Alright, good evening everybody. Good to see everybody here. Thank you for attending our meeting. We are going to call this meeting to order. The time is now six o'clock PM. Madam Secretary present. I'm present. Present. Present. Yes, they can. Present. Trusting others for present. Treasure tip. Awesome. Pledge of allegiance. I would like to make an amendment to the agenda to add item under regular
working agenda, under curriculum and instruction, overnight field trip, Pontiac Robotics attendance, and Saginaw Valley University. I can get a motion. So move. Second. It's been moved by Trustee Dooley, second by Trustee Gross to amend the agenda. Any questions? Royal Coffees. Yes. Yes. President Hannah. Yes. Trusted mother? Yes. Treasurer chair. Yes. VP Bomber. Yes. House of seven.
Alright. Thank you. Now, if I can get a motion to approve the amended agenda, please. So, move. It's been moved by UP Bowman supported by Trustee Dooley to approve the amended agenda. Any questions? Yes. Yes. Yes. Yes. Treasurer too. Yes. Yes. And I'm voting yes. Alright. Thank you. Moving down the agenda under awards and recognitions. We have those special recognition today for our students at Kennedy.
Honor of Down Syndrome Month. Doctor Loverette. Thank you, President Hannah. Good evening, trustees. Good evening to our guests. We are very honored this evening to celebrate three of our young ones who have exemplified just outstanding leadership with their abilities. Michelle. So, to you and your staff at at Kennedy, I just thank you so much for what you do. Um it's very emotional. Um as we look
at celebrating Down Syndrome Month but it's also exciting because again, we know what the students are able to do and so today, we celebrate their abilities. With that being said, I would like to recognize Aaron Berrigan, De La Cruz, Aaron displays leadership qualities when asked to assist his peers and or staff. Aaron and Joyce attending school and this is evident in his excellent attendance. Aaron has friendship
skills. He is a compassionate individual assisting others with belongings. He prides himself with following the rules and trying to assist others to follow the rules. Aaron's character is that of a protector. He wants to make sure that everything and everyone is good. This certificate of distinction is proudly presented to you, Aaron, in recognition of your achievements as a student in honor of World Down Syndrome Day twenty2five. Erin, you are an outstanding leader and peer.
You are compassionate and a good friend. We celebrate you today, Aaron. Alright, Aaron. This next student, Maria Guadalupe Rivers Giantan. Maria has taken on the role of a leader in our class. She can navigate through the building to assist during breakfast and lunch. Maria works on staying on pads. She also likes to dance. You wouldn't know it because she comes off his shy. She has shown great progress with peers, social engagement, although a misconception of how butterflies
emerge, I will use the cliche to describe Maria. She is a butter life coming out of the pool. It's Greg Gerlene's beautiful butterfly. Keep doing great. Maria, this certificate of distinction is proudly presented to you in recognition of your achievements as a student in honor of World Down Syndrome Day twenty2five. You are an excellent classroom leader, Malia. You work well with peers, stay focused on task, and has great attendance. Butterfly Maria. One of our littlest phoenix William
is an exceptional student who demonstrates leadership qualities, enjoys sorting items by color, and is full of energy. He thrives in the company of his classmates, engages with everyone he encounters, and eagerly participates in high energy activities. William is a bright and happy boy who is learning to use his voice more each day. He loves animals, dancing, and fruit. Certificate of distinction. This certificate is proudly presented to you, William. In recognition of achievement as a student in honor of
World Down Syndrome Day, William demonstrates leadership qualities and is full of energy. He thrives in the company of his classmates, engages with everyone he encounters, and eagerly participates high energy activities. Congratulations, well done. That's what these moments are about. Really opportunities to celebrate all of our children's abilities. Thank you so much. Please help me. Thank you so much, Doctor Lumbert. Trustees, do we have any comments for the families? Starting with Trusty Miller? To Aaron, Maria, and
William. Congratulations. Another round of applause for our students. Congratulations. Keep doing amazing things. I see greatness in all of you. Thank you. Leather Cummins. Yes, you do. Uh it was great to see those students and knowledge, those for the world syndrome, down syndrome group of people. It's just another positive example of what PSD is doing. That we invite every single student no matter where they are to that we can
provide an outstanding education. So, again, congratulations to you guys and parents, congratulations to you for giving your kids trusted you to just stole my funk and my recognition to the parents. And we thank you for trusting your children with us in this district. Bless you all. To my man. That's my guy. Thank you. Thank you. Thank you. Anybody else? Treasurer Terry. I want to join in and say congratulations as well as far as recognition. Um I know it takes
hard work and songs that you have that dedication and commitment to the parents as well. Also, congratulations and thank you for all that you do And also I want to say to the staff members, the ones that help out and teach them and let them learn and become who they are. So, I just want to say to everyone and everyone helps out even the community because I know it takes the community and the village to raise children. So, I just want to say thank you to everyone I'll be short and sweet because everyone else said everything but
thank you all for being a part of the PSD family because families like you help make our district work. So, thank you so much for being a part of our family. And congratulations. Family, we would like to take a picture with you all if that's possible and then we will excuse you so they don't have to sit here through the entire board meeting. So, if everybody can give us a quick five minutes recess as we take a picture within honorees today, that would be great. That's my baby. A whole bunch of seats on the front now. She didn't Alright, thank you. Thank you for
your patience. Just wait. No, thank you. Alright, thank you. We're going to go ahead and continue with our agenda and I would like to recognize and say good evening again to all of our trustees, the deceived today. Moving down to our consent agenda, can I get a motion please for the approval of the consent and just give us a call. So, the book has been moved by Trustee Grove, supported by the approval of profile please. Yes. Yes. Yes.
Yes. Yes. Yes. Alright. Thank you very much. Moving on down to information from the superintendent and administration, Thank you President Hannah. At this time, we will have a presentation by Doctor Tamoco. Coco. Doctor Shawna and this is a great team from Oakland University. Yeah. Um they are just wonderful to work with. We have partnered with the district. Our our pillar is but we work
simultaneously with Oakland University on just about anything. They are a great partner with us with our MDE partnership. But today we have a very special presentation from our friends at OU. In the back I will turn it over to Miss Coco Holder. Thank you. Uh good evening everyone. Thank you for giving us the opportunity and Time to talk about and she said one of these great opportunities that the school district of the city of Pontiac offers to our students. When we are talking about the great things that
are happening Pontiac High School. This is one of the culminating programs that we are doing with students. It doesn't matter who they are, if they are in this district, we are going to pour into them at the highest level. So, our project is reimagining reimagining a culturally sustained infant toddler care and research club in Pontiac High School and we are looking at the voices of the students. What does that look like? We wrote a grant and the grant was given to us by the Spencer Foundation to bring a CTE program here to the
community of the city of Pontiac and you all introduced that earlier in the year and what we wanted to do is we wanted to hear the voices of the students. You don't ever want to bring a program into the school district and not ask the students and the people who are going to be benefiting from that, okay? And so, as we started to look at what this would look like, our students wanted to participate and so when we talk about participatory research, we want to look at the community and ask the community how does this work for you all and a part of our me as the
students. And so the students created a survey and in that survey, they asked some very culminating questions. How is this going to work? What is this going to look like? How is this going to impact our students? And so with that, we had the opportunity to take kids back to Harvard, one of our favorite places to be and they got to exhibit their research in front of a plethora of people and I am here always grateful to go to the alumni of former congress to take students and each year, it
just gets better and better. So, when you're talking about the great things in Pontiac, our kids are stellar. They are above and beyond. So, with that, I am Coco Mulder, Doctor Tamoka Wakabayashi, Doctor Shawna Boumgard, and I'll let him say his name. Yes, Carson Mushree, what's up? Say it one more time. What's up? We know him by Shri So, we partnered this year with the Pontiac Junior Optimist International Club. It's sponsored by PR PLC. So, if you see these young
people at Joy, we know that young people can change the world and so this year, they were it. We said, let's find another group of young people to work with, see what they can bring to the world and this group of young people have just expanded our reach. Yes. So, I do want to acknowledge Doctor Morena Foster here who is the president of the Pontiac Optimist Club. So, thank you so much for grasses here as well. Um so just real quickly because you will see a video that Heidi and Res
actually helped the students prepare. And in it they will explain a little bit. But this is kind of like a a big fixture of the baby peace program which is the infant toddler resource and hug that we're hoping to create, co-create within the community. Um and at Pontiac High School. So there will be community interviewers coming and helping as well. Um so we have three focus area and one of the focus area is the community
participatoric action research that Coco had mentioned and that's where the the students come here. So students actually was part of this community participatory action research. Hi. Today, we're here to present about the Baby Peace Program at Pontiac High School presented by the Junior Optimist Club. My name is and I'm a senior at Pontiac High School and this is my team. Hi, I'm Ariel Thomas. I'm a junior at Finney High School. Hi, my name is Nadia Donaldson. I'm a sophomore at
Pontiac High School So, this is our agenda for the day. First, we're going to do a brief introduction about the baby peace program and then, we're going to do about the purpose and goal of the program and then, we're going to talk about the role that Junior Optimist Club and their contributions to this project and then, we're going to talk about the survey collection and the anonymous results and then, you're going to hear students' perspective on the survey and you're
going to hear the teacher's perspective on the survey. And then we'll talk about what would be the major impact on the Pontiac community from this project. And then we further stops or what the people are taking towards the project. And then we'll talk about a conclusion. Um how faces my impact. Students or any other individuals. And then here we are at Harvard presenting infirmity. Hi, everybody. You're
probably wondering what is baby peace? Baby Peace is a childcare project co-designed by Banks School distributor, offering on-site childcare, early childhood education at high school for students and young parents. The role of this project is to inform the high school students and staff about baby peace and to get high school students instead of feedback. You're probably wondering what is Joy's contribution AKA Junior Athletic Scholars? The Junior Athletics Club has played a vital role in the co-exign process for
gathering from the single students and staff. One being brainstorming. Ways of to collect feedback, directed on conducting surveys. Number two is discussing questions of the inclusions of the survey. And number three is how do we help distributor, volunteer survey, analysis, team twelve, formed analyze the results. Who responds to the survey? 79 people responded where 81% were students.
19% were staff. Two, whose children should the baby peace serve? Eighty-6 point1 students says students' children. Fifty-four point four said staff, teachers children, forty-one point eight said community members children. Feedback from PHS, students, and staff. Do you know of any Pontiac High School students who's pregnant or could benefit from the childcare care service? 65% said no. 16% said
yes. And 17% said maybe. Of any Pontiac High School staff who's pregnant or could benefit from this childcare service. 83% said no. 4%, said yes. And then 1% said maybe. What age should the childcare program primarily serve So, a lot of people said, 65 people said infants and seventy people said toddlers. Another questions that we ask is, what would
you want volunteer at the childcare program Um thirty-eight, people said yes. They would volunteer. and 30% said, no, they wouldn't volunteer. Thirty-one said, yes, they would volunteer. And this has been peace program with the students are saying Pontiac High School will be safer and more relaxed. Since the childcare will be free, the students can actually focus on school. A result of the survey, students and staff who
are pregnant or have children who need babysitting can come and they also can do their job and their work. Another response. It can help many families. It would be a way for others to learn about young children and help them decide that they would like to join their childcare. Safety challenges. Evacuation and shelter lockdown procedures. You don't know who's taking care of the infant or toddler. A student order, infant toddler to get injured or sick. Here's a response. With the students in the CTE being held accountable, as something happens for a child in the world. Another
response is they should be tested from the doctor and to be cleared in order to attend school. Another response would be transportation issues. Can children run the bus? Benefits of the Baby Peace Program and these are teachers' perspective. The childcare program at Pontiac High School could offer several benefits and the teachers say, firstly, could improve attendance and engagement with the teen parents would be reliable for childcare and leading to a better
attendance and more focused participation in class. Secondly, they teachers said it would enhance classroom focus with reduced stress over their child. And deep focused on their studies. Thirdly, they said it would support the environment and the program fosters a sense of community and inclusive showing that the students care of their students and families also at
the same time as caring as their education. Okay? Fourthly, teachers said that mentorship, opportunities that teachers can mentor to parents providing guidance and the need of support a lasting impact on their academic and their personal goals. And lastly, contribution and their professional development. Teachers said they could alongside with their children and staff in Hatton collaboration and offering
opportunities for professional growth in in their children's development. Challenges. So, the good thing is, the challenges are very less than the benefits. So, the teacher's perspective and challenges are resource and funding could divert attention from academic needs and second stopping recruiting qualified teachers for the childcare staff may be difficult. Space issues, finding appropriate
space without disrupting other classes could be a very big challenge. And lastly, safety and liability ensuring the program leads safety standards, managing risks The impact on the Pontiac community supports students, parents to ensure they can continue their education while caring for their children and strengthens the relationship fostering a stronger communities network. Lastly, long-term education benefits. It
may help break the cycle of adversity, childhood experiment The next step, you're probably guessing, you're probably wondering, what's the next step? The next step includes launching a Baby Peace program in fall three twenty-five Um ongoing collaboration with finance school district, Oakland University, and Adrian Optimist Club and encourage you the community to keep parents and to encourage and encouraging the community by keeping parents and staff updated as the program as the
program develops. The program designed and the features. So firstly, the target market. As there was the question following. So, we have chosen that the target market for the childcare service is from infants to toddlers, aged children. The curriculum is co-designed with the community. Staffing will be delivered without a combination of qualified childcare professionals and Oakland University students providing both high quality care and hands-on
experience. The location, where is it located? Conventionally located within the Pontiac High School ensuring accessibility for student parents and staff. Conclusion, the summary, the Baby Peace Program addresses childcare challenges at Pontiac High School by combining childcare with early childhood education to support parents and children's. I acknowledgements. Thank you so much School District, Oakland University, and the Junior
Optimist Club Look in the head. This program will follow this this this program will positively impact the Hunan High School community. In promoting educational success for student parents and their children. So, Aces, what is Aces? Uh Asus is adverse childhood experience. That's the Baby Peace Program, the Fact Aces, or how could it affect Aces? Number one, it could reduce stress for the student parents by
offering an offset childcare. Program reduces the stress of managing childcare and education which lowers the risk of mental health and struggles. And potential Aces for both the parent and the child. Number two, early talking education, and emotional support. The program provides quality, early education, promoting resilience in children, and reducing the likelihood of experiencing Aces
like emotional or neglect or social anxiety. Number three, strengthening family bodies. The program fosters healthier family relationships by supporting positive interactions between student parents and their children. Reducing cases such as neglect and emotional abuse. Number four, addressing educational economic inequality. But helping the students and parents stay in school The program reduces poverty and financial instability. Which are major contributors to Aces like housing insecurities and domestic
stress. Number 5. Breaking the cycle of aces. Baby peace helps break this generational cycle of Aces by Empowering. Student parents to succeed academically. Giving the giving their children a stronger, more stable form. Foundation for the future. Number six, the conclusion, baby peace program reduces Aces by offering a supportive environment for student parents and their children fostering academic
success, emotional growth, and long-term stability by providing resources, emotional support, and educational opportunities the program helps reduce stress and challenges faced by young parents Providing preventing the trauma, feelings, and the cycle of trauma and promoting healthy relationships and more stable health environment The Baby Peace Program can significantly impact average childhood experience by addressing By student, parents, and providing a stable environment for their
children. So, we're going to let Shri answer any questions that you all may have for him. And just just say no. Um so, all of the students were Ace trained that weren't discussing that just so that you all understand. Alright, we'll start to my left. What Tristy do? I think this is a win-win for everyone. It's a win for the student that has a child that needs to get to school. That should increase attendance as well as graduation rate. It also helps with parents at
home that are helping those students because now they are alleviated from providing childcare and then it assures the parent and the grandparents that the child will be taking care of. So, I think this is a great program and I wish you much success. Thank you. Alright. Thank you. Good evening. Good evening. I'm extremely impressed with your presentation. Thank you. Uh I know you've been working closely with Oakland and George but who created the questionnaire? Uh it
was actually the jewelry club who created the questionnaire. Uh we all had an idea of creating a survey. So, yes. Excellent. And What age group are you looking for to actually be the caretakers of the youth in the school? Because I'm sure it's not going to be kids within the school because there's been learning. So, what age group are you looking for to be the caretakers of the children So, I would say personally, I would say around 25 or
older, someone who has a bachelor's degree or higher, and who is trained to take it in a pretty situation. And who would create the criteria, who would do the hiring, and the actual implementation of employment letters going out. And, and, and lastly, we all know that they have to be vetted by the district. So would you aware of So yeah. Just give an outline real quick. So I'm going to answer that because that's the question. He may not know. He may not.
Right? So there's a collaborative partnership between Oakland University and the City of Pontiac. And so Nicole has graciously offered the opportunity to want house the relationship between Oakland University's School of Education. The early childhood program. Right? It is. So that's where those educators will be coming from and the students that are in the CTE early childhood program will have the opportunity to earn those college credits by working with Nicole and that team. So, when you talk about your CTE program, you want the
hands-on opportunity for those students to learn while they're earning college credit while making a decision to use chromosome plug plug money to graduate and choose a post-secondary opportunity. Whether that ends up at OU, OCC, or wherever they choose. So, he he may not know that. I'm glad you said that because that was something I was going to mention with you. You took care of event and this is wonderful. Thank you. This is excellent and it's needed because it alleviates stress on students and staff if their child
is being monitored while they're working or in school. Thank phenomenal work for your program, your presentation, all the members of your club, phenomenal award. I have just a question. Being that you're looking at more infant aged children. Bringing them into a high school environment. Is there a projected or estimated cost to like paying from the rooms and make it more accessible for smaller children? Yes. Yes. So I don't know. Many many moons ago if
anybody was a Pontiac Husky back in the day. There actually know y'all sensitive about y'all stuff. There actually was an Infinite Tower program at Pontiac Northern at the time and so we actually don't have a building cost because the rooms are already readily made for infants and power. So, that is not a, that's not going to be a cost to the districts which is wonderful. However, we will be transitioning people who are actually and I'm so sorry to the
special education department but that is where the space is. Already set up. It's already a a year for littles. It's our the barbounds are low. The bathroom toilets are low and it has an option room so it's perfect for returning that project back to the school district. So, it was once there and some board many years ago. Oh, yes. Many, many, many years ago, decided to pull it out but we are one of the few school districts that does not have, that did not have a CTE early childhood program and the school district has graciously brought it
back in. So, it's a great opportunity for our students in the CTE program along with OUs, early childhood OCCs, CDA program to merge and make this a process where we shift young people into to education. Right. So that's that's the pathway that we are trying to create for young people. I have interviewed. They're really low. Very good. Alright. I'm glad that the Aces component is tied into this. Can you just expand on that just a brief bit so that people that are not aware
of what Aces is can get that understanding. Right. Aces is an adverse childhood experiences and everyone most probably goes through it. Um so it could be abuse or it could be any sort of like the family could not support the children or anything like that. Anything that stresses of students with their children And main part is it's not their fault. So Aces that's the ovary of Aces. And
Yeah and it also impacts later on by the students to be not expressive or not contribute with others. They could they would be their own home. So, yeah. Thank you. Alright, any other questions? Tree, you did awesome. I did. You and your team. Shawna, Doctor Toco, and soon to be Doctor Coco. We love the energy and everything that you guys pour into our students here. Like you said,
this is an ongoing program. Um you've done with the kids from last year went to Harvard and this group too. It just continues to get better and better and we can't thank you enough for what you do for our students. So, thanks again. Thank you. Thank you. Thank you. Thank you. Okay, thank you President Hammond Trustees. At this time, I'll turn it over to missus Clark Franklin and mister Huddleston. They will be providing Pay his presentation to us this evening. Good evening. Good evening I'm going to step to the side and
allow mister Huddleson to present about the program Um I am So, let's first say good evening to everyone. Good evening, sir. Good evening. More members, the new board members, those at home watching the television. My name is James Huddleson and I am currently the program coordinator for the Pontiac Academy for Student Success Program and I've been with the district for anybody on the calculator. Quite some maybe 25 years, Something like that. And I just like to take a few minutes to
present our goals and objectives and some of the things that we stand for and strive for in our program. Okay, starting with the mission statement, the Pontiac Academy for Student Success Program is dedicated to empowering students by providing a supportive and nurturing environment that fosters academic excellence, personal growth, and community engagement. Our mission is to equip students with the necessary skills, knowledge, and resources to thrive
academically, socially, and emotionally. While preparing them for the future success in a rapidly evolving world. Individualized support Wait a minute. Behind you. Right behind you. I'm sorry. That I could do. You can take the microphone off too, mister Hosea. An innovative learning strategies, we answer this five students to reach their full potential and become responsible, confident, and
compassionate leaders in their communities. Whoo. Okay, how it goes? I'm just going to read the main part of those from this reading. Uh we got. You can take the microphone off. Okay. For academic achievement, personal development, college and career readiness, individualized support. inside, Parent and family involvement, life skill development, and sustainable successes. These doors are create a
hostile approach to students' success focusing on both academic and personal development to prepare students for a successful future. Officer, how's the realistic? Okay and one thing that we look is the selection process by which students are sent to our program. First of all, it has to come from a high school or a district administrator to make that determination. Use the accounts from the result of a district hearing that's conducted by Student Services or at the building level. And those who enroll late into our
district, for example, if you come midway through the semester, or if there's only five new stuff in a twenty-week semester, you will start off in the alternative with the Pontiac Academy for Success Program. Also is returning from adjudicated facilities such as Children's Village, etcetera, etcetera. Those are a court order or probation officers sent them to the program. Students that display a pattern of chronic absenteeism may be hold to pass up to two semesters. At the end of the first semester, juniors and senior students who
display a pattern of chronic absenteeism or have failed 75 or six courses and have received three or more B or C level referrals may be moved to the past program for up to two semesters. That's the process by which students come to our program and there's a process by which they have returned to the high school. Students who are in our program, first of all, there is a meeting held with the parent after the student displays the ability to return to a normal high school setting. The the
student transcripts is here 39 forms are evaluated and reviewed and then we determine student capabilities. Well, actually the administration out of high school determines student capabilities for reading, writing, and comprehension. Students enrolled more than nine weeks, they must be 50% or more complete with the court three or four, the courses they're enrolled in. If a student is enrolled at least at least one semester, they must earn a one credit or more. The student must have attended 75% or more of the
available days while in the program. And then at that point, students behavior will be evaluated individually as needed. And the expected outcome. First of all, we have currently 21 students in our program that have been assigned to attend and the expected outcome for the Pontiac Academy for Student Success Program are for students to align with the program goals and mission ensuring that students achieve significant growth and readiness for future success. Also, the expected outcomes is that they are to improve academic
performance increase high school graduation rates, enhance college and career readiness, have a stronger emotional, emotional, and social development. Involved with active community engagement, develop life skills, and long-term success is sustainability. Looking at some demographics currently, as I said earlier, we have 21 students in our program. When we started, you may look at the number 40 as being high but what happened was the similar
students were automatically rolled over from their previous school year. But research was done, phone calls were made, and it was determined that forty of those students actually were no longer really participating in schools and they were dropping the program and not affect the tennis and other types of things from looking at the grade level, we have seven, 12th graders in the program, 4 11th graders, 3 10th graders, and seven ninth graders at the movement. Gender for those math
people 15 and five tonight with 21. There should be six females and 15 males. I want to point that out. So we got six females and 15 males. From a junior perspective. From an ethnic breakdown, there are nine African Americans in the program. Eight is clinical Latino students. One of Black and White student. Two Asians and one white student. And that concludes the presentation for the
Pontiac Academy for Student Success Program. I just want I don't believe mister Huddleston mentioned. Currently, the 6 point success program is online option only. If you need to attend virtual. What questions do you have? Yes, one of my questions. Thank you for the presentation and this is something I look forward to every year hearing because I know of kids who are coming from places that coming back to the district. So, my my
question is, who determines the timeline of completion of this program? Once a kid comes from, whether it's children village or some type of facility within the state comes back to running school district enrollment programs. Determines the timeline of completion before a child can be reabited of general population of the of the public school. Within high school or even some government middle school But your problem circular high school, correct? So,
it depends on when the student is enrolled. Is we look, we look at movement at the end of the semester. So, if a student comes into pass and let's say, October, they will place there till the end of January until the end of the first semester and at that time, we will evaluate their performance. Um they're then there more than 9 weeks. So, the expectation they will have earned at least one credit. They will have attended at least 75% of the days is there were enrolled and they wouldn't have minimal behavioral fractions. And I give you a
hypothetical. See how it came out of children's village now and they read they entered the past program. They have the ability to be able to go into the high school setting at the end of the semester or to start at the next semester. As long as they met the criteria that has been at the end of the semester, they would transfer into Pontiac High School. And then the reason I I I'm sticking on is Doctor Leverette and I talked about this as well as the previous superintendent Doctor Williams.
Because you know I was a probation officer for 30 years. And we had kids who were from a program to the district. And I just needed to when I we get when I get phone calls I let them know the process is. Going into pass and it is determined on the time of entry. How long they stay and based on their completing the task of hands within the past program to determine whether or not they go through the regular high school setting. Correct? Yes. Okay. That's all that. That's what makes it worse. I'm going to add to that. There are also
times when I've made observations when the student isn't wrong and I see a certain level maturity or a certain amount of courses have been completed or a certain amount of courses are needed that are not available online, then I'll make the recommendation if they return and it may take place a few weeks into the second semester. And but give them alpha path to the three submissions of work. And and that's good. And and lastly, how strong is your parental participation in this program? Well, it starts off with that participation. The first thing that
happens, the meeting with the parent and they sign a consent form that says they are aware that their child's working virtually. And on that form, there's a phone number and the Email and it starts off with a parent meeting. I would have to say that I have strong crew support because an initial meeting I get the necessary information. I Email contact or phone. Thank you. I appreciate your conversation. Thank you. Oh, this is the outfit. So, No, it's He does. How does the learning
monitor? So, here, I'm a student and I'm at home and I need assistance. How do I reach out for assistance with my learning and then, how are you monitoring my learning as a student? Good question. Uh according to the audience, we must do what's called two-way interaction. A link is created during the Google Class Meeting. It's placed in the chat. The student the teacher clicks on the link and in a separate room, the teacher assists the student in that
particular discipline. I mean the teacher. So how many teachers do you have? Four. One face court area. Okay so you don't have a large. Right. How much is this costing the district? Anybody can answer that knows the answer. Well, I can say that a license is a 14 per license and we use them well. We use them well And because if one student transitions back and no longer needs the program, we fill
that spot with another student without paying them just a license. So, I think it should relax pretty good. My last question, is there any relation to the adult ed program? Are you co-related there any kind of way? Mm. No. Then only we've asked about the program. I looked at a budget and I couldn't find your program on the budget we can get that information for you. Trusty Dooley, what are there any other questions? No. Any other trustees yet? Treasurer
chair. Um but the twenty-one I guess current students or participants that are currently there. Do we have anything like measurable that can be showed or presented as far as you know when they came in and versus to where they are now. Um and then as far as just progressing out and then once they do progress out is there anything that we do I guess outside of that just to see how effective the program Well, personally, I do send out
progress reports to parents. Uh by weekly and if a student is not progressing, I contact the parent and I invite them to the link to meet with them as well and I show them as soon as login times, days, how long they've been on and what they're doing or not. And usually once that occurs in a period, they can see the next few days, the amount of engagement increases on the student department. Develop a way. So, once it transitions back from abs to the high
school, usually, when they come back, they meet with the administrator and we put them on the plan and connect them with the BIS to help them emotionally and socially. Help them emotionally and socially transition back and then the counselors responsible to track the academics. We think that's true. Alright, anybody. Yes, trusting mom. I appreciate you mentioning the them transitioning back to the high school. My question was, being that they're online only, do they still have access to athletics and things
like that that will keep them socially integrated in school? Not at this time. Will you, would that be something that you would maybe look into or potentially. Anything's on the table. The previous superintendent, superintendent Williams said no. She took that off the table. So, Uh miss Brooklyn, has graduation rates increased because of this program? So, we had, I would have to look at the actual data but I believe
last summer, May last school year. Yes. Asu, they graduated from the past program. So, you know, eight, something like the eight's a small number but if you only have 30 students, that's a nice number of students that are completing and graduating and I want to also lift we've had students who who have performed really well there. We have to say, you know what? It's it's too much noise here at Pontiac High School. I need to be able to focus and
so I want to transition to pass by their choice or their parent's choice and that being more successful environment for them just because they're able to drown out that noise. So, for students like that, it has been successful and I'm just thinking about the one related that just came back, her brother, that's how he was able to tap in and go ahead and graduate last year. So. What's the time frame for these classes especially when we have four teachers? They're not. The online can the students just log on at their
leisure or will are they in school at a regular assigned person a little bit about your graduation of the twenty-one currently four two of already graduated today. Two more are really important. Regarding the time frame. Our program is 230 to 630. So they are in class four hours at least daily. And during that four hour time frame they rotate classes. Opposed to working on one class 4 hour special Sundays. You're not doing the other three.
They rotate. But during the day they have access to their 53percent. And not just not just that 4 hour time. Trust you Miller. I just wanted to circle back where you done with your questions. Okay. Are you done? It was student at Pontiac High decides I don't want to be in the general population and I want to do just online. Can someone just opt into the program to the Bath Program? Yes. Okay. Thank you. Is that good? Good. Alright. Thank you. Thank you. Deliver it. At this time we'll have
Jennifer Dean with our midyear benchmark assistant data presentation and as Jennifer is coming to get ready, I wanted to thank you, missus Clark Franklin. Thank you, mister Huddleston on your presentation for the past because I know we talk a lot about what the elementary interventions look like and this is one of those secondary interventions when we when we look at those three tiers. So, so thank you for that and thank you for the pass again. Jennifer. Good evening board trustees, community, and staff members. I'm
coming to you, coming to you tonight with our midyear benchmark assessment data. So that's the iReady test for our K eight students. The NWA test for our ninth through 12 students. Before I begin, there's been a lot of talk about possible restructuring in the district. And with that, we've heard the voice of the community and the staff. The voices have been very passionate and emotional and that passion and emotion comes with change because change is uncomfortable Tonight, I'm presenting the data a little bit
differently. I want to help you look at these changes through a different lens. Our hope is that this information helps drive some of the passion to an understanding that provides the best possible experience for all of our students. I would ask that you hold your questions until the end as some questions may be answered throughout the presentation and it is a bit of a lengthy presentation tonight. So, I'd like to honor every everybody's time and get through it. We'll make sure that we answer those questions. As a curriculum instructor, department and the
schools as well. We all own this data and we want to make sure that we answer these questions. So, our testing window for the winter was January 13th through February 14th. We didn't have to extend that. An additional two weeks due to all the snow days or the snow days falling on a Thursday but then Friday, our attendance was a little bit lower and what wasn't a good day for testing. So, we did have a little extension there. Um the two tests that we'll talk about are iReadine and NWA. Iready is criteria reference. So, we're looking at students working at grade level. So, and both tests are
computer adaptive. So, the students start and the test at their grade level as they answer questions correctly. The questions get harder and move up in grade level or if they're answering incorrectly, if the questions get harder and move down in grade level. That's for criteria in reference when I'm talking about assigning a grade level to a student. NWA, NWA is a little bit different. It's norm reference. So, when a test is norm reference, we're taking all of the students across the world that take the test, putting them together, raking them, and finding that 50th
percentile. So, 50% of the students do better, 50% of the students go below that. That 50th% is what we could call the norm for the green level of those students. So, looking at kindergarten reading and then just a review. So, we're looking at some bars in green and yellow here. The green bars are students that are tier one. They're at our above grade level. Tier two is students that are one year below grade level and then, tier three is the student which we don't see any tier three in kindergarten because you know, we've only got preschool
before them. So, we're not two years below there but when we look at some other slides, we'll see the red bars and that's tier three and that's students that are working at two or more levels, low grade level. Looking at kindergarten reading, we have 31% of our students that are working at grade level as a district. When we break it down, we look at school levels for anywhere from 12% to 53%. Looking at kindergarten maths We have 17% of students on grade level as a district. And at the school level that goes anywhere from 5% to 34%.
And then looking at kindergarten growth. So, when we're talking about growth, students are all given a target. They're given a typical target and a stretch target. The typical target is the amount of growth that a student of similar age, grade level, etcetera on that content area would make in one year. The stretch growth is to accelerate that growth so that they're making like a year plus another 30 years worth of growth. So, for a typical growth target, a student who's working at grade level, the typical
growth card target is effective for them. Students who are working one year below grade level. may need one to 2 years of a of achieving that stretch target to reach their grade level proficiency. Students working in two years or more below grade level, that stretch growth target maybe needs to be met for anywhere from two to five years to bring that student to proficiency. When we look at this we see some differences in the schools. The students in all schools have the same
capacity for learning but we do need to look at the opportunities that we're being that are being offered to the students. Some schools have two teachers at a grade level that are both new teachers. So, when we talk about professional learning communities and teachers working together, we're talking about two new teachers working together. We had another school, there might be two experienced teachers. when we could bring those teachers together and offer those professional learning communities. They can collaborate more. They more and they can do more to bring our students
along so that all students are reaching those 50% and above. Another issue is some teachers have guest teachers working at specific grade levels or there's only one teacher at that grade level. So, they don't have anybody to collaborate with. Um when we look at days that students are or the teachers are out sick. If we don't have a sub to cover that absence, we're either taking art, music, and gin which is taking that that teacher's planning time to plan for those students who have all
the variant, various learning abilities that we need to address or we're putting those students into a classroom where maybe they're a third grader but they have to go to a second grade classroom for day or a fourth-grade classroom for the day and they're not getting their grade-level learning. We need to be able to provide more time for all teachers at grade level to collaborate and learn from one another. Whether they're a guest teacher, new teacher, or experienced teacher. And we need to provide more time for the students to be in their grade level classes learning. Looking at first grade reading now.
as a district, we have 9% of students working at grade level. The schools range anywhere from 2% to 19%. And I'll also point out here, we want to see a movement of those red bars shrinking, the yellow bars growing. So students that are in that tier three are moving into that tier two and that tier two moving into that tier one. And we are seeing that. With first-grade math, the district is at 10% proficiency overall and the schools range from 0% to 21% of students being proficient. And again, the next slide please with
first grade growth. Looking at the number of students that are meeting their growth targets with typical growth in reading, the stress growth in reading, and then also looking at the students in first grade math, coordinating their typical growth targets, and their stretch growth targets. Um, I'd also point out that IReady provides one year long target. So, these students are technically on track to meet their targets. So, I took students that were 60% of the way to meeting their target. Right now, in the middle of the year, and those are the students that are considered on track to meeting their drilled target, and
then in May, when they test again, we'll see for the students actually are that met the growth target moving into second grade As a district, 17% of students are proficient. Schools range anywhere from four to 34%. And again, we are still seeing that movement of students moving from tier two or tier 3 to tier two and tier two to tier one. But we're not seeing the increase in proficiency that we need to see. Well, second grade math, as a district, we're at 5%. Schools range
from 0% to 12%. There's a second grade met slide Awesome. And then looking at second grade growth percent of students on track to meet their typical and structural targets for both reading and math. And again, you see quite a difference between the schools here. Um you know, some schools have 33% on track and some schools have 52% or 56% on track for reading. For math, we've got some schools at 36% and others getting up to 48% and then looking at
those stretch grower goals we see even stronger differences in students on track to meet the stretch growth and the stretch growth is where we need our students working especially if they're tier two and tier 3. Looking at third grade reading 22% of the district is at grade level, 11% to 44% based on this individual schools. Third grade math. The district's at 10percent, and the schools range from 5% to 26%. And third grade probe. As we increase
in grade levels, we're also seeing a drop in proficiency. We started off stronger at kindergarten and as we move higher up. We see that those proficiency levels, shrinking more and more. Those students meeting their stretch growth, shrinking more and more. We need to start a strong foundation for those kindergarten and first grade students. We need to close those camps early. If we don't close those gaps early. They continue to move up and then we see our eighth grade
scores and our ninth grade scores and our tenth grade scores. We need to close these gaps early so that when we look at students in eighth grade and 12th grade, we're also seeing that proficiency. Looking at fourth grade readings. The district is at 12 percent. Schools range from 2% to 33%. Looking at fourth grade math, the district's at 12%, schools range from 2% to 38%. And fourth grade growth. And moving into fifth grade reading. As a district, we are at 9% of students being proficient. The schools range
from 0% to 27%. And again, we are still seeing movement from the kids coming out of tier three and the tier two and the tier one and that movement is great. We just need to do better for our students at getting into those proficiency levels. 5th grade math, 13% of our students are at grade level. Ranging from 0% at the schools to 50%. And you'll also notice that there's a kind of variance between the schools. Some schools are strong and some grade levels. Some schools are not as strong in other grade levels. It's not that we have, you know, one
school really standing out. Looking at fifth grade growth, the number of students on track to meet their typical stress growth, stress growth target. And then sixth grade reading. I noticed as I as I printed this out, the the green bars are missing the numbers. So, the district is at 12 percent. For the fall and 16% for the winter. Pontiac Middle School is at 5% for the fall and 11% for the winter. An ITA is at 26% for the fall and 27% for
the winter. So as a district, overall, 16% right now, schools ranging from 11% to 27%. 6th grade math, the district's at 13%. With the schools ranging from 6% to 32%. And the sixth grade growth and the sixth grade is still under eye ready so we're looking at the students on track to meet their targets. And then moving into seventh grade reading. Overall, as a district, 17% on every level, the schools range from 11% to 40%. 7th grade math. The district is at 14%. The schools range from 11 to 25%.
And set of great growth. Percentage of students on track for typical and stretch growth. Moving to eighth grade reading, the district is at 15% with schools ranging from 11% to 31%. 8th grade math, the district's at 17 percent with schools ranging from 13% to 29%. And 8th grade growth and then we move into 9th grade. So, in the 9th grade now, we're looking at the NWA assessment which is that norm reference assessment. So, it's more in comparison to how students of their peers are doing versus assigning a grade-level
performance to the student. As a district with ninth grade reading, we're at 3038% proficient with 31% to 66% and the school ranges. 9th grade math, 29% proficient, with 28 to 51%. And 9th grade girls. And then with ninth grade NWA they don't do one year long target. They do a target from fall to winter. So this is now looking at students that met their typical growth target for winter. NWA doesn't have a sign of growth target but I did do an analysis
just to see where students are at with exceeding that growth target because if they're not exceeding those growth targets and they are below grade level we're not going to get them to grade level. So percentage of students leading their target by 50% or more is what I assigned to this. What's up grade reading? 35% of students are meeting the grade level norm and the schools range from 28 to 53%. 10th grade math, 29% of the students are meeting the grade level norm at a district level. The schools ranging from 22% to 47%. For 10th grade
growth, we have both breeding and math for the two schools. And then 11th grade reading. 35 percent of the students are meeting the grade level norm with 27 to 58% of students on the school range. The district's at 23% for 11th grade math. The schools range from 13% to 53%. And along with great growth. And then twelfth grade reading. The district as a whole is at 49% of students meeting their grade level chart or at their grade level norm. The schools range from 42% to 66%.
12th grade math. Back. There we go. 12th grade math. The district said 43% of the students meeting Norm. The schools range from 38% to 56%. And then the students meeting their typical growth target for the mid year assessment So, throughout the year, the schools have presented what they're doing to support student learning and increase proficiency. From a department level, our math department is supporting teaching staff with building capacity around best practices so that students use mathematics in powerful ways across
context. They're providing building leadership with support and monitoring the math lessons and providing feedback to teachers. Uh the leadership labs. Um and some of those are still coming. Providing resource that support the diverse group of students that we have. And looking at some new resources so that we can meet those needs of the students that we have. In literacy with in addition to training teachers on the resources and providing coaching, we're also very intentional about our focus on
administering the core curriculum. And those assessments that go along with that for progress monitoring. So between the fall when the students take these NWA and IRA assessments. In the winter We have progress monitoring in place. And then also conducting more of the teacher and administrator labs to focus on the implementation of the resources that we're using. Um utilizing teachers to deliver professional development to their peers And making sure that teachers understand the science of reading and how reading is taught. Now more
than ever, we're seeing students that need some of those foundational skills that are no longer just a K12 kind of thing. We've got students in fifth grade, 6th grade, seventh grade that still need some of those foundational skills. Esl departments continuing to explore new resources to help students and teachers communicate while students are increasing their own language acquisition. Uh to offering teacher training to support English learners. Even an AI session and how the EL teachers can work with the staff of the schools to help support the students. And many
more things will come with our CNI department report in the future at the for our end of the year updates. So, as I close, I hope that this has been informative. Very. And then as we move forward, we all recognize the work that has been put in. A lot of hard work has been put in. Nobody is negating that but it's not enough. We need to do something different because our students deserve the best. Yes. Thank you so much. Alright, so let's start with my choice. So, this presentation when we think about typical growth. So, what's
happening, the problem that I have, we often wonder how do our students make it to 12th grade and they can't necessarily have the skills for being productive, a productive citizen graduating and we've seen cases that state we have lawsuits not necessarily our district but we see it around the country. How students make it and what's happening when we look at this typical growth, we're not assessing that here we are. Let me use the example five, five for Grace.
So, we have a kid in fifth grade but they come in two and three grades behind, okay? So, yes, they're making their growth. The projected growth that she speaks of, they're making it but where did I say that kid? That's third grade. So, they've made 50 percent, 70% of third grade but they're in fifth So, by the end of the year, we're sending them to sixth grade and they didn't even make it to
fourth. So, do you see how this goes? So, when we look at this, we want to kind of we we we love growth but I would like you guys to switch from growth to achievement. Let's achieve and sustain. Because without that, technically, we'll never reach proficiency. And that's so that That's why that's the problem I'm having with the data that you bring. See, this this is just a If we're only looking at typical
growth, sure, but that's why I was very intentional to say, if we're not meeting the stretch growth targets, and that's why they give us the stretch growth targets. Well, stress growth, not interrupted, Jennifer, to another, Jennifer. Um, the stress growth is just saying, we're, we're hoping that you get a little further. But it's still not getting you to the grade level. So, we're missing that when we present the data. And that's what I would love for you guys to start given the parents that that some parents don't
even realize that their child, they've been receiving As and Bs but if you look at those test scores, they are in the red and have been in the red since kindergarten because we're not just aggregating the data to these parents properly. So, moving forward, good. They're making growth. Yes. Commend you. But we're not making achievement. Thank you. Um I know we we do this every year. And we talk about this every year. So, I want my barbecue with the
same question. However, If I'm not mistaken, correct me if I'm wrong. When it when it comes to the testing that you're giving. Uh in the beginning, when they come in, these are, this is information that they're not familiar with, right? Yes. And then you retest them on the same information. For the winner. Right. Right? And then we'll have results for the spring. Correct. Do you have to make that clear? This is information that they didn't know when they came into school in Devon and they're tested. And then they
retested against for me. From that same information. Right in the in the winter and then we retest them again in this spring and we'll get those results in the spring. What I'm asking for is a comparison Cuz I know you have because we did the same thing last year. A comparison of the numbers of the grades that you put up like 6th grade math, sixth grade English compared to last year with the nose. So we can, you know what I'm saying? We can see the growth in there, what we're doing. Yes. And I
like, it's good. And I just want to see a great box. I don't need you to go over this. All of this, just give me the comparison from you to you, where we are, with the numbers that you have. This year compared to the numbers we had last year. To the grades in the in the subjects. You know what I mean? You know what I'm asking for? And and also looking at cohorts like what were last year's fifth graders doing as fifth graders and now our sixth graders. 13% in fifth grade. Where were they last year in fifth grade? Were they
twelve? They have that as well as some information on students who that have been with us for 1 year. 2004 years. I I have that as well. Um. Yeah. Okay. I I just want to see comparison numbers. Because Then that gives me personally an indication where we are. Because last year same day took place. They gave information when they came to the fall that he didn't have and they were retested. Gave information the same information. Get what I'm saying. I want to see the changes from year to year. In those
grades. Don't be another presentation after tonight's 46 pages. No, you know, I just, just give me an example. Cuz I could have put a whole lot more in tonight but. No, you could've. I could, you don't even have to do it here. I mean, you can sit in just the electronic. And I just want to see it compared because I I look at this stuff and I we get these board packets. You know and it's telling but again trustee Dooby said it clearly. You said it. We gotta do something different instead of doing the same
thing and expecting different results and some people say that's called insanity. I should have said it with TV. So you can't keep doing the same and expecting different results. And lastly, what are your concerns? What are your issues that's preventing you I'm getting these numbers higher. What can end? Lastly, what are your solutions?
Yours. Not what you were told but what you believe. And those are things that we can talk about in my school improvement committee meeting when we decided to ask that. Yes. You will be invited to be able to discuss clearly. No repercussions. Right. I mean make it clearly. No I need to mitate that because people believe you know. I have to get them. No. Mine is I need ideas. Because if one school is doing very well then they should be able to
say what they're doing to another school. So they can do very well. Right. And lastly, based on the numbers you see, let's make this clear. Buildings don't teach children. That's correct. Teachers teach children. Amen. And for my look on there, every building was pretty much not the way they used to be. Except some areas. We do. So, I need to make that clear. So, Let's stop
focusing on our things and focus on the children's things. It will be a benefit. Thank you. We thank you. Thank you mama. Is there a way because throughout the school year, students matriculate into the district, correct? Mm hmm. And so, someone is new to the district and they are coming in and getting tested. Is there a way to track students that have been here the entire time? So, we can see. Yes. Yes. So, yes and I do have that. I have
students here not even just for this year but even done some cohort analysis. I went students at 2 years, three years. Okay. Thank you. With further piece that I would like to add to that though is, okay, that student was here for 3 years of that three years, how much of that time was in front of a certified teacher or was there a lot of teacher change at that particular student's? Good. So, so those are some other things that I would like to add to it to present to you as well. Okay, thank you so much. Thank you. Over to my right,
comments. Thank you for the data that you presented. I have a question So, for one school in particular, there was no growth in the first and second grade math. One, one school. So, from what I'm hearing is that by the time this is one child, let's say, gets to the third grade, they're at a kindergarten level in math. Is that accurate? If they do not make it into that grade level at above grade level band by the end of the
school year, then, yes, they go to first grade performing at a kindergarten level. So, one school. They were in kindergarten. In first grade, there was zero growth. In second grade, there was zero growth in math particularly. So now, we're at third grade. So, this third grader is now, they had no growth at first, no growth in second, they're in third grade, and now they're at a kindergarten level. That's exactly the analysis that I'm talking about that I want to look at. Students are here with us for the full time. Okay.
And did we have a certified teacher in front of those students or was it a particular grade level or a particular classroom that maybe they had three different teachers in that one year? I kind of look at those trends across the way as well. And I I would be interested in hearing those barriers so we so that we can collectively come up with solutions so that our kids are are learning so they're not continually getting more and more behind. Um because the curriculum is taught throughout the same curriculum is taught
throughout all the schools. Right? For so kindergarten no matter what school you're in, you're taught. So, it's astonishing to me to see that some schools are excelling and other schools being taught the same curriculum are don't have any growth for a few years. Um so, I would, I would be, I would be interested to hear what the barriers are and what collectively what solutions we can come up with to kind of predict that. Thank you. Thank you, Jesse Miller. My question in regards to the, as you
give the percentages, let's say for example, the starting of the sixth grade, can we get, or, is it safe to assume then I can add the percentages from the Pontiac Middle School, and the ITA program, and divide that by two, you get the actual average of the sixth grade students. They are all sixth graders. No, that's, that's what I gave you when you look at. So, let me go back a little bit. Okay. So, here's sixth grade. The
district number is that combined, ITA and Pontiac Middle School. ITA has significantly fewer students than Pontiac Middle School. So, if you were to just average those two numbers, it would not be accurate. You have to have all the students averaged out together. Well, okay. I'm cool. Could you go out maybe slide? Will you mention the percentage of students on track? Meet typical growth. This one? Yes. Okay. Is in a difference between the students? Are they off sixth grade schools? They are all sixth grade
students. We do that in average for I just want to say listen to all of the students regardless of the overall programs or not. Yes. Okay. Thank you. Alright. Jennifer, I know this is always a tough presentation to give because it's so heavy. Um but you know what? It's our reality. And so if we we can't shy away from it, it is. We know what it is. And as we said before, we have a lot of work to do. And there's a lot of things that we as a district
have to consider if we want to be better. So this right here was very telling. So, whereas it was not favorable to see those numbers. I'm glad everybody saw it. Yes. So, wanted a couple of things stood out to me though when I saw it. One is just a reminder of the significance of our students' primary years. That K through five education is so important. There are so many factors that can play into the the
percentages that we saw. Well, one of the things I think Trustee Gross had mentioned and we've talked about being a problem with our district as it is across the country is attendance. If our kids are not showing up to school, they cannot learn. And so, what we saw here is that typically kids that start behind tend to stay behind. So, just as Trusty Miller was making the point, if they're coming in at kindergarten, not proficient and then, they're moving on to first
grade, still not proficient. Then, it's continuous and it's hard when us when a child starts behind and then the expectation is that they catch up by the time they get to ninth grade rate, etcetera. But again, there's so many factors that play into that and I just really want community to understand why it is important for our kids to be in school. Why we need parents to be engaged in their child's learning because learning
doesn't just happen in the classroom. Right. It happens in the home. We are here to, we should be working together to make sure the students are where they need to be because the owner should not just be on the school or the expectation is that a school is doing something better than another school is. We all have to work together and make sure that that's make sure that we're addressing it especially from the beginning that K through five. The
other thing that stood out to me was we talked about what the students learned when they come in in the fall and we saw that there were some. There was some growth that took place by winter seme Well, that's an indication to me of the continuous learning. So, again, when we talk about summer learning loss, it's real. Because when kids start in the fall, we see they forgot everything that you taught me here before and it shows in our percentages that we saw, right? Yeah. So, then, when we look at
from fall to winter, we saw because they've been continuously learning that there was some growth there but again, the importance of summer school which I'll share my announcement for later but how important is to keep your child engaged in educational activities over the summer because summer milk is a real thing. So, I wanted to just point that out and tell you I I know this is always a tough one. We kind of cringe when everybody especially now we got guests here
that they really see these numbers but this is our reality and so this is again why we say we gotta do something different. And a change we nobody likes change. It can be uncomfortable but as we said, we not be okay with continuing to move forward and knowing that our kids are not progressing educationally as they should. So, we have to step out there and say, what are we going to do different? And so, I I thank you for
your presentation and I know we'll continue the conversations to talk about solutions as to what we can do to make this better. So, thank you. Thank you. Alright. Alright. Moving on down. Staff device refresh. Yes, thank you Doctor Hannah. If it's time, I will turn it over to these four discussion and action. This is the 20 twenty-four, 25 grant funded devices and subscriptions. Psd administration is looking to purchase the following to implement in the twenty-fourth 45 school year.
In a cop TSG 28, 780, CTE, Esports, student devices, using a cooperative bid, under Pepsi, $12, 443 dollars and eighty-4 cent for adult education student devices. 4thousand ninety-eight $4, 898, excuse me, for the CTE esport classroom switch and the potential for one, which is 26, 000 for the CTE minor, and wallet, which is a one-year subscription using
SoulSource Letter, a learner while it serves as a digital helper, learners to securely oversee, and retrieve their credentials and achievements by simplifying their credential management process. It encourages lifelong learning. It empowers learners to guide their educational path, boosting their credibility in the job market, the learner to learn while it goes beyond traditional badges and micro credentials. It is verifiable, interactive, data backed, secure, and represents growth, the murder wallet opens doors to endless opportunities, creating lifelong
learners, and I have Jeff and Sydney. Sydney, thank you. They are going to talk about the twenty twenty-five staff device refresh and excuse me, I was one of these I read out of order. Let's back up a little bit and I apologize. I'll start with Jeff and Sydney on the staff. The advice refresh and then we will come back to this discussion in action. My apologies, Jeff. Thanks, Doctor Lebron. I know you got excited about those other two. This isn't quite as exciting but we'll try to make it a
little entertaining. Uh thanks, Ravis. Tonight, we are excited to present the twenty-five, 2025 staff of the police refresh. Say that fast on Saint Patrick's Day. Impossible. Um I'm going to turn to Sydney. She's going to walk you through just a real quick overview of the process that we use and why we select these particular device and then I'll be available to answer any other further questions. This is part of our normal bond refresh cycle. It happens every five years. Uh we hope to get five years out of our staff devices with laptops. Sometimes, we
can go five and a half. Sometimes, we have to go three and a half. Just kind of depends on the breakage and the wear and tear and the advancements of technology but we're right on track for 5 years this one. So, Sydney, it's all yours. Alright, good evening. Good evening. Good evening. So, we are just going to kind of talk about the refresh process that we kind of go through. Um so, we are currently on a five-year refresh cycle. We purchase our last devices during the COVID era of twenty twenty. So, we are coming up on that 5 years. Um devices,
the lifespan is usually three to five years because that's when you start seeing the decline in devices, port damage, battery damage, screen damage, you start seeing more repairs being needed, more time spent, more money spent on repairing devices that are really close to end of life. Um so, a little bit of information on our current devices that we have. Um it it's a RAM, a normal five nine processor. We have a fifteen-inch screen. They do have
the number pad incorporated which a lot of staff really enjoy Um it's a heavier device almost five pounds and overall, we hold the staff and I kept being quite happy with the devices that we have been providing for them. So, we did send out a device survey to all staff in the district. Uh we sent it out February 17th. We asked for them to fill it out by the 28th of February. So, we give em about two weeks to get that filled out. Um got back 165 responses. So, of that, we
asked a handful of questions, preferred operating system, windows was the majority of screen size, the majority of them also said they really enjoy the larger screen, the 16 inches touchscreen would also be a benefit and a preference for them. Same with a backlit keyboard. So, if they're in a dark space, they're showing a video. Their key keyboard will still be illuminated. So, they would be able to type on that as well as having the ten key integrated keypad and then, we did ask, you know, does your current
device need performance and speed for day-to-day job function? 59 people said no. So, we took that a step further and we asked, you know, what wasn't meeting their needs, what wasn't working out for them, and how could we improve? So, the next slides are their direct responses. A lot of hardware issues that we're seeing, hammer failures, keys not working, port issues, track path failures, stuff like that. So, these are things that we're kind of trying to have to
repair on the fly because we don't have a lot of spare devices to be providing the staff. So, we are purchasing all of these parts to try and get our staff back up and running. Um next issues, they're saying are a lot of battery issues kind of the same thing. Uh devices last three to five years and we're really pushing that that five-year mark with these. So, we're seeing a lot of them as soon as they unplug, the whole device just shuts off. So, battery is not holding a charge. If the port's not working on it, you know, they have to constantly
have it plugged in or they can unplug it for a split second, move it to a new classroom, and have to plug it right back in real quickly. Um so, we're seeing a lot of better issues. Uh same next to slow performance. Things are just kind of bogging down. Um no longer you use the device, the more it's stored on it. The more you have to. Perfect. Thank you. Um everything's moving slowly. Um struggling with tasks. Uh software's not moving fast
enough. Everything is just kind of bogging down essentially. So, we have from the poll that we took, we decided on a device that we would like to purchase. It is an HP. Uh it's a 16-inch touchscreen with a backlit keyboard. Um you go to the next perfect. It'll show you. This is what we have compared to what we're going to. So, we're going to get a little bit more ram. For a faster assessing speed for our staff. Um same size hard drive because a lot of our applications are web based and a
little bit updated of a processor, a little bit larger of a screen, and it's touchscreen and then the overall weight of the device has gone down, better camera, and a better microphone. Alright, thank you. Trustees, any questions? Jesse Milton. Thank you for explaining that. Um any of the funds that you requested is it covered by grants or any criminal crimes or does it have to come out of it? It comes out of the bond problem. So if you recall, we brought the the last proposal
back. We have ex dollars allocated for technology-related items. This is within that pool of allocation. Anything else? Alright, thank you very much. Thanks. Would you like to say for the CTE staff guidance? Yes. Hi there. Good afternoon, or good evening. My name is Grant funded device PSEMA is to purchase the following 425 school year. From the vendor named in a cop TSG. We have three
items. Uh one is 28, 780 for CTE Esports student devices. That is to support the Esport Pathway that we have in our city program. Um we also have twelve thousand four hundred and forty-three dollars and 84 cents for student devices within our adult education program and four thousand eight hundred ninety-eight for a switch within the Platinum Esports
classroom. Within the CTE pathway. A little bit. So, the devices that we're getting for the Esports class is going to be a laptop cart and it's going to be very, those are the same devices that we'll be using with the instructional staff. However, we added what we call accidental damage to those because they're going to be in the hands of students. So, instead of our traditional one-year warranty where we kind of self-insure our staff devices and buy a few scares in there to cover that. Our student devices because
kids aren't quite as all the time as as adults. Uh we got the accidental damage on those. So, that gives us 3 years of warranty against screen breakage, keyboard damage, stuff like that. So, we try to minimize the downtime of that. We're also as part of the esports program grows and evolves. The teacher, miss Welch Johnson, teaches computer programming, some other classes. So, this will be able to go between the two classes so she can move students from right now at United and B twenty. So, the students with a laptop could
come in, work in the sports room, work on marketing, communication all the different components outside of gaming. while the teacher is in the one room instead of having to manage two rooms. If we had a lab, a traditional lab of PCs in in the E nineteen, it'd be hard to manage tooth instructional spaces. So, that's why we work with the and then for adult add and working with miss Sunny Clark Franklin. She wanted it to replace her six-year-old lamb cops, at least six years old. Um with
Chromebooks and we went with a fourteen-inch Chromebook because they're a little bit more of adult learners and that will be dedicated to adulthood and the switch is just hit back in like we talked about before. The back end infrastructure to connect all the devices in those two rooms. We need to expand the capacity to to wire up those Esports caving machines. Alright. Questions trustees. Thank you. Um as pertains to both discussion items, what happens if what happens to the old devices?
The adult ed are probably getting fit beyond youthful life. Those are great. Um so, we'll recycle those through an authorized provider. Sometimes, if there's any monetary value, they'll give us a small check back. Um but a lot of times, they're not charging us to dispose of it because you can only. It's getting a little harder to dispose of things. With the staff devices, we're going to take the usable ones after some time. Once we get all the new staff devices rolled out, we'll wipe em
clean and use those for what we would say would be money out so we may be able to handle our sub staff a little better and more intentional and then we'll have a pool of usable devices for the scapula for break or we have to add staff members. Right because I I didn't want the public to think we're just throwing them away. Okay. Now we do recycle as as well as the grown books that we use on our students. We purchase new updated versions Thank you. Any other questions? Trustee Miller? I see here that the funding source it has two two grant
funding sources and then the general fund. Do you have a breakdown of what is covered by the grant and then what needs to be covered by the general funds? So, all the items the potential for one is under a bomber grant. The adult education student devices is under section 107. And then the CTE sports classroom switch is 100% Palmer Grant. CTE Esports student devices are partially longer and partially
general fund. Good. Fear about the number. Just just for clarity. I know you said partial but like I'll be saying like half of it will be covered and then half going to the gym or fun. Rough a rough amount. Thank you. Sure. Out of the seventy-two thousand 121 doctors and 8-4 cents. Um for approximately fourteen thousand 400 will go to the general fund. Alright, thank you. You kind of
answered my first question. Thank you. Um my my second question I did have though were you on the the subscription? Are we only doing one year or is this going to be a 3 year? So, right now, we're it's only one year and then we are able to renew for less for a lesser amount I believe for second year, third year. Either Alright. So, now, moving on down to action items For action item A, approval of staff device refresh, can I get a motion? So, who? Support
has been moved by Trustee Growth, supported by BT Bowman for the approval of the Staff Device Refresh. Any questions? Just to be, yes, yes, sir. So, all of it, the entire amount is covered under the bond. Two 84000. Okay. Okay, thank you Alright. Pro call please. President Hannah. Yes. Trustee Mill. Yes. Treasurer chair. Yes. Yes. Trust me. Yes. Alright, thank you. Next action
item, approval of the 20twenty-four, 2025 grant funded devices subscription. Can I get a motion, please? Sup who? Support. It's been moved by BB Bowman supported by Trustee Gross for the approval of the 20twenty-four, 2025 grant funded device, a subscription, any questions. Okay. Yes, trust me. Questions is a comment and a concern. Okay. I would would feel more comfortable if we can break this down instead of lumping it all in one lump sum. If we can break it down to
where we vote on what's grant approved and then we vote on what has to go into the general fund. Um so that I I will feel more comfortable if I knew what we're voting with Grant Uproof which will be a a day a giveaway for me to vote on that because we have the money. But things that are going into general fund I would like just more information about that before I can support it. Instead of having am I making myself happy? No that's that's fine. Yeah. And two. Yeah, I I understand what you're saying. Um for both of these are just
the same hope because you'll get the information you're not changing how this given because you're still approval. It wouldn't make any I don't want to sound separated. Because we're still looking at United Hope to the Department as it goes together. You don't want to do that. I'm just saying I understand what you're saying because specific amounts are coming from specific areas that you could have concerned with. However,
if we vote on it as it is, or separate, it's still coming from the same box that we put in. You get what I'm saying? I gotta change anything. But I know she would have to be made to actually separate that or a new pair, Indicating that. And that would push it over to Meeting Based on this And I agree with you because when I saw that, it could say specifically from the two different
fiduciary areas and but what what not the amount of what it is or what she said to fourteen thousand. This is going to have to come from there anyway because those grants are not going to cover that force. Yeah. Right. But you would have to go to another meeting with a new heir indicating You decide to do that and that takes a vote. I want you to do something. But yeah. Am I right? Yeah. See? I'm right, right? See? Yeah. And and if I can just add too, I think what we can do going forward is
just ask for more clarity because she did indicate the time that the funding source but they just didn't allocate what funds would go into which would come from each funding source. So, I think going forward, we'll just ask administration to provide more clarity. And I question it too in our room. Okay. Yes. Yes, trustee though. Can we set this aside and tell because we, I was promised up opportunity to ask questions and meet and I've yet to
meet with anyone regarding our budget. So, is there any way we can just hold on or do we need to proceed with this moment? Because it's a matter of time. Well, I think it's I don't think it's where is Jeff? He stepped out. I don't know that for a matter of time but the question, I mean, you would have to put a motion on the floor to to table it but I think because again, they gave us, we had, I understand, you had specific questions because you wanted to talk
to about the budget. Yeah, but I think for the rest of us, I think we are we're comfortable with things moving forward Treasurer Terry. And and correct me if I'm wrong, Pete, but just for another point of clarity, if I'm correct, there should be a budget already established with the CTE program within the general fund. Or do they not have their own funding like so to sign off this particular? Yes. Well, this piece is coming out of
technology. We've done that. CTE is a 7 program. Okay. It's going to be coming out of the technology fund. Yeah. What you talking about? So, yeah. It should money already allocated Did you So, any other comments or questions? So, we because we still have emotion on the floor. We're ready for the vote. Okay. Thank you. Please move forward. Trustee Miller? No. Trustee Terry? Yes. Trust me mama. Yes.
I was yes. Trust me, do we? No. Trust you girls? Yes. And? yes. Alright, thank you very much. Continuing on our agenda, we're under curriculum and instruction. The meeting is yours. Yes, thank you Doctor Hannah. It is that time of year for robotics. As you know, we have a wonderful robotics team and at this time, I will turn it over to Doctor Devison who will discuss and seek action on the Pontiac Middle School overnight
field trip to Washington DC. It provides overnight field trip to the first world championship, Doctor Dennison. Good evening. Good evening. So, I wanted to give the Pontiac Middle School field trip to Washington DC. The background, the rationale, students will experience history by exploring various historical sites which they will about from elements which they have read about from elementary to secondary curriculum. They will visit the Smithsonian Institute,
Capitol Hill, White House, multiple memorial sites, and meet state representatives. They will also tour Howard University. It is a recommendation of the administration that the Board of Education approved the Pontiac School, middle school, overnight field trip to Washington DC for May 15th to May 20, mid May 18th for 2 thousand5 for an academic and cultural experience and you do have the packet with all of the details in the packet. Any questions, comments, trustees?
Yes, treasurer Terry. I know it's the the funding source you had listening. NA, does that mean this is a free trip? It's not a free trip but it doesn't cost the district any money. So, the students were funded or they're having donors. So, it's not a cost to the district. This is a more of like a grant. You know what I'm saying? No, definitely not impressions. No. Donations or for by the parent. Yes. Trustee Miller? I was excited to see this on the agenda and the information provided. My my son did this in the couple years ago. Okay.
Will you make this an annual thing? No? Oh. So this is from the middle school. I'm not sure. I I know that they went on a trip before. So I don't I can't say that they would do it annually. I'm hopeful. But that might be on my only recommendation because when you get to the sixth grade the sixth graders know that by the time they get to the eighth grade they meet the requirements. Everyone in Washington DC. So it's something to look forward to as they progress with their education. Yes. That's all. Yeah. Any other kind of Doctor Jefferson for some of the
students that may not be financially able. Do you have something in place to support them if they go away from home and not I would check with the school but I do believe that they have that all taken care of for the students who are selected. They will be funded and they will be able to attend. Good. Just you know, our kids will go away and won't have their own moneys. To eat. Jesse Robinson. Yes. Thank you to just tag on Trustee Miller. Uh yes, this was traditionally part of the Palming
School District because even way back in the day when I was in eighth grade like 10 years ago. I and my brother who was in eighth grade nine years ago. We both attended Washington DC as an entire middle school. And the hope is to not just protect the ones who are able to pay. so that actually make the same. This has happened years before prior to Doctor Davidson being in her position and we've done Washington DC, right? I feel like we've done that easily before and we've approved it. And it's good that it's nothing
coming financially but we don't want financial difficulties in your child. Gained that experience. That if we could actually discuss and talk with teachers and parents to see what we can do to ensure that all time children can have this experience. Because we used to do. And it was okay. So listen. Get back to the business of our children. We're getting this thing done. So every child can be a part of this. And not just elective
ones way. Okay. Alright. Welcome. Um yes, I'm excited that Doctor Robinson and Miss Rush are putting in the work to make this happen for our students. They did give us a list of students and I'm not sure if that list is only based off of those that may have the financial resources to go. So, I'm hoping that there's something we can do solicit donations so that we can ensure that even more kids go because the list was kind of down but if we can make this an
offering for more students at Pontiac Middle School, I think they would really appreciate it. So, we'll we follow up with them but I'm glad to see it returns. Thank you. Moving on to the Pontiac Robotics First World Championship Competition. Background rationale first, expires, inspires young people to be science and technology leaders and innovators by engaging them in exciting mentor-based programs that build science, engineering, and technology skills that inspires innovation, and the
that fosters well-rounded life capabilities including self-confidence, communication, and leadership. Our robotic team is excited to take our skills and leadership to the state championship and compete on this level. It says NA for the but they have donors so it's not grant funded but they do have donors for this trip. And it is our recommendation of the administration that the Board of Education approved the Pontiac robotics team to attend the first World Championship Competition in
Houston, Texas, April 15th through the twentieth, 2025. Alright, thank you. Any comments, questions? I think this is one of the better programs that we have, the robotics. In fact, I was part of the first team. Many of you will remember the late Joanne Battle. She also was on that team. So, I have a personal love for this one. So, definitely, you know, my support. officers. Thank you. Alright. Um this is the last one.
Pontiac Robotics team attendance at Saginaw Valley University and it's the first inspiration and recognition of science and technology is a non-profit organization dedicated to inspiring young people to become science and technology leaders by engaging them in mentor-based robotics programs that build steam, skills, stem, skills, foster innovation, and develop leadership qualities. Our robotics team has existed since 19ninety-six. It is
designed to be led by combination of educators and engineer years. The engineers on our team are former students, team members who have chosen to return to the team as members to share with the the next generation and the account numbers are attached. And this is for a robotic specifically. It's not coming out of general funds. And the recommendation it is the recommendation of the administration that the Board of Education approved. The Pontiac Robotics Team to travel to Saginaw
Valley, April 2nd through the fifth, 2025. Alright, thank you. Any comments from the board? Yes. Yes. Trustee Brooks. Um I don't know if the community is aware that Pontiac Central is in the robotics hall of fame. Pontiac Central is at the high green Pontiac history. However, Monet Central was the first. Yeah. Robotics team in the state of Michigan to be placed into the robotic hall of fame. I had in in the
reason I'm saying this. I had the opportunity. Um many years ago back in two thousand and 4 to actually watch a robotics competition where most groups combined in Atlanta. And you talking about something excellent to see and how well our children, not only how well they did in the competition, but how well they behave at the and so, this is something that I do want us to continue annually because it means a lot and I know a lot of our ITA students
are part of this because they have, we actually had a facility over there for competition. So, where they can train as well. So, let's continue to to promote this. Promote, present, approve. Promote, present, approve. Y'all got that You got that? Yes. Thank you. Alright. Treasurer Terry. For this one, I know you got listed two accounts. My only concern is, I don't have an amount and and that's my
biggest concern because I don't want to prove something that doesn't have an amount or not to exceed amount and it's kind of like giving a blank check. Oh, I'm there. Yeah. Is that something can be reviewed or maybe brought back or So, I was just going to say listed in the packet. It says that the total is four thousand 950. I can change the mirror and include the amount. Now, I said just for transportation. Okay. Yes, that is. For transportation for a total amount.
Okay. We have the numbers located on there but what I'll do is change the bear for us and make sure that I correct the amount because it's listed each one out but it's so the hotel says five thousand So, it's not specific so I do need to correct that for us. Okay. Alright, thank you. Um twenty-one. Trusty comes. Um how soon does this have to be approved? Well, this one, this one was brought to us today and they because it's due on April 2nd. So, sooner than later.
And the reason why I asked is that I don't believe. Correct me if I'm wrong mister speakers. I cannot approve this without a appropriate there with numbers. If being asked to approve members again. You have to because there's no more work. There's not another board maker until that. I'm doing it there right now and come right back. Um She's a total. Just adding the totals. That's fine. You can do that because there's nothing scheduled
because spring break is next week. Right. So, if this need to get done immediately, it'll be it was important. April 7th Yeah. So I'm more just approved. Tomb and then, this is not complete. Yes. First two items and then by the time we get to it. Alright. So, that one's complete. Let's do that. So, let's go ahead and do the approval. Uh if I can get a motion for
the approval of Pontiac Rental School Overnight Field Trip to Washington DC. Support it. It's been moved by Trustee Julie, supported by VP Bowman for the approval of Pontiac Middle School Overnight Field Trip to Washington DC. Any questions? Well treasured here? Yes. Yes. Trustee Rose? Yes. Yes. Yes. Alright. thank you. Next, if I can get a motion for the approval of robotics overnight field trip, First World Championship Competition in
Houston, Texas. So, move. It's been moved by Trustee Gross, supported by Trustee Dooley for the approval of robotics overnight field trip, First World Championship, competition in Houston, Texas. Any questions? Roha. Sleepy moments. Yes. Trustee Dolan. Yes. Trustee Gronk. Yes. Yes. Trustee Madden? Yes. Treasure Taylor? Yes. That
passes seven Maybe I should have talked a little slower. Alright. It was just a couple minutes so that she can total up the cost for the Pontiac Robotics team attendance at Saginaw Valley University. That's why we're going to move on. We'll move on to our communications, petitions, and delegations while we wait for Doctor Devison to come back with the final one. So, be peep on it. County award of education, communications, dedications, and petitions. Your request to address
the Pontiac Board of Education for three minutes is granted with your commitment that all comments will be delivered with courtesy and civility. Failure to do so will result in overture of your alive time. First up, we have miss DeMarcus Coleman. Good evening, good evening, good evening to all of you. Um good evening to the board members. My name is administration. All those in attendance. Those watching at home. Um my name is Marcus Bowman. I'm here on behalf of MIB 100. Just to make a public address to all those who are concerned with the decisions that
are being made on behalf of our students. Um I'm here to point out a few things that we need to take keep in mind as a community. Um those advocating for our kids to get the best opportunity and the best outlook possible for this community. I think we need to look at the fact that the device business, us as adults are doing with this situation. We're pitting one group of kids against the other. It's my right. Um last I checked we we're all one Pontiac. Those children are all
the same children that we all want to love and care and nurture and bring a better opportunity and better future for. Um this board has been entrusted with again the number one resource that we have and they've been entrusted to bring us into the future. Our number one resource is our children. That is our future. So us dividing them and some of these children live on the same street. One in that they're better than the other because somebody said that they're smarter than one other group of kids are thugs and hoodlums. It's not fair. It's not right. And I think
that's something that we need to stop in this community. We need to stop overall. We gotta start putting trust and faith in the people that been elected to run our community. As well as we need cooperation, cooperation to joint efforts from the advocates to create solutions, solution-based issues instead of complaints. Um I think this board willing and open to listen to anybody Um as a spouse to one of the trustees. I've seen her get calls at you know odd hours of the night. And she addresses
the issues right then and there. So there is not anybody that could tell me that anybody on this board doesn't have an open door policy. And that this administration isn't doing everything in their power. Now we need to address a lot of other issues based off of teachers that are teaching in this community that don't really want to be here or don't have the passion or the damn with to deal with our children based off of the issue and the trauma that they are dealing with. Home. So, we have to address things on a higher level even when it comes to the unions. Protecting these issues from our
kids getting the best opportunity possible. So, I'm just addressing everybody to keep in mind that all of the issues that go on, don't stop and start with this board. It stops. It starts with this community and we have to be strong enough to make the sacrifices, have the vision, and be able to see it through and have the courage to see it through for the future of our children. So, I thank you all for hearing me out. I ask you to just consider this and continue to pray for this board. God bless you all and god bless. Chris Bradford. Well, I gotta go over there. Yes, sir.
This parent has concerned. My daughter came up crying about, you know, she go to ITA so I didn't know what to tell her. So, I just can't get this. What's going on? I want to know his opposing. She wants to she why she terrified of high school. So can y'all help me? That's it. Honestly. Is it habitations? Is it closing? Like is this Thomas or y'all going to give me answers? Yeah. How does it work? It is just
comments. Community, can y'all tell me? You know, maybe after this or whatever. Some of y'all got my mouth. She wants to go pass, going to Avondale. I want her to stay right here. So, tell me something. Thank you. Nicole Harris. Good evening. Pontiac School District Board of Education. Thank you for allowing me in 3 minutes. Um in light of everything that's transforming, I wanted to come with
some of my staff from Peace Academy. Um just to say thank you and we appreciate the fact that we are included in the reimagining plan Um it has been something that we are looking forward to because of the safety concerns where our school is located. Um a few years back, we had, I was approached by people from the board and the superintendent who are
no longer here in hopes of getting a brand-new building that did not follow through. So, with the reimagining. We are looking forward to a new location for the families, for the staff, and for the littlest phoenixes. So, again, we appreciate you taking that into consideration. I also just want to comment, I've been in the district for 28 years now. In
those 28 years, I have seen a lot of change Um there have been a lot of roller coaster rides and the one thing that I can say is that in the end, the Pontiac School District always makes the right decision for the kids and always rise above everything that we have faced. And so with that I say thank you again and thanks for having me. Thank you. Ebony Sims. Good evening, everyone My name is
Ebony Sims and I have been a resident, a mother of three children that has attended and is attending Pontiac School slash ITA. I am here tonight to speak on behalf of my tenth grade, 10th grader that attends ITA. I am concerned as a mother, employee, and a resident of the Pontiac community. Over the years, as a parent and a district employee of 28 years, these professional have left impressions, knowledge, and
personal impacts on my three children. It is with great harmony that I must celebrate these professional teachers of ITA. Miss Williams, rest in peace. Miss Bernard, Miss Natoski, Miss Kramer, Miss Goddard, Miss Gosh, Doctor Powell, Mister Erickson, Miss Callaway, Mister Bellen, and Mister Huber. Without these professional, excuse me, without these professional teachers enhancing the lives of my three children, the School of ITA, and the Pontiac
community. My children's lives will not have been as successful as they are today. Therefore, I want to make sure my voice is heard before a final vote is taken that will impact my children, teachers, and the Pontiac community. I desire to continue to be a strong voice for my children. The Pontiac School District and the more importantly, the special ed department. Please hear me and reconsider your previous thoughts and plans that have been shared with the students, employees, and
community members. I strong suggest and approach daily by parents, members of Accent Pontiac, these large decisions have affected the community more than what you are hearing tonight. Please reconsider past decisions. I appreciate your time, hard work, and dedication to all members and affiliates with the Pontiac School District. Last but not least, I would like to reference the countless coworkers, employees of the PSD. Many of us work
multiple jobs. So, I know the reason that we have stayed in the district is not about the quote unquote money. The staff of PSD become, they come tireless, shows up, and shows out for each and every student in our district. If that does not show you true passion, then I am not sure what does. Thank you and have a great evening. Candice Ridley. Good evening. Good evening. I come before you tonight to with appreciation Our community thank
you. Thank you for showing up. Thank you for coming out. It's late. It's been a long day but here you are. Coming out to stand up for your children, our children, our community, and our schools. Thank you for coming out. It's been a long day. We've been teaching. We've been supporting these children whom we love. That's why we do what we do. Definitely not for the money. But for love for the kids. So thank you for coming out and staying late. And
being here. Board trustees. Thank you for pausing and listening to the members of the community. The people who you were elected to serve. is Appreciate it that you're taking a moment to hear from all of us. Thank you. Have passed the public comments so we can do our vote and we'll resume. Alright, thank you. Alright. Final oral business is the approval. All the Pontiac Robotics team attendance at Saginaw Valley
University and you will get want to provide us with the total amount. Yes. Thank you. Take a picture. So the cost was in the packet but I appreciate you indicating to put it on the bill. So, for the first account, it's 5000 and for the second account is fourteen thousand 950. Okay Alright. So, now, if I can get a motion for the approval of the Pontiac Robotics team attendance at Saginaw Valley University. Salute. Support. spend
hold by trustee growth, supported by VP Bowman for the approval of the Pontiac robotics team attendance at Saginaw Valley University. Any questions? I'm voting yes trust me. Yes. That's my hand. Yes. Yes. Yes. Yes. And that's the 700. Alright. Thank you very much and now we'll continue on with our talents. Uh we have next mister Fred McFadden. Good evening, Ward. Good evening. Good evening. President Hannah, I want to repeat
requestions. I ask you, ask you you two weeks ago and if you would, please submit an Email to myself and to President Ridley on the answer's questions and I will ask it again and then the simplest question that can be answered on July twenty-fifth, twenty-fourth, Wildlife, Doctor Weatherspoon brought in. Question 2, did you know him before you brought him in? And question three, did you then him? I was so much appreciative. You will get that answer to us
president so we can have a clear cut understanding what is his role here. These listening sessions that I've heard about, you can sure save $81, 000 if you just find some social workers or something to come and have a meeting with staff. Staff is willing to have a conversation. You guys don't want to have a conversation with the staff. And mister Bowman, I appreciate your comments. I respect it very hard and I've been speaking about divisiveness for the last 10 years. We are still divided, sir. And
until we come together and first of all, let me say thank you to the community that is coming out and they're hearing us and the reason being is that it took two local presidents to start sending out the message. To come to aboard me and hear what's being said. All we ask is to be included in the conversation. Don't be upset because we're here expressing ourselves. Just hear us. And then let's talk. Because last
time I used the word meeting and I was told, you know, we're in violation of the Open Meeting s Act. So, I say, let's have a conversation. This is Yaktown. We talk about Central and Northern. We talk about the Chiefs and the Huskies all day but we need to come together because now we are all Phoenix. And all we want to do is have a fair conversation listen to the teachers, listen to all staff. If we mean anything to you, then, that's not our difficult request.
So, again, madam president, I ask for your Email or a phone call and Madam Superintendent, I'll take it from you as well. So, I thank you all and again to the community. Thank you so so much for listening to the little people to bring you out to this board meeting where big decisions are being made and now, you are now included. Thank you very much Just do that. Paul, Sandy
Wait a second. Oh, I'm sorry. I heard something. I was like, go ahead. Okay. Yes, they got it. Okay. Uh my name is Paul Sandy and I'm a social studies teacher at ITA as well as the vice president of the PEA Teachers Union. We're here tonight to advocate for the many teachers, staff, students, and and of parents of the district that have reached out to our members confused, confused at a possible restructuring plan confused about listening session like I a consultant. Confuse at why
programs like ITA and ILA that keep students in the Pontiac School District might be moved around. Confused to why elementary communities may be broken up. Instead of the disruptive restructuring plan, we want to focus on other changes. Bringing more students back to the district from charters and other school districts. We want to encourage certified teachers to come and stay in the Pontiac district. We want to select literacy curriculum that will improve student literacy rates
and graduation rates. And will spur excitement to learn with our students. We have reached out in the past and we need to reach out again. Please work with us. We we say to these test words, let's look at new curriculum ideas which we have proposed before. We believe in smaller class sizes for all students and that is something we have worked towards in the past. And it's something we would love to work at. That is a very research based solution. To lowers student achievement and teacher burnout,
student burnout, and parents choose in other schools besides the Pontiac School District. We also believe in more parent and community involvement to decision making. So, that's all I have for today. Thank you. Whoo and the last speaker we have is Melanie Oliveira Martinez. Hi, good evening. My name is Bella Lavar Martinez and I'm here to speak about my concerns regarding the closure of the ITA program. I have attended the contract school district since preschool. I went to Peace Academy for preschool then
transferred into ILA for kindergarten. I attended ILA program through my elementary years then transitioned to IT in sixth grade which was a smooth transition since both programs are in the same building. A very concerned because this is the foundation of my education and I would like to my education. I graduate from the ITA program. The ITA program has helped me build my confidence because of the support of the staff and the family environment. I have studied hard to maintain my high GPA. I am worried
about what is going on in the middle of high school regarding fights and other conflicts. I feel safe and supported by my by my IT and ILA family. If the program I attend is quote I three I would feel lost without my school, family, support, and friends who will relocate to other districts that will close will lose contact contact with them. This will change my entire future. I don't understand why these programs needs to be closed if we're selling and it has been part of leadership for more than 13 years. Mom is having with the
ITA program because it is preparing me for success but she is not worried about what my high school years will look like. Please take in consideration the thoughts of the parents, the staff, and us, the students, and the two programs at risk. Thank you. Aren't affected in it. Peter Holmes. I just want 3 minutes. I'm I'm just going to be less than 3 minutes. Okay Miss Lakita Holmes. Thank you. Hello, I'm just here on behalf of my two students. They go to ITA. I think one of the most heartbreaking things that I heard on that meeting on March
third. Is and it's so heartbreaking. When I'm hearing people talking to us as parents like our experiences aren't real. It is so heartbreaking and so dismissive from some of the school board members and people that are in charge. Like what I'm experiencing with my students aren't real. My son has not had one time any social issues at ITA. He has got he's got several full
scholarships. He's got the Evans scholarship. He's in robotics for four years. He's never had any social issues about people trying to fight him. There. School is for like-minded students that have the same goals. Every student is not the same. That doesn't mean a student's bad or good but every student is not there to learn. Some of them are there to be disruptors. Sorry, I'm a parent and I know that. I've been through all my life. I'm forty-eight. I've been here all my life. And all the funniest
schools. Every student is not there to learn. And I want my child in a like-minded setting where they are able to excel. They have been excelling And that's all I want to say. Don't make me feel like my experiences aren't real. This is scary to me. And I will have to pull my child out of school. If this school closes. This school's a blessing. I'm just praying in Jesus name that it doesn't close. Thank you. Start with our board comments. Start
with Trustee Dooley. Trustee Miller. Good evening, everyone. Good evening to all of our guests here in the crowd. Good evening to everyone that's watching from home. I would like to first give a thank you to Miss Monroe over at Peace Academy for allowing me to come in and read Academy I'm sorry, Rita. I read green eggs in here. And it was, you know, it was, it was just such a, a joyful experience for me. Um, I just I want to speak about my
experience with Pontiac for a second. Um being down not from here, I have, I was told what the Pontiac was and what it was about and then my son asked me specifically, could he go to Pontiac High School? And he did. And as a community, it's disappointing that as an outsider, I speak more highly about Pontiac and what Pontiac High School has to offer. Then, received as a parent here as as a
community member here in Pontiac and I asked all of our community. These are all of our students where the ITA, Pontiac High School, and all of the the schools that we have here. Let's change the narrative of what people think about Pontiac in general. My son has excelled at Pontiac High School. Okay? He has excelled athletically Um with his grades socially. The way that they that how receptive the the coach the teachers, the principals. People
just wrap their arms around him and he had not been to any Pontiac School District app. That's my experience as a parent. I will always be grateful for that. To the all the staff and administrators at Pontiac High School. Let's change the narrative. Let's let's change the narrative so people can stop saying bad things about Pontiac. Let's all work collectively together for our kids. Cuz that's really what it's about. A lot of teachers at Canada Day, they they're not here for the money. I see, as a parent, I see what these teachers
do in the classroom. The time they put in, the efforts they put in for our students and they do it because they care about our black and brown students, okay? They care about them. This word collectible collectively together to change the narrative. Let's work collectively together to to to develop some solutions. So that we could take cognac further. Thank you. Good evening, everyone. Um thanks for coming out everyone. I I feel the
same as Trustee Miller because all my children and stuff children came from this district. My my children, my stepson, Ashley who fled from Minnesota Vikings. So, he he has and he has a degree Cuba. Yes, sir. And he has a degree from his college as well. My MIS has a degree in from OU and this is his this is where he's from. There I always support my
teachers because if our teachers is a dance staff because if they're not healthy in in a great space then they can't teach our children. And I know a lot of teachers and staff members. I was a bus driver for this district. And I know a lot of bus drivers that went beyond via clothes doing making sure that the kids are being fed and it's the same as our teachers and our and our other staff members, the full service and and I mean,
everyone. That's why I say I feel like this is a family because we all come together to make sure that our children are good and healthy and safe and so we don't dismiss what our staff is saying about the decisions that we're making and I'm glad that you guys are speaking out because we have to hear your voice in order to know. We can't speak for you unless you unless you let us know how you feel. I'm grateful for our students that's actually coming out and speaking because like I say, I speak
for I'm the voice of our children but I'm the voice of of all the children in the district. Honestly, all the children in our city. I I give up myself to others more than I do for myself. That's why I've been sick with me is because I'm busy making sure everyone else is okay except for me. Not just monetarily but just I I help in any way that I can. Um and I just want you guys to know that
your opinions mean everything to us. Not just me but I heard the sentiments of all my board members and we all feel the same is that what you what you guys want is is important to us. But it's just the decisions of higher up as well that we have to consider. Um because we don't know what our president got really in store for us. We already heard. I mean, everybody in Earth. He didn't cut our budget in half. So, we have to make decisions
that that is going to be hard for us. So, We're not saying work for, you know, they just gave us information. It's not saying that those are the things that we're going to have to do but just reading some of the things that we've got. We don't know what's what's actually happening but I'm glad that we're sticking together and we're coming together as one and I I hope that you guys continue to come. Continue to let us know your
thoughts and feelings especially our because the decisions that we're making we're making for them and I'm I'm glad that they're actually speaking out and saying what they want for themselves. So that's all I really got to say. Oh no. I really enjoyed the presentation for with the OUP and Junior Optimist Club. And also congratulation to Aaron Maria and William as well. I'm so proud of them. And I've been wanting us to have
a daycare here. Because as a I saw Anna's bus driver, I saw that our children were missing school. Our older siblings was missing school to make sure that our younger, their younger siblings were getting off to school. So, I hope that we're able to change that because that will change the attendance that will change the academics and it will give support to parents. So, thank you for helping everyone. Thank you. Mister Jerry. Uh good evening. Um I'll make this one
short. Um just First off, just want to say congratulations again to the community students. And in honor of the Down Syndrome Month, I'll continue to put work and continue to be that example and that role model out there with the other peers. I'm going to say thank you and also for the reports that we did receive. Um the past hesitation and also the pitch market assessment. I received just reviewing the benchmark numbers. We all know that we need work to be done. We have to do
that together. It can be done individually but we all need to work together. Those changes to make those improvements on the grades. And then also just want to say good reports and information regarding our technology. I I just want to say I appreciate the work that you do and the time and effort you put into that. Knowing that you need that technology and those capabilities being able to teach those students. Um to be able to be able to present to
them and also do the classwork that's need to be done and those work assignments. Without that proper technology you tend to struggle. Um they can be days where maybe not even able to teach just due to some of your technology. So, just want to say thank you again for technology and then, also, I want to say thank you for the presentations regarding a lot of the field trips that are coming up. Um obviously, kudos to our our robotics team. Um they've done great things over these past few years. So, I want to wish them the best and
continue pushing forward and also for our middle schools going to Washington DC trip. Gross, I don't know But yeah, that would be nice to see that continue as we continue forward. Um, like I said, as long, as long as there's, I guess you want to say something. financial support there, and the parents' involvement as well. I think that would be a great idea just to get them out to that exposure as well. Um, other than that, thank you everybody for coming out. I appreciate all the support and that'll wrap it up for me tonight.
Thank you. Thank you very much. Trusting we ready? Yeah. Thank you for coming out. The audience was full but I appreciate you coming out. I have concerns as well I feel bad that parents would think that we would do anything without having their involvement. I I feel bad that the students are adversarial with one another at the two high schools but we will certainly work together to mend and
those bridges. Um it's been brought to my attention that some of you think that I am not your trustee but I want you to know that those of you that are watching that I represent every educational stakeholder. Whether you are internal stakeholder or external. I personally thank those 7, 617 voters that put me in this seat. So, I'm going to continue to thank
those seven thousand six hundred and17 voters that put me in this seat. Now, you put me in this seat to provide transparency, and accountability to you. You heard me request the budget, check registries. You've heard me ask for study sessions. So, I only voted on the money for the students because at the end of the
day, it's about them, the academic achievement, and those things to make them a totally whole person if we will. So as we move forward, please know that I represent you. Please know that I am here for you. You are ringing my phone just like her husband said. Mine's ringing too. I'm I'm beginning to think I'm important. They calling too much. So so but seriously teachers, no, I was on your side. So,
there, I'm going to always be a teacher. So, we will look for those professional developments for you. Those resources that you need, limiting class size, just all those things that you need to be able to deliver instruction. So, you will produce a measurable outcome. However, know that I see a budget. That's to everyone. This is a multi-million-dollar organization Those of you that haven't went to the listening
sessions, you might want to go. Let me tell you some of the questions that were asked for your eighty-one 000. I went to a listening session. Just to see what was going on. And to my surprise, I thought I was going to hear about the reimagining, the reimaging of the district, but that was not it. But one question, was what are your present thoughts? About the district Another one, what is your number one concern or priority? And then Imma go to my very
best one. If you could wave a magic wand, and the district could address your concerns what would be a solution you would like to see. So, you know, that's why I need a budget. $81, 000, I agree with the persons that say it. You could have gotten your senior teachers. You could have gotten your social workers, your answer, salary, what what's the word? Ancientary, whatever it is, you know what I'm saying? That can say
it right now. Cuz I'm a little angry because we're spending money. That could be used the way I see it for a teacher. We gave $500, 000 for additional consulting money. If we have to keep paying people to tell somebody how to do their job, we don't need that person. And I mean it. We need oversight And the budget is where trustee Dooley wants to begin. I also am inviting Representative
Carter. Come in to our meetings. Whoever can help me get the budget and get a study session so I can move forward to align our resources that will support academic achievement, and sustainability. I welcome you. And with that, have a good night. Trusty Gross. It's tough following that. Ah ah I like it. Um We hear what you say. What you saying?
Okay. We hear you. And I too we discussed this before. Because remember, in the past, study sessions work. So, let's continue to make this thing work. Let's be creative, creative, create time where we can be mountain Let's set it up to where we can do so. Uh, but let's do it. Uh, business wise, with us. And I can understand. Her frustration However, let's let's do this at this
table to make sure. Uh I'm glad that community comes out here but I just wanted to talk about real quickly. I didn't have anything to say but I received a phone call this morning that the news was here today early this morning to clear up some issues as it pertains to information shared on social media about voting and things of that nature and which of course everyone here can see it did take place. And on my point of making
these statements, my dad always taught me. He said, son, when you start hearing the half truths, that means somewhere there's had lies. Either be fully truthful or fully not telling the truth. We have been especially now and I I can't see. Can't say the last 3 weeks, we have been as transparent as we can because of what's been going on in this community and things that have been said that weren't fully truthful whatever it took to get the
community out here for us to tell what's actually going on to hear. Well, it worked. But I mean to say this, Please don't let this be your end all. As coming to meetings because of what you've been hearing or reading on social media. Ask that you please come to I think we go every two every other Monday and each month. And I've been here now since two thousand and 20. And we're in twenty-five. And I've
never seen the amount of people in meetings that I've seen in the last three weeks. Because of what was said not by this board. If you want to know the truth start coming. You may not agree. That's okay. But if you want to know the truth come and ask if you want to know the truth, come and listen. But if you continue to say things that appears to be newsworthy, when
the news was here at 6 AM to report something they heard and someone said was on social media. So they said they were here to clear up the misconceptions of this words that was stated. Because the agenda has been presented in 48 hours. So you could have read on there that we didn't vote on anything. We didn't vote on closing schools. Which was stated in social media. We didn't vote on that. And we discussed the plan. We hadn't gotten there yet because of what's been transpiring
over the last three weeks. And I said it that the board governance and I said it the meeting before. We have to be about the business of the district. Because at this table at this table We're not just taking care of one group We have to take care of all. That includes students, staff, and everything above and in between. So, please, when it's okay, I invite you. I want you to come here. I
love it when I see these faces. And if you come in strictly because of something you heard or untruths. Still come. So you can hear the truth. This has been a productive meeting and We have to continue to focus on being a productive group. I understand. But let's start hearing each other and and if we have to call or talk outside of this meeting to get
some of the things that we feel is necessary. Let's do so before we have to present it here in this diocese. Cuz that's not good. That's not a good one. I mean it's okay. Everyone has their feelings and they can prove how they want. But let's do that. And let's do that. Um thank you. Thank you Good evening. As always, it's a pleasure to greet the community and sit here as a elected trustee. Um the decisions that we make for this community, they're not taken
lightly. It affects each and every one of us, not just those sitting up here at this diocese but everyone in this community. We don't just serve one group of students as has been stated. We we serve all students. No matter what the school because we are the school district of the city of Pontiac. I hope that we can continue to work together collaboratively and have conversations and thank you all for the feedback. There was no
intent on closing a school at this moment or a vote or anything like that. And as I stated being vilified for hearing information isn't fair and it doesn't feel good. I'm I'm grateful for all of you who comes out and speak your truth and things like that but we have no intentions on doing anything without input and feedback and collaboration with the community. Just like when we went out for the Biden Millage, we had listening
sessions so that we can give the community to understand why we needed to do that. I just hope that we can continue against continued out, that we can start working together, having conversations, talking, and collaboratively understanding that it's not just one child that is affected. It is all children that is affected in this district. And we as a community need to also bring to the
light the mental health crisis that is in this community. The city of Pontiac and the the students that attend our building, the mental health peace we need to consider greatly. There are many teachers who may have to stop and we wonder why the academic growth is so slow. Because if I have to stop teaching my class to address the student and behavior, all students suffer, not just the
one. But when we speak about the Aces and the adverse childhood experiences, if they don't get addressed, they turn into adults with adult, trauma, and experiences So we need to continue to shed light on the problem which is greatly part of which is mental health. So, if we can continue as a community, as a people, to understand that this Aces or the trauma that our children in this community face, it's not just
the Pontiac School District problem. It's a community problem that we all need to address and take seriously. I'm grateful for this unity and I hope that we can continue to press forward and rise because that's what we do. I've never seen Pontiac run into a problem that we can't get out of. So, we're going to we're going to continue to do great things and don't just show up when it's drama and trauma. Show up just to support and we appreciate because we all support you. So, thank you very
much and no Phoenix. Alright, thank you very much, Vivi. Um want to I'm not going to reiterate all of the things that my trustees have said but I do just want to say again to the Shields and the staff over at Community. Thank you for acknowledging our that made them feel special. As their parents, most importantly, feel better. Um I really do appreciate the partnership that we have with Oakland University. Thank you so much for your continuous support of
this school district. I also want to share that this is Women's International History Month. So, I want to say thank you to the ladies of Alpha Kappa Alpha Sorority Incorporated. The ladies of Delta Sigma Theta, Sorority Incorporated, as well as the ladies of Zeta Phi Beta Sorority Incorporated that came out to support this this meeting, this supporting tonight So, oftentimes, I don't think women can work well together or that we have our silos because of our colors but I just
thought that it was very special that all of the ladies that went off. Well, those three organizations were able to come out and share and support during this month. So, again, big hugs of love to all of you for being here and for your support. I also wanted to just share I have two announcements that I want to get to summer school announcement. The dates again and we saw in the presentation why it's important that you push and our students to attend summer school to prevent that
summer melt, that learning loss. So, the dates are June 30th through July twenty-fourth, 2025. It will be held on Monday through Thursdays and the locations will be Whitman for our pre K and elementary students and then, Pontiac Middle School for our middle and high school students. The registration is open for all students to enroll online in English and Spanish. And note that project XL is offered at all levels. So, please know that Project Excel is a six-week
summer program that will go to August 7th and again, Project Excel is offered at all levels and it will be a six-week summer program that will go to August the seventh. So, parents, make sure you take heed to that. The other thing I want to share is the grand opening of Brilliant Pontiac. Um some may have heard of Brilliant Detroit. It's an organization that take old homes, and they refurbished them, they renovate them, and turn
them into literary house, literacy houses and so they have a number of these houses throughout the Detroit community where in every in specific neighborhoods, they have homes as safe spaces for families and children to go and receive the support they need. Um, particularly around literacy but also around any of the programming that they need within that community. So, I'm excited to share that Pontiac will have his first literacy house and that literacy house will be at 135
Perkins Street. Some of you may recognize or know that to be Manny Hatchett's own home and so her house was donated and it will be Pontiac's first literacy house. That's a safe space. So, Pontiac Collective Impact Partnership along with Center for Success, Pastor McDonald from Prospect Missionary Baptist Church. We've been working with Brilliant Detroit for a few years trying to get this concept here in the Pontiac community. So, I'm so
excited to say that on Saturday, March 22nd is the grand opening from 12 o'clock to three o'clock PM. So, I'm inviting all of Pontiac to come out. Um they have, they do have openings. Now, we can call it going and just visit it but the grand opening for this event will place on Saturday, this Saturday, March 22nd from 12 to 3 PM and I do understand that miss Hatchett will be there. Um so, I really look forward to having her there. When she came to see it
earlier, she was in awe. I mean, if anybody had been to her home and now you go and see what this home looks like, completely, completely different home. So, I encourage everybody in the Pontiac community to go and check it out and this is one of I know that Brilliant Detroit looks to bring to the Pontiac community but this is just the first one. The other thing as we close, I do want to just share about these listening sessions because I I've heard it and I did hear Trusting Julie's comments. I also heard the comments from Fred
and Candice. I just wanted to share when the decision was made about bringing in someone from the outside to sit with our administration, sit with our teachers, to hear what their concerns were. The main reason that we brought somebody from the outside is because we were informed that people didn't feel comfortable sharing their comments and feedback with someone internally. So, we said because it matters to us, what you, what the teaching, what our family
has to say, we brought someone in from the outside and not only is she here to just sit and and listen but she's also here to assist with assessing our departments because again, as we talk about changes being made and talking about wanting to make some improvements, we need to look at where do we need to make these changes. So, not only is she doing that part where she's listening to staff and and teachers but she's also going to be a part of the team to help us look at and review each of our
departments within our district to assess them to see where changes need to be made. So, again, I just wanted to clarify that because I didn't want the I I didn't want to continue to hear the the comments about wasting money or why we did this. Again, these decisions were made last year towards the end of the year and again, there was a reason why the board made this decision By all, we are not here to be we are here to be good stewards of the resources for the school
district and if we had to make these type of decisions, it was one that wasn't made lightly. Um so, I just wanted to reiterate that everything that we do is again to do it in the best interest of this district and that will most importantly benefit our students. So, that is why the decision was made. That person once vetted and that's who we decided to have coming into our district to assist us so that we can make those make whatever decisions we need to make as we go forward. So, just wanted
to put that out there. I appreciate all of you for staying being here tonight and again, we I do hope that you continue to come and support Pontiac School District and so with that, I want a motion to adjourn. It's been moved by Trustee Grow support by BB Bowman to adjourn our meeting. Any questions? Roll Yes. Yeah. Yes. Yes. Yes. Perfect. The meeting is joined at nine o'clock PM on the dock. Thank you
everybody for joining us tonight. Have a good evening.