Thank you. Uh this evening, it is with a heavy heart that I share that one of our colleagues and friends, Julia O'Hara. She's a former Bentley Elementary School student support coordinator. She has been an ELELLL teacher in our district. She was a teacher at Ericson as well.
She passed away peacefully with her family by her side o over this weekend. Anyone who knows Julie knows um she had such a gracious spirit and a patience and a true champion for students. Um and uh this this battle or this fight has
been a long year for her, but she handled that with grace. Um and she is one whose legacy will continue to live on throughout PCCS and our community. So I would just ask that you keep Julie's friends, family, her students, the
school community, her colleagues in your thoughts and your prayers um through these difficult days ahead. And I would like to ask that everyone join me in a moment of silence at this time in honor of Julie. >> Thank you questions. Thank you very much. Okay, I
am officially going to call the meeting to order at 7:04 p.m. Um, thank you everyone who's welcome or welcoming us in person and joining us online and streaming later. Um, I'm President Christensen. I'm going to ask my um, fellow board colleagues starting to my
left to introduce themselves. >> I'm Ahmed. Welcome everyone. Thank you for joining us. >> Hi, I'm Cheryl Pequard. It's nice to see everyone. >> Good evening. I'm Anub Sudu. Thanks for being here. Hi, I'm Patrick Khor. Thanks for joining us this evening. >> Hi, I'm Judy Wester. Thank you for
coming out tonight. I'm Jennifer Boss. It's nice to see you. Our student co-chairs. >> Good evening. Josh Patterson, Plymouth High School senior and student voice and action co-chair. >> Uh, good evening Arjun Swinatin Canton sophomore and SCA co-chair.
>> Thank you. Dr. Merritt, can you introduce yourself and your team? >> Good evening and welcome again. I'd like to begin by introducing my assistant, Miss Diane Robertson. We want to thank her for being here to capture our minutes uh each of our meetings. We want to also thank Mr. John Kger, who takes care of our technology needs uh here at
the meetings. I'd like to ask the remaining members of the staff to introduce themselves to you. >> Thank you, Dr. Merritt. I'm Curtis, assistant superintendent for student services. Welcome. >> Good evening. Jill Minnik, chief finance and operations officer. >> Good evening. I'm Jen Curry, chief academic officer. >> Good evening. Abdul Manuan, chief human
resource officer. Welcome Liz Vartanian Gibbs, assistant superintendent, student and family engagement. Okay, let's all stand for the pledge. >> I pledge algiance 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. Okay. All right. Moving on to the adoption of the agenda and the approval of the consent agenda. This is action item
number 26-09-10. Can I please have a motion? >> Madam President, I move that we adopt and approve our consent agenda. It's action item 260910. >> Can I have a second? >> Second. >> Sounds like we had a tie. I'm going to
call that tie and say it was moved by Treasurer Kho and seconded by member Ahmed. Um Dr. Merritt, can you please take us through the agenda? >> Thank you, President Christensen. This evening, our consent agenda consists of new hires um and our human resources transaction since our last time together. We also have leaves and
resignations for your consideration. We have the approval of our meeting from September the 9th, 2025. That is a regular meeting. And we have the final reading of policy 2414. That is a policy around reproductive health and family planning.
>> Okay. Thank you very much. I'm going to call for the vote. Those in favor, please say yes. >> Yes. >> Those opposed say no. >> Motion carries. 70. Can you take us through human resources? >> Yes. Um um we have a few new hires today. So, if you are in the audience,
when I call your name, please stand. Um and at the end, we'll give you a round of applause and welcome you to the family. and then afterwards I'll take you in the hallway and give you your sweet treat to eat today. Um, so Linda Clearary, a language arts teacher at Liberty,
Michelle Doian, psychologist for Bentley and Miller. Tracy Passerman, classroom teacher at Workman, and she will be very happy that Nicole Drews was who was recommended for hire for the accountant specialist payroll
position. And then the last one, I think we kind of know, um, Lisa Vance, who's coming back down to become account specialist at the payroll position. Again, making Jill very happy. Lisa, are you here? Let's let's stand and welcome our new
hires to the district. And if you want to follow me out, I have something for you. Those are some enticing sweet treats. Okay, up next we have celebrating success with member Ahmed. >> Good evening everyone. Tonight the board
of education is pleased to honor Colin Walter, plant engineer at Tanda Elementary School as part of our celebrating success recognition program. Colin recently joined the TANDA team and has already made a significant and lasting impact. It can be challenging to
keep a school up to the high standards expected by our staff, students, and families. Since taking on his role, Colin has worked diligently to address those challenges and to keep the building to a level of excellence that reflects the pride of the entire Tand
Elementary community. What stands out most about Colin is not only the quality of his work, but also the spirit in which he does it. He takes great pride in ensuring that the learning environment is clean, safe, and welcoming, and he consistently demonstrates a commitment to supporting
both staff and students. His dedication has been noticed and deeply appreciated by the entire school community. I would like to invite Tonda Elementary School principal David Terrell to share some comments about Colin. >> You're gonna have to move it up your
collar. >> I have done that once or twice before. Thanks. Thanks for having me here. I I just wanted to say that we are so proud of Colin. He does show up every single day willing to do whatever it takes to make sure that our buildings um
represent the desires of our community. He connects with kids in a very positive manner and is always willing to do anything that is asked of him to help our school run smoothly. He truly is a welcome addition to our staff and a wonderful addition to our school community and we appreciate everything
he is doing for us. Colin, thank you my friend. Please know that your work is noticed and we value it very much. Thank you so much. Colin's responsiveness, attention to detail, and dedication have transformed the
atmosphere at Tand. His story is an excellent example of how the pride and professionalism of one individual can make such a difference in the entire school community. On behalf of the board, we are proud to recognize Colin Walter for his outstanding service and
unwavering commitment to PCCS. Um, would you like to say some words? >> Uh, well, I can. >> Sure. And then I think we go outside with Liz for a picture, right? >> My goodness, >> Dr.
>> Wow. I'm honored. Very honored. Well, if it wasn't for my family and and I grew up in this district for years, and it's it's an honor to come back and get a reward for for being once a I don't even
know how to say it, but I'm I have no words right now. It's it's it's really nice. Thank you all so much. That was so heartwarming. Okay. Um, moving on to our board committee reports and action. Up up up next we have um my president's report. I
have a few things I want to say. Hopefully everyone's feeling back into the swing of things now that we're um through the first few weeks of school. Um I do want to let the community know and my fellow board colleagues that I've been working in partnership with the PCA
president JJ Lockwood um to ensure that we have teacher representation at our board uh subcommittees. So JJ will begin to attend our committee meetings this October um to bring that teacher voice to our work. Um I also want to just provide an update
following tonight's uh board business meeting. We do have uh another board workshop follow um where we will be reviewing and finalizing our board goals that we drafted at last meeting. um looking to set dates for our superintendent evaluation check-ins that we happen
throughout the year and as well as finalizing a date or dates for our volunteering and team building um opportunity. Um lastly, I just want to end by reminding our district parents to please join us uh to get a good get a an inside
Sorry, I'm reading this. I should just do it off the cuff here, but I'll start over. So, um I want to remind our district parents to join us and get an inside look at some of the exciting things happening here at PCCS um when our parent council holds its next
meeting this Thursday. The council offers parents the opportunity to make their voices heard and have discussions with this district leadership. This month's meeting will feature presentations by Chief Academic Officer Jennifer Curry and Executive Director of
High School Education Joseph Joseph Green. >> Oh, that was Um, this month's parents council meeting will be held this Thursday, September 25th at 9:30 a.m. right here in the EJ McClendon Education Center, and we really hope to see you there. That
concludes my president's report. Okay, up next, we have student performance and achievement with Miss West. Madame President, we have not met since the last meeting. Our next meeting is um October 1st in this room um at
5:00 pm. >> Thank you. Up next, we have policy with members. Thank you, President Christensen. Uh we just met. We had an abbreviated meeting right before our close session, so we didn't have a whole lot of time to go through the policies. Uh we were able to review a longanging
policy, which is 6320 around purchasing. Thank you, Jill, for coming for like the fifth time to finally get through that. So, I appreciate you. We also welcomed our first student voice and action student liaison from Salem High School. We're waiting for another student to add um to our committee. So, I'm really
excited about that. We also discussed um our policy review cycle where we'll make a concerted effort to review all of our policies. And I keep saying that we have over 500 policies and think about today we only got through one. Um, so this is
a very slow process and but we are going to add another meeting outside of our regularly scheduled meeting and we'll do that in December. It will be posted once we have um the agenda, but we just need to do a lot of work behind the scenes to make sure that we review our policies,
elevate the ones that are older and look at alignment to our dynamic plan. So that work is going to be coming up. But our next meeting is Tuesday, October 28th at 5:30 p.m. down the hall. Thank you very much. Up next, we have
Finance and Operations Committee with member Kho. >> So, Finance and Operations Committee met last Thursday after a long break, and I was kind of freaked out for not meeting for so long, but we made up for it for a nice long meeting. We had a um
challenging conversation around some of the the issues that have happened with the fair and construction. Um that construction has not moved as smoothly as we would have liked and the building has not been as clean as we'd like. But the uh administration worked really collaboratively in that uh FNO meeting.
We had a one-hour citizens comment uh session. So it's a little unusual that we have that happen. But in the committee meetings, we have an opportunity to be a little bit more collaborative when uh sometimes when issues are brought forward and we really welcome and appreciate the the families
that brought some of those those issues to our attention and the the work that the administration did to try to address those problems. We also discussed uh the um purchase of a two-lane mobile evolve unit. That's a a mobile uh weapons
detection system will be on the agenda for this evening. We had a review of the overall summer construction updates and all the fantastic work that was happening and that will also be on the agenda this evening. Uh, we also got a sneak peek at the Salem High School multi-purpose room edition and some
really complex construction that will be happening over the next two years to support that process, as well as a sneak peek at the Canton High School um, uh, baseball, soccer, and football uh, concessions renovations that'll be happening there. You'll see more of those things coming up in future uh,
agendas. Lastly, we uh talked about a vertical lip replacement that'll be up on the agenda this evening for East Middle School. And finally, a review of our calendar uh for the most exciting uh committee, the FNO meetings for the rest of the year, which we generally meet twice a month because there's so much
excitement. Uh our next meeting is uh Thursday, October 9th here in this room at 5:00 pm. And we encourage everybody to join uh to see that excitement. And we welcome the impartial observation by JJ Lockwood as to which committee is
really the best committee. >> Thank you very much. Um time will tell. Up next we have student voice and action committee with Arjun and Josh. >> SBA held its first meeting of this school year uh last Monday where we planned initiatives to focus on throughout this school year. We also
discussed our new member process. Students grades sixth through 12th who are interested in joining SVA should complete the Google form sent to your school email by October 3rd. Lastly, we went over the roles of other board of education subcommittees and work to secure student liaison on those
committees as well. Our next meeting is October 20th in the Pioneer Media Center at 4:30 and we're very excited to see everyone there and some new representation for our students. >> Great. Thank you both. Okay, up next we have citizens comments.
Um, I want to remind everyone that this is the first segment of citizens comments, it will last 30 minutes. If we have citizens comments that move past the 30 minute mark, we will hear the remaining comments later in the agenda. Each citizen has three minutes to speak.
The board will not respond. This is your time to share. The administration will follow up with each individual who participates in citizens comments. As a reminder, please do not share any names when sharing concerns or criticisms unless you have their permission to do so.
All right, I have my pile right here. Up first, we have um Erica uh Garbots. I appreciate the phonetic misspelling there. Good evening, members of the board,
Bentley colleagues, families, community members, current teachers, and any Bentley retired teachers. My name is Erikica Garbettz and I am the administrative assistant to the principal at Bentley Elementary. I want to take a moment to speak about someone who has left an incredible mark on
Bentley and on all of us who've had the privilege to work with them. Our former store and sport coordinator, Julie O'Hara. Julie was more than an administrator. She was honest and steady. She was kind and empathetic. She was courageous,
strong, compassionate, friendly, caring, and giving. She was a leader, a teacher, a mentor, a mom, and above all, a true friend. Over my years at Bentley, I have seen our culture at school evolve. As we
stand at a turning point, I'm here tonight to ask my Bentley colleagues, current teachers, families, community members, and even the retired teachers to please join me in taking a step back, take a breath. Maybe it's time we take a moment to reflect on what's really
important in this world. In a world that often feels rushed and reactive, I ask that you join me in a brief yet powerful pause. Think of Julie. Before posting on social media, before stepping up to this microphone, before making a comment in the hall or going to
the news, I ask that you join me in pausing. Think of what's important and think of Julie. Julie bravely lost her battle with cancer last week. And the best way we can honor her is by living the values she embodied every day. When a student was in crisis, Julie never
raised her voice, never lost her temper, and never gave up on a child. Instead, she got quiet, got down on their level, asked questions, made sure they felt heard, and showed empathy and compassion. And because of that, she was able to bring calm where there was chaos and
connection where there was conflict. Julie brought people together. She reminded us that kindness and is strength and that empathy is leadership. If we as a community at Bentley want to honor her legacy, then we must follow
her example and the way we speak, act, treat each other, especially when faced in disagree with disagreement or in challenging times. Julie lived her life in service to others. And now we say, "Well done, good and faithful servant. May you rest in
peace. Thank you. Up next we have um Pi Bakar Bashouch. Okay. Thank you. Alamu allayikum. My name is Palibi Bashou. I'm secretary of Plymouth Kent and P flag, but I'm talking about something a little
different today. In my 47 years of education in education, my work is often focused working with immigrants, non-immigrants, refugees, and children of immigrants. This has been one of the greatest joys of my work and also one of the greatest heartbreaks. I don't think most of us here can appreciate the
lengths that our immigrants and refugee students go through to get here. Traveling through different countries, in many cases experiencing extreme hardships that we cannot even begin to fathom. I wish I had time to give you some examples. Have you all taken the opportunity to ever listen to the
stories of some of our refugees and immigrants? For myself, my husband is from Lebnon. I don't like public speaking. Um, our home has been bombed twice in the past two years, blowing out our windows, garage, etc. Our daughter just returned
from a visit to Lebanon. And as she was sitting on the ver of our home there, enjoying the sunset, she heard a plane overhead and moments later she heard an explosion. We're going to Lebanon in three weeks, and I'm quite concerned for our safety. Can you imagine living like that in a daily basis?
Also, we need to remain focused on how important it is for all students to feel safe and protected at school and in our community, whether they are white, black, brown, LGBTQ plus, immigrants, or refugees. We all know that there are a lot of reasons for students to be anxious. We need to reassure them that
we have their backs, whether whether it is through the safe schools of proposal or what is already in existence. We also need to reassure to reassure their families that they shouldn't have to worry about their emotional and physical safety in school and in the community. They should have their minds free to
learn what they are coming to school for. I was part of a team that presented three sessions to teachers last spring and I truly can appreciate the district um dedication to working with our immigrant population. And I hope that the district can work closely with
public safety to support and protect our students and their families. Two final points. When you meet students, neighbors, friends who have fled their countries for a better life here in the US, just pause and try to remember try to imagine what they've gone through to get here. They need us. And in closing,
try to remember what your ancestorries ancestors may have gone through decades or centuries ago. And remember, unless you're indigenous to this land, we are all immigrants. Thank you very much. Up next, we have Megan Rkowski.
Good evening. Uh my name is Megan Rowski. Um thank you to the FNO committee who entertained an hourong citizens comment um the other night. I think I was about a half hour of that. So thank you. I truly appreciate that. Um I have a third grader at Baron Elementary. I'm also on the PTO. I'm
also a member of the parent council. I'm also a member of the spa committee. I do a lot for the district and I make sure I'm involved so that I can be a part of what's happening in the district and understand what happens in the district. Since we started at Faren in 2021, the
building has been in disrepair and filthy. Each time a parent brings us to the attention of the principal, parents are told teachers don't put in work orders and that the bond is coming. Things will be better. Things will be fixed when the bond gets here. as if it's a miracle that's gonna ascend onto
Farend and make it amazing again. The bond's here and in progress and the building is worse than ever. Construction has only made the cleanliness issues worse. The building opened this summer from construction after a full summer of construction,
welcoming teachers, students back to safety issues and filth. The building was never cleaned before the first day of school. Safety issues on the playground. Safety issues within the building. Parents came back to openhouse, a filthy building, still
filthy to this day. Communication throughout the bond process has been almost non-existent with the exception of the same sentence copied and pasted in the newsletter every single week. Only two emails came out the entire summer letting parents know what was happening at Faren with the bond, what
was going on with the new addition, what would be happening. We found out one week before openhouse, we wouldn't be having open house with the rest of the district because our building wasn't ready. Our openhouse was on the second day of school and kindergarten classrooms were not open for many
parents on the second day of school for them to send their youngest learners to school not knowing what room they were going in because the parents never were able to see it. They had to go to a different room because construction was still taking place on the second day of school. When I've asked about communication and
asked the principal at Farren, I was told I should attend FNO meetings. I should get my information there. I attended an FNO meeting last week, made time with all the other commitments that I have as a parent into the district to spend my time doing that. 3 minutes is
not enough for me to express all the frustration and disappointment I have with Farren. Far has a problem with cleanliness, communication, and a principal advocating for her teachers and her students. Our kids deserve to go to a clean and safe environment where leadership cares and advocates for them.
I wish my student went to TANDA because I'm hearing amazing things. Baron doesn't look like that. I invite district administration and any board members to come see the conditions at Baron. See what we send our students to every single day. See the filth and see the building issues for yourself. It's
an eye-opening experience. Thank you. Thank you very much. Up next, we have Aaron Horde. My name is Aaron Hord. I am here today as a concerned parent of students at Faren Elementary. Um the condition of the school is horrible and continuing to
blame the bond or the teachers for the mess is completely unacceptable. For years now, parents have repeatedly voiced concerns to the leadership at the school and have escalated those concerns all the way up the chain. Those concerns will first receive some type of passing of the buck. Whether it be because
teachers are not submitting work orders so no one is aware there is a problem which is provably not true or that will be fixed in the bond. We have been told for years things will be fixed so our children and teachers have to learn and educate in filth until the bond is complete. Is the building even safe for
our children to be in? On the about page on the PCCS website, it boasts, quote, "One of Michigan's premier districts with a legacy of excellence and innovation. From award-winning academics and specialized programs to a vibrant, inclusive community, PCCS empowers every
student to thrive and achieve their potential. I wonder if someone from outside the district came to a fair came to Faren if they would think this is where a premier education takes place. Can our children thrive and reach their potential in a dirty building? Where the
teachers can't even open their windows because they are so disgusting? Where there are holes in the walls from lazy construction? Where the air ducts are so filthy we don't even know what they are breathing in? Do we even have a cleaning crew that cleans? I'm so
disappointed in this school district for the way Fen has been treated over the years. I don't know if it is due to lack of leadership advocating for us or just negligence on the part of the district, but our students and teachers deserve better and the parents at Fen will not back down until they get it. Thank you.
Thank you very much. Up next, we have Katie Kilbasa. Okay. I'm another fair parent. Um I was at the FNO meeting as well and I'm the other half an hour that took place conversation. So, thank you to hearing us out. Um I'm another concerned parent.
I have a fifth grade student there. I have a ninth grade student um at Canton. I've seen the decline that the building has um endured the past several years. Um it there's no pride. It's apparent that the administration there does not take pride in the building. Does not
communicate to parents um staff um district level. I don't even know if they know what's going on at that building because we took several days to get information um from the district level because they seem to not know what was going on at the building. Um I've
talked to parents. One parent had four children go through Far. She said it's been a problem for 14 years since her kids have been going through there. She sent her fourth kid there. Um, she said she never walked into the building and thought, "Wow, this is a really well-maintained building that takes
pride and it's clean and it's well organized." Not once did she think that in 14 years of walking into that building. We hear kids coughing. We talked about this at the finance operations building. Why is it not getting cleaned? We were told that Fen had the lowest inspection
rate for ABM. I don't know if that's the company, but why is that? Why does Fen have the lowest inspection rate? Why is that building so dirty? Why is it not clean yet? We asked to see the um air quality report, told the principal would
be letting us know. That was over a week ago. The report was received a week ago. We still haven't heard from the principal. We just heard it was good. The air quality was good. What does that mean? I'd like more details from the principal.
Our kids deserve a fair uh safe, clean environment to learn in. There's several parents here that are not going to have time to talk. All of us are so frustrated and angry that we have to send our kids into filth
every day. My kid came home coughing, congested. The first week we heard from several other people their kids came coughing, congested. Kids have allergies, asthma, dirty vertical units or whatever is not acceptable. It took
photos being sent to all of us for anything to happen. That's sad. That's really sad that it took photos sent to people for anything to happen in that building. Why? That that makes no sense to me. As an administrator, you should come into
your building, have pride for it, want it to be clean, want it to be acceptable for parents and kids. It is time that far gets a new administrator. Things are not happening there. Communication is not happening. And all of us parents are done.
Thank you very much. Up next, we have Rachel Hayes. Hello, my name is Rachel Hayes and I'm a P Flag board member and a member of Western Wayne Indivisible. I want to start by thanking the majority of the board for standing up for queer kids in
our schools. The importance of your commitment cannot be overstated. But let's be clear, there are forces, some powerful and some who think they are, inside and outside our community, who are working overtime to harm transgender people and spread dangerous
misinformation about them. We cannot allow lies and fear-mongering to shape policy or dictate how our children live their lives. I've met many transgender kids in their families. Transgender kids are simply kids. They are our neighbors,
our classmates, our children's friends. They are not radical. They are not a threat. They are young people trying to learn, grow, and find their place in the world like every other child. The real threat comes from those who distort the
truth, vilify children, an entire part of our population, and weaponize fear and anger to score political points. Heinous attacks are coming down from this administration against trans people. The goal is obvious to blame and disparage this vulnerable group of
humans. And while these attacks may be launched in Washington or Lancing or Washington, their impact lands here in Plymouth Canton classrooms, in the hallways, in the lives of kids who hear every day that they are unwelcome. This agenda is textbook author author
authoritarian and it is absolutely disgusting. Our district must be the antidote to that hate. The youth risk behavior survey makes it plain. When kids feel connected and accepted, they are protected from depression, self harm, and suicide. The opposite is also
true. When adults seow fear and misinformation, they put children in real danger. That is on them. And we will not let that poison take root here. To those who claim to care about all kids while spreading lies about trans
children, I say this, caring is not lip service. Caring is making sure every student has the same right to feel safe, valued, and free from harassment. Caring is telling every child in this district, you belong here, and ensuring that they
feel that they do. PCCS is not immune from the national storm of hate. But we can be a safe haven. We can choose facts over fear, truth over propaganda, and courage over cruelty. We can tell all of our kids, "You are not alone. We will protect you. We will fight for you to
thrive and we can then actually do it. That is a responsibility of every adult in this room and it's a responsibility we cannot shrink from. History will not be kind to those who spread hate and fear through lies. But history will honor the courage of those who stood up
and said enough. Thank you. Okay, up next we have Jeff. I'm so sorry. I'm Cro Cro. >> Did I >> long nose? Thank you. >> All right, great. Thank you. >> Dear members of the school board, I am
here to express my unwavering support for the principal at Bentley Elementary. My child has thrived under his leadership in the past year few years and a positive transformation in our school community is undeniable. His leadership is both visible and visionary. Unlike his predecessor, he is
a constant engaged present at school events, fostering a climate of genuine care and respect for every student. He has cultivated a nurturing and structured environment that has directly contributed to my child's academic, social, and emotional growth. His kind
this kind of positive school culture originates from the top and he has set a tone of excellence and empathy that resonates throughout the school. I am aware of the recent complaints raised by a small group of former staff members and how they have been portrayed
in the media. As a law enforcement supervisor for for 18 years with 18 years of experience and numerous those as a board member on our union, I understand that there are two sides to every story. From my professional perspective, when a union is unable to support a grievance,
it strongly suggests a lack of merit. Professionals who are performing their jobs effectively are protected and terminations are rare. When former staffer reached out to me with concerns about him and then went silent after I asked a few questions, it
was quite telling. From a professional standpoint, this behavior showed a lack of specificity, resistance to scrutiny, and emotional and factual assessments. This experience this experience reinforces the importance of relying on our own direct firsthand observations
and v and and evidence available to us. While it's valuable to listen to all sides of the story, the absence of supporting information from the staffer side ultimately leaves you with one path to base our own conclusions on what we know with positive experiences. This context raises serious questions
about the valid validity of the claims against him. These comments appear to be retaliatory and rooted in resistance to accountability rather than legitimate misconduct. He has demonstrated a courage to raise expectations and pri prioritize the needs of our students, and he deserves
to be commended for it. He is ethical, empathetic, and an effective leader. He is exactly the kind of educator I want in my school, and I am confident that many other teachers support him. I urge the board to review these recent complaints with appropriate skepticism
regardless of how they are presented in the media. I believe that they are attempts to discredit an exceptional leader who is doing an outstanding job. I welcome opportunity to speak with any of you further about him at a later time. Thank you.
>> Thank you very much. Up next we have Laura Mortier. Good evening. Um, while I have no knowledge of the human resource situation taking place at Bentley Elementary, I can share experiences that speak to our principal's outstanding leadership with students and families of
the school. And I know several of the parents and supporters here today um will do the same. As a lifelong Canton resident, a product of the PCCS district, and a parent of a Bentley second grader, I'm deeply invested in the commitment and success of our schools. Through my professional work in
Canton Township, my role as a PTO volunteer, currently the president, I've had the opportunity to engage regularly with our principal. His ability to connect and communicate with students and families is truly something to see. One moment that particularly stands out to me was our principal was fully
dressed in character, dressed as Luigi riding around a small bike through the hallway, spreading joy and laughter. Yet, in the very next moment, I witnessed him calmly and compassionately deescalate a situation with a student in crisis who was throwing items out of a classroom. He moved seamlessly from
engaging leader to steady support, demonstrating his capacity to be both approachable and deeply responsible. In addition, he has uh shown a strong commitment in building an exclusive school culture. Um including adding sensory bends at our events to make
everyone feel welcome, encouraging meaningful volunteer opportunities for working parents, and creating pathways for families who English is not their first language to feel welcome and involved. Thanks to our principal's leadership, our wonderful and dedicated teachers, we feel deeply satisfied with
the curriculum, school activities, and consistent communication from Bentley. The success of this school is personal to my family. I'm a Bentley graduate myself, and I want nothing more than my daughter to receive the same strong educational foundation and nurturing community that I was so fortunate to
have back in 1995. Thank you for your time and continued support of our schools. Okay, thank you very much. Up next, we have Matt Mortier. >> Thank you, Laura. You don't have to stand now. Good evening, everybody. I'm going to follow suit. Uh my name is Matt
and I'm a parent of Bentley Elementary student. I'm here tonight because I care deeply as well about the well-being of our students, our teachers, and our school community. Over the past several months, the public conversation around Bentley has been dominated by for by former employees grievances against our principal. While I don't want to
minimize anyone's personal experiences, the way the issue has played out publicly has become a distraction and has taken a real toll on our current staff and our students. This is no way to begin a school year. Our current teachers are already doing the hard work of supporting students every day, and
the added noise around incessant accusations only makes their jobs more difficult. As education professionals, you know, students learn their best in positive environments. From my perspective, this is strictly a human resources matters. Many of us have had challenges with managers in our own
workplaces. I know I have. But did not call the news or make broad damaging claims about my supervisor in an effort to personally attack him. When we have issues, we follow appropriate channels. And that is the professional way to handle such situations. I encourage the
former teachers to do the same. And as a Bentley parent, I want to ask for clear communication from the district. Most of us only know what we've seen on the one-sided news stories or on Facebook, which we know is hardly a reliable source. If it weren't for being an actively involved parent, I wouldn't
know what is true or what is false. I believe our families deserve accurate, timely information directly from our district leaders. I hope the board can help us move forward to a positive resolution and can put this issue to rest for the sake of our teachers who deserve to focus on their work and for our students who deserve to start this
school year in a positive and supportive environment. Thank you. >> Thank you very much. Up next, we have Nancy Farbear. Fairbear, sorry. Good evening everyone and thank you for the opportunity to speak tonight. My name is Nancy Farber and I've been proud
to call this district home for many years because I believe in the value of our public schools. As a concerned resident and neighbor, I'm alarmed that we are several weeks into the new school year and the M Michigan legislature has
still not passed a budget for 2025 2026. With October 1st fast approaching, this uncertainty forces school districts, including ours, to make difficult choices that could ultimately hurt students and teachers.
Recent statewide polls show the message is clear. Nearly threearters of Michigan voters say that public school funding should be the state's top priority, far above roads and other projects. And
nearly 90% of Michigan voters reject proposals to raid teacher retirement funds for non-education spending. But this isn't just about numbers. These are the voices of families coming from
all backgrounds who demand that education dollars stay in the classroom. When school funding is delayed or diverted, the impact can be immediate and painful. Our schools can face hiring
freezes, postponed repairs, canceled student programs. Underfunding demoralizes our teachers and staff, even as we ask more of them now than we ever have before. Most of all, our kids pay the price when
education funding is slashed. This can be larger class sizes, fewer counselors and mental health supports, and missed opportunities to reach their full potential. Our schools should be places of hope and
growth, not scarcity and anxiety. Tonight, I call on everyone in this room and in our community to urge our state senators and reps to act now. demand a fully funded, equitable education
budget. One that invests in our students, supports our talented teachers, and lets every child, every child in our district build a bright future. And schoolboard members, I ask that you join families, educators, and
students in being vocal champions for these priorities. Together, we can send a strong message. Put Michigan kids first. Fund our schools. Thank you. >> Thank you very much. We have time for
one more and then we'll move to the carryover section later in the agenda. So up next we have Judy Oldfield Wilson. My name is Judy Oldfield Wilson, Plymouth Canton, class of 2001. And I do say Plymouth Canton because
mine was the last graduating class before Plymouth High School opened. In fact, the last time I spoke before this school board was in like 99 or 2000 to advocate for building the third high
school at the park. Some of you may remember there was a plan to build the third high school on Cherry Hill separate from the park. Um, like the ship of Thesius, I now speak to an entirely different contingent on this school board. And shout out to Miss
Welker's humanities class for me being able to make that reference. One of the many reasons I advocated for the school being built at the park was that one of the greatest strengths of our community is its size and diversity.
Just this summer, I was with a high school friend who is Chinese American, and we were explaining our high school experience to people. She said how good she felt as an Asian-American at Salem being able to be among other Asian-Americans and joining activities
with them. She felt supported because what is diversity without us supporting it. I have two children in this district, a four-year-old in preschool at Canton and a first grader at Smith. The other day I read an email
about your recent discussion on the safe zone resolution at your policy meeting and then I walked down Evergreen and through the back fence to pick up my daughter at Smith. I was one of dozens of parents entering that way. I hear what you've said about
not wanting to draw too much attention by declaring our schools of safe a safe space. I hear the logic behind sending ICE to the office and training office staff to handle the situation. But during busy drop off and pickup
times, many parents and caregivers are coming and going. It's crowded and we've all seen videos of ICE going into the kitchens at restaurants through the back door or unlawfully kicking down people's doors as close by as Ipsellani.
It is not improbable that ICE could strategically arrive during a busy drop off or pickup time arriving through a back entrance. So what am I asking? Not much. I'm asking that the dis I'm asking the
district to train not only staff and principles on dealing specifically with ICE but also the parapros who are outside during drop off and pickup security at PCP bus drivers coaches and
any other faculty who may be outside during crowded times. People are scared right now. They're scared for themselves, their friends, their families, their caregivers. And our diversity that we are so proud of will mean nothing if we don't
proactively address that fear with action. Thank you. >> Okay. Thank you very much. That concludes this portion of citizens comments. As I mentioned, we'll we'll uh have the remainder after our um superintendent report and our
administrative reports and recommendations. So, up next, we have the soup's report. Dr. Mer. >> All right. In presentation mode, I'm going to shift my seat. >> Great. >> Now, I don't think I've used this. Which way am I going? That way? This way? All
right. Here we go. All right. Very good. >> Oh, this is got so good evening and I am really excited this evening to spend some time discussing our journey through the dynamic plan. The dynamic plan as we know in PCCS
um is our title for the strategic plan which really serves as the compass for which we do business. This particular dynamic plan, I think it evolved over a journey of began through 2020 when we weren't even in person, right? But we
had to work with our partners to really come up with some focus groups to give some feedback from our community, from our staff, from our students to really help to inform the board of what do we want to see as our vision and our guide post as we move forward. So from that
conversation emerged the dynamic plan that spans over six years. That was a 2021 launch or birth of this plan through 2026. That's kind of scary to think about after all that hard work. Next school year we'll be back at it again, but that's okay because we're always on this process of continuous
improvement. So this evening when we looking at it and when we're looking at this dynamic plan my team and I are going to focus on our action plans really year-over-year when we started this work of the dynamic plan the six year plan you as a board
really came to set that vision for our district to say what are our strategic themes based on that feedback from our community groups what do our families what are our staff what do our students expect from us deserve from us and We came forward with these themes about
equity and inclusion, community engagement and partnership, student centered learning experiences and ultimately being the leader in educational innovation. So those are our overarching themes. You then continued the work of what are our strategic goals
and we arrived at these five goals. These are our big lofty goals that continue to guide and become the blueprint from which we work. Of course, that number one goal is always about student achievement. We want to make sure that we are ensuring that we have
achievement for all students while simultaneously closing achievement gaps. We consistently talk about students and our staff. In order to learn, we need to make sure that they are feeling safe and included. When we talk about safe, you've defined that path for us that is
safe, physically safe, psychologically safe, emotionally safe, even racially safe and included within our school systems. When we look at doing this work, we know we can't do it alone. It has to be around the community. I always talk about it taking a village. That's that African proverb. So, we really work
to sustain these community partnerships that will really result in improved outcomes for our students. We know we have to work to uh engage our families, our parents. That will all contribute to our enrollment and opportunities for our students. Finally, we can't do things
for our students without the voice of our students. So, you really have charged us with the leadership team of ensuring that we have objectives and strategies that incorporate student voice in all the work that we do. And if we do these things consistently, then I promise you we will continue to be
recognized as a leader in innovation in educational experiences for students. I said to you five years ago for that goal, we're constantly going out trying to say, how are other people doing this? And we know that we're on the path to accomplishing that. We'll never be
there. We'll continuously raise that bar when other people knock on our door and ask us how we're doing that. And that is something that we've consistently demonstrated over these last few years. So that's still one of our um goals. So this evening when uh really what we decided to do is taking a look at each
of our departments. You all set the goals and the themes for the district. That's the what and then the expectation is that we do the how. How do we accomplish these goals? Six years is a long time to say, "Hey, these are the big goals." So we've decided to break that down year over year. what are our
focus areas by department to achieve this dynamic plan to achieve these uh goals that you have set for us. So this evening each department member from the core team will come up and just talk high level about the 2526 school year. We know that we do a lot of things. We
try to give ourselves permission to take some things off of our plate so we can do a few things really really well and try to instead of trying to focus on doing a lot of things and not doing them so well. So we want everybody to really know and understand what are those focus areas for each department this year to
achieve these goals. You will see some consistency in how we do our presentations. This will really set as we've been working over the past three few years. Every presentation that we bring to you as a board of education should be and I'm asking you to hold us accountable to that tied to this dynamic
plan and these goals as illustrated through um the goals uh that we'll talk about this evening. So, at this time, I'd like to bring forward our newest uh chief academic officer, Miss Jen Curry, to begin talking us through the academic action plan goals for teaching and
learning. >> Perfect. Good evening. Um, our work this year for our teaching and learning department is going to center around, as you see, goal A and goal B. And to achieve this, we're going to focus on four drivers. learning, leadership, equity, and belonging. This work is
anchored in our school improvement plans, ensuring alignment across buildings and the district. So, how will we get there? How will we achieve this? Well, we're embedding the learning profile into every program. And each school has a multi-tiered system of
support framework to provide layers for students academically and behaviorally. And we also strive to provide a right mix of challenge and support so that every student can reach his or her potential. Our school improvement process guides our work, keeping our
strategies aligned and measurable and responsive to student needs. Our data systems, Panorama, NWA, Dibbles, and there's others as well that allows us to track student growth, monitor our interventions, adjust instruction so students receive the right level of
challenge and support. And this also includes students with individualized education plans. Through our curriculum adoption cycle, we ensure instructional materials are reviewed, piloted, and updated regularly. This year, our high schools, as you know, are piling a new
resource, and our elementarymentaries continue to deepen literacy best practices within our adopted resources. We are also strengthening leadership at every level and looking at building capacity. Principles and teachers are collaborating through PLC's, co-eing,
interdisciplinary teams, and the school improvement process to drive that data decision making. We're also beginning to implement Diane Swedy's student centered coaching model this school year, supported by a year-long professional development plan for principles, instructional coaches, and teachers, and
our teaching and learning team. Equity is definitely the heart of our work. We're expanding culturally restorative practices, supporting our equity cohorts, ensuring our curriculum reflects and honors diverse voices of our students and our families. Curriculum adoption cycles are also
being reviewed through the lens of equity and so that new materials reflect the needs of all of our students. Our professional development system or I'm sorry a professional development plan this year also includes training on equity waybased MTSS supports ensuring
all students receive the right mix of that challenge and support in an inclusive environment. And we are building an environment where every student feels seen and valued. This includes engaging families in the curriculum adoption cycle and making the
school improvement process more transparent and collaborative. And with that, I will turn it over to our chief human resource officer. >> Um um good evening. Um so, human resources, our folks goals for this year is goal A, B, and C. Um and so we have
um a combination of two things. how we're going to achieve these goals. Um we want to improve staff recruitment, retention, and satisfaction and deepen our connections to our human resource partnerships. Now, human resources is um we we're primarily connected to the
adults. However, we recognize that when staff feels valued and supported, then all of our students will benefit. Also, um we're continuing with our partnerships with Gallagher to find affordable comprehensive health plans for our staff. In the last year um we have created four new health plans to
combat the rapid increase in cost u of medical plans and as anyone knows here I mean the cost of medical is skyrocketing year after year. So um every year we're working with them to find you know just best practice and best ways that we can
limit those costs. Um um we also are working with healthcare to find online benefits program to simplify enrollment for our staff. Um we when we are able to simplify the processes it will lead to increased satisfaction. Um if we have an
online benefit plan when we have open enrollment people can from from the comfort of their home from the classroom sign in enroll when they need to make changes. It will make it much simpler for them. And then sometimes some people
almost forget what medical plans they've selected or whatnot. They will always have that ready. they don't have to call us or call to try to find out things. So, we need to put stuff at their fingertips. Again, making it easier for our staff. Um, we have partnerships with alliance and
money line um to strengthen our wellness support for our staff. Um, alliance is is a highly successful plan we have that offers emotional support for our staff. Within the last year, we um we paired that with a money line which offers financial support. So, when a person has
some um questions about um student loans or hey, how much should I take out my 401k? They can call for um a financial advisor that will deal with them specifically. They will always get that specific person to talk to to help them through any financial problems they may want to discuss. Um we're also working
with Wayne Rees to find solutions to prevent the duplication of work. Um some of our systems right now require HR to put in um u information and also for finance department to put in the same information causing the duplication of work. Um we feel as if we able to
simplify these processes and streamline it better it will allow HR to focus on increasing our recruitment and retention efforts. Again all that's tied back to all the goal A, B and C. So that's how um HR goes and I will I am glad to
recognize Miss Minnik our chief finance officer to discuss her goals. >> Thank you Dr. Midun. Uh good evening. Uh so within finance and operations I want to share that uh we have a number of departments within finance and
operations. Uh so just to share that understanding uh first we have our finance department. Uh finance is responsible for such things as budgets, audits, financial reporting and then we have our facilities department. uh they're responsible for maintenance,
custodial work, uh the capital program around our bond construction and improvements. Uh and then we also have our food and nutrition services that not only produce and manage our student meal programs, but also lead our district wellness committee and collaborate with
academic uh teaching and learning staff to contribute to that academic learning in the classroom around food sciences and nutrition. Uh so with that, because these departments support and integrate within all of the other departments that
are here this evening, uh we touch on uh and we strive toward um making gains in all five of our strategic goals during the 2526 school year. So how will we do that? Uh first, we
will improve financial data accuracy and comparability. So what does that mean? We want data to be accurate and comparable across our divisions, our schools, our grades, and other districts in our region, statewide, and nationwide so that we can
make really good datadriven decisions. We want to do that through expanded reporting capabilities and automated systems. So, Dr. Medune mentioned some of those shared systems that we're looking to automate, increase in efficiencies with and reduce those
manual duplicated systems. Uh we want to expand our reporting capabilities. Uh one example of that is our Wayne Resa is offering uh a new subcommittee opportunity that we will participate in. uh we have already uh uh we're already
participating frankly uh around improved reporting systems in that software of our accounting system. So, we're collaborating with uh business office staff across other districts within our region to uh have consistent templates
uh consistent reporting of our finances so that as we share those reports among our boards and our communities, then we can compare our financial statistics and our data across the county and know that that data is consistent.
We will also strive to provide equitable access to healthy, nourishing student meals. And by that I mean, yes, we want healthy and nourishing student meals uh that reflect our student preferences, but we want to provide that equitable access. How do we do that? So even
without state legislation or or state support for free school meals, we still want to provide as much access as possible using strategies within the national school lunch program that underlies all of that to begin with. That's the foundation of our school meal program. So that equitable access is to
take advantage of certain provisions within that that uh federal meal program such as the community eligibility provision which allows certain schools that meet certain free eligibility percentages to continue to offer free
meals. So we will do that where we are able and where that makes uh sense to do that. Uh but we want to provide those student meals in eating environments that support social emotional wellness. Uh so around that we are connecting of course and in and informing our bond
construction and our school improvements and our facilities with feedback and input from our our food and nutrition experts within our district and external partners as well as well. We want to inform food and nutrition classroom curriculum. So we are already doing a
lot of collaboration between the food and nutrition department and CCT CTE programs for example around our our Salem uh programs for food services. Uh and we want to do more of that and introduce nutrition uh curriculum into the classrooms as well. Uh next we will
strive to facilitate strategic alignment of district resources with district goals. Uh that's extremely important as we think about our budget and some of those adjustments we need to make with uh our our appropriate alignment of staffing and students and all the things that that we talked about in our budget
process. Uh but we want to do that in collaboration with budget managers with school leaders as well as grant coordinators around the district. We want to have a better uh integration, if you will, of our business office f uh and finance and payroll staff with uh
those charged in our district with coordinating federal grants, state grants, local grants, and those other types of funding opportunities. We will foster a culture of teamwork across facilities, teams, and stakeholders for enhanced and accessible
learning spaces. Uh as well as that, management of our assets. Uh we heard our our public comment on our Faren Elementary and we need to improve that. We need to recognize that that we need to do a better job of managing the cleanliness and the operability of those
facilities for sure and uh we have taken great strides to do that already and we will continue that as well as improved communications. Communications is a very key and foundational piece to creating that teamwork across those teams. And finally, we will ensure student voices
are sought and reflected in school meal menus, our district budgets, and our 2020 bond programs. Uh so with that, I will turn it over to Frank Reerillo, our communications and marketing director. Thank you, Joe. Um so this evening,
we'll take you through the communications and marketing department's goals for the year. And as you can see, they they squarely fall in gold uh sea. Um this year, and actually last year, we set the groundwork for the work that we'll do this year. We brought to you a new website last year that is
really focused on marketing the district. Whereas before it was more of an encyclopedia type website that you just kind of went to and kind of found your information. What you see right up front in our website now is is is cell of the district. It tells what's great about our place and why you would want
to bring your children to school here. In addition, we brought you a couple of videos last year that really kind of highlight the great things that go on in our district. We plan on continuing to using those and adding to these things as we move forward. So, the idea here is not just to grow
enrollment, but it's to retain students. Um, I don't think we lose large numbers, but there's a chipping away. So, we lose a few students here or there. We want to keep as many students here as possible. We need to do that by continuing to remind families of all the great things that we offer here. So that'll be part
of the work that we do this year. Um we currently talk to our parents on an annual basis with the panorama survey. So we do that family survey every year. We take a look at that data and we we we meld it into the work that we do. Um we consistently retain about 80 or uh
capture about 85% of the students that live within our community. We'd like we're always striving for continuous improvement. So we'd like to see that number increase. We know that you've asked for that as well. So that's part of the work that we're looking at this year. How do we make that number grow for us this year as we as we move
forward? Uh then the second phase of of our focus this year will be on partnerships. Uh I'd like to take a look at what we did last year. We talked about that Bosch partnership in working with the um with the instruction department. We were able to bring the Bosch uh engineers into our instruction
classrooms or into our um uh into our elementary what's the word I'm looking for? Innovation. Thank you. It's late. sorry for me. Uh in our innovation classrooms, we're looking at partnerships like that to bring forward that will really help our students expand. We have a few more on the agenda we hope to bring to you later in the
year. Uh with that, much of our work is done. You know that my work here before I became the director of the department uh was specifically on partnerships. We have not abandoned that, but we are counting on our partner core members and their departments to work with us and
they're doing that. Uh so we continue that partnership work. We've not abandoned it and we have more coming. So, we're looking forward to that. With that, I'm going to turn it over to Kurt Tiscowitz, our assistant superintendent for student services. Thank you. >> Thank you, Frank.
The Department of Student Services provides uh services in the area of student safety or school safety and security, transportation, and pupil accounting. We want to ensure that all of our students have the opportunities to thrive academically, socially, and
emotionally. Um, our focus areas are anchored in goals A, B, and D. Um, we are going to achieve these goals in three different ways. One, advancing the learning through attendance, safety, and student um, voice. By strengthening our
communication about attendance and the importance of students being in school, uh we'll have an impact on their learning and our um all of our goals. Uh we want to expand staff training um on attendance. We've focused uh last year on attendance. We want to continue that
pursuit. We also want to strengthen our training on our enforcing our code of conduct uh as well as our safety protocols and accountability. Uh we are working to enhance the supports for attendance and equitable access which includes transportation. So looking at
ways we can provide transportation uh differently. Um also um supports for enrolling families into the district as well as our school of choice processes. um creating updates or make making updates to our student handbook uh and
the discipline practices within that student handbook um to reflect fairness and consistency. Uh advancing safety protocols, emergency procedures, and um inclusive facilities. And we also want to deepen the integration of student
voice and discipline programs and safety planning. Area number two is to develop co-curricular programs and community partnerships. And this will be done by growing those opportunities for clear career exploration, skill building, and experimental learning by strengthening
partnerships with our local businesses as Frank alluded to and and utilizing organizations for internships and externships. Uh we want to expand participation in co-curricular activities that increase engagement, belonging, and post-secary
u post secondary opportunities. Um and we've seen areas like dual enrollment and our early middle colleges have just expanded tremendously over the last few years. And third, uh we want to maintain those highquality support services, building on our reliable uh partnership
and transportation and providing those essential services to make sure that our students have equitable access. We want to enhance uh responsive services that meet the needs of our students academically, socially, emotionally, and uh uh logistically. And finally, we want
to improve tracking of attendance, enrollment, and transportation to make sure that our students are fully supported and engaged. And with that, I will turn it over to Dr. Vartanian Gibbs, who will talk about uh her department. >> The department of student and family
engagement will focus on goals A, B, and C of the dynamic plan this school year. As a department leader, I oversee the early childhood program, school nursing, mental health management, as well as support and resources for our students and their families. How are we going to
achieve our goal? First of all, we are working on strengthening and expanding the early childhood program. We have transitioned from eight GSRP classrooms last school year to 18 this school year. Our highquality early childhood education program promotes school
readiness through developmentally appropriate learning experiences, social emotional skill building, and family engagement. I also would like to share with you that in the 2425 school year, 66% of our preschool students joined our
district for young fives and kindergarten. We had an effort last year through all of our departments to continue to support our youngest learners to hope they will join our school district. And in the 2526 school year, 82% of our preschool students join
Plymouth Canton Community Schools for young fives or kindergarten. We engage our parents and guardians as active partners in their children's education by providing comprehensive educational and developmental programming that strengthens family units through skilluing workshops, parenting
resources, youth development activities, and in community engagement opportunities. The establishment of mentoring relationships with students provides guidance and support for student success, goal setting support, and skill development tailored to each students
unique needs. We address the comprehensive student and family needs by coordinating wraparound services. We provide support through a collaborative team approach for students and their families. We are enhancing the overall well-being of our students by implementing a
comprehensive wellness and mental health program that promotes student well-being through prevention, education, early intervention service, counseling support. And all of this we are integrating into the school environment to foster emotional wellness and academic success for our students. Next,
Superintendent Dr. Meritt will conclude our presentation. >> All right. Thank you everybody. As you see, this work is not by chance. It's a lot of work and we have a talented group of individuals that I am grateful and thankful to work alongside to achieve these goals as you have uh demonstrated
for us in terms of that compass for our district. We want to open up to the board for some questions now. I think it's probably best that we have core team members sit at their seat, but they can address any questions that you may have around the plan. >> Thank you for the presentation. We'll start to my left with member Ahmed.
Um, I have no questions at this time, but thank you very much for all the information. >> Member, >> um, I'm still thinking. Can you come back? >> Sure. >> Vice President Sadu, >> can I take their time?
>> So, thank you for this great um, great work in outlining the goals and talking about some of the work that you have ahead of you. I loved that Liz shared that they've been able to increase eight GSRP to 18. Um, so that's where I'm going in terms of data and measuring the
impact of this work. So my question is, can you talk about how each department will measure the impact of this work? What indicators will you be looking at in terms of whether you know things are working and not working? And I I do worry about um having too many
initiatives and especially if you sense that some of the initiatives may not be giving you the best bang for your buck given that our time and staff is limited. >> So how do you prioritize that? >> Thank you for that question. It is a great question. It's one that we grapple with year-over-year. So at uh the
beginning when I talked about even the division of these action plans year-over-year instead of saying we had six years to accomplish because it has to be about that pathway of continuous improvement and trying to figure out what to let go what is getting the biggest bang for the buck what do we
need to abandon and what do we need to increase and the only way that we're going to do that is through data. So that first step as we've been talking about on the year over the years is becoming data literate right we need to build the capacity and continue to build the capacity of the team to ensure that we are looking at the right data to say
what supports what interventions are working the alignment of the human resources the financial resources to really um live out this plan and then year-over-year to be able to evaluate that what we've been able to do I'm proud of and this will result in that dashboard that we've been working for it
is um when we birth that child It's going to be a celebration in Plymouth Kitten because that has been a a long uh it's an ask of the board to have this forward-f facing document that says how are we progressing towards um these goals for our individual teams. We've
partnered with mondays.com. We shared that at a previous board meeting and that's really a project manage management tool. Each of our core team members have developed key performance indicators. You know that's not really the word or the work that we've done. That was more of the corporate work. We introduced our district through our KPIs
for transportation and custodial and that works for us. We're saying what is that measuring? How are we going to say that um these goals are attainable? We're achieving them. So we've transferred that work to each of these departments for each of these objectives that they're sharing that are high
level. They have strategies. They have action plans each year and they have KPIs to say how are we achieving those? And now we have that in that performance system of uh mondays.com that really does a green yellow red to say how we're progressing. And then year-over-year we
continue to talk about really the return on the investment. If it's human resources that we've allocated to a certain intervention, for example, um just interventions or programs the expansion based on need. We're looking at how we're doing and then we make
recommendations as we move forward. Eventually that will feed into that forward- facing document. Right now what we're looking at is really capturing those three areas of student achievement. Then the social emotional um piece which is AB and then looking at
uh the partnerships and engagement that will be kind of the three forward- facing documents. If we're achieving that utilizing student voice then that fifth area of making sure that we're leaders will it it should be inherent in that work that we do. So long answer to your question, but using that project
management tool, development of KPIs by each department as a way to assess our progress and then um looking at that data, making sure that we're all data literate. Our job though is to provide then that information for you as that informs decisions when we're asking for
what do we need as we're asking for budget, as we're asking for policy decisions to be able to share that data with you and and really inform those recommendations that we have moving forward. Okay. Um, I'd like to bring up three things that we've talked about in the past that tie into this um,
discussion. So, one is the equity and funding and athletics and activities. I know that is something that Treasure Kho brought up two years ago. We had some attempt at looking at that document and spreadsheet, but I felt like we didn't forward. Maybe you all did, but we
didn't get an update. >> Yes. So one I'd like to maybe resurface that at some point perhaps with treasure's leadership. Just want to put that out there. >> So I'm going to give you actual answer because I'm really um that is that is work that is actually ongoing. Uh Dr. Vartanian gives took up that work as we
transitioned with uh different staff moving in bringing new staff on board. Um she has been working with our APAs. Um she's been working with our finance and uh uh finance department. um actually will be coming forward I believe in November with an initial
report on FNO. So you'll be talking about that agenda um that will take a look at really that lens of um what programs that we have and activities as well as athletics how are they funded from both the general fund as well as uh supports from like our booster clubs
what's self-funded um and from that will be a recommendation that will come forward um that we'll talk about and that will take really some time but that is I'm proud that we actually we had a lot of stuff to get in play and and and data to clean up and some direction so that will be forthcoming um before the
end of this school year. >> Great. So, the I think you mentioned the athletic activities and partnerships. You've got um Dr. Liz is working on that. My third point that we've talked about in the past that I'd like to surface um again is in terms of human
resources. We looked at um your goal is to improve staff recruit staff recruitment, retention, and satisfaction. In the past, the B board has asked about making sure that we recruit diverse staff that is representative of our student body. So, I'd like to have data on what efforts
are being made, what success indicators look like, and when will you achieve those goals in terms of here here are the goals that we have, here are the activities toward those goals, and here's the impact of that work. >> Absolutely. I believe that the human resources uh presentation is scheduled
for February. I think in maybe a couple weeks ago board's notes I gave you access to the calendar. So as we look to these presentations that will always be linked to the dynamic plan. Those um strategic objectives underneath or or goals underneath their objectives are
always going to be around diversifying our staff and making sure that is reflective of our student uh population as well. Um and so we'll have that data as reflected in those presentations. >> Thank you so much. >> Absolutely. All right. Thank you. All right.
Treasure Kho. >> Uh I'm super excited that a new went first because she hit all of my or most of my points uh in this uh in this process. You know, on the subject of the KPIs and the work that we're doing with the dashboard and monday.com when >> Yeah, when is a good question actually.
Uh Miss Curry and I have a meeting on Tuesday. We've done our work with ALP. Remember that. That's where we kind of got the Mondays.com that has the internal. they are feeding with our internal teams the ability to kind of get to that dashboard but we have an external group that we're meeting with
on Thursday um that will hopefully help us to take that into the direction of coming so when I have an actual date I will give that date to >> manage our expectations is this in October November December June what >> let's let's well if I can manage your
expectation I will say that we I I will guarantee you we will start the 26th 27th school We are with it. That's a little long, but I'm like managing your expectations. You gave it to me. I'm going to take it and run. However, Ann, I know you're not going to let me go. We'll continue. Just know that. I mean, I've been talking about that because I
haven't satisfied that. It it is different from I'm just going to say it's different from our world. Um, but we're we're getting there. >> So, when will you be able to tell us when you'll have >> I'll give you an update on board notes Friday about our Thursday's meeting. >> Okay. And so that you'll have a projection as to when >> I don't know that. I'll give you an
update on Thursday. I don't know that. But you hold me accountable to keep it's not going away. I understand and the team will support. Am I not always talking about this dashboard? >> Obviously, this is important because these are the metrics and the KPIs or the the what success looks like on all
the things that you talked about this evening. >> Absolutely. >> So there's some fantastic initiatives that were discussed from all the departments this evening, but ultimately we want to know is is what does success look like and how are you measuring that? So that's, you know, key to us and all the work that that we're doing for a
governance perspective is is to look at that. >> Thank you. >> Thank you, >> Secretary Wester. I'm glad that uh Anupam and Patrick went first, too. Um I won't I won't re repeat questions. I
just wanted to say um I'm I feel like we're gaining traction and I'm very grateful to see that we're gaining traction. The statistic about going to the 18 um um GSRP classes. Um and then
the statistic around retaining so many such a high higher percentage of kids from preschool into early L is fantastic to see. So >> and I'm looking forward to the dashboard too.
>> Thank you. >> Member box. >> Thank you. Um I just have a couple questions. I'm wondering how are the staff voices being incorporated in the goals? So you want to address those in the different areas in particular or
Sure. Yep. want to incorporate I'll speak about student and family engagement first. So a lot of the work we do is um because staff have referred students to our department and we work with that staff member and the student
to help provide them what they need to be successful. We also um listen when our staff share. An example that just happened recently is they wanted to attend some of our presentations and our programming, but they weren't able to get the credits they need. It's called
Sketchers for Teachers. And with working with Jen Curry, we were able to make that happen this year. So, we are now encouraging them to come to our events and we will give them the credits they need through the Michigan Education Certification System. So, those are just two ways. And with the early childhood
program, Caitlyn and Kitty on a a consistent basis are working with their staff. Um, the new thing they're working on right now is an assessment piece for the tuition program so we can assess our children on a continuous basis, but they listen to their staff on up all the time
about what they need for our youngest learners and we can continue to improve that. >> I'm from the HR realm. A lot of my um staff feedback voice is going to come through my um interactions with their union. Um so I have standing up meetings with all the unions. We talk about any
upcoming issues. A lot of the things that I'll discuss here are things that I would um um um bounce off of them first to see, hey, what do you think about these things? So, um um generally for me and a lot of the things that I mentioned um as far as like um wellness programs
or medical benefits and stuff that I'm working with the units to negotiate and get those in to make sure we have something that works for us and works for our staff. >> I know I'm in a little different spot being that I'm new just a couple months. Um, but I can tell you that the teaching
and learning team, we do meet bi-weekly and then even in smaller groups like with my level leaders weekly, but I've also gotten into buildings, right, to hear voice around the goals within teaching and learning. So, talking to instructional coaches, doing walk and talk towards with principles. I'd like
to say that I've done that with every single building. I haven't yet. I'm getting there. But that's part of the voice, too, right? Just to see what does this truly like look like when it hits the classroom. um being in classrooms as well too out and about to see what do I see that's present just you know as I
look around I can see the learning profile in action in some classrooms already I can even see it as we're visioning in our future spaces um so I can tell you from a teaching and learning standpoint we do have a lot of discussions around the goals making sure
that our teachers and our buildings our principles our par are aware of what our goals are um and how we're going to get there and that becomes our big rocks So MTSS what professional learning do they need and so forth. So I am definitely I think we are on that page as a team that
we have to hear from the people who are out in the field. >> I will add uh sorry you're jumping in but I was just going to add in terms of even the survey we think we shared with you the process that yearly we have a staff survey and then that is divided out by each of these departments. So
information that comes forward as something that is actionable for that department to take and then um if it's going back if it's including staff and committees if it's addressing areas of clean you know things along those lines are able to use that f that feedback in that manner. Sorry.
>> Thank you. >> U from the finance and operations uh sphere. Um our finance department um well actually all three of them look forward to more interactions with staff actually. We're looking to push into some of the level leaders meetings to request that feedback. Uh are what are
we doing that you need more of? What are we doing that you don't want any of? How can we do what we're doing do it better? Uh we are looking to be more involved in some of those professional development opportunities. Uh last year we engaged with administrators. This year we engaged with administrators and
administrative assistants to be sure that they are uh connected and have the same information and we're sharing that across the board. Um in the facilities arena um we look to engage with our staff uh via a new work order system uh
where we can communicate electronically with that in terms of the status of the work order. Is it pending or waiting for parts? Is it completed and so forth? as well as inviting uh staff to participate in a robust way around our capital programs uh the improvements that we are
funding with our bond program uh as well as other uh mechanisms through KPIs with ABM uh and other contracted service as well to uh be sure we are hearing that feedback from staff uh through and with
regards to uh our partners in that way uh and through food services uh food and nutrition uh because they are already kind of integrated and dispersed across every building as it is. Uh they may have an easier time to have that face-toface time with principles and
staff, but we want to go above and beyond that. We want to be sure that we are uh inviting their feedback, their input um and not just pushing out communications, although uh two-way communication is necessary. So those are just some of the ways that we're doing that in the FNO arena.
>> Thanks, Joe. Um, you know, I'm I'm blessed to have been here for 20 almost 25 years, and I think a lot of the uh ways that I get feedback is the relationships I've built with staff over the years. Um, they're they're a great source for, you know, bouncing ideas off, um, you know, running ideas by
them. Um, you know, when we when we hold, let's say, um, training sessions, we we'll do that in a format that's open and solicit feedback from them. um when we're looking at implementing a new process, we we don't just want to, you know, kind of put a process in place
without that feedback. So getting, you know, hey, from your lens, how would this work better or what can we do differently that meets the same goal? So soliciting feedback u I one example this summer, our pupil accounting coordinator met with our administrative assistants and it was really kind of an open
dialogue. She has a you know kind of a handbook of things to do in the people accounting world and u had an open forum with our with our administrative assistants to get some feedback on what they're seeing what barriers they have uh working through those kind of things. Uh we have representation of staff on
our code of conduct uh committee where they're as long as as well as students have been involved in in looking at revisions. So that's another way. Um, but I think the biggest thing for us is looking at utilizing um our staff in in areas that really impact them and how we
can help, you know, make their work easier. >> I do think ultimately what we'll always hear about is communication can make or break you. And so on that path to continuous improvement, we continue to talk about how do we strengthen communication between district office and the school buildings. Again, when we
look at this dynamic plan and making sure that everybody understands the goals and the directions that we have year-over-year um to just ensure that all of the boats are rowing in the same direction, I think we'll improve upon that as well. >> Did you have another question?
>> All right, >> you're ready for your question? >> Yeah, I didn't know if she had another question. >> I'm actually going to circle around to our student co-chair and then I'll come back to you. Okay, >> Arjun. I'll keep this kind of sides because we're probably running short on time. But I think one thing to take note of is
it's nice to have like broad claims. It's kind of related to what Treasure Kho said that people like to see broad ideas. It's easy to make a goal based on broad claims, but people also like to see specifics. And I feel like in this is connected to um communication and
family engagement that people will realize that these um goals are being reached and feel um more pride in their district and community if they see examples. And this probably connected to dashboard too.
um examples of success and what these goals actually mean instead of just seeing these broad terms and not really understanding what's behind it. So, I think being able to have some way to show these families specific examples of
what these goals mean instead of just these overlying terms that could have multiple meanings and people don't know if it's actually being put into action or not would be really helpful. >> Yeah. No, that is great feedback. you're so perceptive when we look at even um
our plans. They're on the dynamic I mean uh on the website and you see pages and pages of action items and things that uh really the work that we're doing the strategies to get to these goals. But I re really think that that dashboard is a key. What's that one thing that I'm going to look at to say how are you
progressing? And that's really what that result will be. What are the outcomes for students? Um, so a lot of my questions have already like previously been answered except for one that kind of hits hard to me personally. Um, the free Michigan
meals program is like disappearing uh um very soon. Um, and I know you talked about there's some alternatives hopefully that we'll be able to use, but I know a lot of students who might not qualify for those, um, that are currently using these meals to get nutrition that they wouldn't be getting
at home for a variety of reasons, whether they don't have access or their access is restricted. Um, so I'm concerned honestly. Students have really grown to rely on it. And it it's strikes me that like and I've seen firsthand multiples people who
and it like have really relied on this and for it to be going away and I know you're going to do your best but just and this isn't anything you can control but it's really the state like it's just I I know how much good it did and to see it go away it's like a step back. So, I love your voice and your advocacy and as
I heard one of our citizens talk about in terms of utilizing your voice, your family's voice, getting to our legislators to say, "Get us that budget." And so, as it relates to that final budget, you're absolutely right that the provisions for free MU meals have ended for September 30th and we
don't know what the final provision will be as a part of our focus areas in that space. It's around how do we really take that opportunity absent of if we never get an additional aid from state for school meals and that is a priority for
us in our district as we look at goal B then what are some ways that we can leverage partnerships we heard about the community eligibility program that's a federal program that exists but we hadn't participated in that program as a district but now we're looking to participate in that program many of our
schools are already eligible some are not so working to get um those eligibility numbers up informing about this and then eventually if the state aids the budget doesn't come in and it has specific money for u food that's a conversation that we'll need to have
here at the board level that we say all right we have these schools that have community eligibility so we'll get reimbursement but we have our high schools for example and two of our middle schools that don't qualify is there something that we would uh do to keep that going for those schools as a part of our budget moving forward so
those are the conversations at how are we in the dynamic plan exploring those equitable access for all hearing that that is a priority and then how do we mobilize um once we figure out what this state aid is going to be absent of th of that aid if that's a priority how do we align those financial resources to
support that but keep those conversations going and call your legislators too they need to hear your voice as well >> thank you >> thank you >> member you had a question okay um yeah I had a question um when we talk about um
all students feeling safe, respected, valued, and represented. I still have some concerns, as even one of the speakers out in the audience did about wanting all kids to feel um everybody has a has a right to feel safe and respected. I just still believe that um
one of our policies 5517.03 does not obtain that. It actually makes some students not comfortable and that's biological girls, boys. And our title nine actually is supposed to to um >> remember Bard. Yes. We've got to stay
towards the dynamic plan though. >> That is a dynamic plan right here. All students have what they need to be successful, feel safe, respected, valued, and represented. So I am so anyways um that I just am concerned on how that can be fixed and
because Title N does protect also sexes, what sex you are. So, um, that's one of my concerns because I know people are concerned about that and I I I think there's ways that could be worked. I don't think just saying going to a single bathroom is always a solution
when you have more students that would have concerns about that than that don't. So, I just I don't know what we can construct, but I think there needs to be a safe place, valued, respected place for those that have that concern. >> So, appreciate your feedback. will
continue to be driven by our goals um of our dynamic plan around belonging and inclusion so that every student knows that they are safe however that feels safe and represented for them in this environment in inclusive ways through our policies through our practices
through our procedure so that no student is excluded and so that for us is a priority as demonstrated through those policies as demonstrated through those plans not okay well I just disagree that's demonstrated but anyway Anyways, um one more question. Uh as far as the
gap goes, what is the how do you measure that? Like is there because if you're every student's achieving and I know I've brought this up before, how is that measured? Is there a baseline? Because achieving a gap is so there's so many factors that I think affect everything
that I think just as we just push to achieve ch help kids achieve. I just I think the stress of that whole gap thing because you've got to think of the kids that are really like that are achieving like is there a certain grade we're looking for what how do we measure that and so when you we talk about through
our presentations multiple measured we talk about uh proficiency we're looking for growth as well as proficiency so will every student grow at the same time absolutely not so our job we're charged with ensuring that every student has that ability to grow and ultimately the
state would say what is proficient when you look at gaps I want to remove that fallacy by closing gaps that it means somehow that you're bringing um the top down. I've heard that conversation here. That is not the case. We want to continue to grow students at an accelerated rate if that's where they
are. We want to continue to give students what they need um that might have other challenges so that they can grow as well. And as you continue to raise any student, you raise us all. As goes the least of us goes the most of us. We have to think about that inclusion in terms of um how do we
provide every student what they need not to ensure that every student is everywhere. So if we're doing that we increase achievement for all at their individual level while at the same time closing that gap so that the disparity among different groups is not as great.
So that is really that focus on instruction to grow every student giving every student what they need. It might be that support through an IEP. It might be that support through um language barriers um whatever supports that they may need. When we talk again um as acceleration, we have the number one
elementary school in the state of Michigan. That doesn't mean that we say, "Uh oh, we're done at Gallammore." We are still charged with growing our students at Galamore as well. >> Right. Okay. Thank you. >> Okay. Thank you very much for your presentation. >> All right. I appreciate you. >> Okay. Okay, up next we have
administrative reports and recommendations, finance and operations with Miss Minnik. Thank you, President Christensen. It's my pleasure to introduce and present the summer construction update this evening. Uh this is an annual showcase, if you will, of the extensive
new construction and uh existing facility renovations. I want to extend a really big thank you uh to our community for their support of the 2020 bond pro bond program referendum. uh we are uh grateful and I want to underscore
grateful uh for their support uh and the opportunity to make these important learning environments uh and much needed improvements on these in these spaces and expansions uh and the improvement of the infrastructure as well. Uh so to
share this uh this summer's update um I was going to invite you but here is uh here are members of our construction team uh led by uh director of capital programs and facilities Matt Lent and joined by members of our construction
management team uh Mr. Brian Gamman, senior project manager and Mr. Nick Tindle, assistant pro uh project manager. Uh so please kick it off. Thank you. >> Well, thank you for having us. Um we're excited to present all the all the hard work that took place this summer and beyond. Uh a ton of work has gone on
this past summer. Um some continues on. We we've had some challenges but have overcome a ton um to kind of get to where we are today. Um so excited to share a lot of the work that took place uh quick snapshots of this summer um and then again as uh Treasurer Kho had kind of alluded a lot coming down the pipe um
for this 2020 bond that we're excited about. Uh so for starters I'm going to turn it over to Nick. um if you want to click the first button here. Um and he's going to go through some of our updates from Far Elementary. >> Good evening. Like Brian said, we're
going to start over at Faren Elementary. Um Farend itself consisted of a renovation over the summer uh and then an addition that is still ongoing uh which we'll get into a little bit of both. So, first slide up here uh are the
old classroom corridor walls on the left. Uh it's kind of a wood framing construction uh with some windows up above to provide more security. Uh those all got torn down over the summer. New CMU block walls got built with new
lockers. You can kind of see some uh new lighting in the corner there. We'll kind of touch into that a little bit as well. Uh along with the walls, we also got renovated bathrooms. So, the photo on the left is the old bathrooms. The photo
on the right uh is the updated bathroom. Within the media center in the main office, we got new carpeting, new lighting, uh new furniture. On the left, you can kind of see some of those tables and chairs. On the right, you can see a new circulation desk within that main
office. Uh throughout the whole entire school, we also got updated lighting. Uh so the photo on the left is that older tube lighting and the photo on the right is some uh of the updated lighting.
Uh part of the exterior renovations that were done, uh there were some sidewalks that were all cracking, kind of falling apart a little bit. Those got torn out uh and replaced. Kind of see in the background a sneak peek of the addition at this point. uh not photoed here, but
also done this summer was two new uh concrete approaches right off Greenbryer Road. Um and then as far as the addition itself, kind of the beginning of the summer, uh kind of really just starting with all the CMU, uh what you see there in the
background is that classroom portion. Uh and then to the left is that corridor that'll take you to the gymnasium. The photo on the right is from the back part of the stage within the gymnasium, kind of like we've done on the other editions around uh the district for the
elementary schools. Um deck is on, roofing is going on, um floor prep is happening in that photo on the right, and we're actually looking to start pouring those concrete floors uh come the end of this week.
>> I'm sorry to interrupt you. I've heard you use the the term CMU. Will you please explain? >> Yep. CMU is the concrete masonry units. Uh basically the big rectangular blocks. Um so we use those in the wall and then obviously here for the addition.
>> Thank you. >> Um that's what we had kind of going on over at Faren as far as the construction over the summer. Um moving on to MS2 East and West. a lot less going on over at these
schools uh since they were kind of last summer's renovation work, but uh due to lead times, we had some air handlers that had to be installed this summer uh over at East. So, there's a couple quick photos of those. And then over uh actually out front, uh
if you remember last year's update, we there's a kind of that side or that drive that goes around East Middle School. We had done all of that. We had elected to hold off on the main parking lot uh due to that office edition still going on. Didn't want all those trucks
going over it. Uh so at the beginning of the summer this past or this summer uh we went through and tore uh took out that parking lot and repaved it, striped it. Uh over at West Middle School, uh here's
a photo of the new rooftop unit uh that serves the cafeteria. Um those the older one got pulled off, a new curb got put on. Uh and then the new rooftop got set kind of midsummer. Uh that is all up and functioning now.
And then I'll turn it over to Brian for the stadium. >> Uh so one of the other lengthy projects is the north stadium. So that has been going on for a little over a year. Um we are continue to work on over the summer to really wrap up the remainder of the track. Um, this north stadium really was
part of the what formerly known as Canton phase three edition which we presented on and has been in in use for the last year. Um, but this summer's main focus has basically finishing up that track work. On the lefth hand side you can see the process ongoing uh of paving that track and then on the right hand side you can see all the final uh
track surfacing and and striping taking place. Um, again a couple uh progress photos early this spring you can see the field has really been in place for some time. um at just the track surfacing. We had to wait for appropriate temperatures um to to be reached so we could finish up the rest of that track. On the right
hand side, you could see it pretty much all complete. We're down to still growing some grass blades out there, but uh it has been heavily used over the summer. Um, one of the kickoff meetings was used for this uh for the staff members at the beginning of the school year and uh excited to turn that over
and and have a uh yet another athletic facility for the the campus at PEP. Um this was not on the original list. Um this is the the sidewalk between Plymouth High School and Canton High School. Uh this was really noted as an
ADA concern. Um this was something that was identified as a as a major concern. This is a a thorough fair that seems like virtually every high school student uses on a daily basis. Um, so this was kind of deemed a priority and was was uh completed as well this summer.
I'll turn it back over to uh to Nick to talk through the Canton High School Innovation Hub and robotics edition. Uh so for the Canton Innovation Hub project, photo on the left is kind of where the building was when kids left for the summer. uh basically had the
wall up against the school and that parking lot most wall built. Uh just kind of working on all those connecting walls. As of now, all those walls are built. Uh brick is on. Uh a good majority of the building, the roofing is
on, rooftop units are on. Uh working on getting gas piping over to those. I'm kind of waiting for those last items um to come in order to kind of close up that building envelope itself. As far as the inside, the photo on the left there
is kind of that concrete floor prep. Uh there's a layer of plastic. Uh and then you see all those metal squares. That's just reinforcing that goes within. So when they pour that floor, they kind of pull that up for reinforcing. Uh so there you can see the photo on the right
is from the robotics uh room itself. in that room will kind of be that practice field uh that can get built and tore down um for their use on the interior of the building because we had to create a corridor which will be on the next
slide. Uh there's some storage that kind of was getting taken away. Um so in a solution uh with the district and with the teachers um took out some sinks uh and then built a storage room uh for
them to utilize. This is the hallway that was built. On the right is obviously the finished product. On the left is basically two big storage rooms. Took out the back half of them. built a wall between all of those uh walls that you can see there
uh to create the photo on the right. Uh turn it over to Brian for Salem. >> Thank you. Um another lengthy project. So we started that this summer. Um if you went to freshman orientation, you probably got a snapshot of what that
looks like. This is going to be a two-year project. Um which is incorporates about four different phases, all of which are are currently ongoing right now. Our first phase was really all main corridor ceilings and main corridor lighting. This was brought to the board really years ago with with
Salem being an elevated need when it comes to um the age of the building and trying to expedite getting some of the the the lighting was uh identified really as a critical need. So it was important to get that going this summer. Um part of that single first phase is uh
renovations to the existing group restrooms. Um you'll see on the picture on the left uh demolition in progress and on the right hand side you'll see the completed group restrooms. Um on the lefth hand side you'll see some of the ceiling work that took place. Again if you haven't walked
through Salem it's it is seemingly kind of night and day. Um and it is a lot of square footage. So that's that's three floors all of which got completed this summer. Um and and was a was a process for sure. Um some of those other ADA uh upgrades
that are are part and parcel of phase one as well as upcoming phases are uh new ADA restrooms. So these are new restrooms that did not occur previously. So we didn't take any offline. We we are adding two and those are ongoing as we speak as well as um identification and
and um addition of some drinking stations with ADA compliant wing walls which you see on the right hand side. Um this is uh a snapshot of of still what's to come as part of this project. So ADA restroom renovations will continue on over the next few months.
The production studio renovation will will wrap up here in the next month month and a half. Um gym floor slab replacement that is a that is a big one that doesn't seem maybe as exciting but is from an ADA compliance perspective is a big deal. Um so you'll see that that's coming our way in March. Um, so
communication has been something that has been drilled and drilled and drilled and probably not not so much as as it is now. Um, where we need to move forward and make sure we're communicating with those people. So, um, gym usage in that area starting March is going to look different. So, we're working with Tim Beckler and Kim Verosa to make sure
parents and and athletes and coaches are all aware of what's going on because certainly is going to create some um, scheduling uh, differences. But the again the positive here is through the bond there are a ton of new athletic spaces and multi-purpose spaces that can be used um while those those uh
renovations are taking place. Um classroom lighting was not omitted as part of phase one but as part of our phase two that will be starting on second shift throughout this year. Um so at the end of this program every le every light in Salem will be replaced with LED lights inclusive of of the
classroom lights. Um K kitchen renovations next summer and the bookroom renovation next summer. So, there is a lot done, but still a lot more to do over the course of the next year and and upcoming summer. Um, while we're still at PEP, PEP will
be a a topic of discussion here because there was a ton of work going on. Um, tennis courts, they spanned this past winter um as weather warmed up and the the uh post-tension concrete could be installed. it was. And you can see all those courts kind of on the far right hand side um completed and and you if
you really squint, you can see a ton of uh students and athletes uh playing on those tennis courts kind of in that picture on the right hand side. Um these are a couple progress photos on the left of of the posts going in. Um and then the post-tension concrete process on the right.
Again, a couple more shots. Um and then I'll turn it over to Nick to talk about the Canton High School paving project. Uh so for the Canton High School paving project, uh this included the north lot, the south lot, kind of the side drive,
and everything back towards the maintenance area at Canton High School itself. Uh so here's just a couple photos of the lots themselves being demoed. Uh we had milled those up. Um the here's a couple photos of the stone
subgrade going back in. uh upfront Wayne County. Um kind of we had gone back and forth in all the meetings about Wayne County and underground detention. Uh here's just a couple photos of those structures. Uh again, this temporarily holds that rainwater uh to then discharge it into
the system kind of as Wayne County system can handle it. Uh and then here's a couple photos of the completed north and south lot. Um, last year they're more staff lot would
have been the north lot, student lot would have been the south lot. Now you can kind of see some differing colors. Um, so the blue spots uh are handicap spots, the yellow spots are for visitor spots. Uh, the green spots where you can
probably see better right here within the south lot are designated for staff. Uh, and then the white spots uh are all for student um parking. Uh couple photos. So around the stadium
itself, there's another layer of fencing that was installed. Uh this is for security. This is kind of over by that maintenance building. Uh before once you came in with a ticket, uh you're able to just kind of be able to walk around over in that area. This now keeps everyone uh
that's there for the game within the fencing for the game and uh all those other people outside. Uh and then the photo on the right is fencing around the uh back side of the auto shop. That's what we have for the summer
update. >> Okay. Thank you very much. I'll start to my left. Member Ahmed. Um my question is what is the what is given some of the comments that we've heard what is the interaction between
your work and the park facilities team? >> Um I would say it's collaborative. I would say that it is more so collaborative uh within the last couple weeks than it probably ever has. Um so myself, Matt Lens, uh Randy Rice, we frankly we have a meeting tomorrow again coordination on cleaning. Um, we also
actually meet met a week and a half ago with the staff um at Fahren. So, the the principal and the staff to to make sure that we're communicating effectively because I think that's what we heard loud and clear is that expectations and and what's being delivered and and there's um there's a there's a barrier there. So, I think we're working extra
hard to make sure that we're communicating that information so that everybody feels heard and and understands the direction we're headed. Um, understanding that there were some disappointments come the start of school. Um, that's not something we want to repeat. Um and it's not something that historically we're known for. Um so we want to overcome that and we're
working very diligently to to provide responses to those concerns. Um as a matter of fact, right now we've got we've got people over there working till 11 o'clock tonight to uh help ensure that this building's getting back to where it should be. >> Thank you. Appreciate that. And then I guess a follow-up question in that same
vein that are there similar discussions and communications happening for instance at Salem or other facilities where um you know there's constant work happening. >> Um shorter answer is yes. But I think the discussion as of late is we're going to ramp everything up. We we're going to
raise the bar on what that expectation is. Um we do a couple ways of communication. One of which the summer update, but we do a weekly update. um which but we realize is not necessarily enough and not necessarily always what people are really wanting to hear. Um so I think uh Faren is a is a great
building to really reset the dial on what that standard wants to be. Um which is going to be more elevated than I think historically what we've done. Um but I think it's important that that we communicate that message and and people hear it loud and clear and feel like they're in the know on what's going on. >> Thank you. I really appreciate it. And I
also really appreciate you pointing out um the the the path that was an ADA barrier. So, uh thank you. I really appreciate you highlighting that. >> I do not have any questions. I got to see this at FNO, but thank you for all
the >> vice president. Thank you. I'm going to jump off of um Trusty uh Ahmed's point in terms of collaboration and ensuring that what you're doing is to the highest quality. So with that, what kind of
walkthroughs do you and your team have in collaboration with Dr. Merritt's team to make sure that everyone is in alignment with what was expected and what's actually happening? >> So, which is a great question. So, we certainly meet weekly on our bond steering meetings. Um Matt and I are are
are probably in contact probably 10 times a day. Um but I think when you talk about KPIs and and how we can measure our success, I think that's one thing certainly at Faren um the very obvious is that construction led up right to the very very end. So in those types of situations, how can we overcome
that? Um and in the on the if come that lead times or whatever whatever be the case where we've got a roadblock, how do we communicate that? So I think that's those walkthroughs physically sitting down with with the administration to ensure that what we see is what they see and and give them the tools to be able
to communicate that is I think the big takeaway from where we're at today. Um certainly we're we're very much collaborative but again I think is a great opportunity to we got to raise the bar um to ensure that we we we don't have this issue again. >> Okay great. As a followup to that um
what from which lens do you or your team look at ADA accessibility? So, you pointed that out, which was a great catch. In terms of bathrooms and um bleachers, anything else, do you have a plan that someone looks over or is this something that you just say, "Okay,
we're just going to look for accessibility issues." >> I'll take a stab at this and maybe I'll turn it over to Matt. Um so, uh as the construction managers, we're not necessarily responsible for the design, but we collaborate with TMP architecture. Um what I can say is ultimately they they follow the codes and what ADA compliance is and what that
looks like. But I will also say that through our bond steering committee, there is a, you know, a deficiency list, if you will, or a a priority list of ADA um concerns that we are trying to fold into this work, right? So, if we're going to these buildings, we want to incorporate those as much as humanly
possible. It's certainly something that we talk about often at FNO. Not to say that it resolves every single issue, but I it is certainly an emphasis over the last few years and especially now with those identified points that um are areas of note that we want to incorporate those as part of the uh um
the program. And then we have a couple representatives on on bond steering that talk to it too. >> Um hi, I'm I'm Matt Lance, the director of facilities. So to answer your question, uh TMP is our architect of record. about three years ago, they went through the entire district as a whole
and did a ADA survey. They delivered um the results to us which were extensive uh because it was the good and the bad uh of where the entire district stands. Uh we put together an ADA work group which I was actually a part of uh with
uh parents, teachers, administrators, uh professional licensed professionals to not only break that large binder down, but get down to okay, uh please walk your building and kind of tell us, hey, do do you are we confirming what's
in this report and has this been done or is this something we still need to do? And then from my department and from TMP and from our oversight, it is when can we roll these improvements in? Is this something like the slab in the walkway that you saw which was very extensive
that is a definitely a bond lift because it benefits everyone or is this something where hey the grab bar in a restroom is too high have you know somebody from our staff go in and lower it. uh that type of uh assessment is still ongoing. Although we had and I'm
gonna misquote this I think it was six meetings in our ADA committee of just really breaking it down going school by school finding by finding and survey by survey of where do we actually sit what do we think is like high impact must do
today or this is a large lift uh let's try and roll it into one of these summers like for a large example like that walkway. >> Okay, thanks. As we know, ADA accessibility benefits all people and so we've had some um concerns in the past. My next question is tied to uh
walkthroughs for not walkthroughs actually visits. So when can we visit these um great uh expansions and work? And then my second part of that question is have we considered inviting the community which are not our parents
because our parents are definitely here they see this but the community who actually voted to approve this bond. Can we invite them to say, "Hey, this is your hard dollars at work. This is what it looks like. You may not have a kid in a in our school." Have we thought about inviting them? >> So, we've actually had the
conversations. We said we wanted to coordinate um with our team to say when instead of having like, "Hey, this week we're going to go visit this to have really more like an openhouse event." So when we're ready and we're shining and ready to go, then we would coordinate an opportunity to invite um board members
in, community members in to see the facility. We've done little things such as I was going to just mention to continue those opportunities for board members and community and and such guests to uh tour some of the facilities as well. uh
and then um certainly reconnecting and completing that communication loop back to those stakeholders, right? Our ADA stakeholdering group stakeholder group um and all those different populations that we work to serve as well. >> We um yearly also take the parent
council I think it's their May meeting on a tour of the facility. So that doesn't get the community members. It is but um could also be extended to them at >> that would be nice. >> Thank you. Thank you for all your work. Yeah, I have no questions. It looks like
it's been a very busy summer based upon all the updates that you've shared and um like Miss Minnik had mentioned earlier in the um kind of kicking off this presentation. Just thank you to the community for supporting all this wonderful work that has happened this summer. Um I guess one other comment I
want to overlay on um Vice President Sadu's question and um Trustee Ahmed's question around ADA compliance. A lot of those conversations do happen in FNO. And beyond even just checking that box of compliance, there's been an added
challenge of or or um request of, okay, what can we do that goes above and beyond this? Are we really thinking about, you know, are we placing a a a push button near the door, thinking about sequencing for for all of our users in in each of our buildings? So, I
um commend the team for um answering those those calls as well. So just uh to follow up on that point specifically, I was it's not just about ADA compliance, it's about ADA usability.
>> So the the focus of the audit was to measure not only compliance against the current standards because all the buildings and all the construction we always do meets whatever the standards were at the time. Some of our buildings are 50 years old. So they may not be compliant to what the rules are today.
And that's where that list and that prioritization comes in. But there's also a lot of discussions about usability. You know, how do we make it so that it works well, not just check the box for compliance. And I think that's one of the big differences in having the uh ADA committee working
together with them is they bring that perspective of usability to this and it's really helped to to focus a lot of the work that we do in in the process. and you'll hear that in one of the other presentations that we have uh coming up this evening. Um the other thing I would
mention is on communications. We had a really extensive conversation about this at FNO that it isn't enough just to communicate with the administration. We have to make sure as a district that those communications get out to all the stakeholders especially the families
because sometimes there's some great communication that comes down about the bond work and what's happening but it may not get beyond the principle. um it may not get beyond the teachers. Um so we need to make sure that all the stakeholders, the teachers, the families, uh the administration,
everybody is hearing about the work that needs to happen. And I think that's one of the lessons that we that we heard and one of the things that's going to be really important for us in the Salem renovation because Salem is complicated as it is, when we add the new multi-purpose room, it's going to get even more complicated. And so that's
that that work is going to be really important for us for that communication. And I think the administration is taking that charge with their partners along head head on. And sometimes it's takes the form of preparing the materials that make it easy for them to communicate this out and make sure that they use
terms that make sense to uh to the community and do write it in plain language so they can understand what to expect. Expectation management is key in any of this work. Sometimes you can have problems with a project, but if you communicate ahead of time that you've got a problem and what you're doing
about it, it goes a long way towards showing up to a dirty classroom >> with no communication, no feedback. >> So, I do appreciate how much work went on this summer and uh you know, there's certainly a lot of great lessons learned and I look forward to the continued
collaboration to make things better. >> I think most of my questions have been asked and answered already. Um, I especially appreciate your your attention to Faren. Um, because that is
that was concerning. Um, and on the ADA issue. Um, one question I had is last year before you started the fencing around the high schools, I know there was some concern on behalf of the students and the and the community that
some of the pathways that students use um to walk home would be blocked. Has that materialized at all now that the fencing is done? >> I will say I've not heard that come back up. Um, we we have asked uh
>> Oh, go right ahead. >> I'll I'll jump right in. I actually walked home today. Defense is perfect. There's a big enough >> I'm sorry I stole your question. >> All good. I It's not even a question, but to to respond. Yes, it's it's great. >> I'm sorry. >> It's great. So, Josh Dutch takes that path. >> He tests it every day.
>> He tests it every single day. >> Firstand account >> and I'm glad I had the right information because I had not heard anything. So, I'm glad I had it right. Thank you, Josh. >> Um, I just have two questions. When you said that you're renovating the kitchen at Salem, does that mean the cafeteria
kitchen or the um Rock Cafe where the kids are cooking? >> It's it's the the cafeteria kitchen. >> Okay. And then when you said that the underground water detention system was put in, does that mean that there won't be any more flooding or flooding into
the neighborhood behind the school? I am going to say we drastically reduce the odds of that ever happening. I mean the the pictures do don't do it justice. The the hole is like 100 feet wide by like 60 feet deep. Um and so certainly I that is going to substantially help. We if we
get a once in a millionear rain certainly no guarantees but I I suspect that we're going to see drastic improvement much like we've seen at on the playgrounds and the other parking lots where we've implemented a similar thing. >> Thank you. I think to I think to add to your answer as well, um we'll be adding
more when we come around to Salem's as well. We start doing some stuff. There's still some additional slated. So, um we're only going to make it better. >> All right, Josh. >> Um so, I just want to jump back to the first day of school. I was walking from Plymouth to Canon on the new path and I
was like, it's a joy. It like literally brought me joy to have this new path, which sounds so funny. Um, but from in comparison to Old Path, it's like night and day. Um, and that's like a unappreciated thing, but it it literally it literally meant the world to me. So, just wanted to put that out there. Um,
so thank you. Unexpected, but thank you. Um, for going back to the Canton area with the robotics expansion and then also the STEM renovations to bring storage. Um, there's a lot of successes and I want to highlight those um, as well, but I've also seen some negatives
in the process of doing that. Um obviously there's a lack of storage which you work to do um to manage but um in the process there was rooms that were going to that were labeled as like we're going to be used for renovation and then other rooms were expanded onto that in the summer without communication. So
some of our supplies and stuff um were damaged or like impacted by the dust. We have 3D printers that luckily most of them were put away um but dust exposure was really bad for them. So kind of going forward to work um even more cooperatively with teachers especially
in the STEM area because we have a lot of like sensitive technology and stuff. It was I mean great addition like I don't want to negatively impact I just want to bring that feedback um to you as well that like there has been some strain in the process. Um >> we we appreciate that feedback and we
we'll uh we'll coordinate over there and touch back space. >> Thank you. >> Okay. Thank you very much. All right. Thank you, Miss. >> Thank you. Next on our agenda uh for your uh consideration this evening is
approval for a resolution recommending the purchase of two single lane mobile evolve units. Uh this is the first reading. Uh we are recommending the purchase of concealed weapon detection units uh to strengthen safety at district facilities and events. uh this
is a slight shift from our discussion at Thursday's FNO committee meeting where we discussed a single unit with two lanes whereas our recommendation this evening is two single lane units uh we are able to provide even a better price
point with these units uh at a cost not to exceed $143,58. We will be funding this purchase through the M state of Michigan section 31A grant funds for specifically for safety and mental health supports. Um
and with that then I will uh turn this over if I may to our director of student safety to share a little bit more about these units. >> Good evening. Um, as we talked about at FNO, this is just another layer and the layered approach that we're taking to student safety, particularly in the detection of firearms or weapons being
introduced into schools or into our after school activities. Um, as we talked about extensively with the board, we beta testing. We're wrapping that up right now with Motorola. That's a visible a visible firearm detection system uh using the artificial intelligence and some other uh systems
within our camera system and our access control system. But that is only effective in detecting visible firearms. So the firearm has to be visible. Um we also have the other layered approach to where we have sensors and other types of
systems within our building to detect gunshots and activate alerts and lockdowns. Um and so what where the gap is right now is concealed weapons. Um as we see an increase in weapons being introduced into large events such as football games, other uh types of
athletics, that's a concern of ours. And so we're going to utilize some of this uh 31A money to purchase the ball weapon detection scanner so that when people come into the stadium, they'll walk through this. Um very similar to a metal detector with the exception of if you've ever been through a court, you have to
empty out your pockets, you have to take your belt off, you have to take off anything metal. These are not like that. You can walk through them. Um and they have the ability to discern a set of keys from a firearm or a knife or those type of things. Um we had a little bit of discussion uh at the FNO. I referred
to it as a as a uh one two-lane unit. What what we um actually are purchasing is two single lane units put together makes one two-lane unit. Um the idea behind doing that versus one unit is it gives us some flexibility. I don't need
a two-lane unit um at basketball games or some of the other different types of sporting events. Um, a two-lane unit takes up more footprint in a hallway outside of a basketball game or a gymnasium, whereas a single uh lane unit gives me enough through output to get
that crowd in and out without any issues. And so it having two single lane units gives us a little bit more flexibility. Um, and that I can only afford what we can afford to purchase tonight. it gives me some flexibility to be able to deploy those um to multiple
events which we all know we have at the park uh quite regularly. So it just allows us to mitigate risk a little bit more efficiently in the district. Uh with that I'll be happy to answer any questions you may have. >> Okay. Thank you. Member Amed.
>> Um I obviously was not at FNO and My question I'm struggling struggling a little bit to articulate it but >> what is the data supporting uh using these for prevention? I guess >> there
>> how much fear do we have at our events currently? >> Um you know we we it could happen tomorrow. Um, we've had reports of we had a weapon scare at a football game last year which caused a
lot of panic. Um, people trying to leave the stadium. Um, we've had reports of weapons coming into our events. Um, without being able to screen or or prevent that at the entrance. I have no ability no ability to prevent that from
occurring. Uh, these are being widely used across other school districts and not only in the state of Michigan but across the country. They're being widely used at other sporting venues. America Park, Ford Field, uh Hart Plaza. Um so they're widely they're being widely used
successfully. Um they're non evasive. You walk through it, it simply tells us if it detects that type of weapon and then we have a secondary process for that. >> Okay. Thank you. I think my concern sort
of I mean this isn't directed at you but overarching um secure like safety and security are important and prevention are is also important but sometimes I feel like as a society we're focusing on on the wrong
thing maybe so just I really I didn't experience schools feeling like I don't know how to explain schools feeling like forts maybe. >> Um, and I really don't want our students or community to have to face that. But I
appreciate your explanation. >> No, I I understand that and um it's certainly not our intent. Um, we've had a number of incidents occur recently at football games to where we've had to change our procedures. Uh we've done some extensive investigations into those incidents and the parties involved in
those incidents. And I can tell you tonight that the majority of those individuals that were involved are not uh students of our district. They're not there to watch a football game. They're there to cause problems. Um some of them are known to carry weapons, including firearms. And so that's a concern of
ours. And if we don't get out in front of it and we don't properly address it, we're prone at risk to another incident occurring at our district. and that's my job to make sure that doesn't happen. >> Yeah, I appreciate your proactive approach. Thank you. >> I just want to say thank you for the
presentation and I'm think that'd be really good. So, thank you. >> Where would these be placed? >> So, um for for example, they would be they would be placed at the point of entry. A point of entry for a football
game pointable. >> Yeah, they're portable. They're mobile units. They're on caster wheels. Um, so we can move them around. They they they operate once it's set up. They operate off a little tablet. The tablet gives us an indication when somebody walks through. It'll actually identify very specifically where the weapon is
believed to be on the person. Uh, at which point we would we would activate our procedures and protocol, which I'm in the process of writing right now for a secondary screen. Uh, following the national best practices and recommendations of the manufacturer. Given that this is limited and we have a
lot of events, how do you prioritize where you will put these? >> So, we're going to look at a multitude of of of uh risk assessments. So, um we're working with our with Mr. Green and our athletic directors right now uh to have a
emergency action plan, risk mitigation plan form that we would fill out. So when we're when we're looking at that, we're looking at previous incidents. We're looking at number of of uh people attending that event, things of that nature. And that is how we're going to have to prioritize. In a perfect world,
I wouldn't need them at all. In another perfect world, I would have as many as I needed to deploy across the entire district and cover all our events, but that's simply not uh in the deck of cards that I was dealt by the state of Michigan. And so, we're doing the best that we can to mitigate the risk where
we can. And who's going to man these? And um >> the security teams will man them. They'll be trained and and trained in how to man them. >> And are there false positives I guess in this? Like what's the rate of that in this technology? >> It's very minimal, but but it is there
is a potential that that an item that um pretty minimal, but it is it's not out of the realm of possibilities. >> I'm just trying to walk through this um and not to raise a concern for our community. So you see somebody, you've got a security team, there's an alert, some light goes off, you pull them aside
and you check them. I mean, this is >> we just ask them to step aside very discreetly. And then we have another secondary um uh basically a wand that would scan that area to determine if there's any metal or object or uh objects in that area. >> Okay. I feel like there's there should
be a lot of training involved in this in terms of how to um handle all situations, especially if someone's like, "Hey, you know, I don't have anything and things escalate." >> Yeah. If you attended graduation at Eastern Michigan University, you walk through one of these units. >> Yeah.
>> Okay. Thank you for your questions. Those were the two that I had. So, I appreciate your responses. >> Yes, we had a pretty good robust discussion about this at FNO. Um I My my my question is around the power supply. When we talked we talked about
it being battery uh operated, but I see here that there's a generator required. >> Yeah. So so the the battery operates the tablet and the accessories the actual unit itself has to be operated on 110 power. Um so a a small inverter style
generator,000 watt inverter style generator uh would operate the unit sufficiently for a duration of time. That's that's exactly how the city of Detroit is using the heart plaza and other areas. >> Do we have those generators already? >> Uh I believe we have some generators. I'm not sure exactly the bottle make and
wattage, but we >> I want to make sure we've got the ones for this equipment because some of the areas that we deploy this, especially while we're doing the renovations on the um on the ticket boost and things like that, they may not have ready AC power that's readily available.
>> Yeah, that's uh that's part of the onboarding. It's we take about four weeks after we provide them with a purchase order number to get the equipment. That's part of the onboarding process is we're evaluating all the various sites uh as to where we would deploy them to determine that where where the best area to set them up is
and where the most electrical and if we need to work with our electrician to add uh power to those areas where we can we certainly will. There's obviously like our tennis courts might be slightly difficult to do that but we'll we'll have the generator as part of our plan. So, one of the things that we discussed
at FNO was uh these are funded by 31A funds. This is the safety and security grants that have happened from the state of Michigan um over the last few years. Um it's with no budget. We have no idea whether we're going to have additional 31A funds or opportunities to do that.
So, this is using existing funds that were left over from last budget year. So, that's why there's this particular purchase in these units. If these are successful for us, which we fully intend uh believe that they will be and we see additional need, we can purchase more
either coming out of general fund or in the event that there's other 31A that comes in the future to cover more events that we have. So, we had a big discussion about that at at FNO. The last thing I'd mention is is what um um Trustee Ahmed said is I don't like that
we have to do this. I don't like the number of firearms that exist in our community, in our world that are out there, but that is that ship has sailed. And so we don't really have an opportunity to uh to reduce the number of threats that exist. We can only try
to detect the ones that are coming through. And I appreciate the vigilance that uh has been present in the district to try to detect those things and make sure that we don't have a problem in our community. So thanks for the work on this.
Um I think um I think you mentioned that there was a slight reduction in cost from the two-lane. How much was that? >> Yes. >> It's a little confusing. >> Yeah. So So the two-lane unit is to purchase one two-lane unit which has a
tower in the center, two pads you walk through, and then two towers on the side. Uh one tablet. That's about $96,000 as compared to what what it would cost to purchase two single lane units. Um, again, the footprint makes it slightly difficult to to use in certain areas.
Not saying it's not possible, but this also gives us a little bit of latitude um to use it at multiple events. >> So, just towards the end, when we looked at this in, we were looking at $159,000. >> Yep. >> So, was that for two two-lane units? No,
that was that was two single lane units, but we got a additional price to a price reduction between FNO and today because of purchasing, they're offering a incentive right now to pre
purchase the licensing and four-year block. So since we're purchasing in four years for licensing, we get that additional discount now. Okay. >> Since we haven't p since I mean if we would have purchased this three weeks ago, we would have paid the price that I presented at FNO, but since this program came out, they're offering it to us.
>> Should we wait another three weeks? >> It's getting sales commission is coming. >> You know how that works. We are getting, like I said, we are getting really good pricing. If you compare that to the consortium price that that w which is a is a consortium pricing that we would
get normally um this K12 pricing that they're offering in the state of Michigan is is pretty pretty good pricing and I found out our sales rep is a PA graduate so he has incentive to take care of our district. >> Okay. Um, and then I know I know you
said that it was it's basically just a walk through, but no matter what it's going to slow down the time that it takes to clear to process students into um the the arena. Um, do you have any kind of estimate on how much of an
impact that might be? So talking talking with our rep, we we the the through what they call the pass through rate for a single unit is about 17 to 1,800 per hour people we can process through one lane. You multiply that by two, we're looking at about 3,500 per hour that we
can get through. Um he asked he's very familiar with our stadiums, very he was just at a football game recently. Um he's estimating in about an hour and a half we would get everybody through which is typically we're we're allowing people into the stadium. It it typically
takes around two hours from start to finish. Um we get people come early and then we get people come 15 20 minutes late. And so if we I I think we will be okay. >> Okay. >> With the equipment that we have. >> All right. What slows it down the most is if we get a if we get
>> we get alerts and I have to step away or we have to have somebody step away to do that secondary screen. >> Right. Okay. And I just want to echo um member um Ahmeds and and member um Kho's statements that it's unfortunate that
this is necessary, but I appreciate your attention to the safety of our students. >> Thank you. If Josh Meyer says we need it, then we need it. >> Josh,
>> um, as as sad is, excuse me, as sad it is as sad as it is that this is the reality, it is the reality and I'd rather be in a fort where I have to walk through a scanner than like have to worry about or deal with something that happens. So, thank you.
>> You're welcome. Thank you. >> Could I just add something, too? Sure. So that also detects the knives and things that are also held. Okay. >> And that we still need to be cons. I mean there's still always going to be safety because damage can be done
without a weapon too. So thank you. >> Okay. Thank you very much. >> Thank you. >> Thank you. Next for your consideration this evening. The final item is considering approval of a resolution to
purchase a replacement vertical lift at East Middle School. Uh we discussed this topic at Thursday's finance and operations committee meeting. Uh the committee re reviewed the need to replace the inoperable vertical platform lift at East Middle School. The the
current lift cannot be repaired due to obsolete parts and lack of service availability and therefore replacement is necessary to ensure safe and equitable accommodations and access to the gymnasium for all students as well as visitors uh to athletic contests. Uh
the uh committee there was discussion at FNO and the committee uh discussed that this item uh should proceed to this board meeting for a first and final reading. Um so with that this cost uh to to for the lift and installation is at a
cost of 42,33160 which uh is eligible to be paid using 2023 bond funds. Um Mr. is an eligible purchase for the for the 2023 bond fund series of bonds. >> May I interrupt though? I because it is a first and final I think we need to
have a motion in order to discuss this. So if we could pause just for a second. Um, can I have a motion, please? >> Madam President, I move that we consider approval of a resolution to purchase a replacement vertical lift at East Middle School. This is a first and final reading and the action item is 260911.
>> Okay, thank you. Can I have a second? Seconded. >> Okay, it was moved by Treasure Kho and seconded by member Pequard. Now, please proceed with the rest of the presentation. >> Thank you. My apologies. >> That's okay. Um to clarify, it's eligible to be paid uh using the 2023
series of the 2020 bond program. U we have Mr. Lintz here at the podium to answer any questions you may have. Unless you had other things to note that I omitted. >> Um yeah, I can add a little bit of context. Uh yes, we have a uh vertical
platform lift that enters the gymnasium at East Middle School that is uh inoperable. Um it is aged out. they are no longer available in parts and the guy the last tech we came out here and said this and just kind of went I can't even
buy them on eBay. Um so so that was kind of how old this lift is and kind of the condition of where it is. Um East Middle School's uh gymnasium is uh five steps lower than finished floor from the hallway uh from the classroom
side from the building side. So it's about three to three and a half ft elevation difference from finish floor down to gymnasium surface. Um the lift is placed in between two doors uh enters entrances into the gym. So uh you either
have to walk down five steps or you have to take the lift in the center door essentially down to uh gymnasium floor level. Um if you're this platform lift is completely inoperable. So if somebody needs the accommodation currently, uh
they have to go down to the end of the hall, out the doors outside the length of the entire gymnasium and come around in from the other end um of the gym. So there's a a uh inequity issue um at this
current uh gymnasium. Uh the lead time for this, I'm being quoted at 6 to 8 weeks. uh the last time uh for install um the last time I spoke with them. I'm actually targeting kind of Thanksgiving weekend. Uh so then when we come back for winter activities like basketball
and such uh the lift will be in, it'll be operating and uh we'll be ready to um get back to having equity. >> Thank you. >> Ready to take any questions you may have. Great. >> No questions.
>> Quick question. In terms of warranty, I see the regular is the standard one year um and three-year parts. Correct. >> Uh there's extended warranty lift listed. Are you planning on buying any >> at this point with this? I am not. Um I it's something I'm going to talk about
kind of when it gets there. Uh and as far as uh it can also be extended. So if we get six months in and we say, "Hey, we want to go with the additional," uh it's an option we can pick up. Okay. >> Uh with this proposal today, no, it would just be the standard. >> All right. Thanks. How does this compare to other lifts
that we have in the district? Is it a similar manufacturer? Is it a different I mean, in terms of serviceability, do we have a a a good grasp and knowledge of this particular manufacturer? >> So, A4 does all of our platform list throughout the district. Um, they're uh
about the only game in town unless you're going to go elevator. Uh, if you go elevator, you've got Kone A, you've got a couple other companies. So, we're very familiar with A4 uh and kind of their work around the district. >> Thank you. Just to be clear, A4 is the vendor of this. A4 is not the manufacturer of the
lift. Correct. Sorry. >> That's correct. >> Do we have the man? This looks like it's a Gavventa Genesis. Do we have any of the Garventa Genesis lifts in the district? >> Yes, it's it's the same lift. I'm sorry. >> Okay. >> Okay. Just making sure I understood. So,
okay. Thank you. And no, I don't have any questions. I'm glad we're bringing this forward as first and final, getting it done as quickly as we can. >> I have no questions. Thank you. No questions. Okay, Josh. >> Uh, just one question. Are we able to introduce like a temporary um system that could allow or not like a lift, but
like a alternative way for the student to get into the gym? >> It would not be safe. Um, the safest route would be to go to the outside and go around to the other door. >> Thank you. >> It's very steep. >> Thank you everybody for your questions. Um, at this time I am going to call for the vote. Those in favor, please say
yes. Yes. Those opposed say no. >> Motion carries. 70. >> Thank you. >> Thank you very much. >> Thank you. >> Okay. Now we are moving on to section G, citizens comments overflow. We do have a few of you here in this pile.
Okay. Up next we have Sarah Fish. Hello. My name is Sarah Fish and I am addressing the board of education as well as the district administration today as a very concerned and if I'm being honest very frustrated parent. My daughter is a third grade student at
Holing Elementary and this past week the district administration required the dissolution of a third fourth grade split classroom which led to the significant disruption of six classrooms in our building and resulted in every third grade classroom having at least 30
students. This is unacceptable and the families as well as staff members at Huling deserve better. I emailed the district administration team and several board members last week and I did in fact get a prompt reply from a member of the administration. Um, but this community
still has not been given a clear and direct answer to justify the decision itself or the timing of the decision. Pulsing is a title one school and 30 students in one class is simply too many as acknowledged by the board of education within the agreed upon
Plymouth Canton Education Association MEA NEA contract which notes that 25 students is the desirable teacherto pupil ratio for grades kindergarten through third. I have deep concerns about how the needs of all students will truly be met as well as concerns about
the physical comfort and safety of the classroom itself. As I noted in my original email, my frustration and disappointment rest solely in the district administration team, and I do appreciate the ongoing commitment and dedication of our building principal and the entire staff
at HSN. Ultimately, it was the district that failed the Holsing Elementary community in this decision. Lack of foresight, lack of transparency, and lack of communication has led to an incredibly confusing and upsetting week in our school community. The sense of trust that I have in the district has
eroded significantly. And the inequities that I see firsthand time and time again in between our elementary school buildings in the district continues to be disappointing and disheartening. As a parent, I do not feel like a valued stakeholder in this district. And
decisions like this continue to prove to me that the district administration does not always seem to put the best interests of our students, teachers, staff members, or families first. I encourage the elected officials on the board of education to review this decision and just really consider if the
team is really acting in the best interests of our school community. Thank you. >> Thank you very much. Up next we have Britney Alba. My name is Britney Ela and I'm a parent of a third grade third grader at Hulsey Elementary. I'm here today to express my
tremendous dissatisfaction with a decision that has deeply impacted our third and fourth grade students. The third grade cohort at Haling is exceptionally large and because of this since kindergarten we've had four teachers. Last year a teacher retired resulting in a teaching gap for the
grade. This year, for reasons that I still don't understand, instead of a new teacher hire, the school ran a split classroom. So, the grade was broken up into three regular third grade classrooms and a split classroom with a mix of both third and fourth graders. And incredibly, this unique setup was
working. My daughter was thriving from innovative teaching plans. The classroom was peaceful and she was more learning more than she ever had before. Other third grade parents were reporting similar positive experiences with their children in their class. And this was reflected to me by by the both the
principal, the teacher, and staff. Then at the beginning of week three into the school year, we were abruptly told that this successful classroom was being dissolved by the district. Our third graders were immediately crammed into the other third grade classrooms, bringing classes sizes up to an
unmanageable 30 students. The fourth graders were also shuffled, adding instability to their entire grade. The chain of events is not a minor inconvenience. At Holing, there are major behavioral problems that are disruptive to link learning. Compounded classes are now at max capacity. The
students are now packed in like sardines in some of the smallest rooms in the building. It's non-stop noise and disruption. In fact, today my daughter said it was rowdy all day long. This is happening at the elementary school that already has the lowest math and reading proficiency scores in the district.
Instead of be being provided extra help, the problem was exacer exacerbated. When I contacted the district and principal with my concerns, the re response was disappointing. I was told that the decisions were made with students at the forefront and that they had to make hard decisions based on enrollment tren
trends. I don't know how cramming 30 students into a tiny classroom and expecting the teachers to just deal with it is considered what is best for the students. It is difficult to understand that enrollment trends change so dramatically in two weeks after school already started that a successful
classroom had to be dismantled. It's also strange to me that is Fister, who's also running a split classroom, is still running. We have questions and we deserve better answers. It why wasn't an extra teacher hired for our large cohort in the first place? Why did a district
resolve the split classroom despite the fact it was highly successful? What resources are being given to housing teachers in order to cope with such a large number of students? I ask for transparency in these decisions to consider teacher and parent input for creating sustainable solutions that
actually puts our children's learning first. Please reinstate the split classroom and hire a teacher for our class next year. Thank you very much. Up next we have Joanne Hit. Good evening. My name is Joanne H and
I'm parent of a third grade student in Helsing. We are all here tonight because we care deeply about our children education, our more crucial investment and a key part of that investment is the teacher ratio. research
including the landmark Tennessee Star project consistently shows that student in similar classes have their better outcomes from higher test score to an increased likelihood of graduating. A lower student teacher ratio allows more
for more individuals and attention and help teachers meet the unique needs of every child. This is why seeing a studenttoteer ratio 30 to1 in a third grade classroom at Huling is so concerning. A single teacher no matter
how dedicated simply cannot provide personalized feedback to 30 student and manage diverse learning needs. The result is an environment where students can fall through the cracks. The issue runs deeper. Our comm community also has
impacted by district decision to form split class then three weeks do it dismantle it research on student mobility shows this disruption can negatively impact a child's academic performance social relationship and
emotional well-being this decision made without transpar transparency or parent input erode trust we must demand better we must advocate for a third teacher ratio that reflect education research,
not just budget convenience. We must call for greater transparency and a seat at the table when the district makes this decision that affect our students daily life. We can't afford to compromise on our ch children's future.
Thank you. >> Okay. Thank you very much. Up next we have Angela Fischer. Hello, my name is Angela Fischer. I'm here to express my concern regarding the class sizes at Holing Elementary School, specifically the third grade classes. My
daughter Lily was initially placed in a third fourth split class. It was dissolved last week and the 10 third graders were dispersed between the three existing third grade classes. There are now 30 children crammed in each classroom. The rooms themselves are some
of the smallest at the school. That's not the type of environment where children thrive. Additionally, I'm concerned that with 30 children in the class, more time will be spent managing classroom disruptions and behavior issues than on academics. As parents, we've been assured that the situation is
being monitored, as are instructional supports. How are you monitoring this situation? If children's educational needs aren't being met, would that be a reason for change? What are the instructional supports in place? I have spoken with other parents who have
children at TA, Bentley, Espister, Hoben, Miller, Smith, Farren, and Workman. Classes in third grade range in size from 23 to 27. Holing has 30 children in each third grade class. Our children deserve to have smaller class
sizes just like the other schools in the district. This large third grade class has had four teachers kindergarten through 2 grade. Please consider hiring a fourth teacher next year for their fourth grade year and switching back to the split class setup this year. Would
it be another disruption this year? Absolutely. Yes. But the large class sizes are going to be a disruption all year. Thank you for your consideration. Thank you very much. Up next, we have Michelle Mustakas.
Good evening. My name is Michelle Mustakis. I've lived in Canton for 11 years and I'm a member of Western Wayne Indivisible. And first, I'd like to thank the board for the feedback we received on our safe zone um resolution and policy, which I'll talk more about at the next meeting. But for tonight, I
want to focus on Western Wayne Indivisible. Who we are, what we stand for, and what we're doing here. So, who are we? Just ask you to look around. We are moms. We are dads. We are grandpas,
grandpas, sons, daughters, he's, she's, they. And we are your local community. And we've come together in thousands of grassroots indivisible groups across the country to raise our voices in support
of restoring constitutional protections to everyone in this country. We are volunteers. We live, we work, and we play in this community. What do we stand for and believe? We stand for our public schools which are currently under
ferocious attack by our government. We stand for every student's right to be free from bullying, no matter who they are or where they come from. We stand for a school's right to legally protect
every student without fear of government retribution. We stand for a school's right to promote a diverse, equitable, and inclusive environment without fear of losing government funding.
We believe that our children should learn that they can criticize their lo their government without being called the enemy within. We believe that our students should learn that that empathy and compassion
are hallmarks of courage, not weakness. We believe a president should set an example by lifting up all Americans, not punching down on those who are the most vulnerable. We believe that our students should be
free of the violence of school shootings, of poverty, of hunger, of easily preventable childhood diseases. And finally, in response to a comment tonight, we believe that our students will feel safe in bathrooms if they are
presented with facts with facts instead of unfounded fears. And the facts are that trans kids are in much more danger if they have to use bathrooms aligned with their sex at birth. Why are we here? We are here because we
know that the majority of Americans share these beliefs, but their voices are drowned out by the 247 drum beat of fear and disinformation disinformation. I would ask that you use your own judgment as to whether our beliefs are worth fighting for and then join us to
work together to protect and cherish our students because when we work together, we are indivisible. Thank you very much. Up next, we have Jen Warmals. Please correct me if I said that wrong.
>> Good evening. My name is Jen Warmals and I'm here tonight as a very concerned and very frustrated parent of a third grader at Holing Elementary School. My daughter was placed into the third fourth grade split class at the beginning of this year. The learning environment was phenomenal and my daughter was truly
thriving. Then I received a phone call last Tuesday afternoon notifying me that the split class was being dissolved and that my daughter would start in her new classroom Thursday morning. I have yet to receive a definitive reason as to why this decision was made. I am deeply disappointed in the district's decision
to dissolve the split class just two weeks into the school year. The this abrupt change disrupted routines, friendships, and the overall sense of stability that children need to feel secure at school, especially at 8 years old. Pulling classrooms and students
apart after they've already begun to settle in is unfair, unsettling, and quite frankly sends the message that careful planning was not prioritized from the start. My second point of frustration lies with class size. At Huling, as a direct result of the dissolution of the third,
fourth split class, we have 30 third grade students packed into classrooms that were never designed to hold that many children. These third grade classrooms are small rooms, arguably some of the smallest in the entire building. And it's not only uncomfortable for students, but it
directly limits their learning. 30 students means 30 different sets of needs, 30 different learning styles, and 30 different personality personalities, all sharing one space at one time. One teacher, even with the greatest set of credentials and experience, cannot
possibly give each child the attention that they deserve. My daughter specifically has described her new classroom as noisy, chaotic, and disruptive. And in these instances, even the best of educators take on a role that is better described as a crowd manager.
The research has spoken time and time again. Smaller class sizes, especially in the early grades, make a meaningful difference in achievement, behavior, and long-term outcomes. I could stand here tonight and list study after study that has proven this, but honestly, I don't need research to
see what's happening right in front of us. Kids who need extra support are getting lost in the shuffle, and the kids who are ready for more aren't being challenged. Everyone's learning is suffering. I cannot simply sit back and accept these decisions as business as usual.
Our PCCS community expects and our children deserve better. Better than 30 kids in a third grade classroom. Better than spending the majority of their day elbowto elbow with their peers. And better than having to stand during story time simply because there isn't enough room on the carpet, which is exactly
what has happened to my daughter in the four days she has been in this new classroom. I'm asking you to take this problem seriously and make reducing class sizes a priority in upcoming decisions. Whether that means additional staffing, creative use of space, or reallocating resources, something must
change. We owe our children a learning environment in which they can actually thrive, not just squeeze by. Thank you. Okay, thank you very much. That concludes our citizens comments portion. Okay. Up next, we have action items and
discussion. We have action item number 26-09-12. Consider approval of a resolution to appoint MASB voting delegates at the 2025 assembly. This is a first and final reading. Can I have a motion, please? >> Madam President, I move that we consider
approval of resolution to appoint MASB voting delegates at the 2025 assembly. This is a first and final reading and the action item is 260912. >> I have a second. >> Okay. So, it was moved by Treasure Kho and seconded by member Ahmed. Um,
actually, Dr. May, do you mind taking us through this one? This is I I'm fine. I just fill in the gaps for me if I miss something. So, this is really around Okay, so MASB is a conference that is happening um next month up in Traverse City. Each school
district has a a delegate or a voting member that they're allowed to send to the delegate assembly, which I believe is on Thursday, >> October 23rd, 2025 to to act as as a representative representative on behalf
of our district. And so I was wondering if there was any interest. >> We have four delegates because of our size. >> Oh, we have we can have up to four. We have not traditionally filled all four spaces um as a delegate, but do we have any interest in participating and being
a a voting delegate at this coming MASB assembly? >> Did I get it right? >> Yeah, you've got it right. We've been talking about it and level of interest has already been raised. So, tonight was the night to secure those that said that they were interested and make the vote. >> Yes. Okay. So, who who I for because I
wasn't at the last meeting. you um please let me know who who shared their interest. >> I shared my interest but I might be late so I would like someone else there who can be guaranteed and be there on time because I'm traveling from another
meeting at the other end of the state. >> I'm sorry. Where was this meeting? >> It's in Traverse City. >> Trevor City. >> City. >> Yes. And you have to get the the assembly starts at 7. Um, and I think there's check-in that occurs around 6:30, 6:45.
And they do close the doors after a certain time if you don't get there. >> Okay. And this is a this is the a type of event that you have to be in person to participate. It's not something that you can participate remotely. >> Yeah. I participated last year when it was in Lancing, but I not going to be
able to attend the uh assembly this year in Trevor City. So, okay. Anyone else? Jennifer, Judy, >> I can't do it that night. Actually, was looking, but I got another committee.
>> Okay. Sorry. >> Well, it sounds like you might be our lone delegate. >> Members to do. >> I think I can go. >> Okay. Um, >> let's put you down. And you could, if you decide later that something happens, at least we'll have your name. So,
>> would I have to sleep over? >> Maybe >> it's in Traverse City. >> City. >> Traverse City. A Thursday evening. So, um, >> probably. >> Probably. Unless you want to be driving through the night. >> Yeah. The district provides the accommodations. >> Oh, >> yeah.
>> It's reimburseable. Reimburseable. >> Okay. And they have good. >> We don't want you driving back at 10 o'clock at night. And they have good education before and after. >> Great. >> Yeah. And then the conference is Friday and Saturday too as part of you know that trip if if that's something that
you can carve out. >> We'll pay for that that piece as well. >> Yes. The Michigan machine state. >> It is. >> Oh, >> I can go. >> Where your loyalty? I'll just put it in my ear. >> Okay. It's that same evening.
>> Oh, that weekend. Okay. Wow. Okay. All right. So, it sounds like we have some we have a few people who put their name in the half then. So, we have member Voss would like to be a delegate and then we will also include me member Sedu. I appreciate you both um stepping up to the plate and volunteering for
that role. Um, at this point, >> I would like to move that uh, member Sidu and member Voss would be our our designates to uh, attend the MASB on our part as part of the MASP 2025 delegate assembly on Thursday, October 23rd.
>> Great. Can I have a second, please? >> Second. >> Okay, that was it was moved by Treasurer Kho and seconded by member Ahmed. Those in favor of our two delegates, please say yes. >> Yes. Those opposed say no. Okay. Motion carries 70.
Okay. All right. Do we have any open follow-up board questions from last meeting? >> From the last meeting, we did not have follow-up questions that were based on agenda items. Uh, Vice President Sudu
reminded board members to email non-aggenda items to me. We did address those questions that came up through board notes on Friday. >> Perfect. Any open items from this evening's meeting? I did not capture any, but I could have missed. >> I think I just want to keep the um
visits on the radar. I just don't want to lose sight of um inviting our community to see the great things that have happened um due to their support of the bond in addition to board members and others.
Okay. Okay, great. Thank you for that reminder. Um, okay. Hearing no other follow-up board questions, we're going to take a short recess and transition to our board workshop board goals. What?