, you know, it's it's every district I know about that
has those programs. I mean, the kids, everybody just raves about it. So, it's great that it's having that kind of positive influence on on the students. >> I have to echo that. I just had a class this week in music and with the peer group. >> Yeah. >> Excuse Sorry. >> One of the most beautiful things.
>> Sorry, we don't allow public comments during a discussion. >> Thank you. Sorry, >> Josh. Any other questions or comments? Um, just one on slide 11. You don't have to go all the way back. You said that I >> I heard it with Speedy. Um, I I think
you mentioned that we're down 85 support staff. >> Yes. >> Could you explain that? >> I think part of I part of that is because of the combining of part-time positions into full-time positions. And so, so for instance, let maybe you might have had three positions to fill one
person's position. now with one person doing it's easier to find one person for full time than just find three separate people to take three separate segments. So I think that's the biggest piece of that and I mean and honestly we are we are trying to realign the district as a whole to the needs of the of our
students and um our students. So I think that's going to continue as far as that goes. >> Thank you. >> Thank you. >> Can I ask one more question? >> Sure. Um um is there any way of getting just exactly just how many teachers we have like just like the amount of
teachers like just that number? It doesn't have to be right now. I know there's teachers and professionals but just teachers >> when they say teachers and professional that's social workers that's all the teacher group. So it's a 1,1001, >> right? But I mean like all right then maybe then classroom teachers specifically more like classroom
teachers. >> Okay. So again, um, echoing my board colleagues congratulatory on the teacher vacancy position slide. That's huge progress. Thank you for all that you and your team
did in getting this. Um, having talked to other districts, I know that not everyone is as fortunate as we are to be in in that situation. And then when we look at slide 22, I do echo member Kho's uh question in terms of breaking down
pair of professionals to see where is the biggest need and how do we close that gap. >> But I also want to lift I believe it was member Voss's question about >> the demographics or I'm sorry exit
interviews. So the question I had on my notes as you were doing this is what is our retention rate year-over-year? So maybe over the last five years, what's the retention rate? And then do you notice any trends with the folks that are leaving in these exit interviews? Um
if someone's not willing to talk to you, are there other ways that they can share information in in terms of writing? And then do you have demographic breakdown data on the people that are leaving? Okay. >> Um I can get demographic data because we
can look at the folks who have left over the last few years and see what they have identified as. So we can definitely get that piece. Um >> people are are in their exit interviews. They're kind of explicit. I mean as to
as to why they're, you know, if they have a valid reason. A lot of times it's um it could be as simple. It could be money. It could be I got a position closer to where I live. It could I may be honest. It could be I couldn't again sometimes too blunt when I speak
so it could be like I don't like my principal. I don't like such and such. All that information is compiled into a Google sheet and then we look through it. Now we tend to see um the last thing happen quite often then it's going to um we have to look into okay why is it happening particular if it's happening
in one place over another place. money is is going to be what it is. We're going to have to keep making sure that our again a target compensation that we're talking about the total package is competitive with everybody's. So yes. >> So you are looking at trend data in terms of if something's happening
>> in a particular building or a particular area that you are looking at how to fix those things if there's a sort of a broken system. >> Yes, I am. >> Okay. And as far as the teachers go, I can I can honestly say I'm on the phone
with JJ, the president of the PCA, and probably Seth, the uniserve, on a daily basis. We stay in contact, not just through negotiation season because we just that's just how the vibe has gone where we trying to make sure that when problems come up, we're able to deal
with them before they come bigger. So, >> right. Thank you. And my last comment is really on the student teacher demographics. I know I say this every year, representation matters. I applaud you for the the small increase. Um but I do think we need to do more faster and
better and whatever you can do. I don't know um what you know this is your world, but if there are other ways that other districts are sort of meeting the need of all needs of all of our students, maybe learn from other districts. I think somebody asked what's
the breakdown with other districts? >> What can we learn from others? I'm going to also share it's not just HR's world, it's all of our world. >> Everybody's responsible for enrollment. Everybody's responsible for staffing. So, as we are all key ambassadors to
Wyatt is a good place to work. >> Um, recruiting in your different spaces in terms of what you know, we have the website, what's available. >> So, I just think HR is part of the process to bring people on board, but I want to make sure that we know that's that's not a silo. We're all responsible
for this work. >> Agree. And I have a math student in EMU working her way out of the university. I told her to apply here first thing. Oh yeah. So yes. >> Another another thing I wanted to say to that piece when we was at that conference in Philly which diversifying
the staff was a topic that every was 30 40 districts at that conference. Everybody was everybody was struggling with that piece and we all shared we started sharing things that so I got some ideas from some new ideas I hadn't thought about that we'll look into but
it is something no one has found that magic pill yet. >> Okay. And I just want to um thanks to Josh for bringing up that great idea of you utilizing those students to maybe go into special education. see if there's a pathway we can build a partnership with
the university, get them to be partially funded. I don't know, whatever. Be creative. But I think that's a great opportunity for those students to go into education. >> Well, and if I can add on to that, too. Um, I know a couple students that are actually looking into like getting paraserts over the summer. Um, and
they're very not short programs, but you could do it in like a summer if you work really hard at it. So, that could be a sort of partnership >> possibly. So I would definitely look into >> is it a pair oferts? >> I off the top of my head yes but I would I would have to look >> qualified. That's a
>> maybe not I don't I they were there was some sert I'm sorry it's slipping my mind but >> I'm asking if you know what that is let me know if it's some if there's a chance that I can uh either help assist them or steer them right you know in some way to make if they want to if they're look
interested in Paris I have 14 positions. All right, Josh, find out more and then you can send it to um Dr. Mara and then we'll forward it on to Mr. Majun. All right. Uh thank you so much for your hard work. Appreciate the update. We are
now moving on to finance and operations with Miss Minnik. And we have a first reading. Thank you. Uh first on our agenda for facilities and operations is award for a bid package EL5A Faren Elementary
playground. Uh as part of the 2020 bond program and in addition to the current remodeling and building addition at Farand, the playgrounds there will be reconfigured, the equipment will be replaced and ADA accessibility will be expanded. In that regard, then sealed bids for the
Fen Elementary playground equipment installation were received and opened on December 5 and equipment pricing was also obtained through the Omnia Partners Cooperative Purchasing Consortium, which aligns with previously approved 2020 bond equipment. The project team conducted post-bid interviews with the
low lowest qualified biders to review scope, schedule, manpower, and materials. And the total recommended project cost is uh $1,581. Is that correct? I think we might have a typo. I apologize.
>> Proof read that. >> That's correct. >> Yes. Thank you. $100,581.30 to be funded with 2023 bond funds uh with completion by the start of school in the fall. This item was presented at the finance and operations committee
meeting held on Thursday, February 19th. And we have members of the bond team here this evening to uh review uh to walk us through uh the playground reconfiguration and upgrades and layouts. Thank you. >> Nick Tindle. >> Good evening. My name is Nick Tindle
with McCarthy and Smith. Uh here with me is Brian Gessimon, uh Anna Reed with TMP and then Matt lens with the district. I will turn it over to Anna for a quick minute uh to kind of talk through layout uh some schematic photos and then come
back for budget. >> Hi everybody. Thank you for having us tonight. Um so on the screen here you see an overview on top of what is the current um Farend playground area. As
you can see our um addition for Farand impacted the ball field here. um this ball field was in disrepair. So, as part of the new scheme, um this old ball field is being um uh turned over to to
grass and new play surface and one ball field is being provided for um over here on the east side of the school. um upper and o lower elementary playgrounds. This is upper elementary, this is lower
elementary, have been moved completely to the west side of the school, so better supervision. Um and as well as consolidating those areas. Um there's quite a bit of um equipment that's going in over here
that's both accessible and fun to use. Um all of the swings for those have been relocated to the same size. Uh they're new swings but uh in the same quantity. And then we also have a um two to five
playground here as well. So there will be some swings um and similar play equipment. We've also increased the drainage at all of those play areas to help with some of those flooding issues
and provided a paved path in this sorry back. Provided a paved path in the in the lower uh lower L. So here you'll see um this is that upper elementary school playground. And I apologize, this is
sideways. Um, the building is here along that black top surface. Um, here are some renderings of what the play equipment looks like. This is upper L. And then this is that um two to five
area here. So there's also a pavement helping with the drainage along the building as well as accessibility paths out too. And here are some renderings of what that looks like as well. I will turn it back over to Nick for
construction and budget. Uh so as far as overall construction, this would be over this summer of 2026, this upcoming summer. That would start once school was released uh at the end of the school year and be complete by the time that school returns uh for that fall
semester. As far as the bid summary, uh so we like Jill said, we did get consortium pricing for the uh playground equipment itself. Uh that was through uh Sinclair Recreation who we have used on previous
projects. Um as well as the playground install went out for bids from contractors. We end up getting two proposals. uh the low contractor uh being Michigan Wreck um who we have used around the district as well. Uh overall
playground budget was 900,000 base bid total was 1 million uh $53830. Um overall with the consortium pricing then total with the two bids uh was three bids total.
uh the playground installation. We have one contractor kind of doing all of the existing demo, all of the site grading that would be responsible. Uh they will install the new drainage underneath the new playgrounds. Uh do all of the new
work associated with that new baseball field. Uh installing the material uh the new equipment uh supplied by the other contractor. um and kind of doing the full scope of the whole project. Um it's what I have
for fair and playground. Are there any questions? >> Thank you. I will start with Josh and we'll go around this. Oh, hang here one second. >> If I just may add, I apologize for the misstatement. The total bid is not to exceed 1,581,581.30.
Thank you >> for the record. Thank you. >> I apologize. Thank you. >> I have no questions. Thank you. >> Okay, member Ross. >> No questions. Thank you. >> I have just one question for my own understanding. On slide number nine,
there is a butterfly shaped piece of equipment. What is that? >> So, this is part of a ninja warrior course. So, the kids can use their feet to >> hop across. You'll see the other
components there in the background. Thank you. No further questions. >> So we discussed this extensively at FNO and one of the things that had happened is we had a parent uh from uh Faren there as well as from the PTO there and
they had some questions and concerns about the collaboration and the process for this because there wasn't feedback to those organizations. So, we rearticulated at that meeting that the playground equipment that we're doing across the uh elementary schools is
generally consistent, but each school gets its own local flavor around a couple of things. One is the number of swings. You'll notice the incredible number of swings that are here. It's because this there is that many swings at Faren and those kids love their swings. So, they're not trying to remove
the swings. The swings are an important part of the Fen uh school process. The other thing is is there's some of these interactive elements that you can see um on these things that they'll have some choices that they can change what happens in those panels, but in general the equipment is consistent for what we
have across our our elementary schools and that and that work. So, I just wanted to provide some additional context for the the board and the community around this that there is o there will be opportunities to provide some feedback on those interactive um uh pieces and that some of the big concerns that people had is the the flooding that
they've had and the drainage and everything else. And they were all super excited to see those things are taken care of. There was a good discussion that we had around some of the basketball nets and trying to address those and I think those things will be incorporated in the final design. >> Okay. Thank you.
Member Peard. >> Oh, no. I do not have any questions. I was there. >> Okay. Member El, >> no questions. Really good to see this and I'm glad we're protecting the swings. >> Um, just quick, thank you for explaining the swings because when I saw that I thought, wow, that's a lot of swings.
Um, just on maybe it's my eyes, but on the first page, we have 1,000 581 and I believe that's 1 million. So, >> yes. >> Right. the the period should be a comma
>> so that it will read $1,58130. >> Okay. Thanks. Thank you. >> That's the only change edit otherwise. Thank you. Great work. >> Okay. We have one more first reading and this would be bid package MS3 Discovery
Middle School. >> Thank you. Uh, as you mentioned, uh, as part of the 2020 bond program, uh, seed sealed bids for remodeling at Discovery Middle School were received and publicly opened on February 4th with representatives from the district, uh,
AR architects, and our construction management group, as well as interested bidders. The project team conducted post bid interviews with the lowest qualified biders to res to review scope, schedule, manpower and specified materials and where the apparent low bidder was incomplete in scope or unable to meet
manpower requirements. Alternate low biders are recommended. The total recommended project cost is $4,451,544 to be funded with 2023 bond funds. And this item was presented and reviewed at the finance and operations committee meeting held Thursday, February 19th.
>> Thank you. Uh so as far as Discovery Middle School, we'll start off with the scope. Uh so the scope for here is selective lighting upgrades, mechanical upgrades, carpet replacement, uh corridor ceiling replacement, life
management ren uh life management renovation, toilet partition replacement, media center renovation and parking lot replacement. I will turn it over to Anna real quick to talk through the rendering.
>> Thank you. So, I think that um Nick covered a lot of the scope really well. So, we have a large remodeling of that life skills area. We've got a similar remodeling as we've had at the previous um schools for a media center. Um and
then we also have special education upgrades as well um as some of the various other scope that was mentioned before. So, as far as overall proposals, uh the spreadsheet you see on the screen right now is kind of a list of the contractors that we would recommend uh for your
consideration. Uh there is one contractor that we ended up going with the second low bidder. Um which is that bid division 140 142. Typically, that is two separate bid divisions. Uh we interviewed the low contractor for the
HVAC portion. Um through that post bid interview um we talked through available manpower kind of the process of how we were planning on going through the summer construction work. Um our team decided that uh that low contractor we
would not be re recommending uh it was not a contractor that we had specifically worked with before. Um, and as a McCarthy and Smith in general, uh, we also have them on two other, uh, fairly decent contracts for the summer. So, all
of that work would be taking place at the same time. So, kind of from those, uh, conversations, uh, we felt it was, uh, best to go on with Long Mechanical. um they had a combined bid uh number
that was submitted during bid time which made them lower than the plumbing contractor and the next HVAC contractor. So that's kind of why they're there. And if you look through the uh bid tabulation at the end, they're not necessarily second, but um it's because
their number was their combined bid number. Uh overall had pretty good turnout, received 55 bids. uh throughout this process. Uh the slide you see here again those contractors on the left side kind of some of their breakdowns.
Uh let me get that sheet out. So, out of our uh 55 contractors, we had two that were womenowned businesses, one minority owned, 18 union, 38 non-union, uh and
zero with other affiliations. Uh so, you kind of see those there. And then on the right hand side, you see these alternates. Uh alternate one like we have done at previous uh projects throughout this bond is LED lighting replacement as part of base bid is light
or lights within ceilings that we are reworking whether it's grid and tiles whether it's just tiles. Um so that number is already figured in the base bid number. This is uh up and above that basically the remainder of the school
what would it cost? Uh so there's the numbers from those contractors. Alternate two is the existing life management room. So uh a part of the scope page was the life management being part of the original project. Uh that is in review with the state of Michigan
right now. Um there are an overall venting system for that room. Uh but if by us doing the work triggers a state of Michigan review or comment that says, "Hey, because we're doing work in this room, we have to get individual vents
for all of these stoves." That'll be vents that each have to go through the roof. Uh that would be a lot more than obviously we have scoped for the project right now. Um, so if that does happen, then we have pricing from each of those
contractors to take that scope or that overall life management room scope out of the project as a whole. If we get a review back from the state of Michigan that says, "Hey, uh, we're good with what you guys are doing in here. We're not going to require the individual venting," then we would proceed,
therefore not accepting the alternate two. Uh, alternate three is t the tennis court outside. uh that is called to be a mill and cap of the existing tennis court um with a tennis coating over it
uh similar to what we have at the park and then those game lines and a new set of posts and netting. Uh and then alternate four is mechanical room D200 to D202 for the summer of 27. So I will go back a slide
if you could scroll this up just a little bit. Can I go back to that other slide? Oh, >> to the floor plan. There you go. So, this hallway to the north, I'll call it to the east and to the south, this
little blue portion in each above that is a mechanical mezzanine. Each of those have one air handler in them. Um, we had that scope as well as above the locker rooms at the gym. There are four
air handlers in there as well as two boilers and some other work within that boiler room. That is a lot of work to do over one summer. Uh, when we went out originally for this project, we had gotten that comment from a lot of contractors. Um, so try to get a little
bit more involvement from all those HVAC and plumbing contractors. We decided, let's do the main uh mechanical room and the boiler room as summer 2026 part of base bid. Let's break those other three out. That way uh if the budget so
allowed us to, we could then include those in this project. Um if the budget came back over, then we had the opportunity to not accept those portions. Um, as far as kind of breaking out the main mechanical room versus those three, uh, we had kind of worked
with the district on what units needed to be serviced sooner and which ones do we have the opportunity to maybe push off a little bit um, without having to replace them this minute. So, that's kind of how we came to those uh, four
alternates. Um, so as far as uh our overall construction budget, our budget was $4,28,867. Base bid pricing came in at $4,298
and uh 2,298,544. Uh we would be recommending the alternate three uh tennis court added to be added in uh as the only one to be added in um for the cost of 153,000 for
a total of 4,451 or $451,544 or a variance of 242,677 as far as the overall construction schedule. So for the renovation, building
renovation, so the interior portion uh would be summer of 2026 again starting the week after school let out uh for summer break and then being complete before uh students return for that fall semester. Uh and then the parking lot
replacement again kind of once that main majority of the staff is out uh kind of get whatever items we need moved out of the building then starting that parking lot replacement uh as well as that being done before the beginning of school next
year. Any questions for Discovery Middle School? Okay, Miss Linnick, did you want to add anything before we go? >> No, I'll set. Thank you. >> Okay. All right. We'll start with member Ahmed. >> No questions. Thank you. >> And I don't have any questions. Thank you.
>> Again, we discussed this pretty extensively. Um these tennis courts, the question is why we were including these um the tennis courts are are used in the uh fizzed program in both the spring and the fall. Um but they're also used by the community. So there's a benefit that
we get in both places around this. And when we compare the cost for this renovation as compared to what we had to go through um at the high school to redo those tennis courts, this is a bargain. Um one of the things that's happened is because they did a soil sampling underneath there and the soil sound for
this and it doesn't require a lot of remediation. That's why it can be just a milling cap. So we're excited about these things. The thing I would point out for everybody is is this is actually already over budget um based upon our original estimates and if we also need to replace those air handlers in next
year or a few years out, it's going to be more money. So, that's going to be things that we'll continue to have conversations around around our bond projects and the increased costs that we're seeing uh in keeping our facilities uh maintained and up to date. Thank you. >> Thank you.
>> Very thorough presentation. Thank you. No questions. >> Thanks. No questions, Josh. >> Thank you. No questions. >> All right. No questions for me. Great work. Thank you. >> Thank you. >> All right. We are now moving on to action item number 26-02-44.
I need a motion, >> Madame Vice President. I move that we consider approval of a resolution for uh Chromebook purchase. This will be a first and final reading and it's action item 260244. >> Looking for a second. Thank you. It was moved by member Kho, seconded by member
Wester. This is for a first and final read on approval of a resolution for Chromebook purchase. So, who's going to give us an update on that? >> I will introduce the topic, please. >> Uh, as an overview, in 2018, uh, we
purchased sixth generation Apple iPads for the lower elementary levels, uh, in young and that model has now reached the end of its useful life. those iPads. Uh the iPads in the Young Fives and kindergarten classrooms are scheduled to be replaced with ninth generation iPads
that are currently used in the first grade. So they'll be transitioned over to the kindergarten and the young fives. Uh but then those iPads in the first grade will be replaced uh with a scheduled replacement of new devices at the start of this coming school year uh
as part of the 2020 bond program. So we have been piloting Chromebooks in the first grade classrooms in two schools this year and feedback feedback from those teachers has been very positive with strong support for transitioning to Chromebooks as the primary instructional device uh for
first grade throughout the district. So to support a full transition, the recommendation is to purchase 1,25 D1s 2in1 Chromebooks through the REM save cooperative purchasing program at a cost not to exceed $477,240
funded through the 2024 bond program. These devices will come with protective cases and a comprehensive 4-year warranty with accidental damage coverage. This model was released last year and it is supported for automatic updates through 2035. So, we expect to have these Chromebooks in service for
about nine years. Uh, this item was reviewed by the Finance and Operations Committee at the Feb 19 meeting and is being brought forward for your consideration for approval this evening. And of course, we have Mark Salzer, our director of integrated technology systems available for any questions that you may have this evening. Thank you.
>> Okay, we'll start with Josh. >> I have just one question for the twoin one aspect. I'm assuming that means that it can kind of flip into the tablet, correct? >> Correct. Yes. Okay. Yeah. Um, and that's great for the elementary kids, especially if they're going from tablets to Chromebooks. >> Thanks. Thank you, >> Member Voss.
>> Um, I'm wondering, are there specific learning needs that the first graders have that require a Chromebook over a simpler device? >> Um, so they've had up to through this year, they've had an iPad uh for the last, you know, 10 years. Um
so they uh the Chromebooks were seen to they could log into them easier. Uh they could be managed by the classroom teacher easier. So there was less staff um support needed to get them on. Uh they were um you know a little bit
bigger screen. I there there were a number of things. It was they asked the kids which do you like better? you know, we had a lot of different ways to identify, but yeah, the the the the websites, the the digital resources that we use um are fairly similar. There's
nothing, you know, that isn't possible on the Chromebook that uh is on the the iPad. So, I I I don't know if I'm responding to your answer, but um they've been doing all their normal curricular um expected work this year on
Chromebooks in two of the schools. um with uh it's it's going well. It's going really well. That's and and NWA testing, you know, the different things we've been you you normally see in different uh points in the year. They're it almost
well, it always is favorable keyboarding where they they they're starting to learn that which positions them for upper L to be better positioned. Yeah. we're seeing and the teachers all said this this is a help and they uniformly
we had they were in six classrooms they all said our preference would be this in fact one teacher two teacher one teacher said I don't want to go back to iPads so she was um and the other one I have to look at the survey but I remember it was quite a a very um strident
encouragement for us to consider these >> does that help >> yeah um you've kind of answered I I was wondering if there was like measurable um instructional in instructional improvement and it sounds like in those
classrooms those teachers had >> correct. I mean I yeah that that's their perception and uh I well we I'm sure over time we'll see more but I that's what I have right now. >> Okay. Thank you. >> Yeah. You're welcome. >> That was my main question too is what were the advantages? Um, as I understand
it, the Chromebooks are less expensive than the iPads, too. >> Uh, no, not quite. I mean, it's uh um the price point, I think, is within 10 or 12 dollars. It's not it's not a dramatically, you know, big savings. So,
I mean, it they're they're on on par. >> Okay. >> All right. Thank you. Yeah, I think Miss Mick may have said in when she was reading it there was the 2024 bond. It's actually the 2023. Um >> Oh, I apologize. Yeah, maybe I misheard it, but that's what that's what I heard.
Just want to clarify for everybody. It's 2023 bond. >> Uh the other thing I've mentioned for the rest of our board members is this is unusual because we're bringing it through forward as a first and final. Uh normally we try to bring these as a first read and a second read. There's extreme pressures on technology
especially around memory. Um and so we're seeing concerns where devices disappear and they become no longer available. Um we know we have a commitment of this through I believe the beginning of March, but it would actually be before our next board meeting. So we're uh agreed to bring
this forward as a first and final as part of that that process. Okay. >> And maybe just to tap on just for a moment and thank you for lifting that. Uh when we met at FNO on Thursday, five of the REMC awarded um Chromebooks had
been pulled and this week another one was pulled a Lenovo uh from CDWG. So it they this is definitely a thing and um and we do our our quote is through March 3rd. I'd like to get it in if possible
so that we can lock in uh at a at a at a better price than we will have to invariably pay if we don't. >> Okay. >> I just I I also at the meeting expressed just concern on the amount of screen time that kids have because there's a lot of studies right now that I've been
seeing and reading and hearing. And so I I'm because it's first grade, I'm a little kind of maybe against it, but I appre I know you work hard and I if you know you do a really good job in finding everything and and that too. So um but I
still I I I don't see our grades or or some of our reading and some scores in Michigan as a whole and I I am not convinced that that that's the way we should continue. So I have a hard time with that. So I
just wanted to express to you though you are a hard worker and I appreciate all you do. Oh, and thank you and and I think so we are trying to um we are um coalesing different stakeholder groups to explore those kinds of topics because we are also aware there's an aware
there's a growing awareness that um too much of a good thing is not a good thing and and we really we want want to focus on the quality of the academic experience and so we we are going to have um sober conversations I'm hopeful
uh with families and with our staff to try to identify and ensure that we're choosing the right experiences. And probably it will uh result in some limits or some recommendations around the amount of screen time as well as the
kind of screen time that's experienced. So I appreciate your re you're lifting this >> my concern. Yeah. >> Thank you. >> Um member Peard lifted what I was going to say. So I have nothing. Thank you and thank you for being so cognizant of the
tight window to purchase these. So appreciate that. >> So I'll add um as you've shared, everyone else has shared the growing research on kids, younger kids with screen time and the wondering is how what's the balance like and this may be
more of a question for Dr. and her team with regard to how it's being used in the classroom with the balance of face-toface um interactions, hands, writing um in terms of the research that shows writing, you know, um gives you
more of the brain connection. So you all I mean this is your world, you live the academic world, you live the research world. I'd love to hear more from the academic side in terms of how are you balancing that to ensure that our students are getting a truly well-rounded education knowing that some
of the research that's coming out is raising alarms with how much screen time kids younger kids are exposed to. So I guess maybe in boardnotes if we could get a maybe an idea of how often these are used and for what purpose.
of course. Thank you for all that you do and saving us money and getting us great products. >> Sure. And I I'll say it's actually all kids. I think that there's an awareness that we we we maybe have over done it. So I I think we just need to find the balance but also the quality
experiences. It's it's it's a combination that we need to be working on. >> Yes. Great. Thank you. >> All right. So do we have enough conversation decision to make a first and final vote? Okay. All in favor say yes.
>> Any oppose say no. >> No. >> Okay. Motion passes. Six to one for action item number 26-02-44. Six to one. Yes. One. >> 5 to one. >> Lauren's not here. >> Oh, I'm sorry. I think there's a person
here. Thank you. >> Five to one. Five yes. One no. All right. Uh, we have a final reading for action item 26-2-45. I'm looking for a motion. >> Madame President, I move that, Madam Vice President, I move that we consider
approval of a resolution for bid package T13, I'm sorry, T12 - uh network infrastructure and uh structured cabling at Galamore Elementary School, Hoben Elementary School, Discovery Middle School, Salem High School, and the PF
athletics. This is a final reading and the action item is 260245. >> Looking for a second. >> Second. It was moved by member Kio, seconded by member Ahmed. >> We discussed this pretty thoroughly at the last meeting. Any other questions? Last minute questions, concerns. Okay.
Going to call for a vote. All in favor say yes. Yes. Any oppose say no. Okay. Motion passes 6. I have another final reading for action item 26-02-46. I'm looking for a motion. Madame Vice President, I move that we consider approval of a resolution for bid package
T13, technology related to additions and renovations at Gallomore Elementary, Hoben Elementary, Middle Discover Discovery Middle School, Salem High School, and Peaceep Athletics. This is a final reading. The action is 260246. >> Thank you for a second.
>> Second. >> Second. >> Okay. It was moved by member Kho. I heard member Bicard first, seconded me by member Bicard. Again, we discussed this in detail last time. Any other questions before we vote? Okay. All in favor say yes. >> Yes.
>> Any oppose say no. Okay. >> Motion passes 6. >> All right. One more action item 26-02-47. I'm looking for a motion. >> Madam vice president, I move that we consider approval of a resolution for a district fiber maintenance service contract. This will be our final reading
and the action item is 260247. >> Looking for a second. >> Second. How about we'll give it to Miss Voss. Um it was moved by member Kho, seconded by member Voss. Any questions? Any additional questions, comments? Member Kiho. He's I see that you're no.
>> Okay. All right. I'm going to call for a vote. All in favor say yes. >> Yes. Any oppose say no. >> Okay. Motion passes 6. We are on to letter G. We have no additional citizens comments for overflow. Uh we are now moving on to the discussion phase of our
agenda. Um, I don't have any discussions from President Christensen. >> Just a reminder of close session uh next Tuesday, the second Monday. Monday the second day. >> Monday the second at 5:30.
>> Okay. All right. We have uh board follow-up items and we had two that I believe have been covered in board notes. One was after the presentation for student and family engagement board members expressed interest for receiving data
that reflects the impact of the department's initiatives. I believe we all got that. And if you have any further questions on that, please email Dr. Merritt and President Christensen if you need to dig in deeper for that. Um, last week member Kio and I asked for
yearly data from 1994 to present showing states per pupil foundation allowance corresponding to FTE and that was covered in board notes as well. Okay. And I think there's a couple of questions from this meeting. I know one I asked about um the balance of screen
time versus non-screen time for instructional use at the elementary levels for devices. I believe member Kiho you had a question. It's actually I think member Amed's asking the question around the the demographic data um and
wanting to have that be for prior years and I piled on by asking for it to be broken out not just by the teachers but also by the other u uh staff or the other groups that we have. >> Okay, >> I think that was >> member did did that cover your question? >> Yes.
>> Okay, Diane, did you get both parts of that? Are there any other follow-up questions that came up today that we need to have written down? >> I asked for just how many actual classroom teachers. >> Oh, that's right. Like, you know, professional professionals. >> And then we'd also asked about the
number of vacancies uh in the paras >> breakdown of par vacancies. Okay. I'm going to wait till Dian gets all of that to see if there's anything else. Okay. Any other questions to add to followup?
All right, we are at the end of our agenda. We will adjourn at 8:46. Thank you everyone.