Good evening. Before we call the meeting to order, I'd like to turn it over to Dr. Merritt to say a few words. Thank you, President Christensen. It is with a heavy heart that I share that one of our beloved uh bus drivers from Durham, Miss Caroline Bonnie, passed away
unexpectedly last Thursday. Caroline was a dedicated driver. She was on a route for students that attend Cook School in Northville. um definitely was a person who touched the lives of many students. She will be
missed and definitely never forgotten. Please uh keep Miss Bonnie's family, friends, her students, and her colleagues in your thoughts and prayers during this difficult time. And I would like for all to join me at this moment in a moment of silence for Miss Bonnie.
Thank you. Thank you very much, Dr. Merritt. Okay, at this time I'm I'm going to call the meeting to order at 7:01 p.m. Welcome everyone. Thank you for joining this evening. My name is Lauren Christensen, school board president. I'm going to ask my fellow board members to introduce
themselves. Starting to my left with member Ahmed Ahmed. Thank you for joining us. >> I'm Cheryl Peard. Thank you for being here and I hope you all have a happy Thanksgiving this week. Hi, I'm Patrick Hio. Thanks for joining us tonight. >> I'm Judy Wester. Thank you for coming out tonight.
>> Jennifer Voss. Thank you for being here. Our student co-chairs, >> welcome Josh Patterson, Plymouth High School senior and student voice and action co-chair. Thank you for being here. >> Welcome Arjun Swinatan, Canton sophomore, student voice and action co-chair. Thank you all for being here. >> Dr. Merritt, can you introduce yourself
and your team? Good evening and welcome superintendent Monica Merritt. like to begin by um 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 to take care of our technology needs. I'll ask the remaining members of
the team to introduce themselves to you. >> Thank you, Dr. Merrick Curtis, assistant superintendent for student services. Welcome. >> Good evening. I'm Jen Curry, chief academic officer. >> Good evening. Abdul Medion, chief human resource officer. >> Welcome everyone. Liz Vartanian Gibbs,
assistant superintendent, student family engagement. >> Thank you very much. Let's stand for the pledge. >> Will you read 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. >> Thank you. All right, moving on to the adoption of the agenda. Approval of consent agenda. This is action item number 26-11-20.
Can I please have a motion? >> Madam President, I move that we adopt and approve our consent agenda. Um, it's action item 261120. >> Can I have a second? >> Second. >> So, it was moved by Treasurer Kho and seconded seconded by Secretary Wester.
Um, Dr. Merritt, can you take us through the agenda? >> Thank you, President Christensen. This evening, our consent agenda consists of human resources transaction since our last time together. We have leaves of absences for your consideration. We also have the approval of minutes from the
following meeting. The special meeting meeting minutes from November 11th, 2025. The regular meeting minutes from November 11th, 2025. And another special meeting with the minutes from November 17th, 2025. >> Thank you, Dr. Merritt. Okay, I'm going
to call for the vote. Those in favor, please say yes. Yes. >> Yes. Those opposed say no. >> Motion carries 6. Okay. Mr. Mun, can you take us through human resources? >> Well, today there's actually not much for us to go through, which is a good
>> I see that. That's great. Short and sweet then, I suppose. >> Okay. Thank you very much. Okay. Up next, we have celebrating success with member Pequard. Good evening. Tonight, the board of education is proud to recognize Amy
Carriay, PCCS nurse serving Canton High School and the post-secary special education program at Madonna University as part of our celebrating success recognition program. Amy's colleagues describe her as one of the most giving and generous professionals you could
ever hope to work with. She has a true gift for collaboration, bringing to our schools a wealth of nursing knowledge and experience from diverse clinical settings. When challenges arise, Amy is a creative problem solver, always thinking outside the box to ensure students receive the care they need.
What truly sets Amy apart is her calm, steady support for those around her. She is a natural educator, guiding staff, students, and families with expertise and patience. During moments of uncertainty or an emergency, Amy's presence provides comfort and confidence. She is often the one who
keeps everyone grounded and reassured. Amy is also a fierce advocate for student safety. She ensures that both the physical and emotional needs of her students are met, doing so with compassion, professionalism, and unwavering belief in their well-being. Her colleagues describe her as a f
fantastic steam teammate, someone who will step in wherever she is needed and always with a positive and caring spirit. Amy's nominator, PCSS parent Ma Aad couldn't make it here tonight. So, at this time, I would like to invite a
few of the PCCS nurses to share a few remarks about Amy. Anybody want to share? Hello. >> Come on. >> Hello, my name is Jill Sanabria and I'm one of the school nurses for Plymouth
Canton. Um, I have the, um, fortune to have met Amy um, almost eight years ago now, I think. And I was a new new school nurse at the time. And as I was trying to acclimate to the new position as a school nurse, Amy was actually the um,
first person to jump in and just basically tell me like, here's what you need to know. This is how you need to do things. Basically, she was training me. So, I will be forever grateful for her. And um when I am looking, you know, straight at it's all for the children, I
truly believe Amy um exhibits that. I mean, everything is about what's best for the children and what's um everything she does is because of making sure our students, staff are healthy and safe at school. And I just truly
appreciate her doing it with all the experience and all the grace that she has. But always, if you know Amy, she's always got a smile on her face. She always makes everything so fun and her laugh is just contagious. If you hear her laugh, it's just you can't help but,
you know, be happy and um laugh yourself. So, we truly appreciate her as part of our team. So, thank you for nominating her. My name is Tracy D. Young. I'm one of the PCCS nurses as well. Um, I think all
I have to add to that is that really the name of the award that she's getting, the extra mileer award. There really couldn't be anybody else more representative of that. um she will do anything for her students, for her
colleagues, for her staff, for the families of the students. Um I've been here, this is my fourth year now in the district being a nurse, and she is my she is one of the go-tos for answers and support. And above all else, she is the
absolute calm in the middle of a storm. um she brings us all back down when we're, you know, um stressed or we have an issue, she just she she brings the temperature down in the room and and always answers and um talks to us with a
really clear head. So, I could not appreciate her more and I am very fortunate to call her um a co-orker and a colleague. Okay. So, um, my principal, David Reed Norval, this morning said, "Make sure you mention him." So, I'm mentioning,
and my response was, "I have to say something." So, I use chat GPT. So, um, I was like, "Wait a minute. I thought that you just stand up and then you slide out the door." Um but anyway, so um I want to thank
everybody for this recognition. Um I don't do the extra mile alone as all of you know. Um it's not a solo award. Um that was my not J GPT just so you know. Um it is a reflection of the incredible team that I have the privilege of
working with every single day. Um a lot of the nurses are here. I just didn't want to come by myself. I had no idea who nominated me and I'm like, can somebody come with me so I'm not by myself? And a whole bunch of people showed up. Um, all the nurses, my principal, David Reed
Norwal, we'll say that again. Um, and all the Canton staff and the Madonna staff and the preschool staff that are my uh people. Um, they're they have such dedication and they are they provide amazing support. Um, and I look
forward to continuing that. I'm not retiring this year people. Okay. So, yay. But they are amazing. They are just absolutely amazing. So, all of you wanted to say I was I was teasing. I wanted to say I've made her everything
she is, which is not true. But she's incredible. but she's also representative of how wonderful all our nurses are. And I have this wonderful memory if you see I'm I'm about the average height of a lot of our high schoolers. And we had this one call end up being a false call, but we thought our plant engineer was having an episode in our pool.
>> And so she's leaves her nurses station and then all I see cuz I can't see her over the head of the students is this clearing of the hallway. And Amy, before anybody gets there, is in there, has the place cleared, knows it's all fine, is on her way back, and just an absolute force in nature, and she's wonderful.
All our nurses are, they're incredible resource, and we're so thankful to have her and taking care of all our staff. It's not just our students. So, thank you, Amy, for everything you do. And thank you for recognizing her. Really appreciate it. >> Thank you very much. >> So, I thank you everybody for sharing those thoughtful words about Amy. and
Amy, you are truly a gem within our district, a dedicated nurse, a trusted colleague, and a calm champion for students health. We are so grateful for the for the difference that you make every day. And be on behalf of the Plymouth Canton Community Schools Board of Education, it is our honor to recognize Amy Carriay for her
exceptional service, advocacy, and unwavering commitment to our student staff. >> And so to conclude, You're going to um you're going to join Liz out here for the >> Could all the nurses come outside too and take a picture?
>> Thank you. >> So great. >> Okay, as always, that's a hard act to follow. Um, congratulations to Amy and all the school nurses for the recognition today. Um, I'm going to up next we have our um,
board committee reports and action. We have first the uh, president's report. I do have a few things I wanted to mention. Um, first of all, I want to thank my fellow board members who were able to attend the PCEF fundraiser last weekend. Shout out to uh Patrick, Judy,
and Anupam for representing the board um at this important event. I hear it was a great success. Um sounds like a very fun event as well. Uh additionally, a little bit more board business. At our last board meeting, we discussed board goal our board goals
objective one. Um I am still working on doing out my assignments for our our actionable items uh that we discussed at that meeting. So, please stay tuned. Um, but I do want to share with the community that we've made some progress on our board engagement tracking mechanism. Um, I shared a link to a
Google form that I'm asking each board member to fill out when they plan to attend a district or community event in a board level capacity. Um, this link will also be included in our weekly uh board notes so that we can keep on top of um recording those those events.
Um, lastly, I want to close my board uh my president's report with a note of gratitude for everyone here at the board table as well as our administration, students, staffs, parents, and community members. I am truly grateful to be a
part of such a wonderful school district and supportive community. And I want to wish you all a very happy Thanksgiving. And I hope everyone enjoys a few days of well-deserved rest and relaxation or the kickoff and frenzy to the holiday season. Either or. It's up to you. But
happy Thanksgiving everybody. Um, and that concludes my president's report. Okay. Then we have our committee reports here. First up, we have student performance and achievement committee with member Wester. Uh, madame president, we have not met since our
last board meeting. Our next meeting is Wednesday, January 7th at 5:00 PM in this room and you are everyone is welcome to attend. Thank you. Up next we have the policy committee and I'm going to kick that over to member Ahmed.
So we met today at 5:30 and the two policies that will go forward for a first read are policies 6320 and 6325. uh one is on purchasing and the other is on procuring federal grants and funds. And uh there were just a few minor
changes that were made to policy 6320. And on December 10th, we'll be meeting um at 5:30 and everyone's invited. We'll be going over a policy review spreadsheet where members of the committee have taken on the assignment
of uh reviewing different policies and figuring out what we want to move forward for discussion and possible updates. So we hope you can all join us. Thank you. Thank you for that update. Um up next we have finance and operations committee. I
will provide that update for the group. Um we met last week on Thursday. Um and we went through a few things that are on the agenda this evening. Um we reviewed the Hopskip
Drive transportation agreement. We also had a discussion about the chiller replacements at both Ericson Elementary and Holing Elementary which are also on the agenda this evening for consideration. And we reviewed the financial reports um for the month of
October. Our next meeting is December 4th in this room at 5:00 PM and we hope that you all can join. Okay. And last but not least, we have student voice and action committee with our student co-chairs Josh and Arjun. >> At our last SBA meeting, we discussed
our first initiative, substance abuse awareness, specifically the types of substance abuse that are most prevalent and the reasons behind them and what students can do to help. Additionally, we were able to provide feedback on some delicious food samples brought to us by PCCS um food and nutrition services. Our next meeting is
on Monday, December 15th at the Pioneer Middle School Media Center, and we can't wait to see everyone there. Happy Thanksgiving. >> Thank you both. That concludes our board committee reports and action. Up next, we have uh the superintendent's report. Dr. Merritt. >> Thank you, President Christensen. And I
want to begin tonight by informing the community about the launch of the new PCCS mobile app. This app is designed to make it easier than ever. When I say easy, you know my challenges sometimes with the apps. I have it on my phone. I'm getting notifications, pings all the
time. John is keeping us informed about all of the happenings in the school district. So, it's the latest district news, important updates, calendars, lunch menus, and more. All of it is right at your fingertips. It's customizable so families can receive the notifications that matter to them most.
I will say over the district I have a whole lot of notifications. So I think I'm going to work on that customization and make sure that it comes out a little bit because it's ringing all the time. However, it's a great way to stay informed. So the app is available for free on the Apple App Store and Google
Play Store. So please stay connected. It's a great way to know what's going on. I want to also this evening want to congratulate members of the Plymouth High School esports team. They qualified for the Michigan High School Esports League's fall playoffs. This competition
features student teams competing in one of nine video games and playoff events, culminating in the championship day at Michigan State University on December the 6th. Esports, as you know, continues to grow as a path to higher education with more and more colleges and
universities across the country establishing esports teams that offer scholarships. So, good luck to our students take for taking part in this competition, and I think that they're going to bring home a victory as they did last year. Finally, have some kind of cool exciting news. The award-winning
culinary program at PCE will receive important infrastructure and safety upgrades to its K kitchens after it received a $5,000 grant from the Rachel Ray Foundation ProStart Grow Grants Initiative. Who remembers Rachel Ray? She's Yeah. Isn't that so cool? So,
Rachel is taking notice of uh this wonderful program that we have here for our students. PC is just one of 48 schools nationwide that received this grant, which are designed to serve as investments in the ProStart classroom experience. The grant funds will be used
to upgrade existing storage systems and replace a filtration system for the culinary kitchen's fryer oil. So we know that our continue our students continue to rock under the tutel tutelage of Chef Woodard and I think that uh this is
going to just continue to to accelerate the work that they're already doing. Finally, I just want to also uh share as we prepare for this welldeserved time off with our family during Thanksgiving break, I want to share my entire gratitude to the PCCS community. We have
dedicated teachers, committed administrators, passionate uh support staff. Our students are amazing. Our families are amazing. They're engaged every day as a team to ensure that we have the best learning experience and environment for our students here in
PCCS. As a reminder, we will be closed beginning tomorrow through Friday. So, I encourage everyone, however you celebrate this Thanksgiving season, to enjoy that time off with your families. And we will see you again on Monday. So this evening I want to be mindful that
we are with standing between being prepared for holiday feasts. So let's not be here until midnight. >> Oh yeah. >> Happy Thanksgiving. >> Challenge accepted. Thank you Dr. Merritt. Okay. Up next we have Thank you. citizens comments. This
is our first uh section that's limited to 30 minutes. Um, if we have any citizens comments that move us past that 30 minute timeline, we will hear the remaining con 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. Um, as an additional reminder, please do not share any names when sharing concerns or criticisms unless you have their permission to do so. And I will read these in the order
that they were submitted. First up, we have um Meta Meta Mandel Reyes. Good evening. My name is Ma Mendel Reyes. I'm a grandmother of a first
grader in the PCCS district. I've been here before and I'll be here again urg thanking you for what you've done to protect immigrant children in our schools and what you've done to protect LGBTQ children and to urge you to do
more. But tonight, I wanted to say something that I just realized about democracy and your role in it. Like other uh PCCS parents, I went to Lancing recently to offer public comment on proposed additions in the update to uh
the state board of education's recommendations for sex education. And as I'm sure everybody in this room knows, the board did decide to add gender identity and sexual orientation to those recommendations. I was in favor of that, but that's not the point I want
to make. When I was in that room uh preparing for my one minute of comment, I looked around and I realized I was looking at a board elected by the people in the room. I was speaking as a constituent, someone who had voted. And
that's the face of democracy. Just the same as this room, uh the board, the people in the audience, we're the face of democracy. We focus on democracy as something that happens at the national level and giving what's going on given what's going on in the country I think
we have to do that we certainly look at the state legislature and at the governor but in a lot of ways it's what's happening locally that makes a difference so when we ask you please continue to do everything you can to protect immigrant children and LGBTQ
children we're asking you to do that because you're the face you represent the power and the responsibility of democracy. And I wanted to just tell you about another face and that's the face of the woman I picked up today from a trailer park in Ipsy to take her to her
work because she was afraid to take public transportation. I don't know her immigrant status. I didn't ask, but I was part of a group helping. I took her to the restaurant. She has an eight-year-old daughter, and I wondered what it would be like to be in her
situation. Uh, I find myself thinking that she's probably going to be working this Thursday. Uh, and I wonder if she'll be worried where her child is when it's Monday and her child goes back to school. I'm not
talking about the PCCS district right now, but I am talking about something all districts are facing. So, I some people don't get Thanksgiving. I would like to wish all of you a happy Thanksgiving and thank you for the opportunity to comment this evening.
>> 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. Thank you to Superintendent Merritt and the board majority for your continued support of our LGBTQ plus students. The safety and
dignity of our students should never be used as a political weapon. Unfortunately, one board member continues to do just that, relying on fear, hypotheticals, and misinformation. So tonight, I'd like to return us to reality.
First, every reputable medical, psychological, and child advocacy organization agrees. Allowing transgender students to use facilities that match who they are does not create safety problems. Not one district with inclusive policies has seen the
nightmare scenarios some like to apply. Not one. What they have seen is reduced bullying, fewer mental health crises, and safer environments for all students. Second, the students actually at risk are transgender students themselves. When they're forced into spaces that
don't match their identity, harassment, violence, and self harm rise sharply. So, when someone says inclusion endangers others, they're flipping the truth upside down. They are lying. That doesn't protect kids, it harms them. And let's be honest, people pushing these
talking points aren't defending safety. They're manufacturing panic based on lies and misinformation. Third, we already know how to keep students safe in restrooms and locker rooms. Clear expectations, supervision, and enforcement of behavior, not
identity. If any student acts inappropriately, we address the conduct. We do not target an entire group based on unfounded beliefs. Imagined dangers are not a basis for policy anywhere and certainly not here. Fourth, our
responsibility is to educate in a safe, inclusive environment grounded in facts, not culture war scripts. When transgender students are affirmed, attendance improves, academic engagement rises, and mental health outcomes stabilize. When they're isolated or
singled out, the opposite happens. Some don't want to hear that, but data doesn't bend to ideology. And since it apparently needs to be said out loud again, transgender kids are not the threat here. The real threat is adults
who lie about them to suit their skewed agenda. Finally, let's remember that these are kids trying to get through the school day, get to class on time, and navigate their life like every other kid. They are not political talking points. They are not theoretical risks.
They are students, our students who deserve privacy, safety, dignity, and a chance to thrive. We do not protect children by excluding others. We protect children by grounding decisions and facts, compassion, and proven practices. Let's continue to be the kind of
community where every student knows they are safe, seen, and supported exactly as they are. Thank you. Thank you very much. Up next, we have Michelle Mustakis. Good evening. My name is Michelle Mustakis. I'm a 11-year resident of
Canton and a member of Western Indivisible and P Flag. I'm here tonight to continue to encourage the district to adopt policies to protect the rights of immigrant students and their families. But I have to admit, I really struggled with how to get how to best address the
board tonight. Knowing that the district feels that they will bring unwanted attention to themselves by openly sharing that they have procedures in place to protect our immigrant students. And two, many feel that ICE doesn't
really have much of a presence in our area. So action isn't really warranted. But here's the truth. There are incidents happening every single day in and around our community. People are being rounded up at workplaces, being
pulled over for no reason on a traffic stop, ambushed at court appearances. Basically, being a person of color or having a foreign sounding name subjects them to detention and potential deportation. And these are not violent
criminals. The vast majority of those detained or deported have no criminal record. That's a fact. The ve they are our neighbors, our friends, our co-workers.
Each of these incidents is a family torn apart, a child traumatized, a member of our community lost. It weakens our communities. As to the concern about becoming a target, I do understand, I really do,
that you're trying to do the right thing for the kids. But what kind of a message does it send to our kids when we stay silent about the wrongs occurring around us? And there are a lot. When we are too
afraid to speak up for others for fear that will then become targets. So tonight, we're asking the district for two things. A review and a revision of district policies to protect our students from disruptive ICE activity.
And number two, district outreach to our community, including student involvement to inform them of their rights and what the school is doing to protect those rights. Let's plan ahead,
ensuring that we'll be ready when the inevitable ICE action occurs at one of our schools or to one of our families. And just as importantly, let's work together to be a model for our students, teaching them to have the courage to
stand up to the bullies who would pray on the vulnerable in our community for nothing other than to push a cruel agenda. Thank you. and happy Thanksgiving. >> Thank you very much. Up next, we have Lori Mayors.
>> Oh, Lori. Uh, Dr. Merritt, President Christensen, board members, and administrators. My name is Lori Mayors and I'm president of P Flag Plymouth Canton. In this week of Thanksgiving, I just like to take a minute, definitely no more than three,
to thank everyone who makes our school district work. The high school students who get up before dark to catch the bus, the preschoolers full of energy and enthusiasm for learning, the teachers who guide them, and the administrators who keep the wheels turning. I thank you
board members who go to countless meetings, make hard decisions, do your homework, and ask the questions your oversight role requires. There's still much work to be done to make sure all our students and staffs feel physically and emotionally safe at
school. We face threats over funding and our commitment to serving our diverse student population, including immigrants, students with IEPs, people of color, and LGBTQ people. Our staffs
are equally diverse. I thank you, most of you, for your commitment to our diverse students. And I hope that despite pressure from the federal government, you continue to stand for all students, district employees, and our community. Happy Thanksgiving to you
all. >> Okay, up next, I have Pretty Cole Carney. Hello everyone. Uh let me start by giving which is for Thanksgiving season to all the audience as well as the board members and thank you so much for giving
this opportunity. I know I'm not new this time because this is my second time and I'm a little prepared if not uh completely. So I want to bring attention of the board to the lunch menu that we have in all the schools. At least for
me, it's my elementary uh going fourth grader and the high schooler and I see a lack of vegetarian options uh in that uh because I think just one/ird of them are vegetarian and uh they are very similar
for all the five days. So I end up preparing school lunch for my kids every day. So just wanted to bring attention to that that is there a way we could request more variety in it in terms of for change of taste also and plus like
more vegetarian options and what would be the right way to address it because I think uh I also got to know that in one of the committees uh student voice in action we had a feedback from the food and nutrition department feedback was sought but even in the options that were
given four of them were non-vegetarian and only one of them was vegetarian So when we are starting to seek uh thoughts and feedback uh we should have more inclusivity in terms of vegetarian options is my uh suggestion. So just wanted to bring that to the attention of
the board. Thank you so much. >> Okay, thank you very much. Up next we have Sarah Kroanski. >> Sarah Sarah Hi. Okay. Hi. I'm Sarah and I have uh two students in the PCCS district. Um so I come to you today with no like written
comments. So this is going to be rough and you're going to have to bear with me. Um, I was up here a couple of weeks ago and I was talking about the fact that while we do have some policies in place that are supposed to protect our immigrant folks, what I would really
like to see is a uh like a response protocol plan that we can train our um employees on and then have in their hands at all times. And I I think this was is best if it is very simple like
bulletointed. You can have it. It's like a one-page thing and it just gives people the piece of mind to know what their rights and their responsibilities are. So what I put together for you guys tonight is a three-page thing and it addresses
different um uh sectors of individuals. So say this first one is the immediate response that you would expect from all like employees, volunteers, parapros, bus drivers, anybody that might meet someone in a sensitive area uh around
the school. And it's very simple. It's like, okay, stay calm and professional. Uh do not give them any information and tell them, I'm so sorry, I cannot I don't have the uh the opportunity to speak to you. You need to go to the front office vestibule. Once at the
front uh office vestibule, you've got this um front office administrator who has very clear instructions that you request official identification. Uh get the names, the titles, their agency affiliations, take pictures, make copies, whatever it is that you guys
have put into place for your procedure choices. And then say, "All right, thank you so much. Um, I'm going to call ahead and now I need you to go to the PCCS district office. That administrator, that front office administrator should
not offer any additional information. That is not their job. Their job to say, "Thank you for your identification. I will forward this along. I'll let them know that you are on your way." So, very simple. If they are pressed for information, they should say, "FurpA
regulations make it impossible for me to give you any information about the student." um whether they are at the school, their immigration, their status, nothing. Okay. So, second page is kind of an uh a playbook for your district
administrator. Um again, we're requesting official uh identification, um names, titles, all of that. Make copies, do whatever you need to. And the all important ask for a warrant. And um part of your training for these people
should be to recognize the difference between an administrative warrant which does not give them the opportunity to come into these private areas. It doesn't give them the ability to talk to these people and it doesn't give them any uh Yeah, that was way too long. But
so like I said, all of this is here. It's stuff that you guys can take as a model, discuss it. It's It's important information. So, if I could give this to you and have you pass it on. >> Thank you. I appreciate it. Sorry about that. I'll be more prepared next time.
>> Thank you very much. >> Okay. Thank you everyone for your comments. That concludes our citizens comments portion. We are going to move on to our administrative reports and recommendations. Up first, we have teaching and learning with Miss Curry. >> Thank you. It is my pleasure to
introduce Mr. Kevin Ryan, the principal at Pioneer Middle School, who will be presenting middle school highlights this evening. Good evening everybody. President Christensen, the board of education, Dr. Merritt, your team, and our student leaders and the audience here and at home. It's a pleasure pinch hitting for
Mr. Ruella tonight. Um tonight we're going to share a few middle school highlights that demonstrate our commitment and to ensuring all students feel accepted and connected to their school community. My little slides here.
There we go. Um, with everything we do, we're looking at our district goals and how our programming fits into the dynamic plan and learner profile. Additionally, we're using a logic model to guide our thinking. This logic model identifies
the inputs, activities, outputs, and outcomes that guide our work throughout the school year. When we look at the specific teaching and learning goals in the learner profile, as with all our initiatives, the profile and dynamic plan serve as our north star. While the learner
profile describes the skills and dispositions we want students to develop in their time with us, goals A and B of the dynamic plan describe the academic and social emotional benchmarks that guide our specific work. Additionally,
we look at the essential attributes of successful middle schools. According to the Association of Middle Education, they have identified five essential attributes that characterize successful middle schools. As middle level educators, we believe that is important that we build learning communities that
are responsive, challenging, empowering, equitable, and engaging. So with that grounding our work, what we're specifically looking at tonight is the sense of belonging. So what is that? Um I think a lot of you
when you think of your middle school experience, you think of awkward times and feeling like sometimes I didn't belong. Um it was probably a tough time in life. Um but there's two things we really focus on. Acceptance and purpose. So Stanford professor Greg Walton
describes belonging as a relationship between you and the space you are in. It is often connected to the fear that you or people like you don't belong in that space you're in. If someone starts to think that they don't belong, it impacts how they feel about themselves and makes
them less likely to engage with the people and participate in the activities that we offer. Walton's colleague Jeffrey Cohen states, "There are two necessary parts of belonging, acceptance and purpose. We want our students to believe that they are recognized and
respected for who they are and the role they play in our school." When we talk about the climate and culture of a successful middle school, specifically focusing on belonging, we know that it is critical that all students feel valued and respected, feel
connected and supported, feel confident and capable, and see positive representatives of representations of themselves in our school culture and the environment. So, let's see how we've been doing.
As a middle school level, we've been working hard at creating conditions where all our students feel accepted and have purpose. This slide represents the percentage of middle school students who report a strong sense of belonging at the end of the school year. While it's certainly less than 100% favorability
that we want, we believe that the increases over time are indication that our efforts are making a positive impact. If we look a little deeper, the 56th favor favorability rating is actually in the 80th percentile when
compared to similar middle school populations across our country. Looking at this data holistically, it seems to describe the overall struggles with belonging that adolesccents and young adults have. And it speaks to our challenges as middle school educators as we guide students to finding their own
answers to the important questions. For example, who am I? How do I fit in? How can I make an im impact or a mark in this world? So, how do we go about this work? The big part is laying the foundation when
kids transition from fifth grade to sixth grade. We we believe that it's really important that students start off strong. To help with this, there are many activities that we engage in to connect students with their school well before school starts. In the spring before fifth graders transition to
middle school, the school counselors visit elementary schools to introduce themselves to students, answer questions, and just kind of explain what middle school is like. These visits reduce anxiety. They help students get to know um future faces and basically
just have a friendly face when they make their first visit to their home school. After those visits, our last 30 Thursday in April every year, we host sixth grade orientation. So all five middle schools host this the same night. So it's attended by students and their families.
And the goal is to reinforce the initial connections made by the counselors and to start building positive relationships with families. In addition to orientation night a few years ago we added shadow day. Shadow Day is a special event where select
fifth graders visit their future middle school to tour the building, meet staff, and experience a day in the life of a middle schooler. This day helps ease the transition by familiarizing students with the routines, the environment, and officially kind of just be a sixth
grader for the day. This is event This event has really helped reduce anxiety and give students who need that extra boost a solid start. Our next big event happens in August each year and that is web day. Uh two weeks before school starts, all fifth graders
are in I'm sorry, all fifth graders are invited or future sixth graders to our future middle school web. Web day stands for where everyone belongs. And on web day, each future middle each future sixth grader is connected with a trained student mentor who takes the mentee
group through a variety of activities to build community and help familiarize students with their school. Sometimes students just feel more comfortable asking an older student than coming to an adult. So web day is not just uh a
one-day event. It does carry forward. So, we want to keep that connection alive because we understand that connections are made deeper over time and throughout the year. Web leaders organize specific follow-up activities to strengthen the school community and maintain positive
peer connections. These activities reinforce school's positive culture. They help the sixth graders stay engaged and promote kindness and leadership. For example, some of those conversations can be, "How do I navigate the hallway? How do I open my locker? How do I navigate
the lunch line? Kids will ask kids. And our eighth grade web leaders are outstanding and have continued this connection throughout this fall to continue their our I guess path forward with meaningful experiences. You can see on this slide here a variety of activities that we're offering at each
middle school. So from the sixth grade camp experience, high ropes courses, activities, we're challenging our students to engage and use problem solving and team building. As with any middle school, our kids are coming from two or three different elementary schools, schools from outside the
community, private schools, and this is an opportunity to build trust, resilience, collaboration, and work together. When we have new students or families that haven't gone through PCCS K5, we want to make sure we're getting them off to a good start. Uh, in laying this
foundation, we also create experience that kind of ingrain them into our culture here in PCCS. And I think this is what makes us stand out. Over the years, we're seeing more students coming back to us at the sixth grade level. And these activities range from family events, student invite situations,
welcome breakfast, meeting the counselors, getting a personal tour of the building. Our goal is for the students and their families to feel comfortable because maybe they don't have as many connections as kids who have gone through us with K5 and we want those to build those relationships right away.
Another big addition in the last few years is a focus on nurturing and supportive environments. Uh this intentional focus supports the transition in our school community. It's just as important that we provide nurturing and supporting environments for all students. For example, our counselors and deans continue to support
students throughout the classroom visits focused on topics such as friendship skills, organization, emotional well-being. Uh staff integrate community circles, restorative practices, and students support development with skills to just work together. One of the things
we've seen postcoid at the middle school level is kids that were working in isolation now coming back out of their shell to work together on team projects. It's awesome to see. And this work is also enhanced with a lot of new animals we have in our buildings. You can see we
have a couple of our emotional support animals in the slides. So, one of the cool things I think about our middle school experience in PCCS is that we give kids so many chances to engage um either our athletic teams, things in outside of the classroom,
clubs, there's so many. I just saw Dr. Merritt mentioned esports earlier at the middle school level, national junior honor society, PBIS leadership team, student council. We want kids involved. Kids that are involved and are engaged do better in school and it makes our
school safer. Kids enjoy it. They have better attendance and we get better results. So with all of this in mind, what are our next steps? Well, we got to continue to do what we're doing. No matter what we're doing, we want to keep moving that sense of belonging to a higher level.
And that's incorporating practices that make all kids feel like they're part of our community. We're also making sure that students who might need a little bit more support, we're using an equity based multi-tered system of support. So, we meet kids where they're at, find what they need, and tailor that support to
them to get them to where they need to be. And lastly, we're building an online hub. Some of this through Canvas where parents, I know it's sometimes not easy to navigate all the things that are out there. We want to have that middle school hub so new families can come to us, find what they need, and get the
support they can use going forward. So, overall, we're very proud of our middle school experience. Yes, we want to keep improving, but seeing the kids kind of come back out of their shell the last few years with the opportunities we're offering is really neat to see. So with
that, I have uh Mrs. Stuckle and Mr. Neroiny who are hiding behind me here too, but we can take some questions if you have any. >> Thank you for your presentation. I'm actually going to start with our student co-chairs. >> Okay, >> I have no questions, but thank you for all your effort in this work.
>> Um I have one question, but to start, I just want to point out that I think the web program is really helpful when I was a middle schooler going to sixth grade. You know, it gives you someone you can talk to, you know, someone you help navigate the school. But my big question is and this I asked this with the elementary school presentation as well
but how is the data on belonging measured because it's the the data that you're basically using to make all these >> um like based on right >> so are you using like panorama surveys you're using like surveys specifically tailored to pioneer
>> so all five buildings use the panorama survey so we give the fall and the winter these score these results are based on like our end of the year scores. So, we want to see how we do this here to combine. We also take feedback from our web leaders like how can we improve the program and just
interviews of new families like what do you think would help you become like more comfortable in our buildings, but panorama is the base of the scores you see today. >> I think the board already knows that I'm not a big advocate for panorama. I think that um the wording can be confusing.
when I was in middle school, I feel like people didn't take it as seriously as it should be if it's using a basis for such important like u activities that are going on in the middle school. So, I would probably advise to maybe look at the survey, sit down with some web
leaders, sit down with students and try to work on maybe creating a survey that's um more suited to Pioneer that would get you better data. One thing is when you're looking at the data compared to other middle schools, do they also use Panorama? >> Yeah. So the data you're seeing is all
five middle schools combined, >> but like I'm talking about the the um bell curve, the distribution like is that the data compared to all other uh middle schools in Michigan? Is that also Panorama? >> Yes. >> Okay. So it might be harder to
>> right make your own survey. >> I'd say one thing we did do and I I would I like your feedback. I know in the beginning we used to use our home room time to give the survey and it felt rushed or kids who took zero hour classes at the park maybe didn't get a chance but now we've kind of tried to do it in a regular core class so we get
more participation. So we've had more kids respond and we've tried to kind of uh preface it with like this this is important. We're basing big decisions on what you're giving us. So I think that's helped us a little bit over time to get more results and hopefully better results. >> Yeah. Okay. Thank you.
>> Yep. Thank you. Okay, we'll move over to my left with member Ahmed. Any questions? >> Um, I just have one question and I understand that this is across all five buildings, >> but do you see any specific subgroups really lagging um in belonging with your
data? >> Not particularly. I mean, I think the the challenge we have now is uh you know, we've had four or five years of this data and we're seeing slight increases. So, as we're trying to move the needle, it feels like the needle's
getting harder to move because you're you don't want to feel like you're topping out, but at the same point, you want to look to your peers. So, I think a lot of times when we go to like professional conferences, we're talking to other school districts and trying to find what else is out there that might be a hole in our game that we can work on.
>> Thank you. Appreciate that. >> That's the only question I have. >> Thank you, member McCardney. >> Um, I just want to know um so this has been this program I think was started before I was here. So is that like you said four or five years? >> Okay. So is that is there any way of
comparing that with all the the um evidence from this like for belonging in correlation to the academics? Like has it has it really had an effect on the academics? Is there any way of comparing like the time like having a line like here's where we're growing or not
growing compared to what this is doing? Like is it is it as effective as we to put out to the effort I mean it's kids always want to be long but I mean is the effort and the amount of time that we put forth with this is that
something that we should that we can see that it's really affecting the >> I think we have to look at a couple different measures because I think it's important that >> we've done some things with our grading policy at the middle school too to make it more equitable. So, I think if you if we could get enough pieces of data to look at it, I think it'd be it'd be
important to kind of compare those. So, um I don't have a >> Yeah. No distinct answer for you. Yeah, I would I that's kind of one thing I would like to know is like as we were talking about stuff like seeing how that has an effect on actual is it really affecting how well students are doing in
classes and stuff, I guess is what I'm trying to say. >> The one thing I could tell you already just seeing in my building is our attendance is coming back. And I think that's a a key factor you can tie to belonging. So I think a lot of things with academics you could say there's a lot of variables involved. Right. >> Right.
>> But as far as I look at kids coming to school each day and less referrals to the office that makes me feel like they're belonging. >> Okay. And what what was what did we call it before? Because it we didn't call it belonging before. What did we call it? Couldn't remember. I didn't look back.
>> Was like was it just social emotional learning? possibly. Yes. >> Okay. Okay. >> Um and I guess that's that's that's all I have right now. >> Okay. >> Thank you. >> Yeah. Uh thank you for your
presentation. I I suppose I don't know if this is an answerable question. Um I think there's a lot of intentional work around um creating that sense of belonging in middle school. Are we specifically I targeting maybe or um
being tactful in trying to capture students who seem disengaged? So um can you talk maybe through some strategies >> like MTSS? I mean those series of supports is really working with our staff. So like at the middle school level, we have m one Monday dedicated
meeting where we're meeting as a staff to feel like are there kids that are slipping through >> and how are we identifying having conversations um and even like having small groups like I had this student last year what works and trying to find that connection and I think you know
finding your people is the key and I think that's a huge advantage of the park is there's so many kids at the park so much programs but our middle schools we're trying to find those little spots where all kids feel like I have a spot or a connection to that school, whether it be a teacher, a club, a sport, an
activity, something that gets them motivated outside of just academics. >> And I think once we do a good job helping those students, like I said, the attendance, I think, is better. And I'd be interested in the academic data. >> Okay. Thank you, member Kho.
>> So, first I want to thank you for the increase in student responses. I mean, that's really uh good to see. You know, we compare what you guys are doing at the middle school as compared to the high school. Um especially at the senior level, you have some real struggles with
uh with response rates there. Um and I I would um encourage you to take Arjun's uh suggestions and engage the SBA committee and other groups to try to identify things that would help in participation or help people understand why this stuff
matters. I also would like to commend you on the the slow and steady improvement. I know it's hard and we often times want double-digit growth and and big numbers, but if you can keep doing two, three, four, in this case,
four four uh% increases every year, that's that's a nice uh increase. So, as long as the trend doesn't start slipping the other way, and I know the pressure that's on for it's like, okay, well, we got 4% this year. Can we can we go more? uh can we do that? But uh that that
steady increase is is a nice thing. So thank you. >> I also wanted to say I appreciate the intentionality about all of these tactics and uh and strategies that you've uh you've implemented here. >> Member Wester,
>> we talked about this presentation in the spa committee. So, um, thank you for all of the work on this and I want to thank you especially for the focus on new families that come in during the middle school years. We were we were one of those families and I know how difficult
it can be to get get the kids to feel connected to the larger the larger school and and feeling a part of it. So, I want to thank you for the intentionality there and the focusing on the hub. >> Member boss.
>> Um, I was wondering how do you choose the fifth graders that get to do the shadow program? >> You said that it was some I just wondered how. >> So, that's input from their elementary principal, their student support coordinators, and their fifth grade teachers. So, really identifying some
kids that, you know, might have some anxiety around it or just dealing with transition itself. I mean, I think we forget sometimes like in elementary being with one teacher most of the day to six teachers, six classes, and there's that overwhelming feeling. So, it's really relying on their
recommendations. And I'll say our deans at each of our schools, that's kind of their day to shine. So, they're meeting with those kids, designing a mini program of like, how do how do you do lunch? How do you do middle school recess? How do I get from here? So, we every little thing for like how do I
ride the bus? How do I walk down the hall? We take nothing for granted. So it's like if we can just I kind of walk you through that their confidence level by the end of the day is oh we just got this there. You can just see it in their face that you know we want that first
experience to be positive and we re rely heavily on those recommendations from our feeder elementaryaries. >> Okay. Um I just want to thank you not just for this presentation but for making belonging a focus. I have a
student who you know >> and he struggled with not belonging his first year in middle school at Pioneer and this year he belongs and is succeeding most of the time and it's
because of the because of these things that we see that success and another thing that I think that the middle schools are doing really well with belonging is um we we tell the kids that they're valued
and that we expect um them to succeed. We want them to succeed, but they all have to follow a shared expectation. There's no um you know, we maintain classroom norms and I appreciate that. So, thank you very much.
>> You >> great. Thank you very much. >> All right. Thank you. >> Okay. Okay, up next we have action item number 26-11-21. Consider approval of a resolution for a new course proposal advanced placement
physics C mechanics final reading. Can I have a motion? >> Madame President, I move that um we consider the final final reading of final approval of the approval of the resolution for course revision
peer-to-peer music. Um, action item 26 11122. >> We're actually up one action item there. >> I'm sorry. >> Yep. Um, do I need to redo it? >> Yes, please. >> Madame President, I move that we consider approval of a resolution for a
new course proposal advanced placement physics C mechanics action item 261121. >> Perfect. Can I please have a second? >> Second. >> Okay. It was moved by member Wester and seconded by member Kho. Um, we discussed this at the last meeting. Do we have any other comments, questions about this
action item? >> Very excited. >> Super excited. Okay. >> Could I add in, please? >> Um, I actually talked to some juniors and seniors, seniors that wish that they could have taken this class this year and then juniors that are excited to take it next year that are going to be in CELK um, AB next year. So, very
welcome class. >> Awesome. Great. >> Yeah. I'll add on my brother had to like contact different schools, drive like an hour to get the AP exam when he took it last year. And so adding this is really helpful for the students, helps them, you know, take more rigorous classes. >> Great feedback. Thank you. Okay. Um I
will call for the vote. Those in favor, please say yes. Yes. Those opposed say no. Motion carries. 6. Okay. Up next, we have action item number 26-11-22. consider approval of a resolution for a course revision peer-to-peer music. This
is a final reading. Can I have a motion? >> Madame President, I'd like to move that we consider approval of a resolution for a course revision peer-to-peer music. This is action item 261122. >> Can I have a second? >> Second. Oh,
>> sounds like it's high. So, it was moved by member Ahmed and seconded by member Pequard. Again, we t discussed this at our last board meeting, but I will open it up to any questions or comments. Hearing none, I will call for the vote. Those in favor, please say yes. >> Yes. >> Yes. Those opposed, say no. Motion
carries. 6. Okay. Up next, we have finance and operations. Miss Minnik is not here. Someone handling that. >> Yep. >> I'm gonna have Mr. Lintz come forward. >> Perfect. Yeah. Otherwise, you're you're on there. Okay.
>> I am happy to take us through this. We can do that. >> Mr. Lent, please take us through the first item. >> Good evening, board. Uh my name is Matt Lent. I'm the uh director of facility uh for Plymouth Camp Community Schools. Um
I'm going to speak to uh both resolutions kind of simultaneously of the next two if if that's okay with the board. Um the proposals are uh consistent uh same issues uh same repair, same replacement. So I'm going to kind of talk in tandem if we've got
any other specific or individual questions. Uh I I'm certainly willing to uh to answer kind of the um the individual nature of each. Um so I am here to uh recommend and request uh the
replacement of the 40tonon chiller and remote condensers at Hullzing and Ericson. Uh the equipment uh is no longer cooling and no longer functioning. um the buildings uh
they have had extensive uh work orders and constant maintenance repairs uh at both buildings uh to try and keep them running and keep them moving. Uh they have both aged out end of life cycle. They're no longer working. Uh parts have
now become scarce. Uh and they also have um obsolete and expired refrigerant uh that can no longer be uh acquired only recycled which drives the cost of any repair that comes on with that uh severely uh through the roof. Uh
I got individual quotes uh for each from Carrier Corporation. Uh the quotes were submitted per cooperative purchasing agreement uh 66051 uh for $126,995 a piece.
Uh this would be uh four pieces of equipment, a 40 ton chiller and remote condenser for each building. Uh all four pieces of equipment have 12week lead times. So, at this point, we would be targeting a May installation to
have uh the AC running, end of the school year, and then obviously we would start next school year uh with full AC uh and solving all of our work order problems. Uh the warranty on the uh the chillers themselves uh they have two
years parts and labor uh five years for uh parts on the condensers uh or compressor, excuse me. Five-year parts on the condenser for the chiller condenser itself. Um 18 months um from the ship date. Uh we will go straight
from shipment to uh each individual school straight install. Uh so there will be no lag uh in that portion uh of when we receive it when we install it. Uh Carrier also has a one-year warranty parts and labors from startup. Uh so
that'll be uh from the day we turn it on. Uh the equipment at the schools um as I've noted that they are constant work order uh constant um ordering of parts that are no longer available. Uh the
equipment uh they're all 18 years old. Typical life cycle for a 40 ton chiller and a remote condenser is between 15 and 20 years. So we are right in that uh end of life cycle, end of useful cycle, time to replace. Uh the unfortunate part is
it broke before we were able to fix it. Um and uh the district, myself and the HVAC team are confident in carriers both their uh equipment uh the craftsmanship and their price. They're currently doing
the same work right now at field. Uh so they're familiar with the replacement, they're familiar with the work uh and we know uh the price is also consistent. >> Thank you. >> All right. Thank you very much. Um, I will open that up for uh some questions.
Again, we'll start with our student co-chairs. >> I have no questions. Um, thank you for your work. >> Thank you for your presentation. I'm just a little curious on what's going to happen with the schools during like April and before the installation cuz it's probably going to get pretty hot by
April, right? >> So, we normally don't switch over from heating to cooling kind of until May. So, I would say it's not going to be any different than it was in the fall because we were getting air movement, but that air was not chilled. It was warm in the buildings. >> Uh, so we in the emergency type, hey,
we've got some really, really hot rooms. We have a surplus of fans. Um, you know, we can open some windows depending on the room and the building kind of layout. We do everything we can do to cool it. Um, our goal is really the end of May to have this thing up and
running. So, we know that when it turns and it starts being 70, flirting with 80, we know the building's going to get really hot and to have this on and running. But, it would be no different April and May than it was all fall. >> Okay, good. Thank you. >> Member,
>> I just have one question about uh I think you said it has about a 15 to 20 year lifespan, >> correct? So, are you concerned about the warranty or is this industry standard? Because it it seems short. >> It's industry standard. >> Okay. >> That is for a 40 ton chiller. That is the standard.
>> Okay. Thank you, >> member. Um I don't have any questions. I heard you the other day. >> Thank you. >> Yeah. Just for some context, I mentioned this during the um FNO uh report. We discussed this at our last meeting. We had quite a few questions. Um Mr. Lince
also shared, if I I may share with everyone else, that his team is going through kind of building by building within the district and evaluating all of our equipment and our facility needs so that we can get on a kind of a a planned scheduled maintenance for these
types of of repairs or replacements. Um, and you there's a lot of dialogue around this being a a unplanned bond spend. Um but however after this report is out will allow us to to understand our needs a little bit more. >> I did not mention it. My apologies. This
will be a part of the um uh 2025 or 23 I'm sorry 23 bond funds as well. I'm sorry. >> Thank you. Okay. Member >> um two two questions. >> Um >> one is are there do we do any other bids
other than carrier? Oh, we did not for the try and get this in and installed uh as quickly as possible. Uh we did for field uh so we know this falls right in line with the other quotes that were received when we did field. >> Okay, got it. And so that's that helps me to understand that from a competitive
perspective. Second is is that given a 12 leak lead time um is there a reason why we wouldn't be installing until May because it seems like we have time to install this closer to the end of April um
>> or even earlier. >> I I'm targeting early May with some uh by the time we go through approvals, we get the PO out, we get the actual back. I'm assuming I'll get probably in early April is when they'll start giving me uh the specific date for the arrangement
and then I got to get crane and all that other stuff once I get the actual ETA of when it arrives. I said May to be a little uh uh conservative. Okay. I do expect to get it in as quickly as possible. >> Okay. So, if we wouldn't we wouldn't be waiting until May if we had appropriate
weather and the ability to install this before then. So, >> 100% correct. >> Okay. Thank you. >> Member Westra, >> simil similar question. I'm just wondering if if it would be beneficial to consider like a first and final
reading to get it two more weeks. >> I think you got plenty of time. >> Yeah, we discussed this at FNO and felt that because it is a chiller and it's not not seasonally needed that it was not necessarily necessary to do a first and final. Good >> suggestion.
>> Yeah, appreciate that though. >> I think from now there's almost 20 weeks >> member box. >> I don't have any questions. Thank you. >> Thank you. >> All right. Thank you. >> Okay. Up next, we have action item number 26-11-23.
Consider approval of agreement with Hopskip Drive Student Transportation. This is a first and final reading. Can I have a motion, please? >> Madame President, I move that we consider approval of an agreement with Hopskip Drive Student Transportation. This will be a first and final reading.
In the action item is 261123. >> Can I have a second? >> Second. >> Okay. It was moved by treasurer Kho and seconded by member Ahmed. Um and who will be taking us through this? >> We can work through this together. So this evening we are requesting the approval to enter into a transportation
service agreement with Hopskip Drive Incorporated. um you entered into a similar agreement a few board meetings back with I believe Benchmark is the name foreshadowed that we would be bringing an additional carrier as we know that our students uh identified under McKenna Vento we want them to have
equitable access to both regular school attendance and extracurricular activities with our McKenna Vento Act students we are required to enroll our students immediately um these are our students that are homeless and so we want to again remove barriers our
current provider had reached capacity. So we and could no longer accept additional students. So we were seeking to find additional transportation providers that could be used in the event that we have additional students. Uh with this agreement, we were trying to bring them both together, but we were
still working on the conditions of the contract to ensure that it mirrored all of our ask the uh previous vendor did. We have reached that. you have the contract attached for your um awareness and hopefully studied in advance. So we
are asking as a first and final the entering into this agreement with Hopskip Drive. They'll provide transportation services for Mckin Vento for the 2526 school year. The cost of this service will be paid with title one and 31A funds. And again by entering
into this agreement it gives us the ability to utilize or not depending on if the need is there. Can I Oh, can I add real quick too? Also, it allows it they will bus students later also too where the other one service did not. So, if they're in an activity or something, they'll
>> they'll provide that. >> Thank you for that. So, um for any activities that might occur, for example, after 8 p.m. So, appreciate that that >> member Picard. >> Yep. The other ad that I would make uh to that report out is um you know based
on the other company being at capacity just due due to the timing of the season too that usually we see a spike in students who need this service. So that is the reason why we're asking for a first and final um consideration this evening.
Okay. So that being said, we'll open it up to questions and dialogue and I'll start with my student co-chairs. >> My question was just answered. Thank you. Thank you. >> No questions. Thank you. >> Okay. Member Ahmed. >> No questions. Member. >> Okay. Treasure K.
>> I appreciate the optimization and the getting these these services and and processes in place to make sure that all of our students are served, especially for those that are doing late night. Um I did have a question around I believe we only provide one-way transportation for sporting events
or for some sporting events. >> Is that correct? >> Yes. Would this be a service that could be used to support those students that didn't have Okay, that's correct. >> Thank you. So, it isn't just from the schools that or any school activity. >> Yes. >> Thank you so much. >> I have no questions.
>> Thank you. >> No questions. >> Great. All right. Thank you everyone. I'm going to call for the vote. Those in favor, please say yes. >> Yes. >> Those opposed say no. >> Motion carries. 6. Okay. All right. We do not have any citizens
comments overflow. So, I'm going to move on to action items and discussion. We have um the uh a topic on 31A state grant funding. I'm going to ask actually Mr. Cava to come up and provide an update on that.
>> Good evening board. Um John Cabba uh with Collins and Blaha providing a brief update on section 31A funding. Uh so section 31A is a section of the revised or excuse me that the state school aid act uh that has been in place for
several years and this year continued to be in place as a result of the state budget that was passed on and signed on October 7th of 2025. There was a couple of conditions though in order to receive section 31A funding in the state school aid act. And so
there's been some discussions across the state regarding those conditions um of school districts in general, intermediate school districts, uh organizations that represent school districts and then law firms that represent school districts as well. and
discussing some of the concerns with with the conditions and specifically the condition that um a school district that wants to opt in to receive section 31A funding must agree to wave any privilege
is the term that is used in the statute in the case there is a mass casualty event which is also a term that is used in the statute and the reason that term any privilege has been questioned and concerns have been raised is because
that term any privilege is not defined and raises questions then of does that relate to the attorney client privilege everyone believes it does but also does it relate to other privileges such as uh privacy privileges under furpa for example uh there's privileges in
Michigan regarding uh teacher student confidentiality uh counselor student confidentiality uh and then a whole host of confidentiality requirements for for staff members as as well. So, as a result of those concerns uh and as a
discussions that have on been ongoing uh the Michigan Department of Education, which is the organization department of the state that uh allocates funding out of the grant, has pushed back the pushed back the date on which uh school districts are required to opt in to
accept funding. And so, the original date was November 12th. It was moved back to November 16th, then November 30th, and is now December 4th. And uh the reason that date has been pushed back is again result of some of these concerns that have been raised. The ability for school boards to meet to
discuss what exactly a waiver of privilege means and uh take some uh time to consider how much money you're receiving and uh what potential uh protections you're giving up as a
school district. As that time progressed, there was also um a group of intermediate school districts that started. And so an intermediate school district for for Plymouth Can Community Schools is Wayne Resa. There's one mostly in in every county. Um those districts started
discussing a potential uh cause of action against the state of Michigan and the Michigan Department of Education regarding this new condition in the statute. And ultimately a lawsuit was filed in or lawsuits were filed in both federal court and state court on
November 12th by um co uh cohort of multiple intermediate school districts and local and local school districts. And additionally, there were some individual superintendents and board members named as plaintiffs in the on the in the federal case. And what those
cases um claimed in the in the federal uh level was that the law as passed and signed by the governor was unconstitutional under the United States Constitution. And at the state level, it was claimed that the law was unconstitutional under the Michigan
Constitution. And the legal principles in which the the law was challenged is that uh the law essentially was termed as void for vagueness. meaning it was so broad that we don't understand exactly what it means. Um, and you're being asked as a
school district to wave a constitutional privilege that you have in order to receive funding, which is in and of itself unconstitutional. Um so as a result of the lawsuit that was filed lawsuits that were filed uh
there was a disc that's when the November 30th date got moved to December 4th and there was uh scheduling conferences at both the federal and state level with the judge and the attorneys representing the plaintiffs and the state of Michigan and a
discussion started taking place with is it reasonable to push back the date any farther than December 4th and Michigan Department of Education stated we cannot because the law also requires that we disperse any of all these funds by December 31st. So we need to know who's
opting in so we can have time to actually determine who gets allocated money on or around December 20th when we get our state in December. Uh as a result of that, the judge then started working as a mediator some extent and stating well if I can commit to having a
decision on the merits sometime in December, is it okay if districts opt in and then later if have the option to resend depending on how I rule in this case? And Michigan Department of Ed said yes, that could be feasible for us. And
so there was a scheduling order or excuse me, a stipulated order issued on Friday, November 21st in the uh state case and then yesterday in the federal case, both of which essentially said this stated the same thing that any school district that wants to be
eligible to receive funds under section 31A must opt in by 11:59 on December 4th. All of those districts who opt in have the ability to resend that opt-in by December 30th at 11:59 p.m. No questions
asked. Um, now the rationale for that recision date is that both judges have committed to issuing a decision by December 19th, giving districts essentially a little over 10 days or 10 days to make a a decision as to whether
or not they want to resend. And so, um, rescending that opt-in, most districts would would potentially resend if the school district plaintiffs are not successful and the judges ultimately reject the lawsuits and state that the
statute is not unconstitutional. It's going to remain as is. And if you want to accept section 31A funds, you need to agree to wave any privilege um and be subject to um an investigation if there's a mass casualty event in your school district. Um
so I'll I'll I'll stop there there briefly um just to you know note that again December 4th we have to opt in. If we don't opt in even conditionally by then then we are not eligible to receive funds. And then December 30th, we have
the ability to rescend. Um, and I guess are there any questions from board members um kind of with what I've discussed thus far. >> I appreciate that summary. I'm actually going to open it up to our student co-chairs and we can go around the table again with any questions or comments
group. >> I'm doing my best to try and follow along. So, >> yes, >> legal ease. Um I know >> is the poss like are is there a possibility that um that privilege like we would be able to retain those privileges and still get the funding
like is that something that like they're looking into or is it just >> I guess if that makes sense. >> Yeah, sure. So, so the ultimately the lawsuits the the requests in those suits are that the judges determine that the
language in the law that says a school district must wave any privilege is unconstitutional or unlawful. And so if a judge were to side with the school districts and say yes this is this language is unconstitutional it would be removed from the statute or be
uninforceable meaning that school districts could opt in receive the money and would not be required to wave any privilege. So that's the hope of the outcome of those suits from the school district plaintiffs. >> And then since there's multiple suits if one's like yes and one's like no like
how does that work? >> Yeah. So the the way in which the uh plaintiffs decided to file the suits is essentially if they are successful in either federal or state court uh ultimately the law is determined to be
unlawful and therefore a school district could accept money without having to wave privileges. So if there's success in either court ultimately is success for what the the um plaintists are asking for. >> Okay. Thank you. >> I have no questions. Thank you. Okay.
questions or comments? No questions. Thank you. >> I don't have any questions. Thanks. >> Thank you. I think what what's what you know, thank you for that summary. What gives me pause is the waving of privilege in perpetuity. There's no time
bound um or no end to that. So truly, you know, for onetime monies, giving up those privileges seems like quite a risk based upon what you've been sharing. So that's just my comment that I would like to to put out there.
>> Yeah. And I just kind of um moving forward kind, you know, some of the questions potentially would be, okay, what do you mean that we're going to wave any privilege? What does that mean? And what are the consequences of that? And so I'm happy to get into that a little bit more if if the board wants to know some of those what those concept
what that means. >> I think it'd be helpful for the community. I also would like to mention that there is a slideshow or slide deck that's attached to the agenda too for community members who want to dig into some of these details that has been provided by uh Mr. Cava as well. But
yeah, if you could just give us a um some some examples of how that could be harmful for >> Absolutely. So the the largest concern that the school public school district community and actually not just the public school district community. So uh there actually was a joint memo issued
from um public school districts and superintendents and and organizations represent public traditional public school districts, charter schools, and private schools because this could apply to all. Um, and it's not very rare that you get all of those organizations on board with a concern and saying, "Hey,
we all uh have the same concern, MDE. Please help us out." And um and but but that's happened in this case. And the reason is is that uh waving of attorney client privilege I is um kind of asking
someone or asking school districts and school districts employees to do something that no other organization in the country is asked to do. Um and so what that means is is that if there is a lawsuit filed against a school district as a result of of mass casualty event,
um the school district and any of its employees do not have the ability to actually talk to their legal counsel about a defense, what a defense could be without all of that information being shared with the other the other side who who might be bringing a lawsuit or an a
third party investigator. Um, so the consequences of that are that employees don't even have the ability to discuss what took place, ask questions of counsel without all of that information being subject to being released either
through if emails are are exchanged. Uh, those being released or if there's a deposition of someone. Um, typically in a deposition, one of the first questions is have you con uh have you consulted with legal counsel regarding this deposition today? The answer is yes. please tell me everything that you
discussed. Inherently, there's an objection stating that's privileged information. Don't answer that question. That objection could no longer stand. Um, and an individual would be required to to provide all that information. So, it goes from the board members to the
superintendent to administrators to teachers, everyone potentially based on the broad language of waving any privilege um would be subject to that particular issue. So um you know example is um a teacher and uh student having a
conversation and that student providing information to the teacher and uh ultimately that teacher providing information to an administrator about hey I believe this student may have um something going on at home and if that teacher for example didn't report that
to CPS and just the administrator did potentially that teacher because every individual needs to provide um a report to CPS if they believe something negligent is happening at home, that teacher could be held liable, if it's found out that the teacher didn't report even though the administrator did
report. So, there's a lot of just concerns of a potential liability um that could come out of this when people are just trying to ask questions of um their legal counsel, their administrators, uh superintendent, board
members, board um as far as uh what are my obligations to the school district? And you know, inherent in our legal system is the ability to be able to have those frank conversations so that you are are provided advice and this would
take all that away. Um so that's that's one of the large concerns. The other large concern is that um your insurance costs as a district overall and any district that potentially decides to wave privilege could increase quite a
bit. And that then passes on to the taxpayers and everyone else in the school district. And what we've discussed and when I say we are, our law firm has discussed is um what's going to happen to our insurance pools. So public school districts, most public school districts are in one of two or three
insurance pools, meaning you have other school districts that are involved. And what the law says in Michigan about insurance pools is that if the pool is underfunded or has has unfunded liabilities or potential liabilities, all of the member districts of the pool
have to provide additional funds to to make sure the liability is funded. And that's why you have insurance premiums that that go up and down throughout the year. If you have someone in the pool who has given up their their uh attorney has given up privilege, excuse me, or
multiple members, the potential settlement costs and all other costs go up. Um meaning that insurance costs go up. And so potentially if if this law were to go through and there's not a resolution at the uh court level or
through legislation, if the court if the court level is is not uh found to be helpful for school districts, you potentially are going to have separate insurance pools. School districts that have wave privilege and school districts that have not wave privilege. And there's going to be different costs to those insurance pools. And then the
final large concern that we've discussed is um you know inherent in public employees or inherent in in the way public employees operate is as long as you're operating within the scope of your employment and not acting in an
intentional or grossly negligent manner. Um you're entitled to governmental immunity and so that you can do your job and you're a public employee and public board members. And um that's potentially going to be challenged if privilege is waved because there's essentially waving
privileges for for in putting it in sports terms. If I'm a offensive play caller in a football field, I'm just giving all of my playbook over to the defensive coordinator and saying here's exactly what I'm going to do for the next 60 minutes. And you have now your defense can do whatever you want to,
including challenging whether or not I perhaps acted some sort of g in a grossly negligent manner, which then you lose governmental immunity, more uh litigation for your individual employees. You potentially have employees who say, "All right, I don't want to work for a district that has
waved their privilege. I'll go somewhere else." And again, all insurance costs go up. Um, that's kind of a high high level on a couple of different issues. I'm happy to answer any other questions or go into any other things that are >> sure >> part of this. >> We'll move down the line. >> Thank you for this presentation. I know
you there's been some materials we've been provided and uh appreciate the thoughtful process here. I think that this was a well-intentioned uh set of provisions that went in there but not well thought out. So, especially with respect to the the privilege, I think the other provisions there, we don't
have any concerns about uh providing an an investigation or other things in the event of a mass casualty. But it's very vague around the notion of a mass casualty and the other things as and then with the risk on uh on the the conversation on privilege. I think it's really great that we're considering a
resolution that will allow us to opt in with the ability to um uh opt back out or or resend our optin in the event that this is not turned down. >> Thank you. >> Yes, >> member West. >> Um I want to thank you for the slides.
Um I've been through them a couple of times now and they're very dense and very complete and helped me very much to understand the situation. Um so to to summarize in plain language essentially
if we opt in by December 4th um then we have the right to opt out with no penalty should the lawsuits not be decided in in such a way that um the the
waiver the that we would be forced to wave our all of our rights. Right. >> That's correct. >> Um and if we don't opt in on on December 4th, if we whether we opt out later or not, if we don't opt in on on December
4th, then we lose access to the 31A funds, which are a couple of million dollars, >> $140 per pupil. >> So that's two two.5 million. >> Okay. >> 2.2, I think. Yeah. I'm sorry. >> 2.2.
>> 2.2. >> Mhm. >> Um Okay. And so the the desire tonight is for us to to authorize Dr. Merritt to opt us in um and then if the lawsuit is does not go our way, opt out again.
>> Correct. Okay. >> Correct. That's the proposed >> the ultimate Yeah. The ultimate decision. >> Okay. Member Voss. >> No questions. Thank you. >> Thank you. >> Any other questions? Argent, >> just one thing. I mean, looking at it from the standpoint that you're giving
us, it seems that it's just generally an overall negative that's going on and that that standpoint is viewed by all the districts. So, if it's this much money that's on the table, is this like like the standard like is it you think it's going to could be deemed unconstitutional right now or does it
seem like it's h half and half could go either way? So the constitutional arguments from the briefings I've read are very strong um because of the the broad nature of of the way in which the law is
drafted. Uh there are about 35 school districts that are named plaintiffs um in the lawsuit and today another 200 school districts filed an amicus brief. So, um, what that mean, an amicus brief is a brief in support of what, uh, the
plaintiffs filed. And, um, the reason I bring that up is because there's a lot of school districts and and other entities in the state of Michigan that recognize the concern here, which is going to have
an um an effect on the judges that that are that are deciding. This isn't just, you know, one school in the middle of the UP that's having an issue, right? Um and so you know one of the things that our office um you know has uh really
reviewed is um what are some of the longer term effects uh if there is not a ruling that this is unconstitutional and and the longerterm effects are potentially that in the future your state school aidback budgets have more
funding mechanisms that potentially have conditions like this on it which is is a concern. turn again because you know I can't underscore I mean a lot of people ask well right you're an attorney so you're saying the attorney client privilege is important and and are you overselling this there is not another
public school district or organization in the country that is asked to wave its attorney client privilege in this manner um and you know it it's part of our legal system and to to ask someone to just blanketly give that up um goes
against a number of things including potentially the the fifth amendment right to not um you know incriminate yourself in criminal in criminal situations. Um and and so I think there's a strong possibility that there can be success in in this matter. Um but
I think there's also some of these longerterm implications as to why this this fight is important for all school districts throughout the state of Michigan. >> Thank you. And then this is a question maybe directed to you guys more, but then from that standpoint, would there be any negative in not joining if you're
allowed to opt out if it's not deemed unconstitutional? >> When you said not joining, you mean the lawsuit? >> I mean like opting in for the funding. >> So ask that question again. So >> So if we opt in tonight and then they
don't find that it's constitutional and we opt out, are you saying what are the cons of that? Is that what you're asking? saying that if they say that it's constitutional the um the like it continues the downsides are still there and we are still able to opt
out if that's if that happens right >> yes >> correct >> yeah our intention in the the resolution that will be coming up will be authorizing the superintendent to opt us out in the event that this is not struck
down so we opt in because we believe that this is beneficial icial to us, but only if it if if this provision is struck down. >> And I think one other thing to point out kind of just based on these questions is that the funding under 31A is only guaranteed for this year. There's no
guarantee it's going to continue in the future, but the way this the law is drafted, the the waiver is arguably in place for forever. Um, now there's some people say, "Ah, that's you know, it only can go as long as you're getting funding." There is nothing clear in the
law about that. Um, so the concern you have is you're you're waving privilege in perpetuity, but you're only getting funding for this one particular year. >> Correct. >> Can I ask a question? >> Yes. regard. >> Um so now with that appeal thing that
still bothers me the um so if let's say they make a decision and we're going for you know that they do get rid of the um waiver and depending on when they do that and there's still 21 days they could appeal.
What would we do then? We would still stay with it and hope that doesn't go through take that chance or do we just say we're not take but we wouldn't know they're going to appeal till after. Once we rescend it, we wouldn't have the ability to reenter again unless what? >> So, correct. If we rescend, then we're
out. I think Trusty Pard's concern is if we don't resend because we're the the school districts are successful um at the trial court level. And so the both one or both judges state that the
provision is unconstitutional. So, we have not waved privilege and we continue on. we accept the money and then later the state of Michigan appeals and then a judge or the court of appeals, excuse me, overturns the lower court judge and um that there is a there
is some tiny risk in that. Um now that >> we would have already accept it, >> right? We'd have accepted it by the >> and then the judge rules in the favor of it's unconstitutional, so we believe we're good, but then there's an appeal. >> Yeah, that's a piece that >> and we're already in there, right? Right.
>> But then there'd be a whole lot of other school districts that would be in the same situation. >> Is that the ability? The question is would you appeal that could there be an appeal of that decision? >> Yes. So there there >> yes. So there could be an appeal of that decision. Um the other piece is although
there's nothing in the current order that provides for the ability to resend at a later time if that were to happen where the state of Michigan would appeal and there was a successful appeal. the attorneys. I've already talked to the attorneys who are representing the the school district plaintiffs would be
requesting that the court of appeals extend the ability to resend because all the school districts that are in have opted in based on a decision by a lower court judge. And so it's inherently unfair to hold them um to continue to be
in opting in essentially if if it was a reliance on a decision by a judge. Um, now it's not guaranteed that the court of appeals will agree with that argument, but that argument will be made and then if the state of Michigan was successful at that time, there there could be an appeal to the Michigan Supreme Court.
>> Okay, another option. >> Thank Thank you. Thank you. Any more questions, comments? I >> I would just say this like sets a scary precedent going forward as well. Um, and then also again like with the insurance pools, it's crazy how like whether we don't do anything or not, how other
school districts could impact us. So crazy times. >> Yeah, absolutely. Yes. Thank you very much. Thank you for walking us through all of the complexities, Mr. Cabba. >> Thank you. >> Thank you. Thank you. >> Okay, so we will move on to our action item number 26-11-25
consider approval of a resolution to conditionally opt in to receive section 31A funds. This is a first and final reading this evening. Can I have a motion? Madam President, I move that we u move to adopt resolution to conditionally opt in to receive section
31A funds. This will be a first and final reading and the action item is 26-11-25. >> Can I have a second? >> Second. >> So it was moved by Treasurer Kho and seconded by member Ahmed. Um we just had uh some questions and comments. So at
this time I'm going to call for a vote. Those in favor please say yes. >> Just a quick question. Do we need to read the the resolution into the record? >> I I don't believe we need to. No. >> Okay. Good. >> Okay. >> All right. Uh those in favor, please say yes. >> Yes. >> Yes.
>> Those opposed say no. >> Motion carries. 6. >> Okay. Thank you. >> Okay. Go. >> Yeah. Thank you. Um up next we have uh on our discussion item here we have our board of education goals discussion.
This is objective number two. Um, I'm going to read that aloud because I don't know if we have that up here. But board objective number two is to improve decision- making through data and analytics. This is uh tied to goals A,
B, and E. And the goals read as follows. So, support the superintendent in creating a dynamic plan dashboard to track data trends and guide decision-making with a focus on student performance data. Examples of this could include test scores, credits, graduation
rates, SEAL, enrollment, and student discipline data, including suspensions, expulsions, hate and bias incidents to ensure resources, curriculum, and policies align with the goals of the dynamic plan. So today's discussion is really around how we can make some of
these our our board of ed education goals actionable. And we wanted to have further deeper discussions around that. Um, I'll pause here. There's another bullet point. uh to discuss as well. Do we have any thoughts, comments,
questions on this one? Um I I'll kick us off. So I know Dr. Merritt has uh committed to um rolling this out this year and so we have a future presentation >> December 9th >> on December 9th. So that's coming up. So maybe this conversation's a little
premature because we haven't really seen um the prototypical dashboard yet. So really this goal to me is is in progress right now. So that December 9th presentation that feedback that that will be received from the board of ed is
is this goal. Um outside of that though um I don't I I don't know any other action >> that we can can take. >> Yeah. >> In terms of you know smart or measurable this area. >> Bless you. >> Bless you. >> Unless I'm mistaken. I mean, that's my
perspective as well. And I was looking forward to seeing the new dashboard. >> Me, too. I'm excited. This is like a, you know, a a >> I'm nervous. >> Like, please let it be the right thing this time. >> Right. This is something we've talked about for a very long time, so it's it's coming to fruition and we're really
excited about it. >> Um, any other comments or questions around that one? >> Okay. The next bullet for objective two says, "Review one-time investments to determine whether we uh excuse me to determine which should be continued,
stopped, or started. Consider the budget impacts and implications for these programs. >> So, I would say that this is already part of our uh review process that we that we do in the budget cycle every year >> where we look at those things and
identify those programs that you know should be stopped, started or continued as part of that process." So I think it's kind of already there in in what the board does in conjunction with the administration. >> I agree. So can you just just for the
community and for our fellow board members talk about how we um go through that transformation or that budgeting process and how we influence that as a board. >> So okay, I'll I'll give them do my best off the top of my head. Um, leading into
budget season, we have uh conversations with the administration about priorities and the work that we're going to do as a a board and where we want to go as a district. And we set parameters around the things that we expect to happen. These are the assumptions that may go in with respect to the enrollment, with
respect to staffing levels, uh other things, other big goals that we have. The administration then does takes those things into consideration um and reviews their budget process uh looking for those items that both align to our
suggestions and processes as well as to present the things that are making the big difference. And you know, it's not our job to micromanage the individual programs and activities, but they do bring those things forward to us as a board to take a look at those things and say, "Here's the priorities and where we
see these things falling within a potential cut line in that process. We also solicit feedback from the community through the uh the annual community budget survey where we ask the community for their feedback on the things that we should start, stop and continue on that
process to either enhance revenue or to cut costs in the process to improve our services or to manage our uh uh our costs in that process or to bring in more revenue. And those things all feed back into the administration as part of
uh their budget process and what they call transformations where they bring stakeholders together across the whole district to look at all those priorities and identify which are the things that are going to make the biggest difference. And unfortunately last year and this year going forward will be ones
where we're looking at cuts. Um, we are have been a planned use of fund balance for the last se several years where we're spending down our our our fund balance and we're using that purposely to support some of our our actions and activities, but we don't have enough
money to continue all the programs that we have right now um at the same rate. So, absent additional funding that comes from our state legislators, um we're going to have to make cuts going forward. And those will be those difficult decisions. And the administration in conjunction with the
board has a lot of those very difficult conversations that go into that process to say where we make investments, where we decide that we need to make uh cuts and how do we uh present a either a balanced budget or a planned use of fund balance that we make a conscious use to
overspend uh in our budget. But that's not sustainable long term. I don't know if that >> off the cuff that was pretty good. I'd have to say pretty good description of our budget process. So, I do appreciate you allowing me to put you on the spot there. Um I agree. I think this is a
pretty um deep work that the board and the administration already goes through. I would certainly be open to any suggestions from the other uh board trustees or board members on um any additions to this particular goal. If I
may uh share another task that you're working on with my goals that we'll talk about next time, I mean tonight is um smart goals and how are you measuring your goals and what are your targets? So that might be something that you think about when you re-engage. Well, there'll
be activities that you can make your goals smart goals >> and what are you trying to work towards improvement by increasing whatever your targets might be. Right? That's >> and just for for reference, SMARTRT is specific, measurable, achievable,
relevant, and time bound. Excellent. That's the acronym uh there to to be able to come up with your goals. >> Yeah. Oftentimes, we're always asking Dr. Merritt or her team about the data around student achievement or the panorama data and how that's influencing
um influencing the work. Similarly, as a board, we want to be able to measure our success and our impact. So, I appreciate you bringing that back to smart goals. Um I'm not sure that we're going to get here tonight, but perhaps we um noodle
on that for um objective two and then we're going to bring objective three to the next meeting for discussion. But so let's keep that in mind, those smart goals. >> Makes sense. >> Okay. Any other comments or questions on that discussion item?
No. Okay. Okay. Up next, we have um an action item here. Number 26-11-24, consider approval of the 2025 2026 superintendent goals. This is a first and final reading. Can I have a motion,
please? >> Madam President, I move that we consider approval of the 2025 2026 superintendent goals. First and final reading, action item 261124. >> Can I have a second? >> Second. It was moved by Treasure Kho and seconded by Secretary Wester. Um Dr.
Merritt has shared these goals. We've discussed these goals at our last check-in that was on is that Monday? >> Yes. >> Monday of November 19th. Thank you very much. Um Dr. Merritt, do you want to say anything
about your goals as well? >> Yes. Uh so when we ended on November 19th, we conceptually came up with some strategic object objectives. um that were shooting towards smart goals, measurable. Uh you asked me to go back with to my team and make sure that this
was doable. Um I put some updates in board notes on Friday, ask you to take a look. So I received some information from board members, try to take make the tweaks. We were working up until this afternoon and the team to say what's the best way to uh deliver on these
actionables. So this is the result of what is here. Um, so just maybe wanted to go through a couple of areas that we tweaked from the time we were together on Tuesday. If we'll look at goal one, and just for um everybody's awareness, we did keep all three of my goals
consistent with last year, but we did change the objectives again to make these um put some learning targets in there um and to make them more smart goals. So the first one is around uh student achievement, which is our component three of instructional
leadership. Um and we uh emphasize we're using the measurement tool of NWA as well as multiple measures. So when we look at the first goal or objective, it's around all students and ensuring that all students are meeting their projected growth on the NWA. We landed
on a 2% what is added. We were talking in um our session, do we want to do spring to spring and look at cohort? But what we're suggesting is we look right here at our fall scores that you just saw and then we'll shoot for a 2% increase in growth or uh the growth
projected growth when we review this again in the spring. So fall to spring instead of spring to spring. And we can see how this works and if we need to next year look from spring to spring. But right now we want to focus on the interventions that we've been using. And I know we're kind of late in approving
these goals, but we've been doing the work that we shared at the end of last year that we would do um to really help all students increase. So, we would be looking at a 2% from fall to to spring. Uh moving down, what we had talked about was our demographic groups. You
suggested maybe we look at the economic economically disadvantaged instead of all demographic groups just for this year. Um so we agreed that that would be a good move. mirrored the the first goal and really that conversation was around if all students are increasing by 2% in
order to narrow the gap then our demographic groups would have to grow even more. We had put together a range of two to four um on our special meeting as we talked as a team um we just landed in the middle to just say let's look at 3% um of our dis economically
disadvantaged students meeting their projected growth as measured on the NWA fall to spring by 3%. Um, so that's where we landed there instead of the range. Looking at the reduction in absenteeism, that didn't change. We said 2% annually. That's the chronic
absenteeism. So, we're looking at our students that are chronically absent. We've been working on this goal and making some progress over the next year. So, we believe that 2% annually is a realistic goal that we hope to achieve. And then the improving the four to five%
graduation rate by 1 to 2% annually. We didn't make a change to that as well. So that still lives where where we were together. Um I think we reworked the language of the fifth uh if you roll down >> the fifth bullet was strengthening tier
one instruction through implementation of aligned researchbased practices. I'm going to put a dash there. Can I >> researchbased practices walk through observations and professional development. So the work I think the change here um I think when we were
together we were like uh fidelity of implementation was the words that we were looking on but working with teaching and learning uh Jen's team our focus this year is really on um strengthening tier one instruction utilizing those same researchbased practices um and we just want to ensure from my lens that we're implementing
those across the system. So those were the changes there. I would like to pause maybe after that first goal with those changes before moving to the next one. is are we good or in alignment with those? Any questions or comments? >> I'm a little nervous about the um fall
to spring because we normally see growth that happens in fall to spring anyways. Um you know, it's just the nature of of the process. So, I'm not sure that this is a applesto apples comparison in in what we're doing. So, I I don't have the data to actually compare um fall to
spring. So, it'd be hard for me to to weigh in on that without looking at those metrics. And I'm sorry I missed that when you sent it out in board notes. >> My wondering there too is are we comparing that to previous years? So there's still a a there's a benchmark of
a fall to spring from previous years to show >> if that's if that's what we're doing. If we're comparing the the rate of of of growth between fall to spring and we're increasing that this year, then I think that's fine. But I'm not sure that's clear the way it's written. >> Okay. And and we weren't looking at it the way it's written. we we were looking
at the rate way it's written. So when we were looking for example at where our students are currently falling as we demonstrated in our fall reports that we would increase that from spring overall. So that's what we're looking at. Not that we couldn't um do a comparison.
>> Yeah. >> But we're talking really about >> it'd be fine to compare the growth between fall to spring this year against the fall to spring of last year. That would make sense to to to do that and these numbers would make sense in that process. But I don't think it makes sense to just bear fall to spring. I
think you naturally hit um 2% growth period. >> It's just it's what happens in the school year. >> Didn't always happen when we kind of looked at that. So, okay. And we've talked about how we went from three administrations back down to two because what was happening is you're seeing the growth in the winter and then kids were
over filling over test. So by the fall to spring we were finding some kids were actually going in the other direction probably from test fatigue more so than what was truly happening. But I think >> I it might be put too and I can pass this down to Dr. Merritt too. We did
look at last year's fall to spring. It might just help the discussion to see if this is what they're more specifically looking for to do than this year as well. >> Yeah, he's having that same conversation looking at fall to spring from last year. If we're looking at fall to spring this year as well. Yeah, if we did that, >> I think it's kind of a both and.
Couldn't we do both? I mean, this is your goal, but we always like to see historical data, too, when we're talking about um pretty much any any of our our data driven decision- making. Um
so, so I I see it as both hand. So it's like comparing the apples to apples fall spring from last year fall spring and then we'd look at cohorts as well during that time period because the students that were fall spring from last year we would look at their cohort growth under fall spring for this year.
>> I'm sorry. So this is what numbers are what are we looking at? This is last year fall to spring. >> Okay, I see >> that's fall to spring and then the percent of student who met their projected growth. I'm still having a
hard time with it. So, >> if you looked at last spring and then to your conversation earlier, if you were to look when you said this spring, you would say, okay, last spring, if you look at the projected growth, say for kindergarteners, I don't know what their projected growth, what they met, say
it's 50 >> 59 >> 59%. Then if you're looking at those kindergarters would be first year, first graders this year to your point. And then you could see their projected growth have increased. >> That's all students across all grade levels. >> So we're looking
>> so kindergarteners is 68% in reading, 61% math. But this isn't the I mean it says it's fall to spring, but I'm not sure that this is the >> this is the previous year's fall to spring last year. So that was last year. >> This year we haven't done fall to spring yet. We only have fall. So if we get to
the end of this year, you'll have a spring presentation from our board. I mean from the administration and then we would compare last year's fall to spring to this year's cohort of fall to spring to look for growth. Is that what you were asking?
>> Yeah. I guess my my my question is is that you know for example in the reading and and uh I'm going to choose a different grade than than kindergarten. Uh if we choose fifth grade, fifth grade was 60% of the students um met their uh
their their their reading level in this report versus 51% that met the math level uh for fifth grade students. So this is the expected growth going from
fall to spring. So it isn't necessarily looking at just the spring score per se. It's it's the expected growth to go from fall to spring. >> So that's >> and what you're So what's the what's the comparison that you're doing? This is not >> this is last year. So we would be
looking at the third if you just referenced what grade did you just reference? >> Fifth. >> Fifth. So we would be looking at cohort this current school year in sixth grade their fall to spring growth and we're projecting that that should increase by 2%. So they shouldn't go into the fifth
grade shouldn't go into >> their sixth grade fall to spring staying at 50 to 51%. They should be >> they should be 62 to 53. >> Right? >> Then we're comparing year-over-year. Okay. It's just it's not it doesn't seem to be the way for the same students.
It's just not the way it's really written. >> Um as long we this is recorded. So >> we can play it back >> and I think that's fine. I think that's fine. And I and if I'm typing on this thing, can that will that show up on the screen? >> No, because we saved it >> as a PDF.
>> Yeah, it's it it's okay. It's we have it recorded. We have an alignment on on on the thing. I'm I'm I'm great with it. Thank you. >> Okay. >> All right. I'm going to move on. No, that's good. It's good clarity. >> Yeah. >> Uh goal two was the goal around increasing family and student engagement, community partnerships,
student enrollment to enhance the student experience and allow for innovative learning opportunities. We add the measurements of increasing customer satisfaction with a 3% increase each year as me measured by our survey data. So that would be our uh family
survey data. Um the I'm trying to see if anything changed in the objectives. The first one we didn't change. The second bullet we didn't change. The third bullet we talked about transition points. We had first grade in there so we I think that was a miss. So
we just said kindergarten >> six and nine. six and nine with the transition year. So that's the only change we say saved there and everything else is consistent with on the 19th in that goal. >> 17th >> 17th >> 17th >> Oh the 17th the date of 17th >> November 17th. >> Gotcha.
>> All right. So any more? Are we good with that? And then I'll move to the third one. The third one trying to remember. Uh I'm thinking about feedback. I think the one that changed on this one was the last bullet.
We had talked about the decreasing of suspensions and expulsions. We had a conversation around changing that language because we wouldn't want it to appear as if to meet that goal. We weren't holding students accountable or something along those lines. So, we tried to do a more positive look to
that. And really what we're talking about is we're trying to work to in a more proactive manner using research researchbased practices, strategies, approaches, using our school-based teams. A couple of things would be happening here. We're strengthening
their teams more proactively um to work with students um supporting students. We are training our staff using a a uniform application of student of code of conduct. So we talked about for example, you know, somebody could be coding one thing as aggression and another thing differently. Um how biases show up in
that. So that would be the training component of the staff. Um working with school leadership to reduce suspensions and expulsions and keep more students in school. So really looking at the percentage of the students that are not being suspended as increasing the overall environment really being more
student centered. How are we focusing on um proactively putting supports in place um making sure that our team is coding things appropriately um and ultimately trying to keep more students in school. So that's how we try to capture that. You see
>> any comments, questions about that? >> All right. Okay. All right. Thank you for running through the changes. Yeah, I think we need to vote, right? >> Correct. Correct. I was just about to do
that. Yep. So, thank you for walking us through the changes in your goals. Um, at this time, since we have no more comments or questions, I'm going to call for the vote. Those in favor, please say yes. >> Yes. >> Yes. Those opposed say no. >> Motion carries 6.
Okay. Now, we're moving on to follow-up board questions. Do we have any outstanding? It looks like according to our list here, all were answered in both um our November 14th and November 21st forward notes.
>> I will say some of them were vaguely answered in that it um so I wanted to kind of talk about those to say do you want to keep those on the list. I mean it's we kind of answered that we are analyzing that and we'll you know so I don't know if we're satisfied and we'll review again when we have our spring. I
just wanted your So, we provided an answer, but all of the answers don't have a a definite answer. >> Yeah. I I personally think if if we had a vague response or hey, we're working on that, it's still should remain as an open item. >> Yeah. I I don't remember the answer on
the uh restorative practices one. That's >> I think was restorative practices is that the only there was one that was outstanding, I thought. >> Yeah, I I don't remember that answer. So >> I believe that there was one um Miss Kerr your team provided me all but I think it was bigger than vague and we
were still looking so I don't even think I put that one in board notes. I think it was I think that one is one is literally has not even been addressed vaguely. Let me look at that >> because if it wasn't on this Friday's it definitely wasn't on the first week. So if I didn't put it in this Fridays, it was not. >> Okay. I didn't recall that one. So okay,
I think that one's still outstanding. The first one. >> This one. No, no, no. Um, well, >> we did the prior years. We did that two weeks ago, I think. >> Yep. Yep. It's in board notes right here on the 14th. >> But the the board asked why restorative
practices are not being utilized in every suspension case. That was something that we didn't address yet because that was that's a little bit more than just this one. So, >> okay. So, that one will remain open. Yes. One, two, three, four.
>> Oh, I remember. Yes. Okay. Yep. I remember the one on the 14th and then we still had questions on it. Mhm. >> Okay. So, we'll leave the board ask why restorative practices and work on getting uh a more comprehensive response to that. >> Okay.
>> Did we have any um new um follow-up board questions from this evening? I did not capture any, but >> um I was just it asked like is there any way of showing how the longing correlates with the I mean I guess you could just put the two pieces together but you know it might be kind of nice to
see like how it relates to each other. >> How belonging influences we're doing on is it how is it Yeah. How is that affect belonging correspond to the Yeah.
Okay. Any others? Okay. All right. Hearing none, we can end this meeting. I'm going to adjourn the meeting at Oh, yes. >> Dr. Mayor supposed to remind you of something.
>> Oh, thank you very much. I already reminded the board at the end when we just came out on the the hole that we weren't we were not going to do board notes this Friday >> cuz we just had them this week and we'll resume on Friday, December the 4th. Is that the right date? The 5th. I don't have my date. >> December 5th, right? But if anything
goes on um that you need to know, I will definitely inform you through email. >> Perfect. Thank you for that update. >> Thanks, Skip. Okay, we will adjourn at 9:09 p.m.