To those who are streaming later, I would like to ask the remaining board members on the team to introduce themselves. Starting to my left with member Amed. Ahmed. Welcome everyone. Thank you for coming. Good evening. I'm Anu Pamuk Sudu. Thanks for being here. Hi, I'm Patrick Kio. Thanks for joining
us this evening. I'm member Wester. Thank you for coming out tonight on this beautiful night. I'm Jennifer Voss. Thank you for being here. Our student co-chair. I'm Orinatan, a sophomore at Canton High School and our student co-chair. Thank you all for being here. Dr. Mary, can you introduce yourself and
your team? Good evening and welcome. I'm Superintendent Monica Merritt. I'd like to begin by introducing my executive assistant, Miss Diane Robertson. We want to thank her for being here to capture our minutes. Also, Mr. John Kger, who is here taking care of our technology needs. Like to ask the remaining members
of the team to introduce themselves to you, beginning with Mr. Tisitz. Thank you, Dr. Merrick. Curtis, assistant superintendent for student services. Welcome. Good evening. Joe Minnik, chief finance and operations officer. Good evening. I'm Jen Curry, chief academic officer. Good evening. Abdul Mun, chief human
resource officer. Welcome everyone. Liz Vartanian Gibbs, assistant superintendent, student and family engagement. Great. Thank you. Now, let's all stand for the pledge of allegiance. Arjun, do you mind taking us through it? Pledge to
the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. All right. Thank you. Up next, we have adoption of the agenda
and approval of the consent agenda. Can I please have a motion? Madame President, I move that we adopt the agenda, approve the consent agenda, action item number 26-10-13. Can I please have a second? Second. Okay. It was moved by um Vice President
Sudu and seconded by member Ahmed. Um Dr. Merritt, can you please take us through the agenda? Yes, President Christensen. This evening, our consent agenda consists of human resources transaction since our last time together. We have new hires and leaves for your consideration. We have the approval of minutes from our
special meeting that was on September the 23rd, 2025 and our regular meeting that was on September the 23rd, 2025. Finally, we have an outofcountry field trip for your consideration that was vetted at the spa committee. Okay, thank you. Okay, I'm going to call for the
vote. Those in favor, please say yes. Yes. Those opposed. Those opposed, please say no. Motion carries. 6. Mr. Mun, take us through HR, please. Yes. Hi. We have a um a few new hires today and if if you're in the audience
when I call your name, could you please stand? Um after we finish, I will take you out the hallway and we will present you with a sweet treat um for to welcome you to our district. Um first hire is a Mahogany Tate. She's hired as a resource room teacher at Starkweather.
[Applause] Next, um, Christopher Alexander, who was hired as a dean of students support at, um, Liberty Middle School. [Applause]
And the next one is M. Ma Ma Kushman, who has been recommended for the administrative assistant to the executive director of special education position. So, everyone that I um, could you stand up again? I'm gonna take you out in the hallway and let's give another round of applause for all of our new hires.
Okay, thank you. Up next we have celebrating success with member Wester. Good evening. Tonight, the board of education is pleased to honor Lynn Helinsky, a volunteer at Hoben Elementary School as part of our celebrating success recognition program.
Lynn has been a devoted volunteer at Hoben for more than 20 years, faithfully giving her time, energy, and creativity to make the school grounds a beautiful and welcoming place for students, staff, and family. What makes Lynn's contributions especially remarkable is
that she all that she gives so freely of herself without expectation of recognition. Lynn is not a district employee, nor does she have children at Ho Hoben. Yet, she continues to dedicate countless hours each month to caring for the school's landscape. The flowers,
wood chips, and many other touches that brighten the campus often come directly from her own pocket or from donations she has worked hard to secure. Lynn's efforts go far beyond keeping the grounds tidy. She has created a warm and inviting environment that reflects the
pride and spirit of the Hoben community. Her generosity and commitment truly exemplify what it means to go the extra mile. At this time, I would like to invite Hoben Elementary School I'd like to invite you up as well and our Hoben Elementary
School principal, Lisa Johnson, to share a few words about Lynn. So, we are so honored to be here tonight to celebrate Lynn. Um, I just want to take a moment to recognize a very special volunteer. She has quietly and lovingly cared for our school gardens
for over 20 years. On her own time, Lynn has planned, planted, and nurtured beautiful outdoor spaces filled with perennials, bushes, trees, and flowers, bringing life and color into our school grounds year after
year. She's even reached out, as mentioned, to local landscape companies for donated materials like wood chips to keep our gardens thriving. In the past, she's led student garden clubs where killed kids built birdhouses and connected with nature in meaningful
ways. Her dedication and creativity have made a lasting impact on our school community. Lynn is deeply valued and appreciated at Hoben. Her love and dedication do not go unnoticed. We are beyond grateful for her heart, her consistency, and the care she has given
our school over so many years. Thank you, Lynn. [Applause] Thank you, Principal Johnson, for sharing with us. I'd like to invite Hope and student support comm coordinator
Aaron Winrock to share a vis video she prepared to celebrate Lynn. Uh, let the pictures speak for themselves. I'm not a speaker. I'm just a flower maker. So, I'll put stuff away. [Music]
[Music] Thank you.
[Music]
Heat. Heat. [Music] [Music] [Laughter] [Applause]
[Music] Wow. Wow. She does all of this. [Applause]
[Music] [Applause] Thank you for those Thank you for those
kind words. Lynn's dedication, generosity, and deep care for the Hoben community have made a lasting difference. She has shown that one person's selfless service can have an extraordinary impact on an entire school. On behalf of the board of education, we are proud to recognize
Lynn Holinsky for her outstanding volunteerism and her unwavering commitment to the students, staff, and families of Plymouth Canton Community Schools. You like to come up and receive your concludes tonight's celebrating success segment. Please join Dr. Liz Martanian
Gri Gibbs in the hallway for a photo to Thank you so much. Gosh, we're so appreciative of the imprint that she's made on Hoben and on our districts. That was a that was a good one today. Um, up next we do have our board committee reports in action. Um, up first is my
president's report. I do have a few things I want to share. Um, last weekend we came together as a team and we volunteered at the Miracle League of Plymouth at Bily Field or Bilki Family Field. Um, we split into a couple days just based on our availability. So, a
few of us um, Dr. Barrett, member Wester, member Kho and myself were out there on Saturday and we had the best time buddying up with players, cheering on the teams and even running the bases. So, that was really wonderful. The weather cooperated. It was a beautiful, beautiful day for a ball game. And then
we had a couple um members on Sunday, including um member Pequard and member Sadu who also participated um as buddies in a game. Yeah, it was really great. So, I also want to thank member Voss for your suggestion. It was awesome. It was amazing team building and you left away
with like your bucket filled. It was just a really nice event and volunteering opportunity. Um, I do want to mention though on behalf of the Miracle League, they're always looking for volunteers. So, I highly recommend that we as a team do it again. And if anyone else is interested in the
community um in supporting the Miracle League or or volunteering, please v visit their website at miracle plymouth miracle.org. We also have some upcoming upcoming events uh for our team to consider. Um Wayne County Association of School
Boards uh general membership meeting is this Thursday, October 16th from 5:45 to 8:00 p.m. at Wayne Rhesa. Um here, you know, local schoolboard members in Wayne County come together for networking, for legislative updates, and then there's a
special presentation on um from Wayne Western uh suicide prevention coalition. So I encourage everybody if you have the availability to attend. There's there's even dinner. So, please sign up. It's it's a nice event. Additionally, um the National School Boards Association
Advocacy and Equity Institute is on February 1st through 3rd this coming year, 2026 in Washington DC. We just received an email communication. I'm not sure if you all saw this in your inboxes. Um but uh Wayne County
Association of School Boards is offering a stipend for a single school board member per district to attend um to help alleviate costs of travel and attending that conference. Um the deadline to apply for that stipend is November 7th.
So if anybody has interest in attending this uh conference in DC, please let me know before the before that deadline so we can try and um uh the conference is February 1st through 3rd, 2026, but the deadline to
apply for uh the stipen is November 7th. Okay. Lastly, uh another event for schoolboard members and for community members to be aware of. Um, the Plymouth Canton Education Foundation has announced their annual fundraising event, Uncorked 2025. This is a wine
tasting and strolling dinner. That is on Friday, November 11th from 7 to 10 p.m. at Fox Hills Golf and Banquet Center. Tickets are $75 per person. and um proceeds really I don't know if if everybody knows what PCEF does, but
they're a nonprofit organization uh that supports PCCS students and educators through scholarships and uh grants. So, it's a very worthwhile fundraiser if you're able to attend. And that concludes my president's report.
Okay, up next we have student performance and achievement committee with Secretary West. Um, Madame President, at we last met on um October 1st where we reviewed uh a presentation
by um teaching and learning to evaluate for the plan to evaluate the benchmark assessments that are available now. As you know, we've had um the district has used the NWA for a number of years now, and there's alternatives available. And
so, the district is going to evaluate the alternatives and see if there is an alternative that gives us more or more timely information about the about the um scores and how our students are doing.
When when is your next meeting? Oh, I'm sorry. That's okay. Our next meeting is November 5th at 5:00 pm in this room. Um we hope that you can join us. We love we enjoy having uh people attend our subcommittee meetings. Thank you for your update. Okay, up next
we have policy committee with Vice President Sudu. Thank you, Madam President. Uh we have not met since the last time I gave you all an update, but we do have a meeting coming up on October 28th at 5:30 p.m. down the hallway. We'd love for you to join us.
Thank you. And then we have finance and operations committee with treasurer Kho. Because of the incredible efficiency of our finance and operations uh uh team with uh Miss Minnik there. We did not meet last uh last Thursday when we normally were going to meet. There weren't any topics on there. So our next
meeting will be uh Thursday, October 23rd at 5:00 PM in this room. And we're still angling to be the best subcommittee and we encourage everybody to come for that. Appreciate your advocacy. Thank you. And then we have our student voice and action committee with Arjun.
We haven't met since last board meeting since our last meeting was September 15th. Um but our next meeting is October 20th, this upcoming Monday at the Pioneer Media Center and we look forward to seeing everyone there. Thank you very much.
All right, that concludes our board committee reports and action. Up next is the superintendent report. Dr. Merritt. Thank you, President Christensen. I'd ask the board of education as well as our community to join me in saluting our principles of PCCS as we are going
through and celebrating principles appreciation month. We truly are so fortunate to have such a strong group of champions that really create a learning environment that is so powerful for our students. They spark their passion. They support their teachers. If we know what
research says, the second indicator beyond a teacher of a student success is that building principle. So, we will be celebrating our principles all month. We'll utilize our social media outlets to do so. Um, but just want to make sure that uh we show our appreciation to all
of our principles for the hard work that they do each and every day. So, please join me right now social media outlets and continue to just amplify and push that out if you can. And that's just a a wonderful thing to celebrate. Tomorrow I want to invite the community to join me for the first
edition of Coffee with Monica. That will be for the 2526 school year. We are taking this location to Pilot Drive. That is our newest educational support center that is located at 14967 Pilot Drive. This will be from 9:30 to 11:00. This is really an opportunity for
two-way dialogue. So, we'll give you some updates, some exciting news about things that are going on uh in the district, but then we allow uh time for the community to give us some feedback as well. My core team will be joining me and again, we want to offer and extend that invitation to anyone that is able
to attend. We hope to see you there. Good news. I never miss an opportunity to brag about our young people. I want to sincerely congratulate the 25 PC students who were recently named semi- finalists in the annual national merit scholarship competition. The students
qualified as finalist after placing in the top 1% of all scores nationwide on the PSAT exam. The students will now be evaluated on several factors including class grades, extracurricular activities, and teacher recommendations
to try to earn a place in the competition's next round. The finalists and the winners of the competition will be announced later this year. So stay tuned for good news. I am sure we will have some. Uh finally, I'm going to end this evening with sharing a spotlight on the amazing work that is done by our
award-winning culinary program as the rap cafe rock cafe restaurant opened for the year today. You know that we've had the opportunity to celebrate our students here at the board meeting. I think board members um have had the opportunity to go to the Rock Cafe as
well. This cafe is entirely run by our students who do everything from setting the restaurant's menu to preparing and serving hundreds of meals each year. And all this outstanding work could not be done without the guidance of our chefs Diana Woodward, Polly Brown, and Andy
Leman. Again, this Rock Cafe is open to the public and I encourage the community to take time to enjoy a meal and see this fantastic program in action. And you shared I was going to share about the Pep I mean the PF PCF Unccorked, but
we already had that information. So I will again encourage the community to come out and support this wonderful cause um that helps to financially support our teacher grants for our students. And one thing I wanted to mention, this is the 40th anniversary of the Plymouth Canton Educational
Foundation. So yeah. Awesome. All right, that it concludes my report this evening. Okay, great. Thank you, Dr. Merritt. Thank you. Okay, up next we have citizens comments. Um we have the split into two sections. The first section is
30 minutes. If we have any citizens comments that move us past that 30 minute time limit, um we will hear the remaining uh comments later in the agenda. As a reminder, 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. And as a reminder, please do not share any names when sharing concerns or criticisms unless you have their permission to do so. And I'm going to call them in order of submission here.
Up first, we have Lori Mayors. Thank you. Hi, my name is Lori Mays. I'm a longtime Plymouth resident and president of P Flag Plymouth Canton. I watched your discussions about the dynamic plan last month. We agree its
goals are laudable and necessary even if somehow in the last four years social justice and anti-racism have become bad words. I want to speak to strategic goal B. All PCCS students and staff will report they
feel physically, psychologically, and emotionally safe and represented at school. Our group had been informed that all school principles were going to be trained on the district's anti-bullying policies, including 551703,
which protects transgender students, and that the principles will be responsible for training everyone in their building. We've heard that this hasn't happened yet and that at least some administrators are still unaware that we have a policy that requires staff to use
a transgender students chosen name, allows them to use the bathroom they identify with, and explicitly supports their right to live authentically at school. We urge the administration to enable this training as soon as possible. Every day that goes by without
it is harmful to LGBTQ plus students and staff. Thank you. [Applause] Thank you very much. Up next we have Rachel Hayes. [Applause]
All right. Hello. I'm Rachel Hayes, a P Flag board member and member of Western Wayne Indivisible. Tonight, I want to respond to something we heard at the meeting on September 23rd from a board member. We were told that some students feel unsafe
and disrespected sharing bathrooms with transgender students and that they've been left out of our dynamic plan because of this. I agree with this board member and that every child deserves to feel safe, respected, valued, and represented in our schools. If there is
fear, we need to understand and confront where the fear is truly coming from in order to help. Any fear there may be did not start in our schools. It was planted. Politicians who want to score points have spread lies through
fear-mongering and too many adults believe them. These fearful adults then convince kids that transgender students are threats, that inclusion endangers them. But here's the truth. In every district and state that has inclusive bathroom policies, including right here
in Michigan, there has not been a single increase in assaults, harassment, or safety incidents. Not one. What has increased is the well-being of transgender students who finally feel safe enough to use the bathroom, focus in class, and just be kids. When a
student says, "I feel scared," it should be taken very seriously. The answer, however, is not to point fingers at another student, a student who has done absolutely nothing wrong or threatening. The answer is to ask, "What have you heard that makes you afraid?" And then
tell them the truth. Transgender students aren't trying to hurt anyone. They're trying to exist without being humiliated or forced to choose between their dignity dignity and their education. They're simply kids who deserve the same respect and safety as
everyone else. The right response to a student's fear is not to stigmatize another student, but to model understanding and compassion. We can teach empathy and courage. We can tell our students that being strong means standing up for truth even when others
spread lies and fear. It means embracing differences. We must teach our students to treat one another with respect. We must teach them that feelings of discomfort can be met with empathy and education, not exclusion. The dynamic plan is dynamic because it grows as our
understanding grows. It ensures that every student, no matter who they are, has what they need to thrive. That's not a threat to anyone's safety. That's the definition of a safe school. Because let's get it straight. There's nothing unsafe about a transgender child using
the bathroom. What's unsafe is the bullying, the slurs, the isolation, and the adults who fuel it all. So let's reject fear disguised as protection. Let's keep our focus where it belongs on creating a district where every child can walk through our doors knowing I am
seen. I am valued. I belong. We strive towards a dis district where every student matters and no one's h humanity is up for debate. Thank you. [Applause]
Thank you very much. Up next we have Hassina Abdu. Correct me if I said that wrong. Okay, good. Hello everybody. Uh my name is Hina. I'm a parent at at u have a have a student
at um Plymouth High School. Uh my question is in regard to sustainability in general. We know that Canton's landfill has only 5 to seven years remaining of remaining space. We also know that food waste is a significant contributor to methane, a
powerful greenhouse gas. Uh we know native plants and native rain gardens attract pollinators, can be maintained with less resources, and can help deal with storm water runoff. Um a big hands up for some of our PCCS schools like
field tester housing and east middle school who have native and or rain gardens. So my question to the board are there any measures in place to reduce the overall waste footprint generated by our schools? Are schools recycling? Are
students encouraged to reduce waste? Uh how is food waste being managed at our schools? Is composting being considered? Those are my questions. Thank you. Thank you very much. All right. Up next, we have Gail Burns
Jr. I want to thank you all for your time. Um, I'm coming because I have a granddaughter that goes to school in Plymouth Canton schools. Uh she specifically goes to an elementary school. She's in kindergarten. She was in young five last year. This year at
her school they had moved the one of the kindergarten teachers from last year has moved up to first grade. It's leaving the two kindergarten classes at 27 students a piece. Now I know I believe officially on your website you don't state a class size. So I called
elementary schools within Plymouth Catton to see if there is a class size and many of them came back and said yes we 25 is our is our is our top that's our class size. My question is and my concern is I see these kids going to
school every day. I see their parents taking them to school. Um I've talked to the parents. The parents are stressed because their kids are stressed to have 27 children in a classroom and people say, "Well, there are going to be parapros there to help out." But then
you add parapros to that, add a teacher to that and you have all these people in this classroom that's supposed to be providing education these children and it ends up being chaos. And I know from what I've heard
throughout the district that um Erikson Elementary, which is where she goes, has been talked about at other schools about the kindergarten classes and the issues there. And so I'm asking, we I've been to quite a few meetings and I've heard
about, oh well, we're going to have these people retire, so it's going to save us money here. And I know we talk about a lot of different things within the district, but these young kids, they need that time. And when you have children that are
stressed going to school, when they're when their parents are stressed because their kids are coming home stressed, I just want to know what we're doing about it. Now, I've heard that overcrowding is a problem throughout the district with certain schools. I don't know if that's true. I only know what I see and who
I've talked to. But I'd like to know what we as a district are doing to address this. I know a lot of times budgets fall into line and it's like we have to maintain a budget. But my real concern is that my granddaughter is going to go to
kindergarten in a 27 student class and then she's going to move on to first grade. And in first grade is she going to be stuck with that same thing where it's going to be overcrowded. And whether you think so or not, these are young kids. 27 kids is a lot of kids in
one classroom for a teacher to try to get that time to educate them. They're not college students that can sit in a a large auditorium of 300 other students and be expected to learn something. This is a very formative time for them. And
I'm concerned because Plymouth Canton's thought of as one of the best uh school districts in the state, but if we're starting out like this and I've talked to teachers, teachers don't want to talk to me about it. Some teachers said they're
not allowed to talk to me about it. They can't say anything. I've had other people say that they're not supposed to address it. So that's why I'm here addressing it. It's very important, these kids. Thank you for your comments. [Applause]
Okay, up next we have Caitlyn Burns. Good evening. I'm here on behalf of the kindergarteners and their parents at Ericson Elementary School. Uh, as Dale just said, our classrooms are overcrowded. We have 27 students per one teacher. um and the pair of pros who are
there throughout the time with this uh we're causing inequity in our classrooms and not creating a good learning environment for our students. Myself, my daughter um was a student who went to Young Fives last year at Ericson and then we put her into kindergarten. Part
of my reason for putting her into kindergarten was being told that despite her having learned a lot of the same curriculum this past year in Young Fives, she would have a kindergarten teacher that would be able to continue to uh meet her where she was at academically and challenge her so that she continued to grow and learn in the
following year. This is the same story with a lot of our parents who had children who started off in young fives and went into kindergarten. But due to our classroom sizes, this isn't being able to happen. we aren't having uh that one-on-one that the teacher needs. And it's not just our students who went to
Young Fives. It's kindergarteners who have never been away from home before. This might be their first interaction with the school system, with being in education, being away from their parents. There's also students with other capabilities or other abilities, who might need more help adjusting to academic life, adjusting socially to
being around other students their age. All of them need help and they're not being able to get the help that they need due to these oversized classrooms. We have extra classrooms available within Ericson. We have three empty classrooms right now. So all that we're asking is for another kindergarten
teacher so that we're able to divide these divvy up these students and make it an easier classroom for them to learn in for the teachers to control for the pair of pros to be able to be there for them so that we can have equity within our classrooms and ensure everybody an
amazing education especially when this is their first time that many of them might be within the school district. And as we talk about the stress within the parents, we obviously want to keep these students within the school district. Creating this great environment, having their first year in kindergarten with
our school system be an amazing experience for them will hopefully make them want to continue through our PCCS schools. So, thank you. [Applause]
Thank you very much. Um, up next we have Christopher Williams. Good evening. I have a student I'm a parent of a student that is at Ericson Elementary School. Um, just as Dale and Caitlyn both mentioned, the school only has two kindergarten classes with 27
students each. Um, coming from a school from a different state where overcrowding was a problem and there wasn't a whole lot that could be done about it, I can personally say that it's just not a great environment for kids of this age of five and six years old. They need more attention. Um, they need
something where somewhere they can have a safe space and not have to come home stressed, which is going to stress the parents out. A 5-year-old should not be stressed. That is absolutely one thing they should not be dealing with at this point. So, I would like the board to consider um, as Caitlyn mentioned,
there's empty classrooms to look at hiring another kindergarten student to divvy out these kids to lower the level the amount of students per classroom. Thank you. [Applause] Thank you very much. Up next we have
Heather Gatney. [Applause] Hi, my name is Heather Gatney and I live in Plymouth with my two kids who are in the district. First, I wanted to say how happy I am that our governor signed the
state budget into law last week and that I'm especially glad that the new budget includes continued funding for free school breakfast and lunch for all students. Free meals at school ensure that every child, no matter their family's income, comes to class ready to
learn with the nutrition they need for focus and energy. These programs help reduce stress for families facing financial hardship. They promote equity in the district and even improve academic performance and attendance. I'd also like to sincerely thank the
school board and our administrators and everyone who works for the district for your resilience and dedication during that uncertain time. And I'm glad we can put it all behind us now. Next, I was going to ask you all for an update on the anti-bullying policy
training that was supposed to happen at the beginning of this month with all of the school principles, but I just found out tonight that that training never took place. I urge you to please do that training.
Teachers and staff are not aware of these policies in place to protect all kids. And it it's just such an important step in terms of making a real difference in the lives of all kids and especially queer kids who have felt
unseen and unsupported. Then lastly, I want to draw attention to an urgent issue our district could face soon. Every day we're seeing news stories about communities being targeted by ICE. Undocumented people, citizens, and legal residents alike are being
confronted by masked ICE agents acting like a secret police force. The thread that connects these incidents is race. People are targeted simply for appearing Latino or black. ICE agents have broken into homes and cars without warrants, detaining people in front of their
families. Last week, a particularly horrific incident took place outside a Chicago elementary school during pickup time. A mother was arrested by masked ICE agents who broke into her car and dragged her onto the street, all in front of
children and parents. A teacher heard the mother's screams, began filming, and captured the mother's please, saying that ICE had no warrant and had forced their way into her car. The trauma of witnessing such violence leaves a lasting impact on children and families.
I want to stress how damaging it is for kids to witness something like this, especially in school, which is supposed to be a place where they feel safe. We are seeing ICE becoming increasingly aggressive. And if it happened at a school in Chicago, it could happen here
as well. We need to be proactive and ensure that we have plans in place to protect our students, support families, and provide resources should something like this occur in our district. Our children deserve to feel safe and it's our responsibility to be prepared. Thank you.
[Applause] Thank you for your comments. Up next we have Michelle Mustakas. [Applause] Uh good evening. My name is Michelle
Msakis. I've been in Canton for 11 years and I'm a member of Western Wayne Indivisible. Thank you, Heather, for starting me out on that because that's where I'm going to pick up. Um, as you know, we have been with Western Wayne
um, advocating for a safe zone policy and resolution since the beginning of the calendar year. Um, I do want we recently um received an update that the district
did meet to review the draft documents that we had provided for you and I'd really like to thank the district for that consideration that you actually did sit down and go over it. However, it does appear that the district decided
not to adopt either the resolution or the policy and gave these reasons. Number one, the existing district policies already cover much of what the specific immigrant policy is designed to
do. And two, the safe zone resolution is simply a statement and passing it might draw unwanted attention to the district and make it a target of ICE. We are really disappointed in the district decision. However, we know that
most of you do empathize with our immigrant community and the stresses they face and don't want to do anything that puts them in more danger. But I will say though that I never thought I'd see a time in this country
when people would be in fear of their government simply for trying to protect children from unlawful and cruel government actions as Heather just described and make and therefore making them a target of ICE.
One of the most disappointing things about this decision is that while we know that you may empathize, that you may have procedures to protect immigrant students, the community doesn't know that you have these procedures. I recently attended a training on
protecting immigrants from unlawful seizure. One of the things they stressed was just how important it was for the immigrant community to know that they are supported. This group that I'm went to the training routinely receives thanks from immigrant families for
putting themselves on the front line to help their loved ones in ICE encounters. Even if that individual is deported, their families are grateful that they weren't alone in a terrifying time that there was someone there to help them.
So, while we will back off for now, for now on lobbying for the safe zone package, we will redouble our efforts going forward to advocate for our immigrant community and let them know we have their backs. We look forward to working with the district on ways that we can help each other communicate our
support to our school families. We'll also be sharing stories with the board on how ICE activities have traumatized our school children, terrorize their communities. We need to understand that no school is immune. Thank you for your comments. Thank you.
Okay. Thank you everyone who came out to speak during citizens comments. That concludes this section. We are going to move on to administrative reports and recommendations. Up first we have teaching and learning with Miss Curry. Thank you. It is my pleasure to introduce Dr. Denise Lily, our executive
director of elementary education, who will be presenting elementary program highlights tonight. Good evening everyone. Thank you for allowing Can you hear me? Thank you for allowing me the opportunity to represent the elementary team. I have a few of our colleagues,
our champions who are here in the audience this evening. And so we want to take you through a journey that we are uh currently working on in the area of elementary education. So this evening again we will be highlighting just key components around sense of belonging and climate and
culture all grounded in the work with regard to our dynamic plan and our learner profile. This evening we will focus very specifically on goal B. All PCCS students will and staff will report that they feel physically, psychologically, and emotionally safe and represented at
school. And what we know when we uh look at the profile of a Plymouth Kent Community School graduate and the attributes that are described there in ensuring that our students walk away with these these attributes, we know that in very very specifically around the focus on sense
of belonging that there will be an emphasis on community and relationships, responsibility and contributions to the community, the greater community encourages identity and voice as well as growth mindset and resilience.
So at the core of what we're working on this year, well continued work I should say because we have not started just this year. We know that we want every student who walks through our doors and leaves every day to know that they belong in our schools. When you think about the work from Dr. Bnee Brown as
well as Dr. Patina Love, they talk very specifically around this concept of fitting in. And what we know is that when students attempt to quote unquote fit in, they lose a part of themselves. they lose their identity. And so we want students to come each day and be their authentic selves. We want students to do
more than survive. We want them to thrive. And that is the work that we're going to highlight this evening. Our logic model very simply put we are intentional in the work that we are doing. So when you look at the inputs around professional learning, family community partnerships, staff commitment
to inclusive cultures, professional learning again for staff and sometimes family depending on what our topics are and then coaching along with just individual partnerships to ensure that students belong and that staff feel represented and belong as well. We know
that ultimately our outcomes will be an improved sense of self, an improved sense of sense of belonging, greater engagement and attendance and participation, positive school climate, and again as I said before, ensuring that every student walks away from PL
Community School saying I belong here. We are again, as I said, this is not new to us. Uh this is work that we're continuing to do. We're very fortunate to just continue the implementation of all of our various initiatives and again you will see this highlighted throughout the presentation.
We know that what gets measured gets and monitored gets done. So we are very clear on our data analysis and ensuring that we are looking at what our students are saying. And when we looked at our data from our panorama survey from the 2425 school year, we saw that there was
a 1% decline from the beginning of the year to the end of the year with regard to sense of belonging. Now again, I want to remind you that this uh particular survey is for our third through fifth grade students. So approximately 3,55 students took this survey and we saw
again a 1% decline. And while some individuals may say, well that's not that significant. We know that it is significant. We recognize that there are perhaps 1,00 students then when we're looking at a 67% average on our next slide. There are approximately 181
students who don't necessarily have a high level of sense of belonging. And so that is our work. We want to ensure that every student does. And when we looked at our sense of belonging survey, there were two questions in particular that stood out when we looked at the decline. How well do people bless you? How well
do people at your school understand the kind of person that you are? how much respect do students at your school show you? And so we saw a bit of a decline. And so again, when we're talking about the intentional work that's taking place, we want to ensure and we're monitoring our progress to see
how that's going to trend this year and what we can do to shift this so that all of our students feel as though people respect them, they know them for who they are. [Music] So this is the beautiful part for me when we talk about again belonging is
the foundation of learning. And so you'll see highlights from all 14 elementary schools in our district. And when we say again our students are going to come to school, they're going to achieve. We're going to be intentional in closing academic achievement gaps. This is where it begins. If students
don't feel as though they belong, they will not achieve. And so we are very intentional. You'll see here various hot classrooms where students are working together. They're working with staff to ensure that now not not only are they focusing on the academics, but they are also having fun.
Belongi begins when every name is known and every voice is heard. I can tell you in all of the roles that I've had over my career, what brings me most joy is when I'm talking to people, I'm talking to students individually. I'm like, "Well, tell me more about yourself." And I'll ask them perhaps maybe their name
and you see the smiles, you see the pride on their face. And most of you, I'm sure if I asked you how you how you received your name, the pride that you would have with regard to your story. And so in our buildings, we want to make sure that every student's name is known.
That's very intentional work. It doesn't happen just by chance. And so you'll see different initiatives have taken place in many of our buildings to ensure that students names are known that people we know their stories and that students feel committed. In addition to that and students feel connected. In addition to
that, we also have student leadership teams and student ambassador teams somewhat similar to our students voice and action where students have the opportunity to talk with their building administrators and teachers and they represent the school when they're talking about various initiatives and
different things that they want to do in the building. So again, an emphasis on ensuring that we know who students are and most importantly we know what they want to do and that we know what they like to do. fresh air and fresh fresh ideas. Now, I know the temperatures are beginning to shift and so we won't necessarily always
be outside like we want to be, but when we are, we have a good time. And you'll see here just a few of our highlights. You'll see a few students from Parent Elementary School who are part of a Plymouth Pollinator group where they actually created butterfly. There's a butterfly group. You'll see principal
Johnson here who they had their color run not too long ago. She has now been to co coined principal smurf is now her nickname where she again is in purposely and intentional engaging with students. So again we want to ensure that students when they come to school that they're
having a good time academically but they're also when we're talking about again psychologically and physically and emotionally safe. We're doing the work around the board creating calm again intentionality in our work. We've been very blessed and fortunate to be able to partner with the
office of student and family engagement as well as other community agencies to uhre increase our emotional support animals in our buildings. Now, we know that there are not a lot of not not all people perhaps enjoy animals, but what
we have seen and looking at our data that there are students they absolutely loved. And if you've had an opportunity to engage with our emotional support pets, whether it's AC, whether it's Hash Brown, whether it's Charlie, the students absolutely love the opportunity
to engage. And Dr. Lily is getting there. I'll say that again. Engaging families, nurturing community, and strengthening belonging. What we know is there's a partnership. We don't do this in isolation. We want our families to always come to our
schools, know that they have a place in our in in the work that we're doing. They have a voice in the work that we're doing. You'll see again just some intentional um activities that have taken place. And I want to pay close attention. You'll see at Miller they have a bike ride. This is throughout the summer. So this is not actually even when school is in session where they
come together and they just have fun and they're riding their bikes throughout the community. Again, just a way to come together. at Tanda Elementary School. You'll see in the cafeteria where there are flags of various backgrounds. You'll see flags representing the world. You'll
also see various cultural flags and then other pieces of and other representation. So, you'll see autism awareness. You'll see the pride flag. Again, we want all our students and families to know that we are here to support them. And again, we're intentional in the work that we do.
Belonging is built, it's not assumed. And so when we think about beginning with the end in mind, there's ongoing feedback. We're always looking at our data. When we talk about perception, perception is relational. We want to make sure that we're building those relationships because our families, our
students will tell us when things are not working. But again, we only get that information when we're intentional when we're making those choices. Data analysis ongoing. And so it's not necessarily just when the surveys are given, but every day I can tell you the administrators, the teachers in our
building, they have a pulse on what's going on in the classrooms. They have a pulse on what's going on in the community. And again, when we talk about whether it's street data or again some of our other data points, we want to make sure that we're always intentionally analyzing this data to make sure that we haven't lost that
touch. Action planning, what do we do with that data? So again thinking with the end in mind once we hear something let's make sure that we're doing we're meeting the needs and then program evaluation is it making a difference is it working and there are sometimes when
we know maybe it's not and so we go back and we say okay what do we need to do different in order to meet the needs of our students and again our focus we want to ensure that everyone is here but we are always focused on the needs of our students. So our next steps, we're very fortunate
this year. We're going to begin some work as a leaders group, an administration group, and we're looking at building equity. Now, let's see. I almost got it. Let me see. Okay, there we go. Leading equity based MTSS. And when we think about this very
specifically, the question that we have at the core of this work is how will each student be known and included? And when you dig into this book and you learn more about it, it has perhaps a different shift on equity because it's not looking necessarily from a demographic perspective. It's looking at
again the whole student from every facet. How do we ensure that all of our systems are aligned to meet the needs of our students and to meet the needs of our staff. So this is the work that we're doing and I welcome any questions. Thank you. Thank you Dr. Lily. I am going to switch
it up and start with Arjam. Do you have any questions? Uh yeah, it was an amazing presentation. So I have a couple of questions. The first one being what other data points or where do you collect data other than the panorama survey for this? So there are oftent times so again we have our student ambassador teams,
student council, they'll do surveys throughout the year. Again we when we're just meeting with families every day that's a data point. When you're interacting with students, we're looking at our academic achievement data. We're looking at our discipline data. All forms of communication are a data point. And so we want to make sure that we're
analyzing that ongoing. In addition to that, we talk with our staff all the time. And then just not the Panorama survey, but again, there are different surveys that buildings may create throughout the year to ensure that they're getting the voice from the family and students. So when you're looking at that 1%
decrease, is that based on all of this combined or just a specific service? That very specifically was Panorama. Okay. So, I just want to be um I guess it's more of a suggest suggestion than a question, but I think that overall the Panorama survey and this is coming from
a high school and middle school perspective. I don't know if it's different for elementary school, the wording and the way the answer choices can be really really confusing. So, I think the survey itself can confound the the accuracy of the data. So, maybe in
reality that 67% can be a 70%, could be a 72% or 63%. So I guess as a suggestion, this could be maybe working with either panorama or leaning more into building made surveys rather than panorama and working with your like
elementary school leadership teams like you said to make a survey more fitting and checked by elementary school students that people actually understand it. I think maybe before you do this going into the elementary schools with the students and teachers and seeing if these points are actually valid for
elementary schools. I know I only this in middle school and high school, not really elementary school, but seeing if you can improve the panorama survey to make the data a little more credible, especially if the percentage data, your 67% the 1% decrease in all that percentile data is coming purely from
the panorama survey. All right. Thank you. Thank you, member boss. I'm wondering is it possible for us to see the data based on each school like
um can we see the the answers from uh Smith? Can we see Tonda? Can we see Bird? Um, and if we can, how does the information correlate with how well
those students are performing on standardized tests? Um, you know, is there a lower sense of belonging at schools where there are struggles? I I know there's struggles at all schools, but you know, at ones that
we see with more struggles. So I will answer that in terms of the uh board meetings and the presentation. You actually have your data presentation um which we do twice a year that will take place I think the second meeting in November. From a board's perspective and community perspective, we look at the
aggregate across district. We don't narrow down into schools. The work of the school is to take that data specific to their individual school and then to develop their goals around those. And they're also doing that comparison to achievement. That's when we're looking what you might see here is when we ask
for certain interventions or certain support there. But again, what we're reporting out is an aggregate of the district level for board and community and doing that work at the school level for individual schools. So do each individual schools then each
individual school have the autonomy to create their programs and things based on their own data. Yes. So in addition so what I one of the things that I did not highlight again all schools as you know have my kit
plans so their school improvement plans that's very specific to their data and their building we do have the opportunity very specifically at the elementary school and I know at the middle school and high school they do this as well but we meet monthly for our data cohorts and we look very specifically at disagregated data and we look at the students who perhaps may
have a higher risk factor they may say in their panorama survey or even in focus group survey data or even discipline or academic data, we may we look at the correlations to see if there's a triangulation to see if we're if we can connect the dots. So is it because they don't feel they are
connected at school, then we may see something showing up in the classroom. But we do as a building as a team very specifically disagregate that data and look deeper and to see what exactly is going on with each individual student. Can you tell me what some of the um
community outreach and things like you mentioned in the um that there was um things in the community that you're using to help um other than I I mean I know there's the animals but
other than that are there other programs that we are using from the community? Oh absolutely. So we again partner depending on what we're looking at and what we're very intentionally supporting. So we may partner with Hyro. We we partner with a lot of different agencies to support the social and
emotional well-being of students. You'll see. And when we think about physical activity, there are tons of again assemblies, different partnerships that schools have come in to support whether it's indoor field trips, they're going outside into the community. So that's a
different level of partnership. Again, academically, we have a variety of different um programs, whether it's in-house tutoring. There are sometimes when we have we have the opportunity to have other agencies come to support. Bless you. So, again, when we're looking holistically at academics, behavior,
social emotional, and even sometimes attendance, we're looking at different partnerships. Not every building, as you know, every building is different. So, you won't necessarily see the exact same thing in each building. Again, it's contingent upon their data. Okay. And um the last thing I'm wondering is um Are we do we talk to the
teachers to make sure that we are getting their feedback and knowing what's working and what's not working in their classrooms? Yes, we do. Okay, good. I I'd just like to comment that my daughter goes to Workman and
every year that we've been there, this is our second year, they send home a little um um thing that we post with a picture of our family and you know all the names of our family, which it takes our daughter a long time to be able to write all
those names um because we have a few more than most families. But when we walk into the school and through the hallways, I love that I get to see those pictures and, you know, get to know those families and those children. Um, I just I love to see things like that
where their names are known and their experiences are shared. I think that's great. Thank you for sharing that. All right. We heard uh we reviewed this in spa committee, so I want to thank you for
all of your good work. I have no questions right now. Thank you. Thank you. So, I want to thank you for the presentation. Um, I really appreciate the intentionality that's gone on to this. Um, you know, these scores that we saw really weren't where we wanted to be. I mean, I don't get worked up about
68 60%. It's statistical um anomaly there. But the the fact of where we fit against the national norm is not reflective of what we see in our scores in general. And I appreciate the intentionality that's going on here. And I'll really appreciate Arjun's
comment about making sure that we have students that really understand what's being asked of them. Sometimes we use big phrases and big words that make sense to us but may not make sense to young learners. So making sure that those concepts and those words are really understood I think is super
important. So thank you. Thank you. Thank you. Yeah, I I agree with that. That is a topic we've brought up um during student voice in action. So, I appreciate you bringing that forward here. Um my wondering is, you know, we talk about at middle school and high school level the the panorama survey
fatigue or maybe from a data standpoint, not not as many students are maybe responding to that. At the elementary level though, do how how is our response rate for our surveys? Just curious. So, we actually for the most part have about a 90 to 95% response rate.
Sometimes it's higher than that. Okay. Um I won't say that I'm often reminding the team and they're often talking to their to their team about the surveys. I won't say that. Sure. Um but we're also being very intentional and as we said even with our youngest learners and many of you may know, you may remember from the um previous years in addition to
panorama surveys, we do focus groups with our youngest children to kind of connect with what you were saying earlier. Again, making sure that we have a pulse on what's going on. Great. Um I have no other Well, I guess I have one small question. I know that our um our therapy dog or animal support
emotional support animals have grown over the years. You highlighted a few of them. How many do we have in the district now? Sorry. I've met several. I I am a animal person so I love meeting them and I think you know my my my son and my
daughter have also spoken positively about it. So I'm very appreciative that we do that in the district. Ironically this morning uh Dr. Barini and Gibbs was advocating for them to have their own web page. Yes. Their own like Instagram profile,
name badges. Tik Tok. Yes. Yeah. Dr. Bartinian Gibbs just shared their 11. 11. All right. Okay. Loving and growing. Well, thank you. Thanks for the presentation. Thank you. Yeah. Um, great work. I really appreciate you honing in on two
questions that you felt like were you felt were missing the mark and how you're building in intentional strategies to uh narrow that gap where those um where you see the students having those needs. So with that, um my
question is in terms of the book that you shared, is that going to be for every building or is that where you see those gaps within different buildings? It's for all of our leadership, all of our building principles. Okay. It's for the principles. Yes, it's professional learning for all of us. How do staff get engaged in the
professional learning of building uh the capacity of all students? So our goal always is to when we are meeting, we take the work back, right? And so again because we are very limited on the number of days that we come together say for entire professional development we are very fortunate that
we have staff meetings once a week. Um they have various um areas of focus from time to time but the expectation is that the learning that we do collectively as building administrators or district administrators is to take it back. We have various committees whether it's school improvement committee whether it's equity committees in each of the
buildings and that's how they're able to disseminate that information. I do wonder um how if teachers feel that there's like an add-on because again you need that time, you need that um collaborative environment. Are they
given that time and that collaborative environment to learn the work that the administrators are sharing with them? Yes. So whether it's through staff meetings, whether it's in professional learning community meetings, which is also built during staff meeting time, uh they're able to receive that information. We're very mindful that we
know again as you saw in the earlier slide that we have a lot of lots of different things going on and so we are cognizant of not wanting to overwhelm individuals but this is the work and so it's infused in every single thing that we do. It's very intentional so that people don't feel like it's just one more thing. Great. That's what I wanted to hear was
the integration into the everyday work. I also want to echo what Urgent Shared in terms of uh some of the things he picked up on which sparked my interest in the Panorama survey um and the language support built in for EL students and I'll just give you an
example came into this country at the age of nine was thrown into a classroom had taken some surveys tests had no idea what half of it was and I just kind of bubbled in stuff. Is there language support for students that need it or may
not even ask for it, but you know that they may need that support for translation services? Yes. Okay. Short answer is yes. And we do it in a variety of different ways. I can speak very specifically at the elementary level is working with our multilingual teachers and even in our classrooms. Again, our teachers, they build those
relationships with the students. So, they know exactly what the students may need. And so, they're able to very specifically support them. So, it may not necessarily even be someone else. is the actual classroom teacher based off what they know about their individual students. Thank you. Um I won't I have some other
questions which I'll probably send to Dr. Merritt but I just want to say thank you for seeing our students as their authentic selves starting with their name. Um as you see my name is not the easiest. Again coming into this country kids
couldn't say it didn't want to say it. Teachers made no effort to say it. In fact gave me the name Anna. So I went by a westernized name, lost my culture, lost the connection to my language. And at that point, you're just kind of, as you mentioned, going along to get along, right?
10 years later, you start to look at yourself and you said, "Who am I?" Like, I lost a part of myself. And then you go through that uh discovery process. That 10-y year gap, I don't want our kids to lose. I want them to understand and and be respected and valued for their whole
selves. So, I want to thank you for that work. And I want to thank the staff that's doing the work, the administrators that are part this our community. I feel like our community is a very welcoming community. So I want to thank everyone who value students for their whole selves. Thank you.
[Applause] Thank you for your hard work and what I would say has already been said by other board members so I won't belabor the point but really appreciate the hard work and belonging is one of the core reasons
um that I serve at least because I believe each student deserves to belong and so I really appreciate your emphasis on that. Thank you. Thank you. Thank you very much Dr. Lily, before leaving, if I may, and I'm going to put some of those champions on the spot because a little birdie told me that as
we were going so quickly through the pictures that two building principles pictures did not come up on the screen and they just happen to be right here live and in living color. So, we've already seen Principal Johnson from Hoben, but I'm still going to include you and ask Smurf.
Just please stand up and be recognized. Principal Corey Johnson from Workman, Principal Dave Pearl from Conduct, our amazing champions. Thank you for all that you do. Thank you, Dr. Lily, for your leadership. [Music]
Great. All right. Thank you. Up next, we have finance and operations. Um, we have action item number 26-10-14. consider approval of a resolution to purchase two single lane mobile EVOL units. This is a final reading. Can I
please have a motion? Madam President, I move that we consider approval of resolution to purchase two single lane mobile EV ball units. Uh this is a final reading and the action item is 261014. Can I have a second? Second. Okay. It was moved by Treasure Kho and
seconded by Secretary Wester. Um we did discuss this at our last meeting. Are there any other questions or dialogue that any of the members want to to discuss? No. Hearing none, I am going to call for the vote. The vote, not the vote. Um, those in favor, please say yes.
Yes. Those opposed, say no. Okay. Motion carries. 6. All right. We do not have our citizens comments overflow section. So, I'm going to move on to action items and discussion. Um, we have action item
number 26-10-15. Consider approval of a resolution to adopt PCCS board of education goals for the 2526 school year. This is a first and final reading. Can I have a motion? Madam President, I move that we consider approval of a resolution to adopt the
PCCS board of education goals for the 2025 2026 school year. First and final reading, action item 261015. Can I have a second? Second. Okay. It was moved by treasurer Kho and seconded by Vice President Sudu.
Um so we have worked together as a board on on our draft board goals for I feel like the last couple of workshops now, but we had most recently a workshop last month where we um word smith some of our goals and went through kind of line by line and decided you know what what
needed to be changed, what do we feel like we've accomplished, what what work do we still need to do. Um through that process we have p pulled together these draft board goals. I have um I was tasked with word smithing a couple of these and asked for some feedback
through uh our board notes and hadn't really heard any disagreement with what was provided. Um so I will open it up for any other discussion if if any board members have any feedback at this time. Diane, could you scroll up a little bit
so we can see Oh, John. You can see goals one and two. Yeah. So, BOE objective one. Yep. I mean, we we can read them aloud if that's helpful. Do Do we want to do a
little popcorn reading? No. No. I see some I see some nods here. I see some No. Okay. Can I add for the public? I saw some nods in the audience. So, for the public, the reason they weren't linked into our document because they're not finalized. We haven't voted
on it yet. We don't link things unless they're voted on or um it's been proposed for like a budget. So, this one after we vote today, if passed, they will be linked on the website and um within the agenda, so you can take a
look at it later. And I'll add that the way that we do this work is with in collaboration with the superintendent. So as we meet periodically for superintendent goals, we tie in our goals and then we have this ongoing conversation that we have um every
couple of months. We have check-ins and as you can see one of them is a dashboard that we're working collaboratively with the superintendent and hope to have that um you know within the next year. So that's an outcome that we're really excited about where you'll get more information about the data that
we look at in an easy way to um digest. So it's it looks like a lot of uh work and words but it is in collaboration with um Dr. Merritt and it is a team of eight as we do this work.
I appreciate that background. All right. Any other questions or comments? No. Okay. At this time, I'm going to call for the vote. Those in favor, please say yes. Yes. Yes. Those opposed say no. Motion carries. 6.
Okay. Madam President, um with respect to the U while we're still in action items in discussion. Yeah. With respect to the uh Plymouth Canton Educational Foundation. Sure. In the past, the board has uh sponsored
uh that process. Can't hear you. I'm sorry. In the past, the board has sponsored uh the Plymouth Canton Educational Foundation. I'd like to challenge the board to see if they'd be interested in doing that. I think the information has been sent to all board members. Okay. So, if people are interested, let me
know. And I'd love to see us be at least a bronze sponsor. Okay. Thank you for that. Do you When do you want us to to Tomorrow. Tomorrow. Let you know by tomorrow. Okay. Board members. And we might. So I always am included in
the team of eight, but I know we discussed this morning in core the sponsorship as well and we might be able to to grow that team a little bit. I don't know. That's great. Yeah, that'll that medal might. You can be part of both teams. Monica,
maybe one big team. That's right. Or or one big team or a bigger team. Where bigger team maybe be go bigger than bronze or go home. I love it. Board plus 14 team. Great. I don't know. Thank you for that suggestion.
Okay. All right. Moving up to or excuse me, moving on to follow-up board questions. We had one last week. Um it looks like that was satisfied in last week's board notes. Did we have any follow-up board questions from this evening's meeting? I don't think I
captured any. Um, can I add clarification on this in terms of um, inviting the community that doesn't have a connection to our current schools, meaning they don't have kids that attend or grandkids that attend.
So, so like um, the last one we actually did, we didn't have everybody that was able to participate, but we did extend throughout our greater community, partners, businesses. How do you extend that in terms So, working through um, Frank's office. Okay. So connections that we have for
example with partners or the chamber or things along um those lines have been our method of communication. Okay. Can we share that with our neighbors within our neighborhood? The next one that comes around I do believe we did one for Smith around the neighborhoods because we had
remember there was something around the trees and the fence that we did an opportunity to come in and see. So that's not just a one and done. We'll continue for those chances to just kind of open it up. And as I said the uh parent council also um inviting uh families to come and take a tour that's
every May um so that they can tour the facilities as well. So definitely open to continued opportunities. Thank you. So just some context as we jumped into that that was around a board uh follow-up question last meeting um wondering if we can or if there are opportunities for community members to
tour our bond construction updates throughout our district. Okay. All right. I think that concludes our follow-up board questions. And I can't believe I'm saying this, but we are at the end of our agenda. And it is 8:16
p.m. We are ajourned.