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to order. Board would like to welcome the audience and thank you for attending. Viewers may watch TCAPS board of education meetings and committee meetings live or on demand at any time at tcaps.net/board. Um, please rise and join students from Long Lake Elementary School in the
pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all.
>> Okay, we're the review approval portion of the agenda. Do I have any changes or a motion? >> Okay, no, no changes. So, do I have uh anyone uh willing to Oh, approve that. I move to approve the agenda as presented.
>> Second. >> Second. All those in favor say I. >> I. I. >> All those opposed say nay. Motion carries. >> Um first uh item is recognition referring to Dr. M. >> Okay. So we have a couple of great recognitions tonight. So our first uh we
have some of our staff and students from Traverse Heights Elementary to talk about their house system. So uh we've heard many great things about them. many of us had the chance to go over and experience uh the different houses at at Traverse Heights. And so I'm going to go ahead and pass it off to uh Mr. Brian K,
the principal um to uh have his students go and present. >> Yeah, they they've got it. Let's go. >> Okay. >> Hi everyone. My name is Kenna and I'm the house leader of House Michigan here in Sher Heights. We are so excited to be
here today representing our school and our amazing houses. [Music] I am of Ontario. One of the things I love most about our school is that we all work together. No
matter what class or grade we're in, Trevor's Heights. At Travers Heights, we are really one big family of road runners. And my name is of house of my favorite part about the house system and about
our school is our school helps us make more friends and our house system connects us together. Sorry. At Heights, we're not just learning math and reading. We're learning how to be good people. The house system helps us
practice things like teamwork, respect, and belong. We want to say thank thank you to all the our teachers, staff, and families for cheering us on and helping us make
our school a great place to be every day. And we have a special invitation. We'd love to invite our school board members to join us for our house assemblies. They happen on last Friday
of every month and it will mean so much to have you there to celebrate with us. Mr. K will send a sign up following this meeting. >> Thank you for surprising it believing in us. We can't wait
to keep show showing what it means to be road runners. >> We are safe. We are responsible. We are responsible. We are one. [Applause]
Thank you so much. And uh for any board members who have not attended an assembly, I've had the fortune of attending a couple and it's a a great a great way to start the day for sure. So I come out of there energized and uh the it's it's a great system. So thank you
and thank you. You did a great job. So >> yeah. >> All right. >> All >> um anything again? Any other any comments from board members or anything? Do we do a photo? >> Yeah.
>> Come on up everybody. I'll probably >> I'll take your pictures. >> Come on, Mr. K. >> Yep. Anyone want to come? We're going to do a group photo. >> Come on. >> Oh, you guys. This is a rare.
>> You don't have to. It's not required. >> Rare opportunity. I think you can buy that photo. Who's standing in for Erica? >> Nobody. >> All right, you guys can stand in the front. >> I'll stand behind you.
[Music] >> There we go. >> Ready? >> Say road runners. >> Road runners. >> All right. Good job. >> Did you do anything?
>> You did it. >> Hold the record. >> I wasn't there. >> I'll be ready. >> Okay. And there's some further recognition as well. So,
It's >> always fun. >> And uh we also have Compass Awards today. >> Yeah. So, I'll pass it over to Connie Taylor uh to introduce our Compass Award winners. >> Thank you very much. It's my pleasure to honor this month's Compass Awards. Um,
for those of you who are not familiar, the Compass Award is um, granted to staff members who are nominated um, for their efforts in terms of epitomizing what our strategic plan is all about and making PACAPS a great place. And so this is we do these every other month and
this is our first one for the 2526 school year. When I call your name, if you would mind standing up and as soon as we've completed all the awards, we'll ask you to come forward and get a certificate and take a picture with the board of education. So, first we're going to honor from the tca, Colin
Iverson. Colin is a secondyear special education teacher who already models all of the values in our strategic plan. Most importantly, he masterfully fosters inclusive student first classrooms that create the conditions for growth for all students. Colin is wise and experienced
beyond his years, and I hope he continues to positively impact his students and colleagues for many years to come. Colin has taken on an opposing and disperate schedule this year, but displays impressive command over a variety of subject areas. Even more significantly, he excels at connecting
with students at all of all attitudes and abilities. Students truly feel valued and recognized when they are around him. Thank you, Colin. Next we have Kaylee Meyers from West Senior High School. Hey, I don't Oh, nope. I don't see
Kaylee, but we'll go ahead and we'll read her recognition. Kaylee is a huge asset to West Senior High. She creates a sense of stability for students and staff. She's consistent in her approach to student discipline, which makes for a successful work environment. She's very committed to her job and is willing to
stand up to help. West Senior High is so fortunate to have her on the team. She's consistent with her students, which plays a big role in having the students and parents know what is expected of them. Kaylee will reach out to students with academic needs and is always willing to help. She is fair and
consistent from the first day of school to the last. Thank you, Kaylee, assistant principal West Senior High School. We actually have Britney Kay, nonaffiliated director of curriculum instruction. Britney Kay is an outstanding leader
who's brought energy, clarity, and organization to her role as director of curriculum. She has a unique ability to make big complex projects like CQLA rollout feel manageable and supportive for everyone involved. Britney communicates in a way that builds and keeps trust, keeps people informed, and
makes staff feel heard. She was the clear choice for this nomination because of the positive difference she makes for both staff and students every single day. Britney has a gift for bringing people together around a shared vision. She provides professional development that is practical, engaging, and encouraging. Her ability to listen and
respond to staff needs has further built compliment confidence in implementing CQLA and strengthened collaboration across the buildings. Because of her leadership, teachers feel supported, students are receiving stronger instruction, and our community can see the positive momentum in literacy across
the district. Thank you, Britney. [Applause] Next we have Adam Strickler, food service kitchen leader, Tecaps Monasuri. Adam is new to our building this year
and he's new to the lead position in the cafeteria. Adam is incredibly respectful to the staff in our building as he is learning this new building in his new job. He's already found ways to make the process of getting the lunch counts to the kitchen more efficient and more environmentally friendly. Adam smiles at
the students, asks them what they want, and helps keep the students with allergies safe with food options. No matter what's going on in the cafeteria, he is smiling and helpful. Our salad bar is amazing. Next, we have Mary Mast TC Kapsa instructional.
[Applause] Mary is a phenomenal instructional assistant. She constantly goes above and beyond to help students be successful while completing responsibilities with dedication and integrity. She's always brainstorming new ideas and is not afraid to try new things. She is kind,
caring, and patient even with some of the most difficult children. She always has a calm demeanor even when helping students navigate difficult situations. She provides a nurturing environment that leaves a lasting impact on these children and it's loved by students and staff. Mary is always looking for
educational opportunities to help better herself and better inform others about her role in the community. She often educates others about disabilities and corrects misconceptions about the educational field, especially in special education. She's a strong advocate for students needing special education
resources and TCAPS is lucky to have her. Congratulations. And our next two winners were not able to be here this evening, but we want to honor them nonetheless. The first is Ann Appria um TCTA bus driver transportation. This was actually a
nomination received from a parent um from her building. I wanted to extend a note of gratitude to our full-time bus driver, Miss Anne. Somehow after four years, I still do not know her last name. My three Eastern Elementary students ride her bus every morning and
afternoon. She goes above and beyond to get them safely to school. They've been stuck in snow encounter drivers not adhering to bus stop signs and I'm sure many other adventures that I've still not heard. In particular, my student experienced a medical incident on the bus on the morning of May 8th. Miss Anne
recognized the symptoms quickly, immediately contracted transportation, and I was able to get to my student safely cared for. Ann has been a cheerleader for them when they've had good days at school and a soft listening ear when they've had a rough day. She's a master locator of lost water bottles
and mittens. She's not just a bus driver. My family wants to extend our deepest gratitude for her for her service. It's clear that keeping the children safe is her utmost priority, but also being a trustworthy adult they can spend their morning and afternoon with.
[Applause] Lastly, we have Annette Ponder, Ask Me custodian at Traverse Heights. Annette is such an amazing person and worker with such a kind, caring personality. She makes sure our building is always clean by morning with fine details
always taken care of. A lot of time people on second shift aren't as noticed because they aren't seen much after the typical school workday. Annette's work shines in the morning, reminding us that how much she cares about our school and that it looks great. Annette has had numerous perfect attendance years,
making her someone we can depend on. Her smile, loving patience, and calm demeanor are so beautiful as she listens to someone ready to give positive advice to make one feel better. Girl, congratulations, Annette. [Applause]
At this time, we'd like to invite all of our winners to please come forward, receive your certificate. We'd like to get a photo. Thank you. [Applause] She is a second. Same thing. >> It's easy when it's here.
>> It is. Rest of the board. Want to come up? >> I'm not making it do. >> Say, >> it's easy when it's when it's here. >> Say compass. Say compass. One, two, three.
All right, one more round of applause, please. [Applause] All right, thanks uh everyone and uh thanks for the outstanding efforts as well. Uh moving on to the next agenda
item which is public comment. The board is set aside this time for public comment and individuals addressing the board should have one opportunity to speak. It shall be limited to 3 minutes. Individuals should not make personal attacks unrelated to actions affecting the school system and we strongly encourage common courtesy and
constructive feedback. Detailed rules and procedures including a complaint process are outlined in board policy 25504. Tammy >> uh Rick Venner, >> if you don't mind, I'll have Richard go before me. He's dressed. He's up for a Zoom meeting.
>> Okay. >> Richard Robbins. Actually, I uh I can rest like this because I'm just hoping we can get a few more days of good weather. So, thank you very much. Uh just a quick So, the agenda for me uh an introduction and a quick request. Um I
am here representing a organization called the Grand Traverse Safe Streets Alliance. Uh we both we've provided each of you a card with a website. Strongly encourage you to go take a look at it. It's a great website and please sign up just for updates. We're not going to spam you to death. We're uh but whenever
we have updates and changes to the website uh it's you'll you'll receive those. This alliance uh was created I helped to kind of put this together about a year and a half ago and it's uh nine nine members. It includes TART, Norte, the Cherry Capital Cycling Club,
Groundwork, uh the Disability Network of Northern Michigan, uh Street Craft, uh also um the TC track club and uh League of Michigan Bicyclists as well as the CL Citizens Climate Lobby. And the mission
of this uh organization is to develop uh and help uh promote um multimmodal uh safe uh transportation corridors within Traverse City and the uh
surrounding five counties. Our real focus right now is is state staying in Traverse City and Grand Traverse County because this is where we're starting. But that's really our focus and it's really because of addressing uh the the well publicized uh documentation that
states that 53% of cyclists, disabled runners and pedestrians uh are interested but are uh concerned for their safety to do more uh of each of their of their of their daily lives uh
without an automobile. So um again we left you the card for for you to take a look at it. It's a really cool website. You'll really enjoy kind of the uh 2B or ASIS and 2B uh types of scenarios we've developed. Leading that on to that, our
request is to have the board identify who we can work with to discuss the opportunity to incorporate a more robust non-automotive access to a central school during the redesign. Now, our
website has two ideas on the website. There's slider ideas kind of showing you two and uh before and after on the north side uh of Central School. Uh these these were provided as idea starters. We're not in any way prescribing ideas.
We're we're here to try to think let's use innovation and think out of the box at this critical time opportunity when we're redesigning a uh you know a facility. And so I'd encourage you to take a look at those a couple of different uh scenarios that we've started. And again, these are to start
conversation. There's always new ways we can think about things. We believe a more robust safe route to central school for uh the families of children can be achieved in a final design as well as >> Sorry, your time is up. >> Oh, I'm sorry. Three minute limit.
>> Oh, okay. Was that three minutes? Okay. Okay. >> Rick Benner. Rick Venner. Um I'm a resident of the of Travis City Slattown and um chair Capital Cycling Club vice president. We
have approximately 500 members currently. Um and I'm also a member of the Safe Streets Alliance, one of the founders. And I'm also more importantly a grandfather of five children that go to the TECAPS. One is at Willow that gets walked to school every day to and
fro. One that goes to Monasuri and when the weather's permitting or when mom and or dad are available they bike to Monasuri. Uh I have another one that's at uh West Middle and most of the time it's busing and then two at West High. Um busing until last week one of them
got his driver's license. Oh boy. Um, TCAPS has done a great job working on safe streets to school for over the years and continues to do it. Um, and I would just like to emphasize what Richard was just saying about Seventh
Street. It's an opportunity. Uh, and I think our alliance and our position, we are a voice of the community and we can do some of the groundwork for the school system for TCAPS. if we have to go door todoor, whatever it is, you know, listen to the people and try and get feedback so that this is a project that's a a
win-win. So, I'm just that's really all I'm asking is, you know, for a conduit from the Safe Streets Alliance to TCAPS that we might help make uh make it a real success. >> Katherine Good. Um,
so my name is Katherine. I'm a parent of a TAG grad, uh, who is now a senior at West Senior High, also the student governor. And, um, I'm just here to express my support for the program as a whole and what it has done for her. Um, I had one
child that's already graduated and he was a Monasuri kid uh, through fifth grade. Um, my daughter was a monastery kid and apparently it wasn't that a good fit for her and we discovered in third grade that tag was going to be an option
for her for the next year and it completely changed her view of school. It changed her view of learning and it tapped into her excitement and her drive to learn that she didn't have as a monastery student. And she learned aside
students from all across town, which I know might not be the future for that, which is fine. Um, but she learned, you know, aside students from a ton of different backgrounds, different cultural backgrounds, different economic backgrounds,
and she became the leader that she now is, I think, through the years of that program. Um, she is now a big sister, and she goes back to central grade every week. she uh is part of the YAK program and helps grant money to those who need
it for nonprofit programs. Um it's just been an exceptional I think launching point for her. And um I would like to also express as a professional in the community that works on talent attraction retention for the 5count
region that the fact that TCAPS has this program is a really really key point that parents are looking for and it differentiates the TCAPS program that it does from others across the counties.
So, I highly recommend expanding it, doing with whatever you can to make it flourish even more in the future. >> Mary Manti, >> good evening everyone. My name is Mary Nanti and I'm here as a representative for the League of Women Voters for Grand
Travis County. And my role with the league is one of being one of their core observers. And you had another core observer. Her name was Robin Sto. And I'm replacing Robin in that role. But
let me tell you a little bit about what that means. So the league is a nonpartisan organization that does not support or oppose any political party or candidate. Rather, the league's energy is spent advocating for equitable
voting, access for all, and working on vital issues of concern to our members and the public. So, in order to stay a breast of all the potential issues relevant to the league, a core of observers was established. So the core
of observers attend meetings across the county, city commission meetings, um township meetings and basically what we do is we come and observe and record and we look for areas where we might have some influence either in the community
or on a larger scale. So one example of that would be when the M Michigan legislature took their time in coming up with our K12 budget. So an eb blast went out to all the members asking them to please contact their representatives and
create a sense of urgency for getting that budget settled. So um I'm really happy to be here partnering with you in that and um if I can answer any questions in this couple of minutes here, I'm happy to do that regarding the
work that I do or will be doing. >> Thanks. And um part of the policy is we're not we don't allow a back and forth dialogue. Uh so but we are available before and after meetings as well as board office hours as well. But thank you. >> Thank you so much.
>> Thank you. >> David Richardson. >> Hi there. Uh David Richardson, Traverse City, also West High School teacher. I just wanted to really quick thank the district for celebrating Indigenous People's Day today and also for dedicating all of the resources and attention we do to our student support
network. Um maintaining free uh lunch and breakfast when we didn't have a budget and everything we do to build just an inclusive uh welcoming school district for our kids in addition to pursuing academic excellence which we also do. And I wasn't planning to do this, but I'd like to give a quick shout out to my fifth grade teacher in
Marshall, Michigan, named Dan Dood, who was a major influence on my life and my decision to become a teacher. I believe is also the grandfather of our amazing student governor, Addie to Good to West High. And I hope I get a chance to catch up at graduation this year. I'll be there, but thanks for everything you do.
>> Bill Weezner Bill Whisner, Traverse City. And I'd like to start with uh it's Seth Gruber's show and it's uh a little clip on sexual freedom activist leaders goal is the destruction of the
family. Kate Millet, one of who wrote the book Sexual Politics, who was one of the radical secondw feminists. Her sister, Mallerie Millet, ended up becoming a Catholic, very conservative culture warrior. Okay. And talks about a feminist gathering she went to with her sister K. Millet in Greenwich Village,
which is same place that that the Stonewall movement, homosexuality movement started, the same place that Margaret Sanger started with the beginning of Planned Parenthood in New York City. It's the same place where the show Friends is filmed allegedly. And Mallerie Millet talks about this mauist struggle session. Marxists chant that her sister Kate Millet, one of the most
famous segway feminists of the 20th century that architected much of the culture that you're living in today would lead with her proteges and followers and they would say why are we here? And they would say to make revolution and she would say what kind of revolution and they would say the cultural revolution. And how do we make cultural revolution? Kay Millet would
say and they would say by destroying the American family. They they would she would say how do we destroy the American family? They would say by destroying the American patriarch. And then she would say, "How do we destroy the American patriarch?" And they would say, "Um, by taking away his power." And they would and then she would say, "How do we take away his power?" And they would say, "By
destroying monogamy." And she would say, "And how do we destroy monogamy?" And they would they would say, "By promoting promiscuity, eroticism, prostitution, homosexuality, porn prostitution, and abortion." They resounded.
It's time to stop sitting on the sidelines. No more bench warming. Join us this. >> And the second part is um an article I heard on the same show,
Seth Gruber, and I looked it up online. It's a book called um it's a book called Sex and Culture written in 1934. and uh tells the history tells us the
effects of sexual freedom and it lists uh on the back here this article I sex in the culture a 1934 book which looks at the rise and falls of society in relation to their attitudes on sexual
freedom. His analysis offers the following observations. Effects of sexual constraints increased sexual constraints are either Okay, >> basically sexual restraint society
increases um it flourishes. Okay, a second point is that uh the single most important if you're sexually okay anyways the sexually freedom societies fall within three generations please
consider this. Thank you. That's the end. >> Okay, that is the uh end of public comment. Thanks for uh the comments. Uh moving on to superintendent's report defer to Dr. Van Wagner. >> Okay, so legislative update. We have a
budget. Um now what exactly that budget means, we're totally not sure yet. We, you know, it was done very late at night. uh and we we rely on the House and Senate fiscal agencies to give us a very specific breakdown uh generally and
they did give us some of that but um I've shared with the board MSV's breakdown of all the budget items all of those pieces the piece that is really still a a real question is um the retirement system. So, normally we in
the past have gotten quite a bit of funds to offset our cost on retirement. So, the amount the district has to pay back to the state for every payroll dollar of our employees. It's under section 147. So, if you go in the budget
bill and go to number 147, there's all these separate letters A, B, C,DE, E. And some of that was eliminated. And exactly what that means, we don't know yet. Totally. We're waiting on uh OS Senate House fiscal. They will really
and and after count kind of gets put into all of it, payroll dollars into the whole budget, we kind of get a better picture of what that is. And and as the board well knows, we kind of get a gray picture. We don't know exactly to those categoricals sometimes until June, but
we can give a pretty rough estimate um of where that is. Um, I've said, you know, from my analysis of the budget, I think that it's pretty darn close to what we budgeted. I think in the end, when you add up all the categorical increases, the the reduction in
retirement, all of those pieces, um, we were not far off. The foundation came in at the,50, I believe, >> um, you know, so very close from what we thought. Transportation was there. um
our our at risk allocation we do believe will go up closer to what we thought um we had before. Um but we won't know that till we get an official notice at that point of where our numbers and how our numbers this year fall into it. Um right now it's still based off of last year's
numbers and what uh that looked like. Um so you know as we we go through we we'll continue to look at that. The good news is is I feel we're pretty on kill from our budget that we had put in. Hopefully it's a little bit more um but until we get final numbers I really can't say
with that. Um so you combine that with um we're you know our tenative numbers very preliminary for numbers in counting the district is up for the first time in uh in in many years. Um we had budgeted about 25 and I think our initial numbers
are around 37 I believe uh uh students is where we're at. So, so from a budget-wise, I think we're going to be okay. It's not, as I had said to I think the ticker, it's not a Cadillac budget. It's a Chevrolet budget, but new Chevrolet is a nice vehicle, too. So,
uh, you know, we always want to do more and have more to be able to do with our our students and staff. Um, but we'll continue to dig deeper as we get more of the numbers and, uh, continue to share that out. we'll have that uh closer with a budget amendment. That is still a bit
of a guess to remember um with those categoricals. Um but um overall, I do want to thank all three of our state legislators uh Senator John Demuse, Representative Betsy Kofi, and Representative uh uh John Roth. They all
advocated for the things that were important for TCAPS and Northern Michigan. And that was obvious in our conversations in Lancing in the end. Um, you know, there, you know, like I said, it wasn't a complete, you know, overall slam dunk win with that cut to the
retirement part. Um, but many of the things we advocated for did get put back in and, uh, we are thankful for their advocacy on that. So, um, with that, are there any questions at all, um, on that legislative update? >> No, go ahead. got it. I mean, my only
concern in reviewing it was obviously the retirement piece, which thankfully this year was plugged with some one-time money. >> Yeah. >> So, >> but this next year, you know, there's a little bit added, but then there's a chunk taken away and again what that exactly looks like. I had a meeting
today with uh our advocacy group and they still don't know numbers statewide of what that looks like. are really trying to work to start crunching those but OS is really you know going to have to get in because they are saying that you know their number has gone up as far as the retirement cost part so it until
it's all worked out we really don't know >> yeah I'm happy but concerned more concerned for next year than I was before it >> I was just going to ask what's your ETA for when we would be looking at the budget amendment is that >> February February >> February still okay
>> especially now I I mean, think about it. We normally have this thing in July, >> you know. Um, so it's, you know, that's really going to impress to see what we information we get from MDE. We don't even know exactly our October payments yet. We don't know if all any of these categorical are going to be in the
October payment. So, we'll we'll see. But, and then I'll I'll note federal wise, you know, it's a wait and see. Um it really has not impacted us >> very much yet. But um you know the the US Department of Ed is essentially
pretty much shut down especially all special education. So what that means is anything related to IDA and conversations or reports those kind of things. There's nobody to answer a phone or an email. Um but it's been minimal at
this point but if it continues on it definitely could have some impact as we move forward. So, we'll keep you updated on that as if anything starts to impact this. >> Thanks. And I would just like to thank the board and administration obviously for that maintaining a reserve fund
because what I heard from other districts, it was a lot messier. Some other places who couldn't take that risk. >> Yeah. Some had to go borrow money. Some had to go to banks and borrow money on their state note because they weren't sure if they weren't able to get that October state payment, they wouldn't
have been able to make payroll. And so, one important, well, there's many important aspects of a fund balance. One of them is, you know, when you don't get paid the summer payment that you have money to, you know, cash flow and be able to uh make your payroll, order your
early school supplies, all those kind of things you need. So a fund balance is very very important in that aspect. >> And did you have anything else t? >> No, I mean I we we we were guessing 1 million down on at risk. So I'm I'm
grateful also to our legislators to make us whole again. That's a big deal. >> It's close. You know, it's going to be a little less, but >> yeah, >> you know, in the more in the neighborhood, >> right? >> Better than 1 million down. >> For sure. >> For sure. Um then district highlights. Uh, congratulations to the TC West ELA
teacher to our TC West ELA teacher Amy Cole who has been selected for the University of Chicago's Outstanding Educator Award. Uh, students uh, accepted into the UIC class of 2029 were asked to nominate a teacher whose guidance has helped them along the path
towards intellectual growth. Responses were received from hundreds of students in recognition of educators who had positively impacted their lives. and Amy stood out among a field of incredibly capable and inspiring educators. We are proud to recognize her and we want to thank her for her dedication to the
students at West uh TC West and to TCAPS overall. Um teachers and administrators were able to connect with national leaders at the science of reading convention in Chicago this past week. The science of reading is a key foundation of our current CKLA
curriculum. Uh guiding guiding instruction through evidence-based practices that support strong reading development for every student. Attendees came away inspired by the latest research and instructional approaches, gaining practical ideas to enhance phonics, vocabulary, and comprehension instruction. They are eager to share
what they learned with colleagues and apply these insights to continue strengthening literacy teaching across the district. And uh was mentioned earlier today, TCAP students celebrated indigenous people's day throughout a variety of grade appropriate lessons developed by teacher curriculum leaders, community members,
and representatives from our indigenous communities here in Traverse City. Um Megwitch, which means thank you innab uh for all of their work um to help us to be able to work with our students on that. Uh TC Central High School jazz
bands performed with MSU Jazz Orchestra um on October 11th at the city opera house. So great work uh for them. Also last week we had the chance to have the annual band I don't know the official name gala jamberee um at uh Throwby
Field. I saw Josie from a distance there. I'm not sure if any other board members made it but a great event. always uh had the chance to, you know, always towards the end as TC West went first and TC Central. Great performances by the kids. Stopped raining just in
time just for them. Uh which was great. So, uh really enjoyed seeing that. Appreciate all the work that all of our parents, uh the staff, um all all the the people that volunteer to make that event happen as well. Um, Traverse City Area Public Schools is recognizing
National Safe Schools Week from October 20th to the 24th. This uh this week is about raising awareness for safe schools. This year, TCAST will be highlighting everything from bus safety to mental health. And the district is reminding everyone, including families, staff, and the community that all play a
part in keeping our students safe. So, that's what I have for our update. Any other questions or things board members wanted to highlight? All right. Thank you. Um board committee reports uh discussion
first curriculum committee on September 30th reporting up by Trusty Ballinger. >> Okay. So we convened on September 30th at 8:30 a.m. and um we had one public commenter Diane Arnold on the TAG program. We made one addition to our
meeting minutes and we approved the district course catalog. There were several online editions that are in our consent calendar. Um, and then the centerpiece, uh, one of the core things on the agenda that day was our learning series on the English learner program. So, if you'll bear with me a minute, I'm
going to just pull out some highlights because I thought this was really great information that was new to probably all of us. Um, so at this point in time, our district serves 283 students who are learning English. And
um at the elementary school level, they have what's called a push in and pull out approach with teachers coming in to help those students. And at the secondary level, students take a dedicated English as a second language course. TCAPS has two family liaons who
serve as interpreters for our families in the two languages that we have the most um second language speakers and that is for Spanish and Ukrainian. And then for all other languages, the district's using Genie, which is a free app um for interpretive services.
One of the slides also breaks down, if you're interested, the number of EL students we have by elementary school. And I'll just note that the the two with the highest numbers um are Traverse Heights and Central grade. And um also, I just thought this was pretty mind-blowing. We have 18 languages
spoken in our district right now. Again, Spanish and Ukrainian uh constitute the most about 68% but just think of that there are 16 other languages Korean, Polish, Russian, Persian, Chinese, Vietnamese to name a few. Um and then
lastly on this subject, uh there was a big change this year due to a state requirement. So we have now moved to fully certified staff for the the English as a second language um instruction. Um, formerly it was a mix
of um, aids and and certified staff. And then as a side note, um, in response to a trustee who asked a question about Anisha, um, Mr. Tisworth gave us the news that the district has received a grant. So stay tuned. There will be more
information on that in the future. Then our next large discussion item was on the talented and gifted program. That was quite a lengthy discussion. And I hope everybody's had an opportunity to review the committee recording if you have um but since we're going to be
discussing that tonight, I will not go over that. And then um we also went over the latest MSTEP scores from spring of 2025. So this is third through through 8th grade, math, social studies, science, and reading. Basically, the
proficiency levels were about the same uh for all grades and subjects uh with a few exceptions um but pretty consistent with prior years. And lastly, we had several celebrations and successes as always. And all that took us nearly two
hours, so we adjourned at 10:26 a.m. Our next curriculum committee meeting is Tuesday, October 28th at 8:30 a.m. in the administration building. >> Okay, any questions? All right. Uh, finance committee on October
2nd point out by Trusty Hardy. >> Well, I can honestly say our meeting did not take that long. Um, it was a relatively light agenda. Um, we approved things like a storm water management plan, which we're required to do. We unanimously approved uh the Mahogany
Foundation uh grant that uh we'll be talking about later in the board meeting. And then we went through bids and services, purchases of c custodial equipment and you know pretty much that was it. Um
it was a good meeting but it was a quick meeting. So >> all right >> I thank you. >> Any questions on finance? >> I just want to point out you didn't hold the record though. Executive is even shorter. >> I go away and let's look at what you
guys do. and reporting out on that uh executive committee on October 2nd is Trustee Schmidt. >> So that was a 15-minute meeting I believe much like uh in September uh we moved the the attendance absenteeism and truency policy to consent and then we
had an update from Erikica Lahi who was filling in for Connie who did great and we're looking for uh some non-certified staff with urgent need at 78 uh openings um still to be filled in of course still looking for bus drivers. Um and our next executive meeting will be on October
30th. >> Thank you. Um and then the uh student uh superintendent board student advisory council on September 23rd reporting out by Trusty Beras. >> Yeah. So this was a great opportunity to
meet with students, high school students. Um their topic that they had brainstormed last year, right? Uh that they had brainstormed last year was on homework. So it's very interesting to see both Central and West kids working together um coming up with ideas and
thoughts on homework and then that is to be taken out. Uh one thing that I noted right away and I talked with Miss and Dr. Dr. Van Wagner about is these were mostly AP students who were in athletics or extracurriculars and so how do we reach some of those other kids? Uh
sounds like they're going to CTC and to TC High later this year. I still would love to see a way to get some of the other kids involved so it's not just a small perspective of it. But they had lots of great ideas. It was fascinating
to see them talk together and come up with great ideas to share out to their admin. >> Thank you. Any questions on that? And then uh if not, I'll let you continue straight into board office hours on September 25th.
>> Uh yeah, it was a busy week. >> Yeah. >> Um I had one Bill Weisner came. He was unfortunately having technical difficulties, so he we could not communicate whatsoever. Um, I did have somebody else chirp chirp in to make
sure it wasn't on my end because that could happen, but they could hear me just fine. And so, >> okay. >> All right. So, an eventful meeting. >> It was eventful. >> So, yep. Um, the next board office hours
is in person on October 23rd um at the Travis Area District Library 6:00. um and in attending is uh Trusty Hardy. So um again, this is a great opportunity to talk to board members and and express
concerns in detail. Um we do actually appreciate when people go um as well because it does give us something uh anything to talk about. So we we do appreciate attendance and we'll be reviewing uh how to uh engage with the public uh productively uh in January as
well. as a reminder. Um, with that, that's the last report out. We are moving on to consent. And do I have a motion to approve the consent calendar as presented? >> I move that the board of education approve the consent calendar as presented and without discussion. >> Second.
>> Second. All those in favor say I. >> I. >> All those opposed say nay. >> Motion carries. Moving on to discussion. Uh, the first discussion item is the TCAPS tag program. fine to talk about. >> Okay. So, tonight there's definitely one thing that has to come out of tonight
and that is a conversation on the central grade building. That is essentially uh Christine came to me about a month ago and said the architects are at the point where they're really starting to finalize the
scope of that building and the number of classrooms and exactly what we are going to have there um moving forward in the future. And so, um, as you know, there's a renovation of three floors for that building. Um, we've had conversations
and all that before. Um, but what I thought I would have, uh, Christine do is go through, um, and show you just kind of those pictures to again just go back just a quick highlight of the visioning group of Central Grade and
what they had come up with. Um, and then, uh, what I'm looking for is it's really not a vote. It's not it's just feedback on really at this point that final plan of of where classrooms might
be. Um there's a definitely cost factor more on a lower floor uh addition that's not was not in the scope of the plan to have those four classrooms in that. Um and there's some possibility that could be third floor partially. There's even
possibly a couple of classrooms, maybe even more on lower levels at this point, but I'm going to let Christina go on all that. Have a lot of data and we'll kind of take it from there. >> Thanks. So, just a recap from the central grade visioning committee. So, we had constituents from the community,
parents, uh we even had student um come together and just kind of talk about what are the priorities for this building moving forward. And um we did present that to the board on April 14th. So, if you'd like a refresher, you certainly can tap into that recording. But as a highlight, the the main things that we had talked about, again, this is
high level. Um the main things that we talked about was maintaining the current historic footprint um of the building with the exemption exemptions of the 1950s60s courtyard um old wood shop area which has a lot of ADA concerns. Um and
um the group was open to exploring some demolition as it relates to some of the portions of the West Wing. um that is a little bit older edition, not really part of the historic three-story structure. Um really making sure that we're solving some supervision issues,
especially in that west wing given the fact that um there's many corridors to turn around to make sure you can see have line of sight for kids down the hallway. Um having uh dedicated classroom space was a priority. A priority of having the main office in a central location again that line of
sight for supervision. um having students located on the first and second floors. Um this was um as as it related to um overall uh placement of students. It wasn't necessarily a question as as it relates to tag specifically
um creating separation of Lars and after school activities as you know in a lot of the other buildings that we have we've been dedicating some doors that we can control for after school activities versus um instructional activities. Uh sustainability is important but instructional space should be prioritized. Energy efficiency should be
considered as part of the budget. Um, prioritize the playground areas when determining location of the community garden. Uh, priority for playground exit immediately from the cafeteria. Cafeteria is separated from the hallway for noise reduction. As you know, now uh the cafeteria is part of the hallway.
So, it creates a lot of a lot of noise in the cafeteria. Uh, preserving the front lawn as much as possible. Um everybody agreed that the current location of the um bus um drop off and pickup area on Pine Street would work just fine going forward. So um recommend
keep that as is. Uh would like some kind of small car loop uh dedicated for uh preschool and kindergarten uh for those students located on the first floor. uh merging parent loop with a parking lot and um staff kind of given the overall
perspective that uh green space uh should be preserved over any kind of um staff parking. Um that was the the highlight of a lot of things that we talked about um in the visioning committee. Um one of the things that came up when I approached John was really the conversation about the size
and square foot of the building. So um by having a conversation about demo, we had shown previous pictures about um partially dem uh demolition partially of the west wing to kind of help with that supervision. Uh so it' be demolition there and it would be demolition of that
old wood chop area that has the up and down um uh staircase and ramps and then doing an addition to make sure that the building is uh set up for really great supervision from a perspective of being able to stand down one or two hallways
and see the length uh to see if there's student activity in the hallway. Um so when we talked about that the conversation around how many classrooms came up and tag was a question for us knowing um whether or not we need four dedicated classrooms for that program is important as it relates to the overall
square foot and one of the reasons it's particularly important is as we're doing that addition um whatever you have on the surf the second floor obviously you need to have a base on the first floor. So anything that we add to the building is um the total square foot now is times
two. So, if we need more classrooms on the second floor, that means we have to have more of a first floor um in order to house that. So, the way that we had looked at the budget, um if you'll recall in in April, I reported out about 55 million is the budget. Um we
currently don't have a dedicated amount of classrooms for four four tag rooms with a thought process that central grade could expand. Um as it relates to some junior kindergarten not knowing kindergarten sections, we always leave a little bit of buffer. you never know as it relates to who's going to move in or
what other programs we might want to offer like my the MAI program. Um so the conversation was really trying to get an understanding from the board where we are with the budget at 55 million the current square foot that we have and I'll just show you it. It's not pretty.
It's not going to explain all of the classroom locations, but what we tried to do for you right now because again, this is very draft if if you haven't noticed this draft. Um, but it's we don't have the classrooms built out yet, but we know how much square we foot we have for classrooms versus those other
things like circulation, cafeteria, gym. As you know on this building particularly our struggle has been on the first floor because a lot of things currently grandfathered in on the second floor uh by code now have to come down to the first floor. So we had to make sure that we had enough classrooms and
space for art, music, library, everything that has to take place on the first floor. So we maximized the first floor square footage and then that left us with what we have available on the second floor. So currently when you look at the green space that's dedicated classroom space that does include
itinerant staff um support staff things of that nature and when you look at the second floor um it is it's much less than it used to be which was intentional when you think about supervision the size of the building maintaining the building overall efficiency. So, um,
right now I I feel pretty confident that we could probably fit two classrooms, um, of a program such as TAG, if Central Grade did expand a little bit, but going into the future, I'm not confident that the four, if they were decided to come back right when it opened, that we would
have room on the first and second floor. Now, we definitely have room on the third floor. Um, right now, the third floor dedicated space um is in the pink area, and we're calling it office space. We had previously talked to the board about some conference spaces pretty low
cost to build out. Um we certainly could uh plan now or in the future to make those classrooms. It's a pretty easy thing to do with a minimal cost. Um again, we're going to build it out already with electricity and those things for conference rooms. It's a matter of what do we need to make it a
dedicated classroom and we can make that conversation. We can make that decision in the future. It's not something that had to be made today. What I need to know uh fairly soon is uh do we need to add a couple thousand square feet to the entire building to get more dedicated
held for tag classrooms on the second floor or first floor or are we okay with what we have now which is at the $55 million budget still a high estimate with some contingency knowing that we still could make we could make decisions in the future to allow TAG to remain
here if the board does decide to do that in the future. I have another question. Isn't this where there were two gyms? >> Yes. >> Weren't there two gyms? So, it's looking in the drawings that were absolutely down to one.
>> Yes. >> And I remember the discussion where they were saying that they used both of those gyms pretty much throughout the day. Um, so that means they're going to have to reconfigure something to do with the kids that
otherwise would be occupied in that gym that no longer would exist. >> It's all scheduling. So, as it relates to all of our other elementary schools, they all have one gym. Um, Eastern Elementary has more students in Central Grade and they make it work. It's scheduling. It's a special scheduling
conversation. So, knowing ahead of time that we have one, we definitely can make it work. Um, it's just all related to the schedule. I just wanted to ask about this third floor rendering. So the light blue space at the bottom is the cafeteria. That
would be like a staff cafeteria lounge. >> The the light blue space. Um right now they have it identified as >> Yeah. >> cafeteria. >> Yeah. >> But it's not above the one. >> Yeah. >> I actually think that's a misprint. I apologize that I didn't catch that. Um
that one right now is questionable. They're not sure if they need it for a more mechanical space. So, um it it should have been left for undetermined or mechanical space. At this point in time, we're not sure yet if they need it. They're doing um all of the meetings with the mechanical, engineering,
plumbing to make sure that they have enough space dedicated um with the current square foot that we need. >> Okay. >> And then the other question here was what would that office space be? Is that like the central grade office or we thinking district? thinking >> it could be offices. We were originally
thinking conference rooms and professional development opportunities. We don't have really great spaces where we can get a 100 teachers together for professional development that isn't um an auditorium. And so the thought would be we could use these large rooms with partitions and you can use it for one
large room for 150 staff members. You could break them up into smaller groups for professional development and meetings. Um we we know going from this building with three conference rooms to Sabin where we have two smaller ones that we're going to need some conference room space and space just to be able to
meet with teachers for professional development for data meetings for whatever else needs to take place. I really kind of like the idea of being able to use the third floor and the second floor with classrooms for TAG at this point because it provides the most flexibility and probably is the most
budget sensitive in this case. Um so I would as as long as we have ready access to the third floor so that little ones can make it up there without either by the stairs or by the elevator. >> Little ones wouldn't be just older kids.
Okay. So, even though >> you have to be second grade or higher to be above the crown. >> I still call those little ones. >> Okay. >> Everyone's I mean it will be outfitted with restrooms and um and again I think 300,000 to 500,000 could change it from
a conference room to a classroom depending on what kind of cabinetry if you put in a sink and those things. And again, that's something we certainly could make a decision later. Um, I just want to get some kind of confirmation that the total footprint of the building that we're working on with the 55 million is enough and we certainly have
flexibility in the future to add classrooms if we need to. >> If we can do that, it makes far more sense than trying to do it on the first floor and incurring those extraordinary costs. >> I would agree. Well, we had talked about that, you
know, as maybe being for fourth and fifth grade extra classrooms on the third floor, although we hadn't really designated that just for tag. >> Yeah. and and we're not at this point
either, but it's there, you know, so the board knows it's there, >> you know, and couple years down the road, depending on where all the conversations, everything goes, it's there and can easily be put in a classroom space. >> And and I can't say for 100% sure that
it couldn't be on the second floor. We don't know if the the building's going to grow more or if a special program is going to be relocated at a later date. Those are decisions that can happen. We try to provide extra classrooms for growth and flexibility purposes. Right now we have one preschool classroom.
Could perhaps in the future we need two. Those are things that we plan for and have flexibility. So depending on how everything shakes out in the next three years, there potentially could be room on the second floor. I just can't guarantee it with the current footprint, I believe.
>> And Christine, how much does this square footage on the third floor allow in terms of classrooms? >> That's 20,000 square feet nearly. So I think six. >> Yeah. Yeah. So you could definitely put four tag classrooms in there
>> and still have necessary. >> And then I mean I know one thing in the central visioning task force that came up was um >> because there were there were a couple of former TAG students who were advocated, oh I think it'd be cool to be up on the third floor. They were really excited about that idea, but
>> the principal was concerned about the line of sight supervision. I think in a general sense they didn't in a general sense the ideal was if there's room on the first and second we'd all rather be together. Um I don't think anybody wanted to feel isolated or just just
having um support from the the main office knowing it's further away. Um I think the priority was to try to maintain on the first and second floor but it wasn't really related as to if tags here or not. That wasn't really how the question was posed.
So I mean really the key feedback is just the footprint itself right which at this point >> right >> and I don't think any of us so you you were advocating for remaining the existing footprint >> I was advocating for using those tag spaces and least intrusive to the budget
and that seems to be second and third floor mix or whatever you the most flexible way we can deal with this. Yeah, the way on the set. So basically existing footprint is >> my existing draft. Yes. Lobbying off the west. >> Current existing. I'm >> just checking. I think I was supporting
you by >> don't need a vote, but just want to make sure. Good thought. >> Yeah. I mean I think there was other things on like we were talking about could moving tag go to full title one. And I think there's lots of things that we to this decision making. So to say that we're on budget. I like the idea of
of decisions where we can be flexible. But like in in April, we didn't think we were going to have tag at central grade >> and we still don't know. I mean, but again, >> so we're really not really tying into anything other than >> all we're exactly for. Right now, the architects need to know >> 55 million in this.
>> Yep. >> Okay. >> For right now, there's more of this conversation, but right now, that's what has to happen today. >> Yeah. It would be a big change and an ask for more money if I needed to expand the first floor to hold up more classrooms on the second. >> This is what we talked about on in April, too, right? Yes.
>> Yeah. Just want to make sure the architects go. >> We've already done that. I mean, that's what I mean. We've already decided this in April. >> Yeah. Are they asking though how we want to design third floor space? So >> that could be revisited one, two, >> right now. The plan is conference rooms.
If that needs to change, that's something that's a little bit easier to change even during construction with the change order. Not ideal, but could be done. >> So I think >> it's not going to change our timeline now. >> We've got consensus here. I think we know where we're at. I think Christine has what she wants. So that's the first part of this discussion. Okay. Now the
second part of this discussion. So obviously when we move out of central grade and we move into this building, we've said right from the beginning that this building wouldn't fit everything that was in central grade. Our special programs we were going to have to find places for those to go essentially tag in the MAI program
>> and preschool. >> And preschool. Yes. And so um we've made some of that moved to preschool moved to the Monasuri some space there. Um, Mai at this point, um, I had Dan talk to Tracy a little bit with that. Um, and I didn't know this, but, um, just found
out this afternoon, Mai at one point was at Monasuri, um, with that. So, it's a program that has fit and had different conversations about how they could work with our older kids that are in that building with maybe some opportunities for some mentorship, um, you know, some kind of opportunities
with that. Um, and so that leaves tag. I've had various conversations through the last few years with different board members and people. Um there's been multiple ideas about that. We've we've as a as a team have looked at every which way possible that that might be um
to be able to configure it. Again, it's for the three-year period right now while we're reconstructing central grade. It has to go somewhere. Um so, um talked to different board members. They had a couple that had some data points that they thought would be useful um for
the board to to see. So, I'm going to ask Dan to kind of take us through those things. Um I've shared with you the thoughts that we we've come up with of uh of each side of of town of Silver Lake having two and Eastern having two.
Um Christine's put together also in the data to have exactly what space we have at all of the buildings number-wise for you to be able to see that. Um and uh and again just looking for we do have parents asking especially parents that are going to want to maybe have their
kids test. So that's coming to a point. Is it an absolute tonight? No. But the longer we do wait, the more parents are wondering where is it going to be? Do I want to have my kid test based on where do I have to drive home or drop them off at a bus stop? So if not tonight, soon
to come up with that answer. And again, it's an administrative decision, but I really again always ask for your feedback and thoughts as you are the the eyes and ears across the district. So, um, with that, I'll go ahead and pass it to Dan and Christine to give some follow-up info. Can I ask one question
before Dan launch? >> I'm trying to figure out how for the life of me we ended up with lots of correspondents over the last three or four days trying to figure out whether TCAP still even endorses the TAG program and whether we
support it. I the the question we're having now is simply to talk about where we locate it. Is it not corrupt? Well, it's frustrating that somehow the rumor mill out there got started that we suddenly need to do something to sort of reinforce our support for TAG when I
never even understood that was a question. We've not gone about it at least that way. You know, we've talked about obviously, you know, the the hard part is in any of our elementary buildings, we do not have four open classrooms. Um, you know, so we we've always just had to talk about we would
have to split it some way. We've talked about, you know, two fourth grades in one, two fifth grades. We've t, you know, there's been conversation from people, the board's gotten emails from other people about splitting it into an east and a west. So, we we've run with that concept uh with it. Um, I know the
question was asked about middle school. We looked at Middle West, middle school. Issue with that is is that we do not have any specials there at all. So, art, music, PE is already those spaces used up every hour with all of our current junior high staff. It's also on a different bell schedule than our other
elementary schools >> um and you know, and no playground um for for recess. So, we explored that idea. So, um I'm not sure how that manifested, but we've we've talked to principles and stuff with that's we've
talked about absolutely keeping it. Um but again, I know there have been parent emails and stuff to all of you guys. So um that's the approach we've consistently been taking and trying to think this out and having a conversation tonight. >> So really the crux of our questions right now where we located, how we
split, not whether we endorse it or not. >> That is from my perspective. Yes. >> Okay. >> And what we've also gotten in some of those emails is encouragement to expand the program and to make sure that everyone knows the way that you get into the program
>> which is that kind of clarification. I can understand. I'm just frustrated with the rumor mill out there sort of >> questioning whether we support it or don't. >> I'm glad you said that cuz I was uh away for a few weeks and I got back and I wondered what you guys were up to. So, >> I wonder what we were up to and I was
here. >> Yeah. I think just before curriculum even discussed it a few weeks ago, we started getting emails from the public who somehow knew about this impending discussion. And I think there was some concern that the program was going to be
watered down, that it could slowly die if it was divided across town. Um, some people were just objecting to why do we even have TAG? Why why don't we just have something like this in every single elementary building? So, I think, you know, >> I hadn't seen any of that communication.
So, that's why I'm mystified. >> Yeah. The only thing I've seen has been encouragement to have it more broadly available. right? >> Not to to uh water it down or do anything wrong.
>> Okay. So, uh lots of information presented at board curriculum. So, this these slides that were put together uh by CNI team, uh Kelly Walter, Erica Schwarz, and pupil accounting all did a great job helping gather some data was just in response to some board questions
we had after uh board curriculum. So, first off, just to give everybody a sense of our district, 350 square miles of busing, um, and how immense that we are. Uh, some board members had wanted this information included in this meeting just to show as far east as we
go to Corteade almost all the way to 131. And then our west edge is Benzy County at Westwoods that goes all the way south, Carlin, Buckley area. And of course, we go all the way north uh, with our eastern district on the Old Mission Peninsula. So the idea of splitting we
can see it also shows and if you're ever on this map this map is interactive on our website uh what we click on central grade and Blair and we see that central grade and Blair are those two schools that we have um that are located in the middle of our district that share both east and west students. So when I was
part of the middle school uh especially far as far as enrollment goes we go through quite a lengthy process for us to understand what students are coming our way population we are divided by a road right division um the 37 divides our district we are not divided by
population so some of these old lines don't necessarily match up to our need right now as far as how the population splits we are heavy westside throughout K12 and that includes our tag program our tag program is uh definitely more heavy west side than it is east side. I
don't think it's not I don't think it's uh that much un that it's unmanageable. Uh but that's something that we continue to consider about h how to place schools in different locations and and where to place tag. Um, and just looking at this again, if
you want to click like for instance, Silver Lake and where that is. And again, when we talk about equity, that was a conversation we had when we talked about splitting a tag program up to make it more accessible to all students that we're able to touch more of these um different zones or or different
boundaries if we have an east and a west side. So, if the opportunity did come to even get to near a stop, right, near stop is another option in our district, which is true for open enrolled students. When we go through some of our numbers here, uh, school of choice open roads outside of our district, if they
can get to their nearest stop, they then have access to the program. So, any other questions about boundary or or how we're split? >> I just really appreciate uh, Trustee PAC for requesting this map because I this
was really key for me. Uh, I kept thinking, gosh, Eastern is, you know, so far north on the east side, but then you look at how, you know, how long the peninsula is, and really it's it's, you know, smack in the center. And then conversely, Silver Lake, >> when you look at how far south it goes
on the west side, it also is squarely in in the center. I mean, about as best you can do with our 11 elementary schools. So, >> yeah, especially what always shocks me is looking at this is that Corte border. I mean I that cortade goes out uh where we bring in some you know we have some
people from Kasa that want to come in you know why now because they can find near stop and it's somewhat close that who we border right and our other districts around us Benzy Glen Lake you know those are all the all the schools that border us that we work with on a regular basis
and just also with this map we think about um the school of choice I think someone brought up in public comment the idea that this is a fivecount area of people that that do look to attend TAG. We have those numbers about how many kids come in. Um and we might get a
little bit of increase too. We continue to see schools around us uh moving out of formula and out of formula schools, you know, don't get the uh per pupil. So the open enrollment definitely we see drastically will decrease as a student as a school becomes um out of formula.
So schools that recently Sutton's Bay, you know, they board us. Obviously, Glenn Lake has been out for a while. Rumors about a few other schools that board us that that could go out of formula. And then in turn, those students that may at one time had the option as far as school of choice may
not have that option anymore and come back >> south Kaska. >> Yeah. So that's just that area hits right there. And we do see some students from that south. I've seen Southport been addresses What what's good about Eastern is you
have so many kids in TAG and tested for TAG >> from Eastern. But on the other side, over on the west side, the school that has the most tested and enrolled is Willow Hill. >> Mhm. >> But Willow Hill is it's my understanding
is almost bursting at the seams >> and landlocked. >> Yeah. Well, name me a school maybe West Senior High that's not to some degree landlock. >> Well, Long Lake has a huge piece of property. Uh really quite a few
actually. >> Blair Mike could be >> Blair is so also Corte has a huge huge property. >> There are some but there's quite a few that have a lot of a lot of land too >> but then yeah there's quite a few that are really >> Yeah. Yep. Yeah,
>> in the center of a neighborhood. >> Keep going, Dan. >> I was going to move to off of this if there's any other questions on map. Okay, so just moving forward this um
clicking. I apologize. We lost one slide in here somewhere. Anyway, there was another question about attrition that was on the original presentation. the idea that came and what we've done is we take a lot of slides that we covered at board curriculum that was only a one-year previous year realizing that tag uh last
year the numbers may have been a little wonky due to the fact that these kids are going to transition through several schools because they're not staying at a central grade school. So one question is throughout a five can we look at some of this data through a five-year period instead of a one-year period. One of those was attrition like do we continue to hold on to kids as they move the
fourth to fifth grade and we've traditionally seen for the most part we probably lose one to three students a year as they move from from fourth to fifth grade so the attrition they they do keep the students they have generally in the TAG program um and we see it slowly I would
say we we do see it slowly um is just math that's kind of our measure for middle school right our our TAG kids skip sixth grade math in middle school they move into seventh grade honors. They get their algebra credit in sixth and seventh grade and then in eighth grade they move to geometry. So kind of
our attrition through middle school is actually our numbers in our geometry classes. And those numbers in our geometry classes don't always you uh match up to the 40 to 50 that we see in the fifth grade classroom coming out. So there is some there as that math becomes more and more challenging and they
continue to move through high school credits. Uh we do see a little more drop off in middle school also. Another question we had is just how many kids are tested from each school and then how many actually attend tag that are tested. Um some of these numbers
again I central grade we split 6040 about same with monastery again monitor we don't have a boundary for because they're totally open enrolled school um and then Blair again we also decided to split 6040 as far as where those kids generally end up. The tricky part with
central grade is, you know, there's a few variables here that are hard to measure in just purely in the fact of location. So when you move a location, does that automatically mean the vast majority of those kids that test from central grade are going to continue to test and then actually have to drive to
Silver Lake or to drive to Eastern or another school if you choose uh to attend TAG, right? That's a variable. We don't know the priority that of the family has with attending TAG, right? Does the Westwoods kid that doesn't attend TAG now because of that's that's a hike or the Corteate kid or the Cherry
null kid will they attend TAG moving forward now because they have the option of driving less or they can get to a nearest stop. So those are the unique variables we have about how exactly this is going to fall east west and what kids are now or families more importantly are
going to choose tag with the locations not being two different spots. So then these just show both west and east side. And then from our board curriculum uh some questions that came out of that they wanted this expanded from one year over the last five
>> and Dan at curriculum we had a middle layer that was the number who qualified. Is that reflected here in the >> It is not. So what we ended up when we had to go back that many years what the the thing that we started to trip on a little bit is the idea of qualified and then attended and then wait list and I
just don't think the numbers were very accurate as far as how many kids because all we could find in the pre previous five years is figure out how many actually attended now did those kids were they in the first wave were they qualified or were they in the second wave where they were weight listed so
that I didn't think that data was accurate enough to include But it it's helpful in the curriculum presented, >> right? Yeah. So >> one year for last year. >> Yeah. >> And I think that's a general snapshot, right? As far as it regardless of where
the location is, the testing and the qualified part are pretty much the same year after year. >> 63 qualified I believe last year >> down the initial wave. Right. So that's the initial that we said and then
there's a wait list we and then last year we went through the entire weight list. So and there was still a contingent of nos. So and then there's the idea I know of I since I've had this discussion with a few of you and and some in the public
too the idea of who to test, how many kids to test. I I think that's a discussion to to kind of bring up about the idea that we've had the idea of universal testing. Is that appropriate? Does it get the word out? Does it provide more opportunity?
Uh, and that's that that's a tough one in my eyes, right? As far as standardized testing we already have, are we going ahead and give a a kid a test that we know they're not going to be successful at? And how does that make them feel as a learner? Is that appropriate? >> Is there a way for parents to opt out as
opposed to opt in? Would that be a middle ground where we could compromise? I mean, that's a that's possible. My my concern is is that that's based on parent involvement. So, if the kid doesn't have an advocate, then they're forced to take a test when it's still not appropriate
>> or there there's also no point taking a test if the parent is unable or unwilling to >> drive them if they get it >> and then you're left with an awkward position where if they qualify, then you put people in a lot. >> Another piece of this is we have to pay for all those tests. >> Um, so Dan, what what are
>> Yeah, it's 1750 a test. So right now we had 165 licenses last year that cost us around 3,000. If we had every student do it I approximately 4,000 kids were over $65,000 to test everybody. >> Yeah.
>> Oh, when you say 1750 1,750 >> $17.50 a gift. >> Okay. >> And is it North Ed that actually administers? >> No. No. obvious gap. >> But that the thing that I've heard has been the limiter for a lot of families
that have kids that are are tagged whether they were tested and and then didn't go or else uh in one case a student who was in TAG and then dropped out to go back to her home school. It's
the transportation and the social group that kids have already established. >> Yeah. It's a I would say it's a I would say social group is a large I was a principal out at Westwoods for six years. We had a lot of kids test and qualify for TAG that didn't go and it's that climate. It's the the climate in
the school. They enjoy the family connections. Obviously they go, you know, they go home and play in their subs and they're playing with kids that are in their own school. >> Obviously, it's a hall out there, too, to get the central grade from West. But that's part of the reason I think Eastern is a a very good choice because
you had 24 kids tested, 12 that qualified but only four that attended going into central grade. So I'm thinking that if you have a high volume of kids that could go to
TAG and it was in their home school, it would help a lot. But then there's the problem that problem is that the right word with Willow Hill because Willow Hill looks very similar to East.
>> Yeah. >> The thing the thing I'll say is as we've gone through all this there was no perfect answers. >> I know. >> Never is. You don't want to put a ch. >> Yeah. >> One one I guess fundamental question
with um E is like we've had space issues there like >> parking. >> Well, just in >> Yeah, even just having the of classroom. So, we have enough. >> So, right now we have a library and so I'll let Christine kind of go through. I'd like her to go through all the numbers, but we do have a dedicated
classroom that's a library. That building was built with an open library concept that has not, you know, been all that embraced. And so there's an empty room and we you know we think that that needs to stay dedicated for that purpose. Uh but we do have one empty classroom in the preschool area right
now. Um and you know we'd be looking at if we were to do that at one shifting and so again Christine kind of has some data and numbers that I'd like to let me just go through just a one I just had one more slide too. Um so national merit as far as finalists go just again showing that attrition and this goes all
the way obviously K12 to make uh connection between those tag students and then ultimate outcome of of national merit that were semi- finalists and finals. These are some these aren't dead accurate numbers. These are fairly accurate just because we don't actually
track this but through social media and through some um past information that we did find in power school this is about as close as we could get for five years. Dan, did you show the the slide about the num the enrollment over the last five years? Were you able to find that?
I know you all sent that out today. >> That went off. I don't >> I just dis Oh, this one. Yes. This is the attrition one for fourth to fifth grade. Yeah, >> this is the one I explained to start. >> Yeah. >> So, we've had anywhere from like 94 to
109 students in those six years. >> Yeah. We test. So the initial yeses go out are you know right in that 60 to 64. So it's 32 like so we know this initial 64 there'll be some drop off but you know our divider for you know we do our
K5 is 27.8 right that's our divider as far as figuring out class list and for K5 uh overload is 30 in fifth grade so we like that so we can hold up to 29 in TAG. Some of the also conversations has come up, you know, fiscally with TAG, does it
cost a district more or less money to run TAG? Again, it depends on a couple things. One, what number do we hit year to year as far as having 29 students in front of a class? This year, we're a little low because a lot of kids didn't want to again make that transition through several classes. The problem
that it's really hard to figure out variable-wise is the idea from year to year, those kids coming out of sections in every elementary, it changes a little bit. So with those kids coming out of sections, does it a get rid of a split? Does it create an overload? Does it get
rid of an overload? Does it create another section to the decrease section? So that's super flexible year to year to be able to narrow down each year those 60 kids that come out. All right. How or those 30 kids that come out 60 those 60 kids that come out, how do they actually
impact the other uh 10 elementary schools? >> So I just have one quick question. So you mentioned 29 would be a full program. So 116 would be like a full program >> if we had all the way across the board. Yeah, >> that would we would describe TAG as
being full if we had 116. So we've never had 116 like in the past 5 years. >> No. >> Okay. I guess that's my thing like I I want I want to make sure we have space. I want to make sure the schools are supportive of bringing new classrooms into their building as culture, but ultimately I'd like to see TAG be full.
>> Mhm. >> Right. So, and I will defer to you guys to help us determine what do we have to do to make TEAG full. >> It's necessary saying full. It's the maximum. Like, if you get >> Well, I mean, we have overloaded fourth and fifth graders across the district. So, if we're I mean, I would like to get
the most, you know, when we talk about district resources. Um, if 116 is full, um, I mean, that's that's what I'm curious about. Maybe Eastern does that. Maybe maybe you know >> we don't know you know like this shift >> but I will I will lean on you to make
that recommendation and >> well I think there's another component where we accept that I mean I I I mean I've been in this as far as scheduling for middle school forever when we talk about honors right where we limit honors classes based on numbers of classes is that are we actually talking about
academically what's best for kid or we talking about fiscally what's most important we have to balance that right that's what we always have to do so making it full means we just continue to go down the weight list. So, at what point, and we've talked about even the terminology talented and gifted, are we letting kids in and then we got to
figure out, you know, if we're going to go far down the weight list and we got a kid coming in to tag that's 70th percent 70th percentile on on his math and are we're going to put him in and he's going to skip a grade of math, are we just setting him up to fail because we want to fill a program? So, there is some
wiggle room there as far as how how we actually fill or who's actually going to be >> I mean, yeah. And I mean right now we have we have classrooms I think of 23 right in in fourth grade this year. >> It's low. Yeah, I agree. >> So I mean I just when we talk about cuz I'm curious about the cost and the uh
you know the enrollment and um ultimately that's what's going to drive my decision about where this goes over the next three years is where do we think we're it's going to it's going to be full and not at having classrooms of of 23. >> Well, we kind of have a pattern of it's been a central grade of the number.
If you did an east and a west, does that make a difference? I don't know. >> We'll find out. >> We're gonna have to do something. Right now, >> and I trust you to make that recommendation. I just want to make I've heard that Eastern doesn't have space. I'll just say it, right? That's what we've heard. And I guess I'd like So, I'm going to defer to Christine now to
talk about the numbers. >> Before we get there, I just want to ask uh remind us at fourth and fifth grade, what point do you have to get an aid? >> 30. >> 30 kids. Okay. >> Yeah. I mean, we got we got an interesting email from one current type
parent right now, and you know, you know more than I do, >> but they did remark about how there is some correlation with the neurodeiverse population here and TAG and how they do need extra support with social workers.
And just because they're >> tagged doesn't mean they don't have their own behavioral problems. In fact, I have definitely heard over the years that just like every other classroom postco, you know, there are some behavioral challenges. So, maxing it out at 29 isn't necessarily a goal. We want
to have the kids who qualify. >> But I I also did it like to TA's point. I wasn't disagreeing. I would love to have it, but I also don't want to go into a like a 30 situation because then all you're >> Yeah. >> And just to keep in mind, thanks to the board, Dr. Ray and Wagner, you know,
we've worked with, you know, our North Ed folks also that every school, every elementary school has full-time social work. >> So, as far as students moving on, there are schools that have more social work than others, but Eastern has a full-time social worker. Silver Lake has a full-time Silver Lake actually is a
social worker and a half. >> And, you know, that's all things when we get to missionbased budgeting, that's all in that conversation. What is our budget? Again, we just got this year's budget. I have no idea what next year's budget's going to be. uh you know we do get additional support from the ISD that maybe could be considered but again
where that's all a part of that process that's a whole year away before we can even begin to speculate on what that would look like and >> I think one of the biggest challenges we're going to have is obviously if you split it to east west I think you're going to draw a larger number >> don't know that for sure
>> I'm pretty confident just from from having to go through those decisions of the sheer how long is it going to take me to get there every day and can I do it before work it's probably going to lead to going up. But at the same time is, you know, the program was extremely stable. Now it's got new teachers, which
isn't a bad thing, but it's an unknown for parents. And at the same time is we're now going to we're doing a three-year program that could then have to move. >> Correct. >> Uh so you got people who may not register because they don't know where it is. >> I think you're making my argument for me.
>> Yeah. I I I my my point is it's going to be a a bumpy couple. >> It's going to be a learning It's going to be a learning process with it. No doubt. >> For sure. >> And to that point though, that's why it is of paramount importance that we make sure we recruit and retain these highly
qualified and competent TAG teachers because we will have had 100% turnover with the retirements these last three years. And so we wouldn't want to say, oh, it was because of geography or it was because of this factor when we really don't. There are a lot of unknowns going forward and this is going
to be a big gamble but I agree with others that this is creating a huge opportunity geographically for more families to participate and having that map again was really helpful just to see that so well >> and we're doing this not out of choice
but out of necessity. I mean this is a decision that's forced and we're going to have to do it for three years whether we like it or not and we have limited options to be able to implement it. So, it has nothing to do with our support or
joy in having a tag program that's as rich as this one is. It's just simply a matter of how do we weather the next three years in that >> and we'll learn and the board will make a decision on it's not a final like I said based on if it goes in the end we go you know they just didn't do some of
those things send it back to central grade we've already talked tonight about that options available but in the short term we do have to figure out and we I've given you what our collective thoughts have been as we've looked at the whole situation >> so I'll give it to Christie >> for classroom availability >> we're always the numbers
>> big disclaimer So, not knowing exactly how many students are going to attend next year, um when we look at all of our elementary buildings, so currently Blair has three uh vacant classrooms, um it would actually be two if we move our second um class of GSRP um back to Blair
from Silver Lake. So, for a short period of time, we had more um requests at Silver Lake for the program. So, we moved the second classroom of Blair to Silver Silver Lake and we had intended on putting it back. So, um, technically two vacant classrooms at Blair available. Uh, two classrooms available
at Cherry Null. Um, one of those could be a good option for a preschool should we need it. Corteade has three to four empty classrooms. Eastern currently has two empty classrooms. One of those is dedicated currently um in use for library. The other one was a preschool
room that we closed uh due to lack of enrollment. Um, we currently have two classrooms of preschool. The second one is not full. So, I'm not sure yet that we'll need the second classroom going forward. We do have options to relocate that if we'd like to move TAG to this
building. So, I've had a conversation with the ISD about the potential of having a classroom at Oak Park. Um, but we do have room at Cherry Null and Traverse Heights as well if we'd like to relocate that preschool classroom. Um, for Monasuri, uh, they have two, uh, vacant classrooms, one of which I I kind
of put a question mark about the potential of moving the MAI program. So that would leave them with one empty classroom. Um, Silver Lake has two if we move GSRP back, which had been part of our plan. Traverse Heights has one empty classroom after the addition and moving some staff around. Willow Hill has zero
and Westwoods has three to four. >> So you'll see the hardest issue we ran into with the places we would have space is on the far edges of our district, >> which makes sense. Well, only in the fact that I think that, you know, we have people that maybe work in town and
they when they do in district, you know, enrollment into a building, they they want to drop their kid off at school in town. Hence, where we've been at of our schools, why we've had to limit the number of school, you know, in district and school and school of choice from at
at, you know, our three city schools anticipation of this. We've done that and we'll continue to do that. Can I have one more disclaimer? Especially because I know we have teachers. These classrooms are not currently empty. They use them, right? If they're empty, they use them. So, um,
we have other things that we can do to provide smaller spaces. Like currently, a classroom might be used for a social worker where we could come in and put a partition to make two classrooms, one for a social worker, one for interventionist. So, those are some things we can do, but we do have truly some vacant classrooms.
>> Yeah. So bottom line after all this analysis, your recommendation is Silver Lake and Eastern. >> Um, and I would just say, you know, building on what you mentioned earlier and a lot of I think parents advocated for this in their emails is if we do
better promote the program, um, you know, we might get two-fold increase, you know, in into in kids who test and you know, who knows? I mean I know >> and we'll have to limit based on the space we have for three years or you know look at a different site if all of
a sudden there's an odd you know spot where there could be and as I told the board you know in my update you know and absolutely nothing's final right you know we get in a year in this and something's just offthe-wall we didn't expect we can look at what are what are
our options again what are enrollment in buildings like those are there do we want to move parents a lot no but if there's something that we collectively feel like, hey, you know what? This actually now makes sense. The board has that flexibility. Just like we've created the flexibility to be able to
move the program in the end back or if we find some things we really like that we think is better, we keep it that way. >> You know, but we're forced initially to do something because of the reconstruction, >> but from there, we're going to learn a lot and it very well may end up right back there. Very well, it may not. like,
but this is kind of everything we've debated and talked about over this time. Um, you know, to to have and and recognize, you know, there's there's definitely, you know, some movement and some things and and uh, you know, if if
all of that isn't the perfect thing and it is, we'll keep the board informed and I'm sure you'll even hear it at that point. And but we've looked at every way and if the board collectively feels there's something we've missed, happy to explore that. Uh believe me, we've taken months and just debated, well, what
about here? Well, what about there? What about this? What about that? You know, and with all the numbers of enrollment and you know, the one thing we know right now is probably the the thing that'll happen next year is we do have if you look at the breakdown of the current fourth graders between East and
West, you'll only end up, I think, with 18 in the next year's fifth grade on the on the east side, unless there's a way for kids to opt in that weren't. But I don't think so. You know, the when I met with the teachers that are at at right
now, the current breakdown is larger on the west side than the east side. Now, could some parents maybe that are on the border decide to jump over? That's possibility, too. But, you know, the teachers just mentioned there's definitely a higher number of the tag kids right now in fourth grade that are
west side versus east side. >> Have we asked those? So, there's 23 24 there in fourth grade, 18 on the east side. Have we asked any of them how they would feel if they would continue with tag? Say if it's at Eastern. >> No, because we just didn't want to go there till we had this conversation.
>> I mean, that would be helpful for me. I mean, I don't know what else. I mean, I I'm I'm >> my gut feeling is not many, but at Dan, I don't know what you might think, you know, just because of geography. >> What is the enrollment of Eastern after cow day? >> We can pull that up. Right now, if we're
talking, are we talking like the whole building, everybody in the building? >> Is it over 500? >> Right. A little over 500. >> Yeah. >> You got to throw the preschools in there. >> So, we're thinking about this. You add the two sections in, depending what the preschool number looks like, right? So,
you're going to be going between with tag. I have I have a number of 530 in my head. Um, >> if we land right around there. So that's plus two hopefully fuller tags
minus the preschool to 530. >> Oh, right now 485. >> Yeah. >> So she said right now 485 is the number. >> Is that K5? No, that's JK 35. >> JK. >> JK5 on the
annual report last year. We had quite a quite a reduction in preschool because it used to be 540. >> So what was your original just tie going back with the idea of who to ask as far as who goes? >> Well, those those 23 families who are
currently fourth grade in TAG like I mean and and I guess I mean I'd like to make a decision tonight as well, but we don't test I believe till next February, right? So I mean >> I said it wasn't absolute today. >> Okay. I mean, a lot of the conversation >> like to to hear from those fourth
graders, those 23 fourth graders, would they plan to attend Eastern if there was that option? >> Okay. >> Um, and I I'd like to hear from Eastern I guess staff like that we're taking maybe we're not taking away their library. I don't really know the library, but
>> we would not be >> okay. We're not taking away the library, but now we're going to add 30 kids 30 more kids to the building. Just so I understand the conversation with the 23 fourth graders, we want to know where they're because if they're not going to go to Eastern, where are they going then? And then does that
dictate where we put the the TAG program? Let's say, you know, we're all going to go to they're all going to go to Cherry Nolan. So that's what my next question is is at some point I think it's it's one of those chicken egg situations, right? If we're going to ask them where they're going to go, right? Let's say let's say none of them go to
Eastern. Do we still run a program? >> We want to keep them, right? We want to keep these 23 that are just going to graduate first. >> They can't come here. They're not going to be part of Glen Lumis. >> No, I know that. But we want to keep those 23 fourth graders in TAG. Correct. >> I understand. But my thing is that if we ask him the question and they then
dictate where then they all tell us where they want to go. >> Where they want to go, he would say, would you go to Eastern? >> Well, I I say no. >> Well, that would be helpful for me. >> Okay. >> For what? And then and then >> decision. Well, and then what? I mean, and then what? I don't know. But I mean,
we have we have four classrooms empty in Westwoods, >> right? >> Right. But they're not going to travel all the way to Westwood. >> But I mean, there's a lot of there's a lot of kids. I'm just saying I I just if we're going to if a big percentage of the current fourth graders have no intention to come back to Eastern. I
don't know. Like that doesn't feel very good to me. >> We can ask that question. My gut feeling is is most will to stay in it, you know, but like if if not, it just would mean probably not running the program anymore. or at this time >> not asking where they want to go. We're
saying this is it. This is the option. >> Well, it it seems to me that if you have two options and you're feeling pretty secure about them, you can ask which school because it could be that they work close to one. >> Could be >> and it would balance maybe a little bit. >> Exactly.
>> That's fair. But maybe a general survey question for all of them. Uh if uh with TAG next year with if we give them the option of Eastern and Silver Lake, would you which school would you plan to choose? >> What's your first? >> I would ask it that way because the start time at Silver Lake is closer to
central grade. So if it's a scheduling thing that some people could opt to use Silver Lake instead of Eastern as we might think. >> Let's ask it as an option of where do you want to go? >> Yeah, >> this is these are the two options. >> I only mentioned Eastern because 18 of the 23 are east side. That's the only
reason. But I like I would support that too. Would you? Which one? >> We're just trying to >> I just you know to be clear I mean like looking at all of it like I I there's I don't fathom that they would go to the edges of the district. >> No, but some some families in those
districts might right like >> but they would already be in. There's not many. I mean if you look at the numbers there's not enough to make a section on. >> I guess I mean maybe that's maybe that's solution C or D but I don't think anybody's talking about eliminating or ending tag to Scott's point, right? I think we're just looking at what is the best solution
>> to keep this program going while central grade is being renovated. >> Yeah. >> So, >> it's harder for me to envision east side families dropping tag because it moved from central to eastern than it is >> anybody on the west side um
>> because central and grade and eastern elementary are so close to each other. And actually, I think we might even pick up some Willow Hill kids who are zoned for the west side. they could school of choice to. >> But that's to tie's point as well because you might get some of the Willow Hill folks to go over there versus and
it might even amount. But it's worth the question. >> I just wouldn't discount the um the start time because I think that going from an 8:15 start time to a 9:00 could sway some families. >> Let's put the start time in there as one of the qualifiers for the two different
>> We can do that. >> But I think coming out of this I think we all so we all want the tag program to continue. Absolutely. >> We know that central grade is obviously not going to be available. We can't put them here. So, the only choice other than to put them at westwards, which I
think we all agree is generally a bad idea, is to split it into two, which may as well be an east versus west for access. And then the choices and I think that out of everything we I mean I guess that
you could argue a couple of schools but generally speaking we're very limited on the >> you can see where we've landed. We've given you all the data that we've looked at with it and how we've landed where we've landed. And to that point, like and I'm not saying that you haven't looked at this, but like even with that
summary, the only two is is potentially Willow Hill and and Silver Lake and and uh Eastern and Cherry Null and both of and you've gone through the process and identified the the number one of the two and that's >> where we are.
>> Yeah. Yeah. And what would be interesting is if the program actually grows. >> Well, we can control that. We for now we can control that. We can do whatever but you know you know without room like from that element unless we were looking at a third school we would just go down the
list as far as many spots as we have. >> Sure. Sure. But maybe later it is three schools. >> Again if we have that issue we know it's it's it's giving more possibility of access for location in the future. Again another learning data point that we'll bring to the board as we get deeper into
the the finality of where it ends up in the in the end. And I think to help us, we've really just got to expect every single elementary school building to promote this. I know some of them are less inclined to do so than others, but making sure it gets out in that weekly newsletter that parents receive from
their building and the third grade teachers are uniformly offering it to the third grade families. I think that's so important. I look at these numbers on Blair and Traverse Heights and you know other schools and the number of kids who are testing are
are so low. Um I just think that there we could unlock some more potential if we had more consistent >> I would I think we do a pretty good job of the >> TAPS district letter the school newsletters and the teachers. I don't I
would say in my experience I've not seen schools not I mean it's coming from the district for the schools maybe in classrooms potentially I've never seen that. >> Yeah. >> I think the biggest challenge to the whole the whole thing is the third year
like people signing up. I'm going to So you want me to sign my child up to go to one school that may then have to change school again and then go to another school middle school like so three schools in three years basically like that's >> that is the hard part. I mean if the
board but I just don't think the board's there. >> No but in two years we better be >> well that's just it. The more that you can give especially those families that are testing you know that thought you know >> um the better off it is. you have a couple of years of data. Well, at least one year data point.
>> Absolutely. And you'll get that. We'll we'll we'll be sure to, you know, include that in all of our data sets of what we have and all that for the board. >> And and going back to the transportation issue. So, I really appreciate that y'all are trying to problem solve on
this. Um, are you planning to advertise to the third grade families this year that we're looking at bus routes or shuttles or >> No, the only thing we would have capacity is if they could drop off at a bus stop within that this building zone. >> Okay. >> We do not have the capacity of drivers.
We barely are able to pull off what we're doing. >> That's fine. >> So, but it now has two zones they could drop off versus one. >> So, right now they have to get in the central grade busing zone. Now they could get in in under this possibility
in Eastern or Silver Lake which touches a lot from that stand. >> Yeah. I mean given the size of our district nearly 300 square miles, two options is better than one option. No doubt. >> No doubt. So I mean and I I I I would like to see this survey before. I mean I
I I don't know if we're voting or what we plan to do here. >> And it's just again it's something the administrative does. I've asked input, but we'll get that and we'll bring it next month. Again, it's just I know parents are chewing at the bit here. So, um you know, we'll bring that back next month. And again, I'm just again, you guys hear eyes and ears and I want
everybody to give input and thoughts before we do this so that you know, but it doesn't take a board action. It really falls under administrative purview. >> Yeah. Great. Well, thanks for all the thought you put into this. I know it's got many tentacles as you like to say. The greatest thing is in three years
when we do the ribbon cutting on central grade >> and then then then we can talk that purple is looking mighty attractive. >> Yeah. >> Well, thank you. >> Thank you.
>> Thank you. Okay. So, any other comments on this subject? Um actually there's uh no um no motions I think on discussion this uh this week but the next uh uh item is
school safety update. Dr. >> Yeah. Um so okay um effective October 1st, Michigan law requires that all schools provide parents and caregivers with the information on safe storage of firearms at home. This proactive measure is part
of the state's larger secure storage law designed to prevent accidental firearm injuries to children. TCAPS is complying with this mandate by distributing Michigan Department of Health and Human Resource Health and Human Services resources on our website. These resources detail the state's requirements. Unattended firearms must
be unloaded and secured with a locking device or stored in a locked container. If a minor is is or is likely to be present, um they must have that locking device as a or locked up. As a reminder, free gun locks are available to anyone who wants them at all of our secondary
schools and here at the administrative building in the in the superintendent's office. Um, so, uh, with that, we also plan on having our in our newsletter the information as we get closer to, uh,
deer season, uh, with that message as well. Um, but this is something new that we do have to have a little bit earlier. So, we're having that. And, uh, as you might remember, we did a board did a resolution and in that resolution, we said we would also do that once a year.
So, this kind of fits now with the law. So, we'll go ahead and do that. And then as we get closer as well to the opening of fire and deer season, we'll also make sure to promote that as well. >> Excellent. >> Any questions on that?
>> Um, next discussion item is a donation of 20,000 um for the Mahogany Foundation for Student Support Network to find >> Okay. And I I'm going to ask a quick question, Christine. I need to I don't remember. Does the board have to act on acceptance of this or just be informed of? >> They have to act on it. This was part of
the change in our policy for donations of 20,000 or more would come to the board for >> Okay. So, I apologize. We didn't have a an a or a motion there. I told Tammy at first I didn't think but I messed up and I just realized it. >> It gets confusing because donations and grants are different. >> Yeah.
>> But um the Mahogini Foundation um which uh this was presented to our curriculum committee um and our fin or our finance committee rather um to move forward. Um this is um a great a great uh donation that gives to our student support work
network. Um again you you've all had the chance to see so much of uh of that work that goes into um the student support network and and the finances. Know this is at least the second year um that uh
we've we've had this uh um grant this uh grant from the foundation. Um and uh it's a family that very much always this foundation supports uh TCAPS and so many of the endeavors that we have. Um so we're very thankful for that and we are
asking the board to accept this donation. >> I think Christine has someone. So >> yeah, I can just share just a little bit of details. So the foundation is actually led by Meredith and Dan Falconer. Um they began in 2003 and they did uh provide us with a large donation last year. Um and we had Katie come to
finance and operations just to give a summary of how those funds were used. So um this uh year's contribution comes at a great time as we're preparing to host our winter warm-up shop. Um this is going to be providing um clothes, boots, uh winter gear for families. They can
come in and shop for free. Um again, much like our pop-up shop that we had in the summertime, they can come now and and get ready for winter. Um the funds will be used to purchase muchneeded winter clothing gear, especially boots and uh waterproof gloves, which are currently in very short supply. We also
are accepting donations of those items if anybody would like to donate items uh for winter clothing. >> Drop them off here at the central office. >> Yes. >> Now, do that. Yes. >> Well, before you do that, I'm fine to make a motion, but the policy does say
$20,000 or less. You have the authority. It's over $20,000 that you don't. >> So, it is dead on their mouth. >> I would say for this time just in thankful to the Falconers, I'd like to give an official support so we can have that in the minutes. I think would be a good
>> I also it doesn't hurt and also want to express our thanks. So, I don't think it necessarily uh needs to be debated, but yeah. >> I move to accept that the board of education accept a donation of $20,000 from the Haggi Foundation in support of our student support network. It's not
good. >> Oh boy. >> That was almost I don't know. >> I I feel >> that's a rock paper scissors right there. >> The jar can have it. >> Let the minutes reflect. >> That was a That was a tight one.
>> All right. Um so second by Trusty Peris. Um okay. Uh Tammy, please conduct a roll call. >> Trusty Schmidt. >> Yes. >> Trusty Beris. >> Yes. >> Trusty Ballinger. >> Yes. >> Trusty Hardy. >> Hi. >> Trusty Pat. Yes. >> Yes. Motion carries and and a great
thank you for the support of the foundation um to uh student support network and obviously as we all I like to plug any time is is a critical area that we we need funding and appreciate it greatly. So um moving on to that we
have the second public comment which I did see there was a few. So just to remind everyone is that the board has set aside this time for public comment. If you already spoken earlier, you are not eligible to speak again. You will be limited to 3 minutes. Um should not make personal attacks unrelated to actions
affecting the school system. Um strongly encouraging common courtesy and constructive feedback with detailed rules and procedures including a complaint process in board policy 25504. >> Um Lindsay, I believe it's Annaline. I'm here on behalf of the tech
discussion and location. I'm Lindsay Analin. I'm a fifth grade teacher at Eastern Elementary. I've had the pleasure of being and working alongside Tag teachers um for six years at Central Grade when I taught in the general ed
curriculum. Um I along with other staff and families have concerns regarding moving the students into the program at Eastern due to mainly logistics. We have 526 students with preschool. We at Eastern
are at capacity and specialist teachers are already teaching classes back to back to back. Uh assemblies in the cafeteria are at mass capacity as is our playground with limited staff members. The designated library is where we have guest speakers come and present as well
as a quiet space for those library lessons. The common space unfortunately does not offer a quiet um library space as it was intended. Moving TAG classrooms into the preschool hallway will also change our sought after and
quite impressive preschool program by downsizing or displacing the preschool. This is of major concern as many in the community, including staff members, plan to have their children, attend our preschool and move on up through the grades. Before moving forward with a
decision, I just urge the district, the board to thoughtfully evaluate alternative locations, as I know it's a tough decision as you are talking about tonight. Um, as well as how this will impact our eastern school community and our resources. Thank you so much for
your time, for your consideration, and we really appreciate your support. >> Rob Nandor. Hi everyone. Good evening. Uh my name is Rob Endorf. I am a parent of two Eastern Elementary School kids, a fifth grader
and a third grader. Um, we sort of just found out about the the uh potential of TAG moving to Eastern. Um, I respect the challenges that you all are facing figuring out how to shepherd the program through the next few years. Um, but I'd like like to echo a lot of what uh
Lindsay just shared. Um, I think it will harm students at Eastern is kind of the bottom line. And it comes down to logistics. that building is very full. And uh when it comes to specials, the cafeteria, the preschool program, th those are all important assets of the
school and I think this will harm those. Um there's a lot of talk about how to preserve the TAG program and and I applaud that. Um it's ultimately a voluntary program. I support it, but people get to choose whether or not they do it. And if they don't, the fallback
is very good fourth and fifth grade classrooms that you all support and make excellent uh places to be to learn. So if as a tag person I have to drive a little bit farther and it's an inconvenience for a few years and it temporarily harms the program, I think
that's less harm than kids who don't have a choice because this is their elementary school. So the preschoolers in that neighborhood, the elementary school kids in that neighborhood, they didn't sign up for that. That's where they live. that's their school. So, I think as you're balancing out kind of
the winners and losers of these decisions, which there always has to be and and and I sympathize with the challenge, um I would just keep that in mind that like my kids don't really sign up for Eastern Elementary. That's just where they live. So, I know you're all working through it and I appreciate your
support. Thank you, >> Leki. Hi, my name is Liz Ledkkey. Uh my husband Chris and I have had two students complete the TAG program and our third and final um student began in fourth grade TAG this year. Um we've had an overwhelmingly positive experience
with TAG. Um it's given our kids an opportunity to be challenged and they've been really engaged in their education in a way um that they hadn't been challenged to be um to do so either prior. Um the TAG program has been structured with two teachers for each grade. Uh they're able to take a deeper
dive on the subjects. The two classrooms are very collaborative and work well together. These students are coming from a number of different schools and they're joining together. What's really wonderful is that because there are two sections of the class of each grade. Um they're able to make more friends. There's a lot of focus on social
emotional development and making new connections so that the students do remain in the TAG program and don't return back to their home schools. So, I think it's really wonderful if we can have an opportunity that keeps those two grades together because to separate them, they've already come from one elementary school and third grade.
They're entering fourth grade at Central. They'll go somewhere else for fifth grade and then they're going to go on to um middle school as well. So, that really it's actually four and four for the kids that are entering right now. Um so, if we can keep them together with this new cohort that they're with, I think that would really be wonderful. I
know that it adds to the challenge of drive time for some people um between east side and west side. Um but it really is beneficial to the students. Um I know you even talked about um you know the kids going on and who stays with the TAG program or has more advanced
classes. I think there's even situations where some of the kids need more than just geography in 8th grade too. So it's a really good benefit. These students stay together. Um they have group chats, they study together. So what they're doing already in TAG um that continues to be who they're taking their AP
classes with in high school and so um to keep them together as much as we can. They spent a lot of time building community so it would be really great to keep them together. Thank you. >> All right. Thank you uh for the comments. Um obviously a difficult issue
that we'll continue to work through. Um and with that we that is the uh end of the agenda. So, I just wanted to thank um again everyone's comments and I know that this is a particularly difficult and no good solution uh problem. Um but
the next uh board of education meeting is Monday uh November 10th at 6 p.m. in this room. Um also televised online. With that, do I have a motion to adjurnn the meeting? >> I move to adjurnn.
>> Okay. Second. >> Nobody seconds that we're standing here. I heard you say >> I heard that at the second. >> Um, all those in favor say I. >> I. >> Those oppos say nay. Meeting adjourned.